by Walker Percy
One might object, pointing out that Huxley’s citizen reading his sonnet in the ruins and the Falkland Islander looking at his dogfish on the beach also receive them in a certain package. Yes, but the difference lies in the fundamental placement of the student in the world, a placement which makes it possible to extract the thing from the package. The pupil at Scarsdale High sees himself placed as a consumer receiving an experience-package; but the Falkland Islander exploring his dogfish is a person exercising the sovereign right of a person in his lordship and mastery of creation. He too could use an instructor and a book and a technique, but he would use them as his subordinates, just as he uses his jackknife. The biology student does not use his scalpel as an instrument; he uses it as a magic wand! Since it is a “scientific instrument,” it should do “scientific things.”
The dogfish is concealed in the same symbolic package as the sonnet. But the dogfish suffers an additional loss. As a consequence of this double deprivation, the Sarah Lawrence student who scores A in zoology is apt to know very little about a dogfish. She is twice removed from the dogfish, once by the symbolic complex by which the dogfish is concealed, once again by the spoliation of the dogfish by theory which renders it invisible. Through no fault of zoology instructors, it is nevertheless a fact that the zoology laboratory at Sarah Lawrence College is one of the few places in the world where it is all but impossible to see a dogfish.
The dogfish, the tree, the seashell, the American Negro, the dream, are rendered invisible by a shift of reality from concrete thing to theory which Whitehead has called the fallacy of misplaced concreteness. It is the mistaking of an idea, a principle, an abstraction, for the real. As a consequence of the shift, the “specimen” is seen as less real than the theory of the specimen. As Kierkegaard said, once a person is seen as a specimen of a race or a species, at that very moment he ceases to be an individual. Then there are no more individuals but only specimens.
To illustrate: A student enters a laboratory which, in the pragmatic view, offers the student the optimum conditions under which an educational experience may be had. In the existential view, however—that view of the student in which he is regarded not as a receptacle of experience but as a knowing being whose peculiar property it is to see himself as being in a certain situation—the modern laboratory could not have been more effectively designed to conceal the dogfish forever.
The student comes to his desk. On it, neatly arranged by his instructor, he finds his laboratory manual, a dissecting board, instruments, and a mimeographed list:
Exercise 22
Materials: 1 dissecting board
1 scalpel
1 forceps
1 probe
1 bottle india ink and syringe
1 specimen of Squalus acanthias
The clue to the situation in which the student finds himself is to be found in the last item: 1 specimen of Squalus acanthias.
The phrase specimen of expresses in the most succinct way imaginable the radical character of the loss of being which has occurred under his very nose. To refer to the dogfish, the unique concrete existent before him, as a “specimen of Squalus acanthias” reveals by its grammar the spoliation of the dogfish by the theoretical method. This phrase, specimen of, example of, instance of, indicates the ontological status of the individual creature in the eyes of the theorist. The dogfish itself is seen as a rather shabby expression of an ideal reality, the species Squalus acanthias. The result is the radical devaluation of the individual dogfish. (The reductio ad absurdum of Whitehead’s shift is Toynbee’s employment of it in his historical method. If a gram of NaCl is referred to by the chemist as a “sample of” NaCl, one may think of it as such and not much is missed by the oversight of the act of being of this particular pinch of salt, but when the Jews and the Jewish religion are understood as—in Toynbee’s favorite phrase—a “classical example of” such and such a kind of Voelkerwanderung, we begin to suspect that something is being left out.)
If we look into the ways in which the student can recover the dogfish (or the sonnet), we will see that they have in common the stratagem of avoiding the educator’s direct presentation of the object as a lesson to be learned and restoring access to sonnet and dogfish as beings to be known, reasserting the sovereignty of knower over known.
In truth, the biography of scientists and poets is usually the story of the discovery of the indirect approach, the circumvention of the educator’s presentation—the young man who was sent to the Technikum and on his way fell into the habit of loitering in book stores and reading poetry; or the young man dutifully attending law school who on the way became curious about the comings and goings of ants. One remembers the scene in The Heart Is a Lonely Hunter where the girl hides in the bushes to hear the Capehart in the big house play Beethoven. Perhaps she was the lucky one after all. Think of the unhappy souls inside, who see the record, worry about scratches, and most of all worry about whether they are getting it, whether they are bona fide music lovers. What is the best way to hear Beethoven: sitting in a proper silence around the Capehart or eavesdropping from an azalea bush?
However it may come about, we notice two traits of the second situation: (1) an openness of the thing before one—instead of being an exercise to be learned according to an approved mode, it is a garden of delights which beckons to one; (2) a sovereignty of the knower—instead of being a consumer of a prepared experience, I am a sovereign wayfarer, a wanderer in the neighborhood of being who stumbles into the garden.
One can think of two sorts of circumstances through which the thing may be restored to the person. (There is always, of course, the direct recovery: A student may simply be strong enough, brave enough, clever enough to take the dogfish and the sonnet by storm, to wrest control of it from the educators and the educational package.) First by ordeal: The Bomb falls; when the young man recovers consciousness in the shambles of the biology laboratory, there not ten inches from his nose lies the dogfish. Now all at once he can see it, directly and without let, just as the exile or the prisoner or the sick man sees the sparrow at his window in all its inexhaustibility; just as the commuter who has had a heart attack sees his own hand for the first time. In these cases, the simulacrum of everydayness and of consumption has been destroyed by disaster; in the case of the bomb, literally destroyed. Secondly, by apprenticeship to a great man: One day a great biologist walks into the laboratory; he stops in front of our student’s desk; he leans over, picks up the dogfish, and, ignoring instruments and procedure, probes with a broken fingernail into the little carcass. “Now here is a curious business,” he says, ignoring also the proper jargon of the specialty. “Look here how this little duct reverses its direction and drops into the pelvis. Now if you would look into a coelacanth, you would see that it—” And all at once the student can see. The technician and the sophomore who loves his textbook are always offended by the genuine research man because the latter is usually a little vague and always humble before the thing; he doesn’t have much use for the equipment or the jargon. Whereas the technician is never vague and never humble before the thing; he holds the thing disposed of by the principle, the formula, the textbook outline; and he thinks a great deal of equipment and jargon.
But since neither of these methods of recovering the dogfish is pedagogically feasible—perhaps the great man even less so than the Bomb—I wish to propose the following educational technique which should prove equally effective for Harvard and Shreveport High School. I propose that English poetry and biology should be taught as usual, but that at irregular intervals, poetry students should find dogfishes on their desks and biology students should find Shakespeare sonnets on their dissecting boards. I am serious in declaring that a Sarah Lawrence English major who began poking about in a dogfish with a bobby pin would learn more in thirty minutes than a biology major in a whole semester; and that the latter upon reading on her dissecting board
That time of year Thou may’st in me behold
When yellow leav
es, or none, or few, do hang
Upon those boughs which shake against the cold—
Bare ruin’d choirs where late the sweet birds sang.
might catch fire at the beauty of it.
The situation of the tourist at the Grand Canyon and the biology student are special cases of a predicament in which everyone finds himself in a modern technical society—a society, that is, in which there is a division between expert and layman, planner and consumer, in which experts and planners take special measures to teach and edify the consumer. The measures taken are measures appropriate to the consumer: The expert and the planner know and plan, but the consumer needs and experiences.
There is a double deprivation. First, the thing is lost through its packaging. The very means by which the thing is presented for consumption, the very techniques by which the thing is made available as an item of need-satisfaction, these very means operate to remove the thing from the sovereignty of the knower. A loss of title occurs. The measures which the museum curator takes to present the thing to the public are self-liquidating. The upshot of the curator’s efforts are not that everyone can see the exhibit but that no one can see it. The curator protests: Why are they so indifferent? Why do they even deface the exhibits? Don’t they know it is theirs? But it is not theirs. It is his, the curator’s. By the most exclusive sort of zoning, the museum exhibit, the park oak tree, is part of an ensemble, a package, which is almost impenetrable to them. The archaeologist who puts his find in a museum so that everyone can see it accomplishes the reverse of his expectations. The result of his action is that no one can see it now but the archaeologist. He would have done better to keep it in his pocket and show it now and then to strangers.
The tourist who carves his initials in a public place, which is theoretically “his” in the first place, has good reasons for doing so, reasons which the exhibitor and planner know nothing about. He does so because in his role of consumer of an experience (a “recreational experience” to satisfy a “recreational need”) he knows that he is disinherited. He is deprived of his title over being. He knows very well that he is in a very special sort of zone in which his only rights are the rights of a consumer. He moves like a ghost through schoolroom, city streets, trains, parks, movies. He carves his initials as a last desperate measure to escape his ghostly role of consumer. He is saying in effect: I am not a ghost after all; I am a sovereign person. And he establishes title the only way remaining to him, by staking his claim over one square inch of wood or stone.
Does this mean that we should get rid of museums? No, but it means that the sightseer should be prepared to enter into a struggle to recover a sight from a museum.
The second loss is the spoliation of the thing, the tree, the rock, the swallow, by the layman’s misunderstanding of scientific theory. He believes that the thing is disposed of by theory, that it stands in the Platonic relation of being a specimen of such and such an underlying principle. In the transmission of scientific theory from theorist to layman, the expectation of the theorist is reversed. Instead of the marvels of the universe being made available to the public, the universe is disposed of by theory. The loss of sovereignty takes this form: As a result of the science of botany, trees are not made available to every man. On the contrary. The tree loses its proper density and mystery as a concrete existent and, as merely another specimen of a species, becomes itself nugatory.
Does this mean that there is no use taking biology at Harvard and Shreveport High? No, but it means that the student should know what a fight he has on his hands to rescue the specimen from the educational package. The educator is only partly to blame. For there is nothing the educator can do to provide for this need of the student. Everything the educator does only succeeds in becoming, for the student, part of the educational package. The highest role of the educator is the maieutic role of Socrates: to help the student come to himself not as a consumer of experience but as a sovereign individual.
The thing is twice lost to the consumer. First, sovereignty is lost: It is theirs, not his. Second, it is radically devalued by theory. This is a loss which has been brought about by science but through no fault of the scientist and through no fault of scientific theory. The loss has come about as a consequence of the seduction of the layman by science. The layman will be seduced as long as he regards beings as consumer items to be experienced rather than prizes to be won, and as long as he waives his sovereign rights as a person and accepts his role of consumer as the highest estate to which the layman can aspire.
As Mounier said, the person is not something one can study and provide for; he is something one struggles for. But unless he also struggles for himself, unless he knows that there is a struggle, he is going to be just what the planners think he is.
3
METAPHOR AS MISTAKE
IN MISSISSIPPI, COIN RECORD players, which are manufactured by Seeburg, are commonly known to Negroes as seabirds.
During the Korean War, one way of saying that someone had been killed was to say that he had bought the farm.
I remember hunting as a boy in south Alabama with my father and brother and a Negro guide. At the edge of some woods we saw a wonderful bird. He flew as swift and straight as an arrow, then all of a sudden folded his wings and dropped like a stone into the woods. I asked what the bird was. The guide said it was a blue-dollar hawk. Later my father told me the Negroes had got it wrong: It was really a blue darter hawk. I can still remember my disappointment at the correction. What was so impressive about the bird was its dazzling speed and the effect of alternation of its wings, as if it were flying by a kind of oaring motion.
As a small boy of six or seven walking the streets of Cambridge I used often to pass little dead-end streets, each with its signpost which at its top read, say, Trowbridge Place or Irving Terrace, and underneath in letters of a different color and on a separate board, the following mysterious legend: Private Way Dangerous Passing. The legend meant of course merely that the City of Cambridge, since it neither built nor maintained the roadbed of this place or this terrace, would not be responsible for injury to life or property sustained through its use. But to me it meant something else. It meant that there was in passing across its mouth a clear and present danger which might, and especially at dusk, suddenly leap out and overcome me. Thus, to say the least of it, I had the regular experience of that heightened, that excited sense of being which we find in poetry, whenever I passed one of those signs.
Misreadings of poetry, as every reader must have found, often give examples of this plausibility of the opposite term. I had at one time a great admiration for that line of Rupert Brooke’s about
The keen
Impassioned beauty of a great machine,
a daring but successful image, it seemed to me, for that contrast between the appearance of effort and the appearance of certainty, between forces greater than human and control divine in its foreknowledge, which is what excites one about engines; they have the calm of beauty without its complacence, the strength of passion without its disorder. So it was a shock to me when I looked at one of the quotations of the line one is always seeing about, and found that the beauty was unpassioned, because machines, as all good nature poets know, have no hearts. I still think that a prosaic and intellectually shoddy adjective, but it is no doubt more intelligible than my emendation, and sketches the same group of feelings.
Four of the five examples given above are mistakes: misnamings, misunderstandings, or misrememberings. But they are mistakes which, in each case, have resulted in an authentic poetic experience—what Blackmur calls “that heightened, that excited sense of being”—an experience, moreover, which was notably absent before the mistake was made. I have included the fifth, the Korean War expression “He bought the farm,” not because it is a mistake but because I had made a mistake in including it. The expression had struck me as a most mysterious one, peculiarly potent in its laconic treatment of death as a business transaction. But then a kind Korean veteran
told me that it may be laconic all right, but he didn’t see anything mysterious about it: The farm the G.I. was talking about was six feet of ground. This is probably obvious enough, but I have preserved this example of my own density as instructive in what follows.
It might be useful to look into the workings of these accidental stumblings into poetic meaning, because they exhibit in a striking fashion that particular feature of metaphor which has most troubled philosophers: that it is “wrong”—it asserts of one thing that it is something else—and further, that its beauty often seems proportionate to its wrongness or outlandishness. Not that the single linguistic metaphor represents the highest moment of the poetic imagination; it probably does not. Dante, as Allen Tate reminds us, uses very few linguistic metaphors. The “greatest thing by far” which Aristotle had in mind when he spoke of the mastery of the metaphor as a sign of genius may very well have been the sort of prolonged analogy which Dante did use, in which the action takes place among the common things of concrete experience and yet yields an analogy—by nothing so crude as an allegorization wherein one thing is designated as standing for another but by the very density and thingness of the action. As Tate puts it: “Nature offers the symbolic poet clearly denotable objects in depth and in the round, which yield the analogies to the higher syntheses.” Yet the fact remains that the linguistic metaphor is, for better or worse, more peculiarly accessible to the modern mind—it may indeed be a distinctive expression of modern sensibility. And it has the added advantage from my point of view of offering a concentrated field for investigation—here something very big happens in a very small place.
