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Daily 7:30Tel.: 383-4024“Sholy”(with English subtitles)Dec. 15thDon't forgetyourMITZIEFLOWERSMitzie's Flower Shop1308 E. 53rd.MI3-4020 TheChicagoLiterary ReviewThe University of Chicago Press was originallyconceived of as an organic part of the University.This relationship has shifted somewhat since thoseearly years, but no one can deny that that Press con¬tinues to publish and to promote some of the most im¬portant academic work around, and as such addsluster to the University’s prestige. This issue is an at¬tempt to give the Press some of the recognition itamply deserves from the University community. Thebooks reviewed in this issue are all Fall, 1978 releasesand are-and intentionally so--predominately theworks of University faculty members. Unfortunately,due to several constraints, a few important books hadto be left out. Efforts will be made to cover them inthe pages of The Maroon next quarter.We are grateful to those who gave graciously theirtime and effort in making this Review possible; ourhope is that they will enjoy seeing their contribu¬tions in these pages.Have a pleasant holiday season.Editor: Peter EngEditorial Assistant: Molly McQuadePhoto Editor: John PaiDesign Director: Jeff MakosLayout: Nancy Cleveland, Abbe Fletman, and Clau¬dia MagatCover photo of the Press's pressroom by John Pai/Used Oak Desks$25°° and »pUSED 4 drawer file cabinetsS25°° Ml DPBring your own trailerBRAND >EQUIPMENT&SUPPLY CO.8600 Commercial Ave.Open Mon.- Sat. 8:30- 5:00RE 4-2111Spokesmen Bicycle Shop5301 Hyde Park Blvd.Winter Tune-up & StorageSpecial $34.95. Leave bike till MarchSelling Quality Imported Bikes.Raleigh, Peugeot, Fuji,Motobecane, WindsorAnd a full inventory of MOPEDSOpen 10-7, M-F, 10-5 Sat., 11-4 Sun.684-37372 _ The Chicago Literary Review — Friday, December 8, 19780 THE nUNIVERSITY OFCHICAGO PRESSMore books, more journalsphoto by John Paiby Dan LoubeThe University of Chicago Press is the largestscholarly press in the nation. Publishing about 175cloth and paperback books each year, the Press alsooffers a selection of almost 3000 books in print. Inaddition, with the exception of Cambridge, thePress publishes more journals than any other schol¬arly press in the world.Yet it is not sheer numbers but the excellence ofthe publications that gives the Press its honoredplace in publishing. The Press boasts a list of au¬thors which includes Enrico Fermi, Saul Bellow,Werner Heisenberg, and Milton Friedman. But ac¬cording to Press Publicity Director Ann Barret,“We’re interested in publishing things that aregood. The author does not have to be famous. Normust he be on the faculty of the University, becauseonly about 20 percent of the authors we publish areChicago professors.”The Press has a history of publishing many poten¬tially controversial works and, as one Press-member stated, “It is o^ir willingness to take oncriticism or a challenge that makes us special.” Inthe spring the Press will publish, for example, Rus¬sia and the United States, a history written fromthe Soviet point of view. Critical of much of Ameri¬can foreign policy, it attacks such American heroesas Roosevelt, Kennedy, and Solzhenitsyn. Barretpoints out that “conservative and liberal views arepublished, in many cases in the same season, andsome years books have been published on the samesubject, supporting opposite sides of an argument.”An example is the simultaneous release this fall ofa criticism of “literary structuralism” and Writingand Difference by Jacques Derrida, a “literary struc¬turalist.”The Press’s “best sellers” differ drastically fromthose of commercial publishers, in that they sell twell over many years. Kate Turabian’s A Manual forWriters (which sells almost 200,000 copies a year)and the Press staff’s The Manual of Style (12,000) areexamples. But the Press’s function is scholarly, andmany of its books appeal to a very limited reader-ship. Books like Ronald M. Berndt’s Love Songs ofthe Arnhem Land, described in last spring’s cata¬logue as the first study “to explore AustralianAboriginal sexuality as it is revealed in traditionalsongs,” are printed in small numbers, about 1,500copies. A large printing run for the Press is about20,000 copies.Press editors can usually gauge the approximatenumber of copies a book will sell; yet their esti¬mates are not always correct. This was the case withlast spring’s release of What Is an Editor?, DorothyCommins’s account of her husband’s work with suchwriters as Eugene O’Neill, Sinclair Lewis, and Wil¬liam Faulkner. “I’m surprised we haven’t sold morecopies of it,” comments Barret, “it’s about such an important time in the literary life of this country.But I guess it appealed mostly to publishers, andpeople in the publishing business usually get alltheir books free.”The Press does not publish fiction. A rare excep¬tion was Norman MacLean’s A River Runs Through It(1976), a collection of short stories. A handful ofpoets traditionally publish with the Press—for exam¬ple, Howard Nemerov, whose Collected Poems wona National Book Award last year. But, as one Press-member explains, “deciding which works of poetryare truly excellent is a very time-consuming task.There’s just nobody here who wants to do it.” Thereare no immediate plans for adding to the poetrylist. However, next fall the Press will be releasingThe Emerging Goddess by Albert Rothenberg, M.D.,which deals with the process of creative thoughtand examines that process in poetry, painting, fic¬tion-writing, and scientific research.New books are released twice a year, in thespring and fall. Coming out this fall is a large print¬ing of African Rhythmn and African Sensibility byJohn Chernoff, which, says anthropology editorDavid Brent, is “one of the best books I’ve seen inyears on any subject.” Other releases include HydePark Houses by Jean Block, which is selling well tolocal residents and the much-discussed Liberal Edu¬cation and the Modern University by University pro¬fessor Charles Wegener.The Press does not attempt to compete againstbig commercial publishing houses which offer largeadvance for authors. On the other hand, the Pressoffers the author the opportunity to keep his bookin print for a longer period of time, and to the un¬known author, a chance for recognition. Accordingto Editor-in-Chief John Ryden, “one of the Press’sprimary concerns is the cultivation of works byyounger members of the faculty. Once a work ispublished by the Press, a professor might well con¬tinue to send subsequent books for publishing con¬sideration.” Many new writers are referred to thePress by professors and other authors.Several hundred unsolicited manuscripts are sentto the Press each year. An example of an unsolicit¬ed work coming into print is Sidra Ezraki’s book onholocaust literature, which the Press hopes to pub¬lish in 1980. The Press also receives numerous pro¬posals for new journals, many of them unsolicited.During the 1975-76 season, the Journals Departmentreceived 21 proposals for journals and accepted 3.Some of the proposals sent to the Journals Depart¬ment are from financially-failing scholarly journalsseeking to continue publication.A few of the newest journals published by thePress are Adolescent Psychology. Ocean Yearbook.and Winterthur Portfolio. Eminent writers such asJorge Luis Borges, John Gardner, Harold Rosenberg. The University of ChicagoPress is optimistic:“The future lookspromising. ”Saul Bellow, and Northrop Frye have contributed tothe Press’s journals. Scholarly journals like thosepublished by the Press give new writers the kind ofexposure they want. Their works are noticed byscholars in related fields, and if the author is a pro¬fessor, by their universities. This recognition can bea first step to academic promotions. The Press hasbeen publishing journals since 1894, and three of theoriginal ones are still coming out today. These areJournal of Political Economy, the Journal of Geolo¬gy, and the Journal of Near Eastern Studies.The Press itself is as old as the University; it wasfounded in 1891, under the guidance of UniversityPresident William Rainey Harper. At first it did lit¬tle more than publish announcements. In 1892 thePress was organized as a private corporation andbegan to publish books, but quickly ran into finan¬cial trouble, and the University resumed sole own¬ership two years later. During the early period.Harper envisioned the Press “not as an incident, anattachment, but., an organic part of the institu¬tion. ’ His program called for the Press to play a per¬manent role as an outlet for University researchand scholarship. The Press was restricted by the Uni¬versity to the work of University faculty members;in 1905, this restriction was lifted by decision of theTrustees Commission on Press and Extension. By the1910’s, the reputation of the University and its Presshad attracted the attention of many distinguishedand to-be-distinguished scientists and scholars, suchas Robert A. Milliken, Albert A. Michelson. JacquesLoeb, and George Herbert Mead. But although thebooks were impressive, the Press was still operat¬ing at a loss. Fortunately, by the 1930’s, good busi¬ness organization and private grants had enabledthe Press to become fairly self-sufficient. One of thefew university presses that does not get a directsubsidy from the parent institution, the Press hasthrough the years remained generally in good fi¬nancial health. •However, the relationship between the Press andthe University involves more than just financial con¬siderations. The Press’s editorial staff regularlysubmits to the Board of University Publications adocket of the works they consider worthy of publi¬cation, and the Board has the final say on whichmanuscript will be published. There are 15 membersin the Board, representing the faculty and adminis¬tration. They are picked by the Provost and servestaggered terms of four years. Decisions onwhether or not to publish a particular manuscriptare arrived at by majority vote of the Boardmembers.The finished work that is submitted to the Boardfor consideration will have made its way through anintricate web of editorial checks and balances thatstarts with one of the Press’s acquisition editors.There are seven acquisition editors dealing with thehumanities, sciences, and social sciences. If the ac¬quisition editor deems the work worthwhile, hesends it out to two experts in the particular field forcritical appraisal. After the first expert reads thework, the author may be asked to make changes,and the same procedure occurs with a second, andsometimes a third, expert. Once the revised manu¬script is accepted by the editorial department, it issubmitted to the Board.The wait much more often than not is well worthit; it may be even more so in the years ahead. ThePress is optimistic: “In the next five years we’ll con¬centrate on maintaining our leadership in the hu¬manities and social sciences, and work on upgradingand increasing our science offerings. The futurelooks promising.”Dan Loube is a second-year student in the College.The Chicago Literary Review — Friday, December 8, 1978 — 3FENICD“The menu states thatKaffenio is a Greekword for a casualneighborhood place fordrinking, eating, andsharing ideas. ThisHyde Park Restaurantwhich is satisfyinglysimple, tastefully dec¬orated, and serves ex¬cellent food at reason¬able prices, fits thedefinition.”—Chicago MagazineDining Guide(December, 1978)EVERY NIGHT WE OFFER DELICIOUS DINNER— DUCK A L’ORANGE— ROAST PRIME RIB OF BEEF—BAKED STUFFED RAINBOWTROUT—SAUTEED SEA SCALLOPS—BIFTECK GRILLE♦PLUS MANY MORE*All specials include soup d u jour,Kaffenio salad, potatoes, and fresh vegetables.IN A SETTING OF CASUAL ELEGANCEWE SERVE A WIDE VARIETY OF LIGHTLUNCHES, PERFECT FOR THE GUESTSIN A HURRY.SUNDAY BRUNCH — A CLASSICMEDITERRANEAN FEAST -10:30-3:00.KAFFENIO1550 E. 55th St.Chicago, Ill. 60615For information or reservations call: 643-2240 Charles WegenerCharles Wegener is the Howard L. Willett Profes¬sor in the College and chairman of the Committeeon Ideas and Methods at the University of Chicago.Wayne C. Booth is George M. Pullman Dustin-guished Service Professor in the Department of En¬glish and the College. This interview took place De¬cember 1, 1978 in Professor Wegener’s office.WB: I thought it might be a good way to begin ifyou would just say something about how you hap¬pened to write this book; books just don’t get writ¬ten by themselves. Did you plan it as a book? I re¬member there were some lectures over in Harper.CW: In one sense I’ve been thinking about writingthis book for a very long time. When I originallytook a job in the College back in 1950, I thought of itas primarily a project of thinking about education,not as a teaching job where I would have a chanceto do some philosophy or whatever. Therefore youmight say that I’ve been thinking about puttingdown some of the things, some of the conclusionsthat I’ve come to about education, liberal educa¬tion, for a very long time. In fact I’ve made somestabs at it before. Now how it comes about that onesuddenly feels ready to do that at a given moment Idon’t really know.WB: You don’t think there’s any general rule thatit takes 25 years to write a book about liberal edu¬cation?CW: I hope not, although, I suppose one mightthink that it’s the sort of subject to which a littleexperience and maybe, if I may be allowed to sayso, a little maturity is ...WB: Relevant. I noticed that several items in thebook, in fact rather consistently, you make thepoint that the kind of liberal education you’re infavor of cannot be summarized in a set of proposi¬tions. That makes a special problem in writing abook about it. How do you talk about somethingwhich you cannot describe or define easily or clear¬ly and certainly cannot convey to students as a sin¬gle set of propositions? What were the problems inwriting a book about...CW: The problem is to state the problem. That is,what I tried to do is to formulate an objective interms which will enable someone to treat that ob¬jective as a problem to be solved in a given set ofcircumstances. And consequently one can’t talkabout any particular solution; you can't even talkabout kinds of solutions except as they might repre¬sent possibilities which must be evaluated in termsof particular circumstances. But I do think you canformulate the objective clearly enough. In thatsense, as I said in the preface to the book, it’s a“how-to-think-about-constructively” book. That’sall I tried to do. It does give it a certain air of ab¬straction, it must be said, but that’s unavoidable.WB: It has an abstract surface, but I noticed in re¬reading it today — in re-reading parts of it today —you can't absorb it in one day, of course — that thereare lots of rather nice examples thrown in, andsome others hinted at, and witty moments. I’m notgoing to give you an example — I’ll leave that up toyou — but how do you end up talking about it? Whatis your thesis? Even though you say liberal educa¬tion is experience and a building of habits of pro¬cedure rather than a set of propositions, can yousummarize that sort of thing?4 — The Chicago Literary Review — Friday, December 8, 1978 photooyJohnJt^aiCharles Wegenerand Wayne Boothon liberal educationReview of Wegener book on page 7CW: Yeah, I think so. I think so. Maybe I shouldsay that it seems to me sometimes that there are anumber of us around here all doing the same thingin different ways since we all seem to be thinkingabout individuality. And what I mean by that in re¬spect to this book is that one way to state the sub¬stance of it would be to say that I try to charac¬terize the problem of liberal education as theproblem of providing those intellectual, pedagogi¬cal, and institutional circumstances under whichone could maximize the probability that thereemerge in students an individuality which has hadan intellectual base. Therefore it is on the onehand, as I say in the book, an ethical problem, in thesense that it’s a question of a certain kind of ethosor habit or personality. On the other hand it’s anintellectual problem because the assumption is thatit is possible to ground an individuality in an intel¬lectual culture.WB: You even use a word I haven’t run into any¬body else using — maybe it’s used elsewhere — ‘ ‘etho-genic. ” Is that your coinage, at least in English’/CW: I’m afraid so. Nobody has objected to it so Iassume that it’s acceptable but I didn’t find it any¬where, I never really looked.WB: Let us meditate for a moment on ethogenics,shall we? What is ethogenics?CW: Well, I considered at one point using theword habit:forming — the phrase “habit-forming” —but I decided it had connotations that were not de¬sirable so I invented “ethogenic,” which really, Ihope, means the same thing.WB: You simply mean it as the formation of char¬acter right?CW: Yes. In fact another way to put it would be tosay that I’m assuming that, arguing that the prob¬lem of liberal education is the problem of creating —as much as one can be said to create a personalityor a kind of person in the liberal education process —an intellectual. But also what I’m arguing is that tobe an intellectual is not simply to make one’s livingby the use of one’s brains. It’s a far more radicalnotion than that.WB: I resist the temptation to quote that verylong, carefully formal definition of the problem yougive on page 95, but I will quote the sentence afterit: “It is possible that this statement is more formid¬able than the problem, but that remains to beseen. ”CW: I think maybe it is. In fact that’s one of theimpressions I’ve...The book has been out longenough now, or at least it’s been in final form longenough so that I can achieve a certain objectivity inreading it. I must say, when I occasionally pick it upand read a sentence or two, my feeling is that thischaracter, the author, has a very complicatedstyle.WB: Your own ethos is a bit complex?CW: Yes.WB: Well, you can always take comfort from thatwonderful dialogue that Kenneth Burke has at theend of the Rhetoric of Religion — he dialogue be¬tween God and Satan, with Satan always trying tosimplify things and God always saying “No. it'smore complicated than that!" You’re really onGod’s side in that debate.CW: I hope in every debate.WB: Well, what we’ve said so far would make the book sound formidably theoretical and abstract andcompletely overlooks one of the things about itthat I find most interesting, which is what I wouldalmost dare call a polemic — a polemic buried in ahistory. It’s a polemical history about the rise of themodern university as a knowledge processor. Howdo you relate — as you think about it now, now thathook is out — the polemical side? I guess one thing 1could ask you is has anybody responded to that po¬lemic and felt you were attacking the modern uni¬versity?CW: No, but then I’ve had very little response ofany sort.WB: It’s not been out long enough.CW: It may yet come. I don’t know that I woulddescribe that as a polemic really.WB: Is it simply that the history itself has so muchbite to it that you don’t have to...CW: I thought of that first part of it — which youcan think of as historical and it certainly is, al¬though my own feeling about it is simply that some¬body ought to write a good book about it — I thoughtof that primarily as a kind of consciousness-raising.And what I mean by that is that I think of the bookas directed primarily at people in the business ofeducation. I do not mean primarily “educationists,”I mean people who teach physics and so on. What Iwanted to try and make clear to them is that theseinstitutions that form their habits and their as¬sumptions about how one goes about the businessof higher education, how one goes about the busi¬ness of undergraduate education, were all invent¬ed.WB: And invented very recently.CW: In relatively recent...WB: You probably should say just a word aboutthat history, for our readers.CW: It used to be easier because when I startedwriting the book it was 1976 and therefore onecould say it was exactly one hundred years sincethe founding of John Hopkins, so it was easy to saythis has been going on for a century. It’s temptingto say that’s true only of the American universityand to a certain extent that is true. The historymakes clear that these people thought of the Ger¬man university, for instance, as an important prece¬dent. But actually there were changes taking placein other countries as well at about the same time.It’s a modern phenomenon that goes beyond theUnited States, but anyway for our purposes thatdoesn’t matter because most of the people that I’maddressing in this book are products of the Ameri¬can university. What I wanted to say to them wasthat all these things were invented—they did notspring full-armed from the head of Jove. These insti¬tutional ways are not written on bronze tabletshanded down from the Mountain of Nature or God.Therefore, it might be impossible to make somechanges in the light of the purposes which these in¬ventions were originally intended to serve. Now onthe other hand, in another way — and this is why I’msaying it isn’t primarily a polemic — an awful lot ofenergy on behalf of liberal education and generaleducation and so forth, has been expended in re¬sisting what seems to be the fundamental intent ofthe modern university grounded in the notion of re¬search. And much of that is unproductive and frus¬trating and futile. Rather what you have to do is Wayne Boothperceive this environment when it is at its best(which it rarely is, of course) as a set of opportuni¬ties for doing something rather than as a set of ob¬stacles which must yield to revolutionary change.But in order to do that you have to understand whatthat environment is, for what purposes it was in¬vented, what helped it get off the rails, and soon.WB: So to some degree you’re trying to combatthe oversimplified dichotomy between teachingand research, or the University and the College, bygetting people to recognize that every knowledgehas its possibility for a liberalizing transforma¬tion.CW: Exactly, there are no preferred subject mat¬ters, and so on. And as I say, it’s paradoxical, if youthink of the University as a hotbed of intellectualactivity, that environment should somehow behostile to efforts to develop the intellectual. And Idon’t really think it needs to be. It’s a question ofhow one orients oneself toward it, how one makesuse of it, how one engages its attention, so to'speak.WB: Well, why don’t you go ahead and say a littlebit about that. Now do you? You have quite a lot tosay about teaching, good and bad, teachers, effec¬tive and ineffective, in the liberal arts. But at a uni¬versity like this, what’s your program, sir?CW: You really think we want to get into that?WB: Well, I don’t know, do you?CW: Sometimes I feel that one reason I wrote thisbook, to go back to the beginning of the conversa¬tion, was that I was tired of talking about liberaleducation and trying to do something about it as amember the faculty. I thought I’d £ry talking aboutit in another way, by writing a book. Now you wantme to go back to that. Really in a way I wouldrather not, but I think one of the things I tried to dowas to put in perspective (perhaps I should havedone that more clearly) this so-called general edu¬cation business. As an effort to achieve a kind ofsystematic or reflective educational process of thesort I try to outline in the book I think it makes a lotof sense.-If you turn it into a series of recipes anddogmas and identifiable items of academic proce¬dure then I think that it’s no more interesting or nomore, no less perverse than any other institution orset of institutional devices. What I’ve tried to do re¬ally is get people to ask themselves how, in a givenset of circumstances one can make some moves inthis direction. Maybe the one thing that I could sayabout that in relation to our own institutional his¬tory is that I think it suffered a lot from the feelingthat somehow there ought to be a program of liber¬al education or general education or undergradu¬ate education. And a program in two senses: onethat you might define as a kind of institutional mo¬nopolization and the other ideologically. And one, Ithink, must face the fact that actually any under¬graduate operation performs a number of differentfunctions and one of them may be liberal education,and the problem really is how the various functionscan be distinguished and related to each other. Ifyou try to monopolize it in the interest of any oneof these functions you're automatically makingyour problem that much more difficult.The Chicago Literary Review — Friday, December 8, 1978 — 5photobyJohnPaiThe University mindin self-reflectionby Jon MeyersohnIf, through some unlikely turn of events,an altruistic solar energy baron were to as¬semble the finest minds in academe to ex¬plore the roots of liberal education, theywould do well to consult this book.If such a thing was possible in the last.uarter of the 19th century, it now appearsolausible that history should repeat itself. \e last quarter of this century. The mas¬sive changes the university has undergonein recent decades have left little hope for aliberal curriculum, unless it can be complete¬ly remodeled. Wegener does not attempt toremodel; he has written, he admits, a “how-to-think-constructively-about” book. To thisend, he is successful: his work is thoughtfuland well-paced, including pertinent quota¬tions and insightful comments.The history section—the first two chapters—is the most interesting part of the book. In60 pages Wegener traces the “idea of theuniversity” as it was conceived and carriedforth, mainly by the University of Chicago’sfirst president. William Rainey Harper. We-task of scholarshipship and reflection shinesthrough. He is no pessimist either. His workseems to say: If one of the university’s obli¬gations, in its constant investigation of ev¬erything, is to investigate itself as well,here I am, doing just that. Wegener indeedinvestigates the university, and the Univer¬sity of Chicago in particular, because it isthe one place where the effects of the earlyyears of liberal education can be seentoday. /Harper spoke of the “university idea” inthe early years of Chicago. Wegener nowexplains how complex and often contradic¬tory that idea was, and how confused it hassince become. We are “heirs and partiallyproducts” of that tradition, maintains We¬gener; we are “products in a process.” We¬gener’s history is quite precise: he quotes ju¬diciously from Harper and from (then JohnsHopkins’ president) Daniel Gilman, anotherof liberal education’s founding fathers. ButWegener’s discussion of the present and hishope for the future are much less precise. Atthese points he refers to philosophy, turningthe clock even further back—to Aristotle,Plato, Descartes, Kant, and of course,Dewey.That Wegener offers the past as a programfor the future, stressing the need for goodteachers, good students and the reflectiveideal is not a problem. But Wegener’s writ¬ing is; he constructs sentences that are diffi- Liberal Education and the ModernUniversityby Charles WegenerChicago: The University of Chicago Press,1978160 pages, $10.95cult to read, a strange mesh of academeseand philosophy. For example: “We haveraised the radical question implicit in thatformulation, the question of the sense inwhich intellectual actitity has unique claimsto be constitutive of the whole structure ofhuman activity in so far as it is human". As apurely philosophic text, such a style is fine,but Wegener, in an attempt to discuss liber¬al education, has missed an opportunity tobe clear. It is precisely because educators(and students, as Wegener points out) can¬not write clearly that the university hasstrayed from one of its primary purposes —communication. Reconstruction can onlybegin with understanding.As Wegener says (and here he has the fullagreement of almost all participants in thepresent liberal education argument, fromJames Q. Wilson to Barry O’Connell), the re¬direction of the liberal curriculum dependsabove all on teachers. The American liberaleducation model, based on dialogue and re¬flection, can progress only under the aegisof the educators. In order to awaken stu¬dents to their own abilities, teachers mustask good questions. The learning process,says Wegener, is three-fold: it involves com¬munication, elaboration, and the “processof thought.” That process is the proper endto liberal education; Wegener seems to pro¬pose that we again look to the B.A. as a ter¬minal degree, so that the student, once heknows how to think, may carry that gift withhim throughout life. The goal of a class, saysWegener, is “when a student, fully aware ofhis powers and their structured relation tothe asking of good questions...would beable to exchange roles with the teacher.”The liberal curriculum takes many forms,and according to James Q. Wilson, writing inChange magazine, the Harvard College com¬mittee that decided to reinstitute a “core”program discussed them all. What they cameup with was hardly revolutionary, particu¬larly from Chicago’s point of view. Yet thefact that Harvard chose a “core” curriculumis interesting; they probably promptedmany colleges to follow suit. The events of the past 25 years have led undergraduateeducation away from general education, aseducators and students began to teel a needfor greater specialization and focus. Butfheir attempt to make curricula “relevant”seems to have failed. Universities are nowreversing themselves, trying to upgrade ac¬ademic standards while steeling themselvesagainst the onslaught of federal govern¬ment egalitarianism in the 1980’s. Thisthreat no doubt has sent many administra¬tors and faculty members racing back to thelibraries to read about the “golden days ofliberal education.”It is not to this crowd, however, that Liber¬al Education and the Modern University isdirected, unless they happen to be well-versed in Plato and Dewey. Many are, buteducators today probably don't discuss TheRepublic or Anaxagoras in committee meet¬ings. (Except, perhaps, at the University ofChicago.) Today’s educators will be fascinat¬ed by Wegener’s early chapters, but the lat¬ter two-thirds of the book were not writtenfor the weak of faith. The return to generaleducation may be a more difficult task thanwas its inception 100 years ago. For this timemoney is scarce, optimism has faded, andmany cry “elitism” at the mere mention of a“superior” center of learning.Yet much can change in education in a fair¬ly short time. Those things we take forgranted—the research library, the laborato¬ry, the interdisciplinary nature of educa¬tion—were practically unheard of whenHarper et. al. called for them in the 1890’s.And the most important addition, notes We¬gener, may be the very thing to “save” lib¬eral education today: the definition of agroup of academic minds dedicated to inves¬tigation. Research, as a guide and as a goal,“remodeled the actuality of the institutionof learning and education; it gave newmeaning to the ‘professorate’; it removedthe limitations on subjects and subject mat¬ters ... and, inevitably, it imposed new re¬quirements, new activities, new options,and new problems upon students—that is, iteffectively redefined teaching and learn¬ing.”Today, educators are searching for rede¬finition, through return to an early educa¬tional model. Return may be impossible, butWegener proceeds as if it were not, and hisbook emerges from the very intellectual re¬definition he hopes to rekindle. Wegeneruses philosophy to discuss education. Oftenhis ideas are densely packed, and occasion¬ally he is redundant, but his argument isborn of that which he believes can be re¬born: the process of thought. Throughoutthe middle section of the book, in an at¬tempt to simulate the classroom, Wegenersearches for, problems, thinking aloud sothat he may pose any solution as a question.He runs through the philosophy of educa¬tion, aware of the tension between discov¬ery and discussion, hoping to rediscover theroots of knowledge.Just as Harper prophesied that the intel¬lectual endeavor would and should contri¬bute “in all the various phases of our nation¬al life,” Wegener hopes to show, in part,that it still does. This presumes that educa¬tion has a salutary effect on our “nationallife,” a presumption since challenged, and itpresumes a place for elitism in educationthat is now also being challenged. But evenmore has been rejected than Harper mighthave foreseen. He advocated university in¬volvement in community growth as a debt tothe community that might be paid back inthe form of educational opportunity. Oneneed only look at Hyde Park, or MorningsideHeights, or the areas around John Hopkinsor Yale to witness the failure of that vision.Harper can be excused for predicting thatuniversities would transform and enrich na¬tional life, and Wegener is quick both topoint out Harper’s error, and to excuse him.If, however, the University (or any universi¬ty) is to hold the liberal education bannerhigh in the next 50 years, it would, impliesWegener, do well to examine its own motto:Crescat scienta. vita excolatur.The university’s task was nothing short ofremaking the world; and this it did, through“controlled, scientific inquiry.” The searchfor a liberal curriculum is the search for adiscipline, or a multitude of connected dis¬ciplines. In this way, the university can be,as Dewey wrote, “the centre of thought onevery problem connected with human lifeand work.” Ambitious, yes, but perhaps notimpossible. Modified slightly, Dewey’sdream, says Wegener, is still the universi¬ty's goal.MORTON-MURPHY AWARDSThe deadline for applications for Morton-Murphyawards is Friday, January 19,1979. The awards fora maximum of $150 are given “to show recognitionto students who have made some significant con¬tribution above and beyond the call of duty or per¬sonal fulfillment to campus life.”An undergraduate or graduate student mayap directly for an award or be nominated byany member of the University community, student,faculty or staff.Morton-Murphy applications are available in Har¬per 252.SPRING QUARTER 78 RECIPIENTS WERE:NEIL ALERSDENNIS AUSTMICH A EL COXBONNIE KUNKEL ELIZABETH MORSECLAIRE PENSYLJOSEPH PRICELAURA REEDTONY STEWARTBOBBYE MIDDENDORF But in order to approach that goal again, *the modern university must, according toWegener, redefine its curriculum. Becausethe university is no longer the only “naturalcenter of education organization,” due toincreased specialization and technologicaladvance outside the academic community,the university must examine itself to con¬struct a curricular program that is not ran¬dom and is not “prevocational.” Instead of“prevocationalism,” the modern universityshould follow its liberal ancestors and be¬come truly “preprofessional.” To Wegener,the difference lies in the preprofessionalprogram’s ability to introduce “courses ofstudy which pointed clearly to functionalorientations in the world of knowledge and,by consequence, in the society within whichthat knowledge was to have its enriching ef¬fects.”Wegener ends his history after Harper,only once mentioning Hutchins and never ac¬tually discussing the present crisis in liberaleducation. But we must assume that there isa crisis, or Wegener would not have includedthe words “Modern University” in his title.He does not elaborate on the state of themodern university, but does focus on thestate of the modern classroom, telling uswhat is wrong with many teachers, and al¬most all students. The problem js that wedon’t know what liberal education shouldbe; students ask the wrong questions andaren’t interested in the “process ofthought,” and teachers often retreat fromdevising the liberal curriculum, calling it“someone else’s business.” Or else they'retoo busy formulating their one intellectualworld view and then fighting to fit every¬thing else into that one view.Wegener’s criticisms of the modernclassroom are well-taken and clearly stated.But his solutions are neither; in fact, he hasnone. He does, however, believe that all theintellectual developments of recent years—the radical pluralism, the internal dissen¬sion, the lack of good teachers and students —make up some fluid democracy in which allintellectuals share the task of reflection. Re¬flection is the intellectual enterprise, thecatalyst for constructive thought. Thus, forWegener,’“what we are trying to do is neverexhausted in what we actually do.” The taskof the educator, and of the entire intellectu¬al community, is simply to communicate.That is often more difficult than it seems,but it is, for Wegener, no less that than “thecondition of the existence of communitieswhich can fruitfully participate in ... thescholar’s work.”Beyond and above that enterprise is theindividual's responsibility to the academiccommunity, and the gift of individualism hereceives in return. It is the individual who isat the root of all activity, particularly theintellectual, and his mind and task must beprotected. Only under this condition can lib¬eral education continue. The intellectualculture (and for Wegener it is a culture),both in itself and in relation to the largersociety, is dependent upon individual cir¬cumstances, for this accounts for ideas. Itmay seem difficult in this day and age to ac¬cept this almost blind belief in the individu¬al, but without it, says Wegener, liberal ed¬ucation cannot hope to find a newcurriculum.Wegener’s ideals are recognizable; whatis not, however, is how they can beachieved. Wegener is unclear about how to“institutionalize” an individual intellectualcircumstance into a liberal curriculum. Whathe seems to be calling for, ultimately, iswhat has been requested by educators allalong: good teachers asking good questionsof good students.But if any student, or for that matter, anyfaculty member, wonders why the Universi¬ty is peculiar in the ways it is; why researchis so important; why classes should be small;why textbooks are never used; why profes¬sors should teach college classes; why posingthe question is as important as answering it;why professors must publish; why there is acommon core; why there are professionalschools; why the library is the University’s“center”—he should read this book. LiberalEducation in the Modern University doesmore to explain the current standing andthe current problems of the University ofChicago more clearly and interestingly thanany other book I know.Jon Meyersohn is a graduate of the Col-lege and former Editor of The Maroon. He isnow a broadcast associate for The CBS Morn¬ing News.6 — The Chicago Literary Review — Friday, December 8, 1978WB: If you define education as you do in the nextto the last chapter, then, as a development of akind of habit of reflection on what one is doing orlearning, or a kind of learning about how one islearning, not necessarily a process and not formu¬lated in a single program, it necessarily followsthat you have to write you final chapter on institu¬tionalizing, in which you talk about the politics ofliberal education. And the politics, I gather, has tobe equally open, along with the format. That is, thecircumstances in which the ideas are being discov¬ered will change in every institution.CW: Absolutely. In a way that goes a long way inmy thinking because I remember as a young facultymember being quite frequently shocked by what Ithought were political necessities. And I regardedthem as simply unavoidable evils.WB: Along with you and everybody else in thecountry — contempt for politics was an intellectualfashion at that time.CW: Yes and one of the things that I learned wasthat that really won’t wash. I don’t mean to saythat politics cannot degenerate to the point atwhich it becomes simply a matter of wheeling anddealing, as I say in the book somewhere,* dealingwith issues without consideration of merits or pur¬poses involved. But that’s degeneration. Your prob¬lem as politicians is to prevent that from happeningand that’s a problem that only politicians can dealwith. Anybody who thinks he’s going to come insomehow from outside to eliminate politics with apure heart is another politician with a different rec¬ipe and is usually ineffective.WB: But just how particularist are you, how freefrom the general program? Do you really mean tosay that no program such as the PERL program youhave developed here could be borrowed by a neigh¬boring institution and made use of because theircircumstances would be so different? If somebodycame and wanted to interview you about how youset up a PERL program, would you say go away anddo something that your circumstances, your neigh¬borhood...?CW: Well I would tell them how we did it, as far asI understand it, and how it is related to the re¬sources that we have available. How for example itdepends upon the relation of the law school and itsfaculty to other faculties in the University...WB: May I interrupt you? That means you wouldn’thave tried to develop a program ol Politics, Econom¬ics, Rhetoric and Law, if you didn’t have some reallawyers around. Is that one way of putting it?CW: Well I would think that there would probablybe institutional circumstances in which it would beinappropriate. For example, one of the things thatwe have tried to do in the program is not to appointour own faculty in the legal business but simply tomake use of the existing faculty. I think theremight well be institutional circumstances in whichthat would be simply impossible and therefore ifyou wanted a program which had this sort of intel¬lectual ingredient in it you would have to go outand find your own faculty. But that’s somethingwhich I’m in no position to judge as necessary at theUniversity of Kansas City or wherever. I think thatwhat I would talk to them about would be why doyou want law in it at all and what quality you wantand so forth. That is, what is “law’’ as an intellectu¬al ingredient?WB: A good way to test just how clear are theblueprints at the back of your mind would be to askyou whether you think there is an exhaustive or ex¬clusive quality about the four ingredients in thePERL program. Politics, Economics, Rhetoric andLaw — is that a list that has to be that way for a pro¬gram with the aims of this program?CW: No, and I can prove that in one sense becauseI tried to get history in it too and it didn’t work.WB: Maybe your enemies would say that’s be¬cause you don’t really believe in history; you didn'ttry hard enough.CW: I don’t want to go into that story. Matter offact I think there's sufficient integrity to the enter¬prise as you said, and so history gets in it whetherhistorians like it or not, so to speak. And I thinkthat’s fine. Perhaps therefore what I should saymore accurately is that I tried to get history in it ina more explicitly institutional way than in factworked out. And in another set of circumstances,perhaps next year, that might be impossible.WB: I remember we thought about an explicit in¬gredient of ethics, or an explicit ingredient of soci¬ology, or an explicit ingredient of anthropology.Speaking of history you seem to have a tick that WB: Have you noticed that theeducation at the University hasbeen radically improved as you'vewritten and published your bookon liberal education?CW: No, but perhaps we haven'tgiven ourselves enough time.you’re probably not aware of, of liking to talkabout history for your examples. Again and againwhen you ’re looking for an example of an academicdiscipline history turns out to yield you what youwant.CW: Also chemistry.WB: You even say at one point something like,since history is infinite in principle, if history wouldteach, I’ve forgotten how you finished that...CW: “Histories are infinite”; there’s the history ofthis, the history of that, and then there’s this fieldof eighteenth century thought in that sense it’s infi¬nite.WB: I remember now how you finish, you .said‘ yet nobody teaches history. ”CW: Yeah, everybody teaches history except no¬body teaches history. As a matter of fact that’s nota statement that’s as exaggerated or hyperbolic inits design as one might think. Of course it’s not onlyin history. There are many disciplines which, if theyallow themselves to be defined by their material,are really infinite. Literature materially is literallyinfinite in the sense that it is practically inexhaust¬ible. If you think of yourself as engaged in teachingShakespeare for 19th century novels, rather thanengaged in some other sort of enterprise, then thewhole intellectual problem, pedagogical problem,shifts itself around.WB: Let’s turn to the pedagogical problem a bit.You have a good deal to say about teachers goodand bad, and particularly there is a section on peo¬ple who are not the kind of teachers you want.Would you be willing to risk your neck by sayingright out who are the teachers, what are the teach¬ers you rule out of the enterprise, or wha*rulethemselves out of the enterprise? *CW: Well I sort of started on that at one point inthe book and then said perhaps it’s pointless^ be¬cause {if I may quote one of those wise old sayingsfrom Aristotle) the principles of error are infinite. (Ithink it’s about teachers, I may have quoted it in another context.) But...WB: Let me read to you from your own book:General education has suffered grievously fromthose who think that all problems of man and soci¬ety can be resolved in a given inquiry, a specificdiscipline, or even a given subject matter...You can add to that, don’t you think?CW: Well, yes, I could add to it, adding lots of sub¬species, but I think the list is — I’ll have to look at it, Idon’t recall it but I usually tried to work thosethings out so that they represented what I wouldconsider massively differentiated possibilities. Thatparticular sentence, incidentally, I could talk to youabout naming names of people whom I’ve knownand worked with. The form the problem takes fre¬quently politically or practically is that you con¬stantly have to fight them off. And I’m not sure thatthat’s bad but one would really like to have col¬leagues who are aware that while it looks the wayit looks from their point of view there are othergenuinely different points of view.WB: You’ve also made some nice remarks aboutthe good teacher who’s excellence consists in a ca¬pacity to enable students to “assimilate with max¬imum efficiency, minimum pain and even consider¬able enjoyment, a large body of material.’’CW: Well I think those really are good teachers.And as I say they’re relatively rare. The problem isthat no amount of that sort of teaching will, exceptby accident, generate the kind of reflective, sys¬tematic and teleological curriculum which I say is aliberal curriculum. On the other hand, if you putthem in their right functional relationship to theliberal enterprise as an element of liberal curricu¬lum (and this is one of the points that I emphasize,namely that it’s the curriculum that teaches in avery important sense), then they can be extremelyuseful. There’s a sense in which they have to beused, and they cannot themselves provide the con¬ditions under which they are maximally useful.WB: So the charismatic teacher is either a threator a blessing depending on whether....CW: Well, there are many forms of charisma. Theguy who’s got the discipline which is really the ar¬chitectonic one (as is apparent to him); he’s also acharismatic teacher.WB: That combination can be especially danger¬ous if you're not compensating for it by a curriculumthat gives the student an antidote. Well I think thatwe could go on, I would enjoy going on about thismarvelous book — you laugh — but it really is a won¬derful book. I’m quoted in ihe jacket in somewhatextravagant terms about it, but I’m happy that I amso quoted on such a book. But I am reminded as wedraw to a close of something that Johnson said ashe drew to a close a long series of weekly andbiweekly essays, the Adventurer. He says, with hiskind of dry but not cynical statement, “That theworld has grown apparently better, since the publi¬cation of the Adventurer, I have not observed ....’’Have you noticed that the education at the Univer¬sity of Chicago has been radically improved asyou've written and published your book on liberaleducation?CW: No, but perhaps we haven’t given ourselvesenough time. How long had Johnson been at it?That’s one of the things that is curious. I know thatpeople are buying the book, at least a few of them;I know that some people even told me they arereading it; but I’ve actually received only one re¬view, which came from some library journal. Andwhile it was a kind review in a sense. I could notresist the feeling that the reviewer only read thefirst two chapters and he seemed to me rather tohave missed the point.WB: Yes, join the club.CW: But that's all I’ve gotten so far. For all I know,there are hundreds of people all over the countrywhose lives are being transformed by these in¬sights.WB: Well, I would conclude by urging anybody atthe University of Chicago who would like to under¬stand something of the spirit in which the many per¬mutations of the College program have been under¬taken to take a look at this book. Very few peoplehere at any time in our history have had the under¬standing of the problems and opportunities of liber¬al education that Charles Wegener has. He repre¬sents I hasten to add, the best thinking underlyingan undergraduate program which has probably had. more serious thought put into it than any othermodern liberal arts curriculum. That’s the state¬ment of a College chauvinist no doubt, but that’show I feel about it.CW: Well I’d be foolish if I didn’t allow this to endon that note.WB: Right, thank you very much.The Chicago Literary Review — Friday, December 8, 1978 — 7POWELLSBOOKSTORESPOWELLS UPDIKE - BROWNHOLLANDER • YUSAIDVANDALYDUMME1TJAN 0 WITZBUITENENCHEEVER-FOUCAULT-WEGENER-GENDLIN-SON TAG;-SEMINARY CO-OPERATIVE BOOKSTORE5757 SOOTH UNIVERSITYM0N FR1930■ 5 00 SAT WOO -400Books For All SeasonsEncyclopedia BritannicaE.B. Ill • the latest edition $450.00$600.00$200.00Bound in leather1972 edition11th edition-thescholar's edition $150.009th edition $100.00Great Books of the Western World54 volumes $200.00Encyclopedia of the Social Sciencesoriginal edition out of print $200.00Catholic Encyclopedia -important reference $125.00-Art Books-Children's Books-lmportant.editions- Fine Sets - Dickens, Eliot,Shakespeare, Cicero, etc.POWELL'S BOOKSTORE-POWELL'S BOOK WAREHOUSE1501 E. 57th Street 1020 S. Wabash 6th Fir.9am-l 1pm everyday 9-5 Tues.-Sat.955-7780 341-0748POWELL'S BOOKSTORES -POWELL/S BOOKSTORES -POWELLfS8 — The Chicago Literary Review — Friday, December 8, 1978 1l MAAAAAAAAAAAAAAAAAAAAAAAAAAAM<§<§<?<3?<?M GIFT SUGGESTIONSfrom The University of Chicago Press for family and friendsFor cultivated and imaginative tastes,available at a special gift discountWinterthur Portfolio: A Journal of AmericanMaterial Culture"Alas, the Winterthur Portfolio can accommodate no more than a handfulof papers each year ' —Ivor Noel Hume. The Journal of American HistoryNow published by the Press. Winterthur Portfolio is the only scholarlyperiodical devoted to the study of the American past through the work ofartists and artisans, offering heavily illustrated studies that integrateartifacts into their cultural context Founded in 1964 as an annual, it hassince become a recognized source for scholarship on artists and artisans,architecture and landscaping, fashion and folkways, and other relatedsubjects Edited by Ian M G Qutmby. and sponsored by The Henry »Francis du Pont Winterthur Museum. Winterthur Portfolio beginspublication as a quarterly journal in February 1979Signs: Journal of Women in Culture and Societythe superb journal of women s studies — Francine du Plessix GraySigns is an interdisciplinary forum devoted to the new scholarship aboutwomen, internationally recognized as one of the most respectedpublications in the field Signs publishes research, essays, reportscommentaries, book reviews, examinations of research in particularareas, and single theme issues on such subjects as literature, history. thesocial sciences, biology and medicine, law. psychology, and theologyCatharine R Stimpson. editor. Joan N Burstyn and Domna C Stanton,associate editorsSpecial one year individual gift rates $12 00 (regular $15 00)The University of Chicago Press publishes 42 periodicals in every majordiscipline To enter gift subscriptions, please see Sandra W illis, 3rd floorAdministration Building. 5801 S Ellis Avenue Phone 753 3347Delayed billing arrangements are available >MwwwwwwwwwvwwwwDEADLINE Dec. 15-DON’T FAIL to register now:READING FRENCH READING GERMANPreparatory Courses forThe Foreign Language Reading ExaminationGraduate students who wish to prepare for the Foreign LanguageReading Exams scheduled in Spring, 1979, can now register for a cour¬se especially designed to meet their need.The University Extension, in cooperation with the Departments ofRomance Languages and Literatures and Germanic Languages andLiteratures, is offering on campus two NON-CREDIT courses, eachequivalent to a two-quarter sequence—spanning a 25-week period:FH106 Reading French for Graduate StudentsMWF 8:30-109:00 AM, Jan. 8 to Apr. 27*; meets in Wieboldt 130.GH106 Reading German for Graudate StudentsM-Th 8:30-9:30 AM, Jan. 15 to May 4*; meets in Cobb 19.The fee is $150 for the 15-week course. NO REFUNDS AFTER FIRSTWEEK. There will be a one-week break during interim (week of March26).N.B. University of Chicago student aid funds cannot be used for non¬credit courses.Courses must have a minimum enrollment of 15 studen¬ts. Pre-registration is,therefore, essential. Absolutely no auditors. Ifyou wish to register, please fill out the bottom portion and completeyour registration as soon as possible at:CCE 1307E. 60th St., Rm. 121M-F Between 9 Am and 5 PM (753-3137)Deadline for registration is December 15.‘Reading examinations will be given by the Test Administration onMonday, April 30, in French, and Monday, May 7, in German. Classeshave been arranged to avoid conflict with regularly scheduled classes,and to end immediately prior to the Reading Exam for optimal results.For further information concerning Reading Examinations; consultSpring Quarter Time Schedules, or call Test Administration, RC 201, 3-3283.•nUhllf? H • M^NeiU is Robert A. Milliken Distin-P ed SOTw P^880, of History at the Universi-y of Chicago One of the world’s eminent histori-ns. Professor McNeill is the author of, besides TheMetamorphosis of Greece Since World War II TheRise of the West (1963), winner of the National BookAward, and Venice: The Hinge of Europe (1974),along with other numerous books and articles.Professor McNeill synthesizesthree elements which he believes to have moldedGreek culture the heroic ideal, market skills, andthe unity within Greek orthodoxy of the Greek peo¬ple with the military, economic, and politicalforces which transformed post-war Greece. McNeilluses his thirty-year relationship with six villages ofvaried economic and political charater to illustratehis view of Greek transformation within continuity.The assimulation of newly-urbanized villages arerevealed, providing an insightful analysis of theforces shaping modern Greece.Larry Schilmeister is a first-year student in theBusiness School.The following interview took place on November17, 1978 in Professor McNeill’s office.LS: Your latest book, The Metamorphosis ofGreece Since World War II, was written out of a longand close involvement with Greek affairs. Whatfirst attracted you to Greece?WHM: Well, I was not exactly attracted. I wasappointed by the U. S. army as assistant militaryattache’ to the Greek government in 1944, when theGreek government was still resident in Cairo. Afterthe German withdrawal from Greece, I went toGreece — and there I watched the struggle betweenthe Communist and non-Communist factions in theimmediate post-war world till I was dischargedfrom the army in 1946. And then I went back be¬cause I was asked by the Twentieth Century Fund towrite a book. I was one of three authors of thebook. And I have been back to Greece every tenyears since. The fourth time was the basis uponwhich I wrote Metamorphosis.LS: Did you maintain contact with the peopleyou interviewed in different villages?WHM: In between my visits? Not systematically.But I was often recognized, having been there tenyears before. And in some of the villages there aresome persons I would count as friends. Some peopletalked to me at a level of frankness and candor thatled me to believe that I understood what went on intheir villages in a much more thorough going waythan I would have in other places. However, inother villages that’s not true. In other villages Ihave only had, as it were, an external relationship,though I think I still know something about them.LS: How has your understanding of Greek cul¬ture been affected by your involvement in Greeceover the years?WHM: Well, my own understanding of what’sgoing on or what has gone on in that country hascertainly altered, and I hope become enriched, overthese thirty years. That food-deficient villages mat¬tered in the policies of post-war Greece was one be¬lief that came home to me visiting those villages in1947 for the Twentieth Century Fund. We went twicebehind guerilla lines to visit hill villages, whichwere then under the administration of the gueril¬las. I saw at first hand who the members of theguerilla bands were, whom they recruited and howthey recruited. It was very easy to deduce that theywere young men from villages where there wasn’tenough food for four months of the year. The exis¬tence of such a population in Greece, Yugoslavia,and Albania is the reason that in the Second WorldWar such large guerilla forces were possible inthose countries and nowhere else in Europe. Then itseemed to me sensible to look at the changing pat¬terns of living conditions in the hill villages and theplains villages, the food deficiency and food surplusvillages, as a way of getting a kind of base level ofwhat change came to that country. So the secondbook I wrote on Greece was called American Aid inAction, based on my second round of visits. I wastrying to find what, if anything, American aid hadbrought about in the ten-year period, and what ithad done to change the life of the hill villagers. Theanswer was, not very much. It’s only more recentlyin the last twenty years that these villages have ef¬fectively resolved the problems that confrontedthem in the Forties — by large scale emigration.LS: Do you see a change in American attitudestoward trying to solve the problems of other coun¬tries through the propagation of American institu¬tions?WHM: One of the reasons I wrote Metamorpho¬sis the way I did was to try to suggest to readers William H. McNeillon Greece, Hyde Parkand world historyby Larry SchilmeisterWilliam H. McNeillthat the pattern of belief with which Americans en¬tered Greece in 1947, and which inspired our policythrough 1956. was very simply misguided. We as¬sumed that if we put in certain minimal resources,the Greeks would respond in a way that we hadbeen accustomed to seeing people respond in thiscountry and that there would be a developmenttoward democracy and prosperity. Greece wouldbecome more like ourselves. I don’t deny thatGreece has become lil^e ourselves in the last thirtyyears, but there are important and systematic dif¬ferences. Though in outward things, such as theclothes Greeks wear, the appearance of Athens, and so on, much seems European or American,though the attitudes and values and behavior ofGreeks make them a little different from other Eu¬ropeans and from Americans. The outward changeshave not altered that inward difference. That’s whyI called the book Metamorphosis rather than Mo¬dernization. In Greece there was a peasant class,and its breakup has led to large-scale urbanization,and a new diaspora. Nevertheless, there is an ele¬ment of continuity and uniqueness which “meta¬morphosis” describes. The insect changing frompupa to adult form experiences very drastic ou¬tward change yet maintains inward continuity.There is a developmental theory which holds thatall people somehow are going to cover the sameground, though not at the same rate, and the bookrejects that kind of an idea. It is also aimed at thoseeconomists who think that cultural differentiationsare not significant in affecting economic behavior — Idon’t think they are correct. So there is this kind ofacademic — polemic is too strong — this academic,theoretical dimension to the book. It is more thanthe simple recording of my thirty years of acquaint¬ance with Greece.LS: Do you find yourself interested in sometopics because there are lessons to be taught?WHM: W’ell, I'm not sure I could say that. All thebooks I have written have not the kind of implica¬tion for public policy that this book does. That is, Ibelieve that the assumption of U.S. policy — that allcountries are going to become like us — is a mistake,and that insofar as we based our behavior on thatassumption, we were riding for a fall. The fall camein Vietnam, of course. Now' most of the other books$ I have written don’t have that kind of immediatec application to contemporary American issues. I-§ can’t truthfully say my book on Venice has any les-son for the contemporary world. Still, there is a cer--0 tain coherence in what I have written on European| history. Nearly all of it cone erns that question ofthe relationship between Latin and OrthodoxEurope, the East-West, West-East division — which isa very deep one in the European past. When I was astudent, I was taught the histories of France, Eng¬land, and a little bit of Germany, and Italy only spo¬radically. When I went to graduate school, I beganlistening to lectures on Russia and Eastern Europe,and my goodness, they were completely different.Most of my work addressed itself to the differences— to the contrary patterns of behavior in the Eastand the West. This is true of my Venice book andEurope's Steppe Frontier 1500 -1800. All of my bookson Greece have in one way or another addressedthemselves to this relation between West and Eastwithin Europe, asserting that differences are stillthere and haven’t been erased.LS: Do you see any trends in East-West rela¬tions?WHM: The world is much more complicated thanthat which goes on within the European edntinent.The Chicago Literary Review — Friday, December 8, 1978 — 9There are many cultural strands present in all hu¬manity, some far deeper than what divides East andWest Europeans from one another.LS: What first stimulated your interest in histo¬ry?WHM: I had a father who was a historian, I’msure that’s the spring of it.LS: You’ve spent a considerable amount of timein Hyde Park and at the University — what do youfind most appealing about this community?WHM: My father was a professor here, so I grewup in Hyde Park, and those places you grow up in dohave all sorts of associations and attractions thatare perhaps hidden to outsiders. More seriously, Ido think that the concentration of intellectuallyserious and creative people on this campus is unusu¬al. There are probably a dozen other places in thiscountry where similar concentrations exist. Butmost universities don’t come up to the standardshere. When you have become used to these stan¬dards, enjoy being surrounded by a dozen or a half-dozen people who are interested in the same thingsyou are, as well as by students who respond to whatyou say, and ask interesting and embarrassingquestions, you begin to think more carefully thanyou would by yourself. This is the advantage of theUniversity community. Hyde Park is the only placewhere, in a large city, a very heavy concentrationof a very eccentric kind of personality can be found.The block I live on is nearly solidly professorial. Iknow my neighbors, because our children used toplay with theirs, and they represent many differentdisciplines. That kind of accidental friendship andacquaintance is quite difficult to come by on othercampuses. Something like that can happen by acci¬dent, but here it happens almost in the nature ofhow we live.LS: In your work there’s a strong sense of themilitary in each culture you examine. Do you seeany danger of having a professional army that is de¬tached from the general population?WHM: I think it’s a very risky business. I thoughtso when the draft was abolished. The separation ofpolitical sovereignty from those who control arms isan unstable situation cross time. It’s always been soin the past, and I don’t think it’s likely to be dif¬ferent now. That doesn’t mean that there aren’tstrong inhibitions in the tradition of the Americanmilitary against the intervention in political af¬fairs. Inhibitions have been strong enough to pre¬vent high-handed behavior by military leaders. Butthe possibilities are there, and over a long enoughtime, the consciousness of a separation of interestsbetween those in the armed forces and those pay¬ing the taxes seems to me not just possible, butprobable.LS: Do you believe that there is a strong Russianthreat? Should we continue to build up our arms?WHM: This is the sort of question that I don’thave the proper wisdom or knowledge to answer.I’ve been aware of a recent flurry of propagandasaying that we’re being left behind. But I’ve alsoread stuff that says the opposite: we have so muchweaponry that we don’t know what to do with it.I’ve no idea which is right. It seems to me that toknow what the Russians are doing and what theymight want to do with the hardware is a very diffi¬cult thing. I don’t know and I don’t really believethe people who leak things from Russia know. So Idon’t think I can made a valid judgement on them.My general feeling is that both the U.S. and the U.S.S.R. have much more to lose than they have togain by any real upset of the applecart, and thatboth we and the Russians would flinch and not pressthe button. But somebody might press the buttoneither by accident or by not thinking. I don’t saythat war is impossible or that it might not cause anabsolute catastrophe very suddenly, but it seems tome that on the whole we are not very likely to havea confrontation with the Russians. If I may put itthis way, the Russians and Chinese are more likelyto forget and that might suck us in.LS: I remember in class you said that the trendtoward government regulation, after a period ofrapid growth and innovation, tends to put a largedamper on the inventiveness of a people.WHM: It is very likely a result of the bureaucra¬cy. Bureaucracy has a double edge. Bureaucracy canbe used to accelerate. It can push things ahead veryrapidly, and change things on a sweeping and gra-diose scale that ordinarily would not be done in pri¬vate economic behavior or just in response to mar¬ket advantages. But the bureaucracy can alsooperate slowly — “we need another study before wecan do that.” The change of the tone, of the goals,the character of the bureaucracy, from innovationand radicalism to conservatism seems to me to haveoccurred over and over again. In fact, most bureau¬cracies find it more convenient to do it the way itwas done before. They’ll find good reasons why an¬other way is impossible.LS: Greece, along with other countries, hasadopted American styles and been inundated byAmerican media, yet it is commonplace for politi¬cians in many Third-World and Western countries todenounce America and Americanism.WHM: Well, ambivalence is the very nature andessence of such a relationship. Ambivalence is thenormal pattern for any group that feels itself to bethe weaker, less powerful, less rich, less skilled,than another group. On the one hand you’d like to have those skills that make you powerful, and onthe other hand you’d like to retain what makes youdifferent, and frequently the two are contradic¬tory.LS: Do you see changes in what America is doingnow, post-Watergate, to modify implementation ofAmerican standards in the giving of aid and devel¬opment?WHM: If you mean, are we reducing our publicaid programs, then I think we are. But the amountof aid given in arms has not been decreased, I think.And that’s a rather dangerous game, in my opinion,but it’s a way of balancing American payments, per¬haps. I don’t want to seem an expert on Americanpolicy. I read the newspapers and watch the TVsometimes, but I am as ill-informed as the next fel¬low.LS: My question was really on the form of aidrather than the amount. The Peace Corps underNixon was more professional in the type of work itwas doing, and now it seems that more people havegone into the Peace Corps to teach basic skills.WHM: I think a great deal depends on whichpart of the world we are talking about. A lot of thepeople receiving Peace Corps aid were not too keenon what they got before, and maybe that’s still thecase. Learning English is a skill that is still verywidely in demand, and much of the world finds ituseful.LS: Do you see any future reconciliation be¬tween Greece and Turkey over the Cyprus issue?WHM: Well, in the long future, I’m sure that thecircumstances will change, and there will be a re¬alignment of some kind. In the near future I thinkthat the memories of 1974 are very keen in Greece,and impulses among the Turks to defend their co-religionaries and assert their independence ofAmerican, Greek, and other trammels upon theirsovereignty will be very strong. Neither govern¬ment wants to tip the applecart, but the appeal topublic and national feeling is very strong on bothsides, and will continue. It is like the Israelis andthe Arabs. It is very hard to see how in the nearfuture hostility will end.LS: What has been the reaction to yourhook sofar?WHM: It has been very good, though it hasn’tbeen officially reviewed yet. Those I know who’veread it are mildly interested, or think that, youknow, here’s a man who makes very large state¬ments on very slender evidence. And that’s true.But that they are interesting assertions and thingsto think about is the reaction of most of the peoplewho have talked to me about it. No one has said I’mabsolutely wrong, at least not in my hearing. Toopolite no doubt.LS: What are you writing these days?WHM: I hope to write a book, which I will callThe Industrialization of War, but I’m not going to doit until March, and that’s the only enterprise I havein mind.LS: A final question — how does Greek food herecompare to that in Greece?WHM: Well, there are certain recognizable af¬finities, but on the whole it is not as good. Youwouldn’t expect it to be. Certain things have to beimported, or get stale. Fresh fish from the Aegeanjust isn’t fresh in Chicago. Yes, on the whole, theGreek restaurants are much better in Greece.LS: Do you have a favorite here in Chicago?WHM: No, I don’t want to give a commercial.ICH CREAM CONESSHAKES. SUNDAESYOGURT FRESH FRUIT HAND CARVED SANDWICHES (TC)s P.M >(ROAST BEEF. TURKEY. HAM >HAMBURGERS PIZZAMONDAY—SATURDAY 11 A M —10 P.M. SUNDAY 4 P.M —9 PM.CORNER OF 57th & UNIVERSITY LEHNHOFF SCHOOLOFMUSIC and DANCEFor Winter Season - A good Xmas GiftSpecial Classes for the Young Child inCreative Dance.Suzuki Violin - cello * pianoMusic fundamentals (for note reading)FOR ADULTS—Ballet - Modern - JazzPrivate music lessons - strings - windspiano - voice.BY AN OUTSTANDING FACULTY OF ARTIST TEACHERS1438 east 57TH STREET For Early Registration and InformationCHICAGO, ILLINOIS 60637 Call 288 350010 The Chicago Literary Review — Friday, December 8, 1978The redistribution of inequalityby Lannie AbramsThis relatively short book provides acogent account of what the status of socialwelfare is in the United States, how it arose inits particular form, and why it has provenitself so impervious to reform. These arequestions that would interest the averagelayman, and this book answers them in areadily comprehensible manner. The authorshave managed to avoid the debilitatingtedium that characterizes most social sciencewriting. The reader is even spared the socialscience jargon that has somehow rendered“formalistic” ties more scientifically precisethan “formal” ones.What the reader does find are answers tosome rather perplexing questions. If theUnited States has one of the highest percapita incomes in the world, even in today’sdevalued dollars, why does it lag so farbehind much of Western Europe in dealingwith the problem of poverty? Does it spendless because the free-enterprise ideology doesnot justify the spending of money to help thepoor? And if it does spend so little, then whydo so many people complain about welfarecosts? Or, worst of all, does the United Statesspend a great deal of money without rectify¬ing the problem of poverty?This book reveals that the worst-casehypothesis is, sadly, the truth, and it ac¬counts for how this is possible. In the UnitedStates over 1000 dollars per capital is spent onsocial welfare programs each year. Obvious¬ly, then, the amount spent by various govern¬ment agencies is not a niggardly sum- but itis inefficiently spent.There are two main problems here. First ofall, over 50 percent of all money spent onsocial welfare goes to administrativeoverhead, and the proportion is constantlyrising. This means that over one half of whatthe taxpayer spends on welfare does not go tothe poor, but rather to the support of hordesof (middle class) social workers and Poverty and Social Changeby Kisten Gronbjerg, David Street, andGerald SuttlesChicago: The University of Chicago Press,1978248 pagesbureaucrats. Certainly this is neither themost direct nor the most efficient way toalleviate poverty. Secondly, because thesocial welfare system was built up slowly on apiecemeal basis, the programs now in ex¬istence are directed to various constituenciesbesides the hard-core poor. Over 90 percent ofthe money spent goes to people who haveworked most of their lives, through Medicare,railroad retirements, and various benefits.Only ten percent goes to the chronicallyunemployed through such programs asGeneral Assistance. This may come as ashock to those who imagine large amounts oftax money spent on welfare programs formothers with seven children and for the in¬digent aged with no savings. The unfortunatesituation is that the existing welfare systemoffers the least aid to those who need it themost. As the authors point out, it is theseasonally unemployed in the high-wage in¬dustries (e.g. construction), the elderly whohave non-wage incomes in addition to theirpensions, and veterans who are best placed totake advantage of the system. It is the per¬sistently unemployed and the working poorwho are the worst placed. And most poorpeople in the United States are workingpoor, not lazy loafers and welfare chisel-ers.How did such a situation arise? The authorstrace a number of historical factors that haveshaped the welfare system into its presentform. First is the laissez-faire ideology thatDo You Know Thatthe University of Chicago's celebratedBASIC PROGRAM OF LIBERAL EDUCATIONFOR ADULTSis being offered in HYDE PARK this term?Read and discuss, with experienced teachers,Shakespeare and Plato to the Bible and Freud.Weekly classes.Small groups of adultsNo prerequisites.No examinations.Non-credit. Tuition:$100. per quarterDiscount for faculty spousesand University of Chicago staffPlace:Graduate Library School, Regenstein Library: East Entrance,1100 East 57th Street(Free parking lot immediatelyadjacent to the east entrance)Time:Thursday evenings 6:30-9:45 p.m.First meeting, January 11thTelephone: 753-3137 for more information stressed individual achievement and pro¬hibited state intervention in the economy. Itsproponents argued that the individual couldand should take care of himself. If he failed,he had no one to blame but himself. It was notuntil the severe economic dislocations of thedespression that popu’ar opinion came to sup¬port government intervention in the economy.It became apparent, when one fifth of thelabor force was out of work, that the in¬dividual could no longer be blamed for hismisfortune. Sloth and indolence could nolonger be regarded as the cause of unemploy¬ment.Another historical factor is the “norm ofgroup self-help.” The Irish and Jews helpedthemselves to get ahead, so there is no needfor the state to support the poor; they musthelp themselves as the various immigrantgroups have done. Also the distrust of thefederal government and centralization has ledto the parcelling out of welfare by local andstate authorities. The cost of decentralizationin the case of welfare is inefficiency and lackof a comprehensive program.The present individualized approach towelfare as a social problem is derived in manyways from laissez-faire ideology. If the in¬dividual fails to gain a means of employment,he must be at fault; hence, what he needs is asocial worker to counsel him on an individualbasis. This case-oriented approach ignoresthe fact that the individual is poor because hecannot find a job, and, as long as there is sixpercent unemployment, he will not find a job.No matter how much equality of opportunityor vocational training is given, the situationis structured to prevent six percent of the job¬seeking population from finding a job.The final factor, and to the authors the mostcrucial one in accounting for why the UnitedStates has never generated a comprehensiveapproach to social welfare, is the fragmentaryor pluralist nature of American society.Various religious, ethnic, regional, andeconomic groups have always seen their in¬terests as diverging from those of othergroups, so that log-rolling and piecemeallegislation are the only means for expandingthe welfare system. What this means is thatthe various constituencies within Americansociety, due to their mutual distrust, cannot come together to organize and support onecomprehensive welfare program. Thissegmented character of American society setsit off from such realtively homogeneoussocieties as Sweden, Germany, and Denmark,which have developed much more effectivewelfare systems.But this notion that it is the pluralistcharacter of American society and institu¬tions that accounts for the failure to constructan effective welfare state seems to overlookthe crucial role played by socialist and socialdemocratic parties in Western Europe. If theauthors here mean that the fragmentarycharacter of American society, and especiallyits working class, is responsible for the lackof a meaningful leftist movement (as Engelspointed out a century ago), they should makethat intervening variable explicit. So many ofthe progressive welfare measures in WesternEurope were introduced by the socialdemocratic and socialist parties or inresponse to the threat they posed (Bismarck’sprogressive measures were in the main an at¬tempt to stave off the red menace) that it isamazing that the authors have not stressedthis essential difference between the politicsof Western Europe and the United States.Certainly much of the New Deal legislation,which made capitalism safe for democracy,car. be seen as not only a response to theunemployed workers but also to the increas¬ing appeal of socialist and communistrhetoric for those workers.Overall, Poverty and Social Change is awell-written and edifying book that should beread by anyone who wishes to understand theso-called “welfare mess.” Reading it is arather saddening experience; one can see thatat present there is little chance that thewelfare system will be reformed, due to theproblems of inflation, stagnation, and aweakened dollar. The great tragedy is that allthe divisiveness and argumentation thatwelfare engenders only obscures the moreprofound structural problems the UnitedStates faces in the last quarter of the twen-tieth century.Gerald D. Suttles is professor of sociologyat the University. Lannie Abrams is a doc¬toral candidate in the sociology depart¬ment.Cornell Lounge presentsOld Town Folk Singing SchoolGuitar & vocal: £"2 ,Guitar & vocal:Piano & vocal: music.Chris Farrel sings Irishballads & original countryfolk.Bill Heid presents Europeanjazz interpretation.8:00pm-2:00am everynight Fri. & Sot. 8pm-3ama place with ambianceDinners are und£r'$5.00 includes: Soupor salad an entree and complimentaryglass of wine.munches are under $3.00 includes com¬plimentary cup of coffee.i 610 E. 53rd St. Porkmg next door Daily 11:30 AM - 4 AM684-6075 Sunday Noon - 4 AMThe Chicago Literary Review — Friday, December 8, 1978 — 11gOWELL'SBOOKSTORES-POWELL’SPOWELL'SBOOKSTORES-POWELL'S ANNOUNCINGA SUPER NEWBANKINGFACILITY!OPEN MON DAY - SATU RDAY • 11 AM-6 PMPLUS TWO AUTOMATIC TELLER MACHINESSERVING YOU DURING ALL REGULAR STORE HOURSHYDE PARK BANK AND TRUST COMPANYCHICAGO, ILLINOIS 60615 • Member FDICS.H1MCM S3U01 S.T13MOd S3UQJ.SX008 S. VI3M0d ■“ * GIRL!!Emily AnneHelp us celebrate!Mention this Adand get 25% OFFany book writtenby a woman.Ends December 15POWELL’S BOOKSTORE1501E. 57th St.955-77809 am -11 pm everyday12 — The Chicago Literary Review — Friday, December 8, 1978 Essaysof enquiryby John LearyJoseph Schwab belongs to an extraordin¬ary generation of educational experi¬menters who, during the Thirties, Forties,and Fifties, built and inhabited the educa¬tional program known as “the Hutchins Col¬lege.” These men shared the belief that edu¬cation was one of the most telling andconsequential activities undertaken by civi¬lized men. They further believed that be¬cause of its importance, the educational en¬terprise deserved the most searchingthought, the most carefully directed prac¬tice, in short, the very best efforts a societycould muster. The Hutchins college is nowpart of history. But the felt needs to whichthe experiment was initially a response arestill unsatisfied. Thinking about the effec¬tive means and proper ends of education isstill often muddled and second-rate. Educa¬tional crises and bandwagons follow one an¬other in a parade that would be comic if itconcerned something other than the educa¬tion of the young. As educators and as citi¬zens interested in education, we still, byand large, lack examples (and fail to emu¬late the ones we have) of enlightened think¬ing on education. Schwab’s essays are exam¬ples of just such thinking.Schwab arrived as an undergraduate atthe University of Chicago in the late 1920’s,on the eve of what was to become one of themost sweeping experiments in the history ofmodern American education. In 1930, RobertMaynard Hutchins assumed the presidencyof the University and committed the institu¬tion to a radically innovative reform of itsundergraduate program. As a graduate stu¬dent in biology (with a special interest inscience education) Schwab witnessed the ar¬rival of Mortimer Adler and RichardMcKeon, who brought with them from Co¬lumbia a host of new ideas that had begunto develop in connection with the GreatBooks program. Schwab joined the faculty ofthe Hutchins college in 1938, and soon be¬came deeply involved in the curriculum de¬velopment then taking place, concerninghimself especially with the science program.The four-year college, instituted in 1942. in¬tegrated the partial reforms of the 1930’sinto a single, coherent curriculum. Until hisretirement in 1974, Schwab taught in theCollege and in the School of Education. Hiscareer thus spans the rise and passing of theHutchins College, and his work as a teacherand educational planner is intimately asso¬ciated with the Chicago experiment in gen¬eral education.Science, Curriculum, and Liberal Educationbring? together twelve essays Schwab wrotebetween 1949 and 1973. The essays treat avariety of subjects. Many of the early onesreflect Schwab's special interest in the placeof science in a liberal arts program; the laterones grow out of his interest in teacher edu¬cation. Anyone interested in education can¬not “afford to neglect any of these essays.The science/education essays, for example,will be helpful to any teacher, regardless ot Science, Curriculum, and Liberal Edu¬cation:Selected Essaysby Joseph J. SchwabEdited by Ian Westbury and Neil JWilkofChicago: The University of ChicagoPress, 1978394 pages, $24.00his specialty, who wrestles with the problemof incorporating a special discipline into ageneral curriculum. The later essays, whichsketch the arts of curriculum-making, will beof interest to any group which undertakesjoint enquiry, deliberation, and action.The essay form (in contrast, say, to a trea¬tise on education) is itself an expression ofthe way Schwab thinks teachers must con¬ceive and meet educational problems.Teaching is a practical activity. The practiceof teaching is the ground from which educa¬tional problems spring. Each problem callsfor enquiry, deliberation, and action. Nosingle doctrine or theory — indeed, no collec¬tion of doctrines — can, by mechanical appli¬cation, solve such a problem. The task,therefore, is not to devise an all-embracingtheory but rather to develop sound proce¬dures for thinking through problems as theypresent themselves in the course of a teach¬er's work. Each of Schwab’s essays is justsuch an attempt to formulate and thinkthrough a problem. Each is — in both its formand content -- an example of what the teach¬er must be doing all the time.Taken together, these essays present aview of education and of the art of teachingwhich, though neither comprehensive norsystematic as such, is both coherent and con¬sistent. In their useful introduction. West¬bury and Wilkof write that Schwab and hiscolleagues came to “order their discussionsof the ends of education in terms of threecommonplaces: conceptions of the individu¬al, of society, and of knowledge.” Some dis¬cussion of these “commonplaces” (the termis used in the sense intended by Classicalrhetoric) will serve to stake out the groundoccupied by Schwab’s educational thought.It will also emphasize Schwab’s convictionthat while teaching may be a distinct art orcollection of arts, its ends lie outside theclassroom and academy.Following the tradition of John Dewey.Schwab and his colleagues believed thatwhile contemporary civilization had createdbreathtakingly new possibilities — for thefree and full development of the individual,for the flourishing of democratic polity, andfor an unprecedented extension of humanknowledge — it had not yet learned how tobring these possibilities to actualizationThey say the individual treated increasinglyas a collection of fragmented functions andthrust by circumstance and training into aJoseph Schwab For Schwab, the beginningsand ends of knowledge,the instigations and the proofs,are in living and doing.passive role vis a vis his society and culture.They saw the democratic political process,dependent for its very existence on the ac¬tive involvement of an enlightened citizen¬ry, threatening to degenerate into techno¬cratic rule by specialists who exercisedpolitical power merely by virtue of their ex¬pertise and of the ignorance of the citizen¬ry. They saw the arts and sciences, once heldto be the expression of what was most es¬sentially human, splitting into increasinglyesoteric disciplines, which the common man —even the “well-educated” common man —could neither understand nor appreciate. Inthe midst of all this, they believed, theschools had stepped into the backgroundand, far from playing an integrating role inthe increasingly fragmented civilization,simply mirrored what was going on aroundthem. A good deal of the work of the build¬ers of the Hutchins College may be under¬stood as an attempt to create a new kind ofeducation which would counter he centrifu¬gal and disintegrative tendencies they sayaround them.It is quite possible, of course, for discus¬sion of the individual, society, and knowl¬edge to be no more than an obligatory butthoroughly platitudinous bow to Dewey. Ac¬tual practices are more often the result ofhabitual repetition on the part of teachersand of ill-conceived notions of organization¬al efficiency on the part of administratorsthan of serious reflection as to how meansshould be fashioned to achieve the ends ofeducation. Even when teachers and adminis¬trators work toward educational reformwith energy and good will, their efforts,lacking method and a full understanding ofwhat Schwab calls the “arts of the practi¬cal,” frequently amount to little more thana muddled groping or ineffective gesture.The remarkable thing about the Chicago ex¬periment was not simply that it grew out ofa serious reconsideration of ends but that itembodied a radically new conception ofmeans as well.Teachers are often fearful of attempts torelate educational problems to the largerissues facing their civilization. To connectthe problems of the teacher to current philo¬sophical, cultural, social, and political prob¬lems may seem to threaten the reassuringprofessional boundaries within which goodteaching is presumed to take place. The menwho fashioned the Hutchins College took acrucial (and courageous) step when they sug¬gested that those boundaries might hinderrather than help the teacher in his task. Intheir introduction the editors quote RichardMcKeon writing in 1953:We face (in our times) a philosophicproblem of formulating the organiza¬tion and interrelations of our knowl¬edge and values, the interplay of ourideas and our ideals, the influence ofour new sciences in providing meansfor the solution of old problems and inlaying the beginnings of new prob¬lems, andd the distortions and misaD- plications of what is called scientificmethod and of what is claimed asdemocratic practice. That philosophicproblem is inseparable from the edu¬cational problem of equipping menwith abilities and insights to face thenew problems of our times and to usethe new instrumentalities with wis¬dom and freedom. The philosophic andeducational problems are both impli¬cated in the political problem ofachieving common understandingamong the peoples of the world whomight, if ideas continue to becomeopaque in the opposition of interests,be divided into parties determined byclasses, the wealthy and the dispos¬sessed, rather than by ideas and pur¬poses.The relating of educational problems toother problems, especially those of philoso¬phy, permitted these men to begin to ad¬dress the question of which means were ap¬propriate to contemporary education.In his essay on John Dewey (“The ‘Imposs¬ible’ Role of the Teacher in Progressive Edu¬cation”) Schwab explores some of the educa¬tional implications of Dewey's philosophicalthought:The new education proposed byDewey differed fundamentally fromcommon theory and practice. Its aimsand methods took their meaning froma new view of intelligence or enquiry:a new conception of knowledge, ofknowing, and of that which is known.Dewey found the origins of enquiry to lie inhuman need:The primitive intelligent act is ap¬prehension of need, requirement, im¬balance, in one's relation to surround¬ing circumstance. From apprehensionof imbalance we move to specificationof it — what there is about us and cir¬cumstance which is teetering, open,needful: we locate the problem whichthe situation poses. The process movesto its climax when we find a way ofacting which promises to restore bal¬ance in the situation — a way to solveour problem. The process is completedwhen we master the pattern of actionwhich does, in fact, resolve the prob¬lem by creating a satisfactory state ofaffairs.In their maturity the arts and science mightbenefit from the distance which arises be¬tween themselves and the immediatelypractical needs of society, but it must beconstantly bcrn in mind that their healthand meaning depend on the community ofmen which gives birth to them, supportsthem, peoples them, and looks to them forenrichment and guidance. The beginningsand ends of knowledge, the instigations andthe proofs, are in living and doing.If knowledge is the result of enquiry and*ifthe character of enquiry is shaped in part bythe need and situation to which it is a re¬ sponse, then it follows that there are dif¬ferent kinds of enquiry and different kindsof knowledge. Enquiry does not, in otherwords, simply unearth “brute facts.” It is a"constructive" activity. Enquiry finds itsproblems, carves its subject matter from aworld of infinite possible subject matters,builds on a certain set of principles, pro¬ceeds according to certain methods. Enquirytakes place in and about the world: it willnot yield an understanding of the world if itis not conducted well. But there are well-conducted enquiries of many kinds, andthere is true knowledge of many kinds.Liberal educators, in Schwab’s opinion,had traditionally introduced their studentsto the multiplicity of disciplines by introduc¬ing them to the principal conclusions (laws,generalizations, facts) that each of thosedisciplines had reached in the course of itsenquiries. This approach left obscure (atbest) the fact that different disciplines pro¬duced not only different truths but differentkinds of truth.The decision to build a curriculum aroundthe exploration of different kinds of enquiryrather than around different bodies ofknowledge was perhaps the most significantdecision made by the fashioners of the Hut¬chins College. Such a program required thecreation of a language and conceptualframework in terms of which different kindsof enquiry, different arts and sciences, dif¬ferent disciplines, could be discussed andcompared. Here the terms which ancient andmedieval philosophers had developed to dis¬cuss the intellectual arts and their relationsto human affairs proved especially helpful.Far from being an effete cultivation of thearchaic, the language of the new generaleducation program (a language which is soeasily and often ridiculed and whose aim isso often misunderstood) was an attempt torecapture something that the ancients hadand we desperately need. While this lan¬guage may owe a good deal to Aristotle, itis also very much in the spirity of Dewey'smodernism. “Dewey’s problem," wroteSchwab, “was to rejoin what decadent mem¬ories of ancient philosophies had struckapart, to reestablish circuits through whichdivisions of human thought and interestcould find each other.”The program also required that facultymembers move beyond their parochial con¬ceptions of themselves as subject-area spe¬cialists and professionals in order to reflecton what they actually did as enquirers, onhow their kind of enquiry resembled and dif¬fered from other kinds, and on how an un¬derstanding of these things might be repre¬sented in an educational program. Theactivity of fashioning such a curriculum mustin itself change the nature of the academiccommunity. Instead of being constrained totalk only about what is outside their fields,teachers necessarily begin to discuss withone another precisely what is at ‘he heart oftheir work. And as scholars learn to speak with one another across disciplinary lines,they learn to speak with the uninitiated stu¬dent.Through reading, writing, and discussion,students are initiated to the activity of en¬quiry, and the principal locus of initiation'sthe classroom. “Eros and Education: A Discus¬sion of One Aspect of Discussion" Schwab ex¬plores classroom discussion from an educa¬tional standpoint. In the classroom thelabors of curriculum-making are tested. Thestudent presents himself as a thinking, feel¬ing, acting whole. He enquires into the na¬ture of other men's enquiries, which, untilthen, have been alien and opaque to him.He comes to regard the specialist-as-teacheras an assistant in his enquiry. And in theclassroom he must learn to respond to andtake responsibility for the small communityof class-members of whom he is one.For the teacher the classroom is thjp andsomething more:Only as the teacher uses theclassroom as the occasion and themeans to reflect upon education as awhole (ends as well as means), as thelaboratory in which to translate re¬flections into action and thus to testreflections, actions, and outcomesagainst many criteria, is he a good“progressive” teacher.The classroom has yet another meaning forthe good progressive teacher. It is the situa¬tion from which new problems arise. Theseproblems instigate new enquiries and (whenwe are fortunate) the writing of essaysabout those enquiries.The essays in Science, Curriculum, and Lib¬eral Education grew out of the experimentin general education carried on at the Uni¬versity of Chicago several decades ago. Theyare about the enquiries of a man who wasone of the principal figures in that experi¬ment. The concerns which gave rise to theexperiment and to these enquiries are stillwarranted by the state of our civilization.Yet it is difficult to say just who will readSchwab's essays. They are not comfortablereading. They do not even provide simplify¬ing formulations that will spare the teacherthe burden of thinking about what he isdoing. Quite the contrary. They demon¬strate that it does its job, educationalthinking musta^, necessity be eclectic andmust wrestle with extremely complexissues. Yet there is the possibility that thefirst step in meeting a problem is a realisticassessment of its complexity. To those whorecognize such a possibility the essays areaddressed, and to them the essays will al¬most certainly be both fascinating and use¬ful.Joseph J. Schwab is now an associate atthe Center for the Study of Democratic Insti¬tutions. John Leary is a graduate of the Col¬lege and teaches history at the Francis WParker School.The Chicago Literary Review — Friday, December 8, 1978 — 13THE UNIVERSITY OF CHICAGO BOOKSTORES5 750 ELLIS AVENUE • CHICAGO • ILLINOIS 60617TEXTBOOKS • GENERAL BOOKS • SCHOOL SUPPLIES • STATIONERY • ♦TYPEWRITERS•TAPE RECORDERS • ♦PHOTOGRAPHIC SUPPLIES • *GIFTS • * At main store only.Christmas 1978BOOKS are for happy holidays and new beginnings. Christmas is a time for everything that is“human”, a time for re-engaging in the richness of life ... and there is no better way of doing this thanthrough literature. Here is our list of new books worth your attention:In literature, there are new novels by Gunter Grass (The Flounder), Mary Renault (The Praise Singer),and Thomas Berger (Arthur Rex)', important new collections of short fiction by John Cheever, SusanSontag, and Irwin Shaw; biographies of Bertolt Brecht, Christopher Isherwood, and E. M. Forster, andsuch interesting reissues as J. B. Priestley’s Three Favorite Novels, E. F. (“Lucia ) Benson s Dodo, andPaul Scott’s Raj Quartet, back in print in a handsome four-volume set. Crown Publishers’ exciting newAnnotated Shakespeare would make a thoughtful gift for any scholar.In non-fiction, Edward Wilson’s long-awaited On Human Nature heads our list, which also includesnew books by Carl Sagan (and friends - Murmurs of the Earth), Jacob Bronowski (The Visionary Eye),Peter Matthiessen, (The Snow Leopard), Barbara Tuchman (A Distant Mirror), Berton Roueche (TheRiver World), and Charles Silberman (Criminal Violence, Criminal Justice.).For the more scholarly-minded we recommend Morris Janowitz’s The Last Half-Century, CharlesWegener’s Liberal Education and the Modern University, William McNeill’s The Metamorphosis ofGreece since World War Two, Michael Schudson’s Discovering the News, and Lester G. Telser’sEconomic Theory and the Core.In the area of gift books we are featuring Great Photographic Essays from Life, John Hedgecoe’s TheArt of Color Photography, the newly reissued Georgia O’Keefe, Rand-McNally’s collection from TheArt Institute of Chicago, Brian Froud’s Faeries, Gnomes, Skrebneski Portraits, and Sigmund Freud: HisLife in Words and Pictures.We are open each week day from 8:00 - 5:00; Saturday from 9:00 - 5:00.> JOur array of children’s books, cookbooks, and quality paperbacks has never been better, so please, dostop in!14 — The Chicago Literary Review — Friday, December 8, 1978Relatively simpleIt is perhaps not too great an over¬simplification to say that there have beentwo great revolutions in physics in ourcentury: quantum mechanics (perhaps themore radical of the twoI and generalrelativity. The latter qualifies as a revolu¬tion because it forced us to a view ofnature that was significantly differentfrom what we had before.- from the introductionby Ellen HamingsonIt is Professor Geroch’s aim to explain thenature of this revolution to those who are notphysicists or mathematicians, and to helpthe educated layman understand not onlythe fundamental structure of the theory ofgeneral relativity, but also the character ofphysics as an intellectual discipline.The first section of the book, “The Space-Time Viewpoint,” presents two increasinglycomplex conceptions of the physical world:the Aristotelian and the Galilean. Gerochshows how each of these views presents aworkable model of certain general phenomenabut is found inadequate in explaining others.Yet this is not a historical survey of the ex¬periments leading to the recognition of theneed for a theory of relativity. Geroch is con¬cerned not so much with how successive con¬ceptions were shown false as with the fun¬damental concepts they use and the processesby which these concepts are applied to mak¬ing predictions about the physical world. Forwhat turns out to be so revolutionary aboutgeneral relativity is that what it has retainedfrom classical views of space-time is not whatseems immutable in our commonsense no¬tions of reality, but rather what may at firstglance appear too vague and unspecific to beuseful.Geroch’s logical organization and carefulexplanations make it possible for the non¬physicist to understand the significance ofthis point. Too often, it seems, when we at¬tempt to obtain some very basic understan¬ding of the theory of general relativity, we endup saying, “Everything is relative;, we can’tdetermine our absolute motion, and becauseof some complicated mathematics, time canbe distorted and space curved. We can’t hopeto understand the basic workings of thetheory of general relativity, but maybe we canunderstand some of its implications.” This isfirst of all an incomplete notion of generalrelativity. General relativity is technically atheory of gravitation, which relates gravita¬tion to the geometry of space-time bysomething called Einstein’s Equation. Also,the idea that comprehension of generalrelativity is beyond all but professionalphysicists is quite misguided. The point of3eroch’s book is that the layman should andin fact can understand the fundamentals of,he theory.The basic vocabulary of general relativityis presented in the first chapter, “Events andSpace-Time.” Geroch defines an event as “anidealized potential occurrence in the physicalworld having extension in neither space nortime,” and space-time as “the set of all possi¬ble events in our universe: all those eventsthat have occurred in the past, all those oc¬curring now, and all that will occur in thefuture; those in this room, in our solarsystem, in other galaxies.” These two termsmay seem to have self-evident meanings; butdifferent interpretations and applications ofthem have produced the different views,Aristotelian, Galilean, and relativistic.Where they differ is in the wayeach describes events, and relations be¬tween events, in space-time: specifically,what notions each takes as intrinsic tospace-time itself. In the Aristotelian view,any event has an inherent and fixed value inspace-time, given by four coordinates indi¬cating its time and position. But according tothe Galilean view, various observers movingat a constant speed with respect to eachother will not give one spatial position ascharacteristic of the event; each will de¬scribe it with coordinates dependent on hisown position, although all will agree on thetime at which it occurred. In the theory ofrelativity, even these assumptions are ques¬tioned; so that the assignment of a giventime-value to an event is no longer an in¬trinsic quality of space-time. It turns outthat a new quantity, the “interval,” charac¬terizes two events in space-time in a uniqueway. With this property intrinsic to space-time in hand, the relation between eventscan be more accurately predicted. But in theframework of general relativity many con¬cepts basic to classical physics can no longerbe considered immutable: elapsed time, General Relativity from A to Bby Robert GerochChicago: The University of Chicago Press,1978225 pages, $11.95spatial distance, length, speed, etc. It is theabandonment of such seemingly naturalconcepts which makes general relativitysuch a radical innovation.An explanation of relativity for the laymancould easily have relied upon the sensa¬tionalism of the theory’s implications to sus¬tain the reader’s attention. Geroch’s ap¬proach is quite different. This is most evidentin his last chapter which deals with blackholes as an example of the applications of therelativistic view to space-time. Geroch is con¬cerned with establishing the foundations ofan understanding of the phenomenon andwith increasing our facility with the languageof general relativity. In fact, he begins hisdiscussion by stating: “Black holes is thelabel that has been assigned to a certainmodel (more precisely, to a certain class ofmodels) within theory.’’ It is not until thevery end of the chapter that he mentionsthe possible application of this type ofmodel to our actual universe. And, Gerochexplains, we must keep in mind that this ap¬plication is only possible, not definite. Atpresent the space-time geometry “blackhole” seems the best model for certain stel¬lar phenomena. But our understanding couldbe incomplete and the actual phenomenonmay have nothing to do ith the particulargeometry called black holes, though themodel in and of itself may be perfectlysound.If black holes are in fact not the proper ex¬planation, is there any purpose in workingwith such models? In the context of this bookthat question could be answered in two ways.First, as a teaching device — for both thereader and the practicing physicist — such anapproach facilitates one’s grasp of generalrelativity. This is in itself a valid end, Gerochwould argue. The whole thrust of his book isto make the reader aware that he cancomprehend such matters. And in his conclu¬sion the author writes:The general theory of relativity is current¬ly of very little use in building an airplaneor solving the energy crisis. Very likely, itnever will be. Then what good is it? Manhas at least two sides to his nature: hisphysical needs and his intellectual life.Part of the latter consists of acquiring asdeep an understanding as he can of thenature of the physical world in which helivCs. . . Let it be granted then that thesearch for understanding as an end initself is a viable human activity. It is inthis general area that general relativitylargely falls today. . . I find the theory in¬teresting because through it I feel that Iunderstand nature better.One could object that if the black holemodel in fact has no relation to observednatural phenomena, it cannot provide adeeper understanding of the physical world.The reply to this objection is in fact the se¬cond way to discuss the question of purpose.Geroch asserts that we must keep in mind thecapabilities and the limits of the discipline weare working with, and make sure our demandsof physics are valid: Physics does not, at least in my opinion,deal with what is “real” or with whatsomething is “really like”. . .(One) con¬ventionally deals with relationships bet¬ween things which one does not (orperhaps cannot) understand on a deeperlevel. One does, of course, sometimes cometo understand some basic concept moredeeply.Other propositions about the general natureof physics can be found throughout the book.Geroch is concerned with preventing popularmisconceptions from impeding his reader’sunderstanding of general relativity. Morepositively, such propositions contribute tothe reader’s awareness of how physicsoperates. I would have liked to have seengreater discussion of some of these state¬ments which are not immediately accept¬able. For example, in discussing the transi¬tion from Aristotelian to Galilean torelativistic view, Geroch argues the physicsmoves in the direction of “fewer things mak¬ing sense.” “It may not be a bad rule ofthumb to judge the importance of a new setof ideas in physics by the criterion of how-many of the notions and relations that onefeels to be necessary one is forced to giveup.” In understanding such a statement thereader should know that Geroch distin¬guishes between a “view,” which is a gener¬al mode of thinking about the physicalworld within which events can be describedand theories evaluated, and a “theory,”which is a more detailed description withpredictive value. Therefore theories can stillattempt to make sense out of things while aview may require the abandonment of cer¬tain concepts which were once thought logi¬cal but which can now be proved illogical.Still, it would be interesting to have thiselaborated upon as it appears to be an im¬portant idea. How, for instance, does this re¬late to the commonly-held belief tht scienceprogresses by integrating more a moreseemingly unrelated phenomena into morecomprehensive views, with the simplest rea¬sonable explanation as the goal? However,it is not really within the scope of this bookto discuss such issues at length.A consideration of the audience addressedin General Relativity from A to B is impor¬tant in any evaluation of the book’s purposeand approach. Geroch, who teachers physicsand mathematics at the University, based thebook on his lecture notes from a common corephysical science course he taught a few yearsago. And throughout the book he stresses thatthe ideas presented are not beyond anyone sunderstanding. At some points he is forced tointroduce unsupported hypotheses becausethe math required even for a very simplifiedexplanation is too technical. One could ques¬tion whether the general public can in factgain a sound understanding of the fundamen¬tals of relativity without some awareness ofthe math involved in the theory. But to ven¬ture into such elaboration would probablynegate what is in fact one of the book’s strongpoints: that it does not scare off readers byimplying that general relativity theory isbeyond their comprehension. It may bevaluable to make the reader aware of themathematical sophistication of theoreticalphysics, but that is not the aim of this par¬ticular book. And Geroch is careful to makeclear at what points even his basic argumentcannot be justified outside a mathematical framework, and to explain when hisgeometrical or physical analogies are onlythat and not simplified parallels tomathematical processes.In general, then, this is a work accessible toanyone willing to put in the effort required tothink about it. However, there are a few spotsat which someone without any previous ex¬posure to some physics could be at a disad¬vantage. Some acquaintance with veryelementary terminology is assumed. Thishandicap could easily be overcome; but thereis another sense in which difficulties couldarise. An important point in understandingthe transition from an Aristotelian to aGalilean view is that any observer movingwith constant velocity relative to anotherobserver thinks that he is at rest and the otheris moving. In the Galilean view, no group ofobservers is more accurate than any other(unlike the Aristotelian view which holds thatall observers will give the same descriptions.)So there is no internal, empirical verificationof one’s own motion, as long as it is constantin velocity rather than accelerating. Inphysics this is a fairly elementary idea, and itis not beyond the grasp of anyone reading thisbook. However, we tend to rely often onpsychological means, not physics ex¬periments, for our daily perceptions. Wemight, for instance, grow so accustomed tothe biological sensation oi our own motionthat we forget that in the Galilean conceptionof physics there is no way to detect such mo¬tion if it is non-accelerating. Some further ex¬planation of this difference between commonpreconceptions and the ideas of physics mighthave made the argument easier to follow forone previously unacquainted with it. Thereare a few other instances where some reviewof basics would help the reader with noprevious physics background, althoughGeroch is for the most part conscientious inthis regard. Ur fortunately, there are also afew typographical errors which could makethe text confusing in parts.But this is by no means a book only of in¬terest to those with little or no acquaintancewith physics. Geroch’s arguments are so lucidand well-developed, and deal with such essen¬tial concepts, that they can be instructive andthought-provoking to someone with a slightlygreater exposure to general relativity or tophysics in general (although the book is notwritten for physicists). The first sectionespecially the chapters on events and space-time and on the Aristotelian view, may seem abit elementary and drawn-out, but they pro¬vide a valuable review of what commonplacenotions are assumed in which view, and ex¬actly where these notions break down. Forthose without a physics background thesechapters are imperative to see exactly why atheory of general relativity is required.Moreover, they deal with the notions thatgeneral relativity selects from — space-time,events, world-lines, time surfaces, spatialdistance, elapsed time, speed, etc. Thus theyare vital in the structure of Geroch’s argu¬ment. And it is essential for anyone to follow'this argument carefully and in detail simplybecause being able to think in the view ofgeneral relativity does not followautomatically from acquaintance with its for¬mulas or its implications for our physicalworld. What is more important — and moredifficult — is to gain a firm grasp for the fun¬damentals and of the processes of thought Itis this distinction which makes Geroch’s bookso useful.This whole approach to popular sciencewriting I find very valid. To understand a bitabout the way physicists think, to be alert todifferences between these and other ways ofthinking, approaching problems, and apply¬ing theories, and to realize that physics as away of thinking is not at all behond our reach,is not an easy program, but it is a worthwhileone. It is one which indicates a high estima¬tion of the educated public, which, it seems tome, is more likely to be deserved than not.Such a program can in fact be kept only ifteachers and writers continue to take such anapproach and demand as much as possible —or at least make as much available as they can— rather than assume that the general publiccannot possibly understand and thus shouldbe given substitutes. To approach educationin this way is not a simple task, and Gerochshould be commended for his skill in doing soin his particular field.Robert Geroch is professor of physics andmathematics at the University. Ellen Ha¬mingson is a fourth-year student in the Col¬lege.The Chicago Literary Review — Friday, December 8, 1978 — 15Leading the horse and carrying up the luggage, they leftthe fold of the mountain and went up the road. Dusk was set¬ting in, and as they walked, they heard the sound of barkingdogs toward the south of the mountain slope. Stopping tolook, they saw a small cottage with flickering lamplights,tot bothering to look for a path, the two of them walkedthrough the grass and arrived at the door of that household.They sawHazy clumps of purplish fungi;Greyish piles of white stones;Hazy piles of purplish fungi with much green grass;Greyish piles of white stones half coated with moss;A few specks of fireflies, their faint light aglow;A forest of wild woods both thick and dense;The Orchids so fragrant;The bamboos newly planted;A clear stream flowing through a winding course;Old cedars leaning over a yawning cliff;A secluded place where no travelers came;Only wild flowers bloomed before the door.Reprinted from The Journey to the West, Volume I,translated and edited by Anthony C. Yu, by permissionof The University of Chicago Press.©1977 by The University of Chicago. All rights reserved.by Andrew PatnerAnthony C. Yu is professor of religion andliterature in the Divinity School, the Department ofFar Eastern Languages and Civilizations, and theCommittee on Social Thought at the University ofChicago.The Journey to the West is one of the great epicnovels of China. Published in 1592 and attributed toWu Ch’eng-en, a minor Chinese government official,it describes the pilgrimage of Buddhist monk Hsuan-tsang from China to India in the Seventh Century ofthe Common Era tc obtain certain Buddhist scrip¬tures. The work combines prose and poetry, allegoryand adventure, in a massive 100-chapter epic whichwill be nearly 2,000 pages in length when the Englishtranslation is completed. Yu’s is the first completeEnglish translation and includes a comprehensive in¬troduction and definitive notes. The Press is issuingit in four 25-chapter volumes. The second volume hasjust been released.Andrew Patner is a second-year student in the Col¬lege and an associate editor of The Maroon.The following interview was conductedNovember 28 in Professor Yu’s office. onAP: Husan-tsang journeyed to India to resolveparticular points of Buddhist doctrine. As you writein your introduction, this character has only “themost tenuous relation ” to the character of the monkand to the other characters in the book. So, what wehave is less an historical or religious document than,as you say, “a tale of supernatural deeds and fan¬tastic adventures, of mythic beings and animal'spirits, of fearsome battles with monsters andmiraculous deliverances from dreadful calsunities."Why did you undertake this project?ACY: I can give several reasons, some personal,and some academic. First of all, this work, as I havetried to indicate in my introduction, and as a numberof people who know the work have said, has been oneof the most popular and best-loved works of tradi¬tional Chinese fiction. I think it is unfortunate that,up until now, we haven’t had a complete version in Translating fnEngli sh. It’s as it someone who wanted to study thegreat nineteenth century American novel had no ac¬cess to Moby-Dick. Before we can understand whythis work was so honored and beloved among theChinese, we have to be able to look at it in its entire¬ty.I grew up in China during the Second World War.During the War years I travelled with my family inthe inland part of China. We did not have schools oranything. I owe a large part of my early education tomy late grandfather who was very fond of this work.He was very skillful as a pedagogue, and gave memy first lessons in the rudiments of Chinese from thebook. Of course I did not read Journey to the West asa boy of five or six with the same concerns that I havenow, but I was utterly fascinated with variousepisodes —the monsters and the attractivecharacters, the animal spirits and the super-naturalMonkey, the comic character of the Pig, and so forth.It was during my daily lessons, undertaken whilefleeing the invading Japanese, worrying about hebombs, or the approach of an enemy thrust, thatreading these episodes was not so much a chore as adelightful experience. As I grew older, I read andreread the tale and saw a different significance in it. Iformed a very deep attachment to the work, emo¬tionally as well as intellectually, from childhood. Ithink I can say that my familiarity with it surpassesthat of most casual readers, even by Chinese stan¬dards, because I’ve read it so many times.AP: Since the casual American reader really hashad no contact with the work, I thought we mightdiscuss it. It is written in the vernacular, not the ver¬nacular of today obviously, but of the late sixteenthcentury.ACY: Yes, but the difference is not all that great.The level of difficulty in the prose passages wouldcertainly not be considered excessive. It is writtenlargely in the vernacular, with short passages of moreelaborate constructions in the literary mode.AP: I’m not familiar with the Chinese language,but if you were to take a work written in English from400 years ago you would find that the language haschanged tremendously. Is this also true of Chinese?ACY: Not in the prose passages. I keep saying theprose passages because the construction of thepoetical passages is quite different. There is,however, one distinguishing feature in the prose, andthat is a large number of colloquialisms traceable tocertain regions in China, which may have some bear¬ing on the identification of the author. But that is adistinguishing feature, and these colloquialisms dopresent problems for the modern reader. As a result,in the modern Chinese (on which this translation isbased), the editorial committee in Peking preparingthis work in 1954-55 had to take pains to make annota¬tions precisely on those colloquial idioms,aphorisms, and expressions in order to help theThe great epics frAnthony Yu t\» .*photo by John Pai16 — The Chicago Literary Review — Friday, December 8, 1978 modern Chinese reader.AP: The poetry, as you’ve said, serves a variety ofpurposes — “describing scenery, battle scenes, andliving beings both human and non-human, of pro¬viding commentary on the action and thecharacters. ” Is this weaving of poetry and prose uni¬que to the work or its contemporaries?ACY: No, not unique to this work. The precedentcould be found, if one stretches the argument, in theearliest of Chinese writings. Even in literature thatcomes into existence 1500 to 2000 years before thisnarrative you could find the insertion of certainpoetic phrases or passages into prose writings. In ear¬ly Chinese writings you frequently would find somephrase of poetry tacked on to the end of a story as away of summarizing the moral — you could even say,as a punchline — to sum up the intent or purpose ofthe story. By the time you get to the Sixth Century ofthe Common Era there were short stories composedin the classic literary language where this was afamiliar practice.The whole movement was given an extra push bythe influx of Buddhism, and with it the arrival of In¬dian texts. Now the technique of mingling prose nar¬ration with poetic narrations or commentaries is atechnique very common to Indian materials. TheChinese quickly saw in the translated Buddhisttexts this particular device, which immediately ap¬pealed to them because they already had a similarpractice. So they imitated the Buddhist materials.In the course of the fifteenth or sixteenth centuries,when the so-called popular vernacular fiction was infull bloom, this technique received tremendous ex¬pansion and development.AP: I really enjoyed the way in which the poemsgive what you called “exquisite details.’’ Thedescription of mountains —- first the mountain ofMonkey, then the mountain of Buddha, and thevarious mountains the pilgrims cover during theirjourney — and the descriptions of waterfalls almostmade me feel as if I were at that mountain. I couldalmost feel the waterfalls coming down. Part of it isbecause of the tremendous detail, what you comparedto the artistic concept of “God’s plenty.” One is inthis enormous landscape of detail.ACY: Although I didn’t mention it in my introduc¬tion, I wish I’d added this observation. In thedescription of a waterfall, a fly, a bee, a scenic settingof some locale through which the pilgrims pass, theauthor of the narrative is actually drawing on anotherliterary convention which certainly is very venerablein Chinese. Beginning in the Second or Third Centuryof the common Era, there came into practice amongthe poets a distinctive exercise: to write poems on cer¬tain events or things. This type of poetry was calledContinued on page 18East to Westram China and IndiaBy Eric Von der PortenJ.A.B. van Buitenen is Distinguished Service Pro¬fessor in the Department of South Asian Languagesand Civilizations at the University of Chicago. He iscurrently working on a critical English translation ofthe Mahabharata. The third volume of the project¬ed seven-volume work was released by the Pressthis fall.The Mahabharata, an epic peom of approximately100,000 couplets in the original Sanskrit, is one ofthe primary works of Indian literature and religion.It has its origins as far back as 900 B.C. though, asthe product of a bardic tradition, it came to exist inits present form probably between 400 B.C. and 400A.D. The epic centers on the conflicts and eventualwar between two great clans, the Pandavas andtheir 100 cousins.Eric P. Von der Porten is a fourth-year student inthe College and news editor of The Maroon.The following interview took place November 10,1978 in Professor van Buitenen’s home.VdP: You’ve been working on the Mahabharatafor 10 years now; three of the eventual seven oreight volumes have been published. What is thestatus of the project as it stands now?vB: I’m almost half way. The idea is to have sevenvolumes, but I guess there will have to be an eighthvolume for additional materials—bibliographies, in¬dexes, etc. That will be very important.VdP: How could you, or anyone, sit down one dayand translate a couplet knowing that you will haveto translate about 100,000 more before the job iscomplete?vB: Well, there’s a great virtue in short-sighted¬ness. I mean, to forget about the number of yearsahead, to take an interest in what you’re doingright now and let the next volumes take care ofthemselves. It is a question in fact that I’d rathernot ask myself. It is somewhat discouraging with re¬gard to certain other things I might do with thesame time. On the other hand, doing 30 to 50 cou¬plets a day is not really terribly incapacitating; itdoesn’t break up your entire day. After all. P haveteaching and a number of other things to worryabout.My original calculations were way off. I took thenumber of couplets in the entire book, divided thatby days, and decided I could do the whole thing in 10years. But it obviously doesn't work out that waybecause it is not just translating. The double check¬ing, the annotating, the introductions, and seeingthe book through the Press take just as long as thefirst translation does. And there are necessarilyother diversions. Sometimes I can do 100 verseswithout any problems, and then you know you sit for hours and hours on one couplet.It helps that it is not a very uniform work: youliterally don’t know page to page what is going tohappen next. There is much old material and muchnewer material, warfare material, didactic materi¬al. It is not as though you were translating oneperiod or another but you really get a picture ofwhat the culture was like for about 500 years. 500years must have a lot to interest somebody and ithas not disappointed me. I thought it might becomevery laborious toward the end, but so far so good.VdP: Your doctoral thesis was a condensed andannotated translation and you have done a numberof other works of translation and commentaryaround that translation prior to starting the Ma¬habharata. Where does this particular interest intranslation arise for you?vB: Well, you know it may look like I translate buttranslating is really the closest possible way ofreading a text that you can present to people whohave never read it and are not likely to read it inthe original. I think it is also the most honest formin presenting the material one works with becauseeven if all your theories about it are wrong, youhave presented the materials on which yourtheories are based. People may take away all thetheory and still have the whole work with whichthey themselves can work.It is by no means only in translating that I haveworked. There have been quite a few text editionsand that is ultimately the foundation of all philo¬logy. That is, you know, to find a text in the manu¬scripts and to build the best possible text, the bestpossible in the sense of approximating the origi¬nal.It is not always well understood what it reallytakes in areas of Indian literature to present notonly your point of view but also the materials. It iscomparatively easy to write about the Mahabhara¬ta, now I can probably write volumes after volumesabout it, but you don’t really help the professionnor the general public too much this way. Also,there are not too many of us Sanskritists, a coupleof dozen that really count. If I believe that this sortof thing is worthwhile to spend a major part of mylife on, I also think it is worthwhile for the otherpeople that might be interested but simply don’thave any access to the text. Previously only a coup¬le of dozen people had real access to the text. Nowat least 4000 people do. That is an improvement.VdP: It seems to me though that there are fewpeople who are not Sanskrit scholars but who areinterested in the work in its entirety. Most peoplewho are very concerned with the text would wantto read it as a scholarly piece and would want to ^Samjaye^aich“When Suyodhana sees the chariot of gold, Yoked with fourwhite steeds, on the battlefield, The chariot of SatyakiMadhava, Then that foolish and uncontrolled churl shall rueit.“When he sees the chariot, gem-studden, golden. With whitesteeds yoked, with the monkey banner. On the battlefielddriven by Kesava, Then that foolish and uncontrolled churlshall rue it.“When that shallow brain hears the great, ugly sound Of thebow Gandiva, striking my wrist guard. That equals thecrack of a thunderbolt strike, As in the grand battle I bran¬dish it,“Then that asinine son of Dhrtarastra, Of the wicked heartand evil companions. Shall rue it, seeing his darkening armyUnder arrow rains breaking apart like a cow herd,“When, like lightning leaping out of the cloud, Killingthousands of enemies in the encounters, My bow spewsshafts striking vitals and bones, Then the Dhartarastrashall rue this war. ”Reprinted from The Mahabharata, Volume III,translated and edited by J.A.B. van Buitenen, by permis¬sion of The University of Chicago Press.©1978 by The University of Chicago. All rights reserved.read it in Sanskrit. The great majority, on the otherhand, would be satisfied with reading much-con¬densed versions in translation. If this is true, whatis the purpose of having this complete translation?vB: There is no easy answer to this. First of all, Ibelieve that many more people are interested inmany more things than is generally recognized.Okay, you really might say exactly the same thingsof Dante’s Divine Comedy. There are very few peo¬ple who have the required knowledge of the MiddleAges or Italian literature, of the sort of languageDante used, all the innumerable references to peo¬ple and the regions of his time, but for whom, nev¬ertheless, Dante is part of the furniture of the mind.Chaucer, Goethe, a great number of these figures ofworld literature can only be approached, by most ofthe people who are interested in them, in a second¬hand manner. Is it then our task to deny them? Thatwould be easy you know, but then the only thing Iwould be doing basially would be talking to 23other people.There are some books in which I actually do that.They couldn't be of any conceivable general inter¬est but are instead building stones in the temple ofgeneral knowledge. But on occasion you comeacross something that is so far-reaching, so full ofhumanity, so utterly worthwhile, that you feel: ohmy God I sort of owe it to the profession as well asto my civilization to present that. That’s the way Ifeel about the Mahabharata. It’s hardly the sort ofthing you do for personal vanity. I feel very stron¬gly about that. We do have certain obligations tothe general public.VdP: My understanding is that this is, or will be,the first complete critical translation, at least ofthe Poona edition that you are basing it on, andperhaps the first complete critical translation inContinued on page 19J.A.B. van BuitenenThe Chicago Literary Review - Friday, December 8, 1978 - 17Continued from page / (,Yung-wu, literally, "to sing about things.” This wasa much-cherished and cultivated kind of poetic prac¬tice. Now the author of the Journey to the West wasobviously very fond of poetry and also adept atwriting many kinds of verse, one of which was thiskind. If you lift these verses as independent entities,they don’t amount to very much. For example, to lookat the poem about the waterfall, at least by Chineseaesthetics, one says, yes, this is a poem about a wa¬terfall, but it really has no meaning apart from thecontext.AP: Let's discuss how you went about translatingthis work. You refer a couple of times in the introduc¬tion to the difficulties of translating the poetry. Whatabout the work as a whole? When did you begin it?ACY: I started in 1971. And it’s funny how seem¬ingly disparate kinds of endeavors may actuallyhave continuity to them. I was near to finishing myfirst book (Parnassus Revisited), which involvedediting an anthology and writing a short introductionto a collection of modern critical essays on the epictradition. Also, I was teaching a course which I loveand still do teach every two or three years here at theUniversity. Anyway, while doing research for thecourse, I thought about how nice it would be to usesome Oriental materials in the course, since thecourse deals with what one might call Westernliterary epics. And I came across a remark by a veryhighly-respected modern Chinese philosopher andhistorian to the effect that China really has no epicpoems and that, in fact, the epic as such did not evenexist until fairly late in the development of theliterary tradition, and that, the impetus towards tell¬ing a story in a lengthy encyclopedic form (which washis definition of an epic), probably did not comeabout until after the arrival of Buddhism in China.Now that particular observation, valid or not, isstill a topic of critical controversy. Certainly when Iwas looking for Chinese materials for use in thecourse it was very difficult to find any early ones. SoI decided to look at the developed narrative forms ofthe fourteenth, fifteenth, and sixteenth centuries, hisled to a rereading of the tale, which in turn led to thewriting of an essay. And in writing that essay I had todo some translations. Since my essay was on the useof verse, I could not quote from Wales’s version,because the passages that interested me were notthere! One thing led to another, and I found myselfsitting down one day and starting with Chapter One.AP: Do you follow a particular routine and say, forinstance, “Well, to do a volume.ayear I'll need to dotwo pages a day"?ACY: When I have some time off and can devotethe whole day to translation, I aim at five to six typedpages a day. If I’m going very well, it paeans I canfinish, in rough draft, a chapter in about ten or elevendays.AP: Where are you right now?ACY: I’m on Chapter 63, but this quarter I’m notdoing anything, because it’s almost impossible tosustain that kind of a schedule while teaching full¬time. But thankfully, next quarter, because of theNEH grant, I’m not teaching, nor spring quarter.Then I’ll be able to work on a daily basis, six days aweek. That presupposes that there are no difficultiesin the prose of poetical passages. Usually, however, Iwill be going along very smoothly, typing away at mytypewriter, for about two pages and I will hit a snag.And that will mean running through boks, articles,dictionaries, and histories that I have in my study athome. If those fail I make a trip to the Library. If thatdoesn’t work, I usually call some sympathetic col¬league somewhere in the United States who I thinkmay have the answer, or who at least can tell mewhere to look for it. that’s what the process is.AP: So when you hit one of those snags, do youstop, or do you circle it and say, “Well, I’ll come backlater”?ACY: No, I never come back. Never ... I guess I’mjust that sort of person who can’t continue workingwhile knowing that there’s a problem I haven’t solv¬ed. Especially in the poetry where everything is socompact. If it’s just two characters whose meaning Icannot fathom at that point, everything has to stopuntil I solve that puzzle.AP: Part of these puzzles must come from thetremendous amount of alchemy that’s in the story.Did you have to familiarize, or refamiliarize, yourselfwith alchemy?ACY: Yes, I’d read a little alchemy in the Chineseand other traditions, mainly because one of my col¬leagues is the great scholar Professor Eliade, who haswritten, among many things, a treatise onalchemy.But I really did not do sustained, intensive researchinto the texts and techniques of Chinese alchemy un¬til I started to work on The Journey to the West. This is something I feel kind of happy about, and a littleproud of, too. Ever since the publication of theEnglish version a number of Chinese scholars I knowhave said to me, “I never knew that there were somany alchemical terms or Buddhist and Taoist ter¬minologies there until I . read your translation.When I read the text in Chinese I simply skippedover those passages.” <Now, my reaction to the text in that sense hasbeen influenced much more by Western orienta¬tions, and I like to think that it is the Chicago tradi¬tion that if it’s there in the text it must be there fora purpose. In other words, you give the author,whoever he may be, the benefit of the doubt thatwhen he puts something down he has a reason fordoing it. To do an integral translation one must findout what every detail of the text means. So reallywhen I, began I knew that there was a lot of al¬chemy, but I did not realize the full volume and theesoteric nature of it until I was drawn in deeper anddeeper.which I could not find any sources in this country,and so I had to dig them out of libraries in Japan aswell as in Taiwan. I’ve gone back to the Orient threetimes since the beginning of the translation, and I’mglad to say that each trip has been fruitful. I wouldlike to say also (and this is not just patting ourselveson the back) that we really have a superb library atthe University, and most of the time what I cannotfind in my study a trip jto the fifth floor of Regensteinwill uncover.AP: So you must be quite an alchemist now.ACY: Well, it is not a systematic project, but an in¬termittent one, guided by the nature of the text. I cer¬tainly like to think that I have gained a knowledge ofvarious terms and doctrines.AP: Is religion incidental to the narrative, or is thebook’s main purpose to teach us about Buddhismorality?ACY: This is a difficult question, and I reallydon’t know quite how to answer it, though, as you canimagine, I have worked very closely with the text fornearly ten years now. I can’ really answer in the waythat many scholars can; for example, when you askwhat the moral of Spenser’s Fairie Queene is, manysensitive readers would say it instructs in Christiancourtesy (in the Renaissance sense of that term), justas the allegory of Dante’s Divine Comedy does in theachievement of the Beatific vision by every man: Iwould be hard put to come up with such an une¬quivocal moral attribute to the tale as a whole. I justdon’t know. I have tried to suggest, however, that itmay be something along the lines of self-cultivation.But that term in itself is problematic; it istroublesome, or at least it is less than clear in thiscontext. At the time that this work came into ex¬istence, China was undergoing not only a period ofturmoil, but particularly a period of religious fermentand cross-fertilization, known as "the unity of thethree religions.” In essence, this was the unity ofBuddhism, Confucianism, and Tarism. Now self-cultivation was used by all three traditions, but ineach case there was a different meaning attached tothe term. It appears again and again in The Journeyto the West. As far as I could determine, the meaningof the term shifts quite significantly from episode toepisode, depending on the context. On occasion, ex¬plicit authorial intrusions would occur, in order toclarify the meaning of an episode with some rathermundane explanation couched in religious ter¬minology. One of the things requiring further studyafter completion of the translation will be to deter¬mine how serious the author is when expressing hisviews didactically, to use Western terminology.There are times where he seems to be poking fun atthe alchemical tradition.(At this point, Yu’s phone rang, and a colleaguereported on an item of the text that had been indispute.)AP: One idea you put forward was that of “thebeginning of their journey toward self-fulfillment andthe freedom that does not destroy. ” I saw that DanielOvermeyer, a professor at the University of BritishColumbia, in a review of the book in The ChristianCentury, went so far as to say that he saw the coin¬cidence of Jungian and Buddhist concepts of the selfin the tale. It seemed to me that it would be hard forMr. Wu to have known Mr. Jung.ACY: Mr. Overmeyer, who is an alumnus of theDivinity School, and a very dear friend, is an experton Chinese folk religions of this period, and also onChinese Buddhism. I did not stress the psychologicalaspects of the work; perhaps I should have. But thereader who is familiar with Buddhism certainly willfind many characters and episodes in the work to beMonkey is "Monkey of Mind.” That is a distinct¬ly Buddhist term. But I would hasten to add that by18 — The Chicago Literary Review — Friday, December 8, 1978 ly Buddhist term. But I would hasten to add that bythe time this work was written, the term appeared inTaoist literature as often as Buddhist. The Monkey ofthe Mind or the Monkey of the Heart (the word hsinwould mean both mind and heart in this period) wasof Buddhist origin. Also you find "the Horse of theWill and the Monkey of the Mind,” which becomes aproverbial, aphoristic saying in China. It’s clear alsothat the author was punning on this.And the psychological aspects of the work are notconfined just to this terminology. The five pilgrimsare also correlated with the theory of alchemy. TheFive Phases or Elements (Metal, Wood, Fire, Earthand Water) were originally seen as external pro¬cesses or energies operating in the Universe. Butwhen you get to late medieval China in this move¬ment of religious syncretism the Five Phases areseen predominately not as external realities but asinternal realities. And so you have the five pilgrimscorrelated with the functions or operations of theFive Phases (for example, Monkey is constantlyidentified with Metal or Metal-energy), which arealso seen as internal energies. You can see the sev¬eral levels of allegory at work here.AP: I thought it would be good to close with aquote from the work you had chosen for the introduc¬tion and identified with this “internal” journey:You can walk from the time of your youth till thetime you grow old, and after that, till you becomeyouthful again; and even after going throuoghsuch a cycle a thousand times, you may still find itdifficult to reach the place where you want to go to.But when you perceive, by the resoluteness of yourwill, the Buddha nature in all things, and whenevery one of your thoughts goes back to its verysource in your memory, that will be the time youarrive at the Spirit Mountain.MT. GREENWOOD3;.05 W 111th St.Chicago, 1'.238-6464 HYDE PARK1519 E. 53rd St.Chicago, IL752-3030 TINIEY PARK159th & Oak Pk. 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This is not to say that many parts of ithave not been translated for different purposes.The Bhagavad Gita that I have just finished off, forinstance, must have been translated at least 100times and still it goes on.But there are very -few, I doubt there are five,people in the Western world at least who have readthe Mahabharata from cover to cover. I know In¬galls of Harvard did that at one time in his life be¬cause he told me so with a great deal of pride. Butfor the rest, people dip into it for other purposes: towrite about mythology or anthropology and, ofcourse, on the Mahabharata. But that is a differentsort of use of the text than what I have in mind.^ What I really want to do is to say, “Okay, this is it,people, now do with it what you will. This is thebest I can give you and now it is up to you.” I amhoping that I will be justified in my expectations ofthe public, hoping that more than 24 people willread it.VdP: You mention in one of the volumes that aSoviet group is working on a translation. What isthe history of that?vB: That is a curious thing. They started ages ago.This sort of research is...interesting, put it this way,in the Soviet Union. They are interested in the Ma-habharta and some of the Sanskrit literature not atall from the point of view of the religion and philos¬ophy. First of all, they don’t believe in religion, andthey already have a philosophy of their own. Whatthey are interested in is how a particular text docu¬ments a phase in the development of society. Theydid some translating of Sanskrit plays not necessar¬ily because those were beautiful examples ofSanskrit literature but because they witness so tospeak the rise of the bourgeoisie out of feudalism. Ithink that is how scholars get support from the gov¬ernment to do this.Now of the Mahabharata I think they have thesame sort of interest, or at least official interest,namely, to present this as a text of deterioratingfeudalism that will then point the way to the rise ofthe bourgeoisie and eventually to socialism. Sothere is a peculiar sort of ideological basis of theirconcern which I find illustrated in what they havedone.They did the first volume, perhaps because theleast you can do is start at the beginning, and thefirst book in fact is called, “The Book of the Begin¬ning.” Then they did the second volume, the smallone, then they forgot about a very big thing, “TheBook of the Forest,” of which the main interest is allthe myths and legends and fables. That theyskipped and went on to the fourth book, which wasagain court scenes. And I bet they will do the fifthone too, because that describes the preparationsfor the war. Those are the three I know have beenpublished. So there are obviously some constraintsthat may be put on scholars there, even in archaicareas like the Mahabharata.VdP: It would be interesting to read their notesand commentary.vB: Every now and then you get extended notesbut not often enough. I’d like to see more of whatthey are saying. The philological commentarywouldn’t differ, but sometimes you get a long noteabout how a particular scene or a particular castecompares with a downtrodden group under thetsarist regime, that sort of thing. But never in anoverpowering sense. I mean just simply doing theMahabharata doesn’t leave you much time for anysort of ideology.VdP: Theirs is a team effort, isn’t it?vB: Yes, but you know the moment you have ateam you run into trouble. People don’t know whois doing what and if the mastermind of the wholething gets sick or something then work stops for awhile. Or if there are no funds for research assis¬tants coming through for the particular year or ifMoscow University tries to get some funds for theirSanskrit and in doing so takes it away from Lenin¬grad — the usual academic politicking. You can sayalmost exactly the same thing of any of the Europe¬an countries where quite a bit of scholarly work onhumanism is dictated by expediencies, primarilythe availability of funds for this sort of work rela¬tive to that in the social sciences, the biologicalsciences, or the physical sciences. VdP: What sort of help do you get in checking andproofing your translation, editing, that kind ofthing? Do you solicit assistance from fellow scholarshere at the University?vB: Well some, but less than I should. But therereally isn’t all that much that you can do if you havea work of such a long haul. You would need a re¬viewer who is actually going to read through theoriginal as well as the translation. That would takebetween three months and a half a year per vol¬ume—if the person has enough Sanskrit to do it. Youcan ask people’s advice about certain words and ex¬pressions in the Mahabharata but there are so fewof us; you don’t sit in the middle of a very wide cir¬cle of people from whom you can get advice rightand left for the asking. It’s always good to havesomebody go through the whole thing because 'hemay see what you haven’t and vice versa, but thatsimply turned out to be impossible.VdP: You’re basing your translation on the Poonaedition which, as I understand it, was an attempt torecreate the text as it was before the numerous re¬gional variations entered into the problem and alsothe explain the idiosyncracies of the various ver¬sions. How confident are you in the work of thePoona?vB: Well, it literally is the best that could bedone. If they had had another century or so it wouldhave been better but not so as to merit a century’swork. Frankly, what has been amazing to me is thatI thought I would find many more occasions to dis¬agree than I actually have. Every now and then I doand I think: Oh my God, somebody must have beensleeping that morning, this simply cannot be right.Even your editors are not always terribly alert; thatis where a really close reading in translating isneeded. It all of a sudden has to make sense in twolanguages. That way you pick up a number of eithererrors, and there are errors, or different prefer¬ences, and there are those too.VdP: How well do you think the Sanskrit of thePoona edition is rendered in English both in termsof style and accuracy?vB: Well, first of all, you’re translating from atext that is about 2000 years old in India itself into alanguage of which the range right now probablyspans only about 100 years. Obviously, between agreat number of Sanskrit words and phrases andturns of phrases and English ones there is a wide,wide difference. There are certain words that are soloaded with technical meanings that there are sim¬ply no single approximations for them in English.Also, the original was more recited than read. Itwas entirely in an easy meter which in practice isbest translated into English prose. Nevertheless,you’re giving up something.Such things are matters of course, you simplycan’t help it. You cannot hope—and no translator en¬tertains such hope—to be able to even try to make itsound to a modern American public the way theoriginal sounded to an ancient Indian public. Butthen it shouldn’t sound entirely as though it was anEnglish creation. What you have to do is create acertain style that compromises the two sides. Itcompromises on the Sanskrit side by being in anumber of cases only an approximation of theSanskrit style. And it compromises on the English bysounding less English than it might. What you can¬not strive for is the ideal. The ideal is of course theoriginal and the moment you step out of the origi¬nal you have given up the ideal.VdP: You have made a few concessions to Englishand to English readers that are not standard intranslations from Sanskrit. Particularly in the use ofterms; for example, you use “Law" instead of“dharma, ” "Baron” instead of “kshatria. ” The Ma¬habharata is such a vast an inaccessible work in somany ways, why bother with simplifications likethese and perhaps lose a little bit of the flavor ofthe text in the process?vB: That’s a question that comes up regularly andthere is no simple answer to it. Take the word“dharma.” It is one of the basic words of the wholecivilization and we simply have no single word forit. It is as though you were to translate the Ameri¬can word “constitution” into Sanskrit with all theresonances it has for an American public which itdoesn’t even have for a.British public or a Europeanpublic. Certain words are so basic and thereforehave become loaded with so many meanings that itis peculiar to this language and this civilizationonlv. Now you can do several things. What is done mostof the time is to adapt the various connotations ofwhat is really one complex meaning, “dharma,” tothe exigencies of an English sentence. Then you canhave about twelve different contextual renderingsof the word “dharma.” Okay, so it is translated as“justice” in one case and “merit” in another caseand “law” in a third case, etc., etc. Your sentencemight then read a little better in English but youare cheating your reader because it will be imposs¬ible for him to know, since it is not so in his mind,that there is a continuity between “justice” and“merit” and “law” and a number of other conceptsin the original Sanskrit.So you ask: why not use the word “dharma”? Butwhere is the end of that line? There may behundreds of such words that are, strictly speaking,not translatable in that there is no one-to-one rela¬tionship with an English word. So you can dot yourpage with a great number of Sanskrit words. Is thatany better than using an English word that at leastapproximates the Sanskrit and allows the reader tounderstand, from the different contexts in whichthat particular English word is being used, the scopeof the original Sanskrit word? Then of course peoplecan have different opinions about which one is real¬ly the right word to use and everybody has his fa¬vorite. So do I.VdP: This seems to go back to your previous re¬marks about making the Mahabharata as accessibleto as many people as possible.vB: That’s part of it. There are quite a few socialhistorians who do not know Sanskrit. You mighteven go further and say most social historians don’tknow Sanskrit. But they still might be interested inseeing the evolution of a word extremely impor¬tant in the social history of a civilization. If I startadapting the word “dharma” to the English sen¬tences and add this whole series of complications,the man won’t know what I’m talking about. When Iuse “merit” he may think I am talking about meritin a Christian sense. When I use “justice” he maythink I am talking about justice in the ordinarylegal sense. But if I keep on with one particular En¬glish rendering that would—by being at times sohighly unidiomatic —force you to think: “Oh my God,is this the way that “law” is understood?” I thinkthe readers are cheated less.VdP: Has this project either voluntarily or invo¬luntarily become an all-consuming passion for you,or have you been able to keep up with other activi¬ties such as teaching?vB: Well, it has and it hasn’t. The text is of suchvastness not just in size but in the areas of ancientIndian life that to lose interest in it would be tan¬tamount to losing interest in your profession. But itis not as though your entire life is being spent onParadise Lost, though there are scholars who areShakespearean scholars or Chaucerian scholars, his¬torians who are historians of particular centuries.Here you are working not with one text but with anentire literature and not with one particular periodbut with at least half a milleneum. Every now andthen it does get boring simply because there areboring peices but, on the whole, there is such anenormous variety that I never really get the feelingthat I’m limiting myself unduly. On the contrary.I’ve learned a lot more about many aspects of thecivilization by doing it than I would have other¬wise.I also like teaching and I really do like Sanskrit.Right now I’m teaching first year Sanskrit which Ilike to do on occasion to see all those unspoiledfaces which eventually become grooved with therigors of Sanskrit. There are certain things that Iwould like to pursue for which there is not too muchtime right now. I’d like to go back to some of theolder material and pick up some of the work that Ihave done but it’s not so that I begrQdge the time Iam spending on the Mahabharata. This is a cove¬nant, but not a total covenant, an albatross. I don’treally think of it as though I were under some sortof moral obligation before God. I want to finish it,but I’m not counting the lines as though I were in aprison cell marking it off: 70,000 more to go, 60,000.50,000... If I did that, as an honest man I would sim¬ply have to stop because it would affect the qualityof the whole work.VdP: After you've finished the last couplet, thelast bibliographic reference, the last notes to yourreaders, what will you do?vB: I don’t know. It’s difficult to predict wrhat youwill do 10 years from now. I would like to write amore definitive book on the Upanishads than hasbeen done. It is not a short life, but it is not longenough to undertake another Mahabharata sothere will be shorter pieces. 1 guess I just hope toremain active.#RHOSGlAHSDMAmPmjPGRHNKRGAtANMHCffBtflfjTheUniversity of ChicagoBookstore5750 S. EllisPhoto Dept: 753-3317Calculator Dept: 753-3303Open 8-5 Monday-Friday, 9-1 Saturday Stationery SuppliesIn textbooks you find the block ofknowledge. With the proper supplies you areable to carve the block into the shape youwant it. Your tools are waiting at the U of CBookstore stationery department!Gifts & NotionsGerman crystal .. .U of C Sweatshirts and T-shirts . . .Cookie jars of fantastic shapes .. .Woolie animals .. .U of C Glassware and coffee mugs .. .Shaving cream . . .Hair rinse . . .And all kinds of good things at theGift department of the U of C Bookstore Can’t find a title on our shelves?If it’s listed in Books in Print, we’ll specialorder it for you at no extra charge. We areable to obtain many current titles within aweek; others usually take 3 to 5 weeks. Weaim for efficient and courteous service—please try us.The University of Chicago BookstoreGeneral Books „Now available to University of Chicago studentsan assortment of Wiley Self-Teaching Guides.If you’d like to improve your vocabulary, to makeyour studies easier ... to polish your writtencommunication . . . prepare for exams, or just satisfyyour own personal ambition these study guides arejust the books you need.You will find these practical guidesto be the ideal and painless wayfor self improvement. No prerequisites are needed. Objectives and self-teststell how you’re doing and allow you to skip ahead orfind extra help if you need it. Frequent reviews,practice exercises, and a comprehensive examreinforce what you’ve learned.Look for these guides in the Textbook departmentof the bookstore.Genetics .Roger E Baldwin ^r^L|. ■HiRotfrifitty asAWForUntar&inring - ~Ooraputarlngc Nancy Stem■m:ChemistrytansandPrmEVI fwReading Skills:ASudeFarHetter Aeartng FORTRAN® -?ASeWtACMNQOJttMATHQUICKHANDA S£Lf RACKING OJCf20 — The Chicago Literary Review — Friday, December 8, 1978by Anne WalthallThe comparison of Japan, or perhaps oneshould say Japan’s modernization, with theWest has been a popular topic in the field ofAsian studies. In a set of six volumes publish¬ed in the 1960s by Princeton University Press,scholars old and young defined what aspectsof Japanese society contributed to its rapidindustrialization and its takeover of seeming¬ly Western modes of consciousness — na¬tionalism and imperialism. However,Japanese scholars attacked the intent behindthese papers even before they were written. Inrecent years, a small number of Americanshave also begun to criticize this approach. Inparticular, what might be called the ChicagoSchool of Japanese history has led thecriticism of modernization theory. Moreover,this school has advocated raising the status ofintellectual history from being an adjunct tosocial, economic, or institutional history tobeing their equal or even the principal part ofhistorical study.These concerns, to demonstrate thesignificance of intellectual history in thestudy of Japan and to explore new and morepersuasive ways of describing Japan’spremodern experience, dominate this collec¬tion of essays. In addition, they explicitly in¬vite a comparison with the West both on thelevel of methodology and on the level of inter¬pretation. Not every article deals with allthese issues. Still there is sufficient area ofoverlap to justify the editor’s assertion thatthe volume constitutes a coherent whole.Apart from a unity of underlying assump¬tions, however, the authors have brought totheir task a variety of approaches. In generalthe Americans have used metaphors as sug¬gestive devices to clarify relationships andsummon comparisons. The Japanese, on theother hand, have tended to focus more onspecific linguistic mediations betweenTokugawa and modern thought. The varyingdegrees of success with the chosen ap¬proaches add to the interest of these arti-In other words, the volume contributes to thestudy of intellectual history not only as a foilto other writings on similar topics but also asa heuristic device on the use of interpretativetechniques.Most of the essays touch at some point onthe interpretation of Tokugawa intellectualhistory by Masao Maruyama (found inEnglish in Studies in the Intellectual Historyof Tokugawa Japan) and his “discovery”Ogyu Sorai. Although they attackMaruyama’s description of the transforma¬tion in Japanese thought at the turn of theseventeenth century and his valuation ofSorai’s intentions and purpose, they agreewith his periodization. Call it what you will —universalism, Neo-Confucianism, orthodoxy,or root epistemology — the mode of thoughtdominant in the seventeenth century shat¬tered in the eighteenth to reveal new ways oflooking at things paradigmatically differentfrom the old. The man most representative ofthis change is Ogyu Sorai. Like Machiavelliwith whom he is often compared. Sorai isrecognized as a father of modern philosophyand reviled for his utilitarianism verging onauthoritarianism. Bellah and Bito’s reinter¬pretations of Sorai in this volume, for exam¬ple, elucidate the complex dimensions of histhought but do little to change his basic im¬age. At the same time, perhaps because theseessays take as their subject the eighteenthcentury and after, they raise no challenge (ifone is needed) to Maruyama’s placement ofintellectual transformation at the turn of theseventeenth century. Instead, they confinethemselves to the characterization of whatTetsuo Najita is University professor ofhistory at the University and Director of theCenter for Far Eastern Studies. Anne Walth¬all is a doctoral candidate in the Depart¬ment of Far Eastern Languages and Civiliza¬tions. Several ways of thought in early modern JapanJapanese Thought in the Tokugawa PeriodMethods and Metaphorsedited by Tetsuo Najita and Irwin ScheinerChicago: The University of Chicago Press,1978209 pages. $18.50happened in the eighteenth and nineteenthcenturies.The lead essay by Tetsuo Najita reflects theissues mentioned above. It constitutes abroadly-based explanation of how he makessense out of the eighteenth century and pro¬poses a definition of conceptual patterns thatencompasses the entire range of selfconsciousintellectual endeavor in a specific period oftime. At the same time it goes beyond andsums up much of his earlier work. Itdemonstrates a greater profundity and agreater conceptual consistancy than hisprevious works, yet it shares his earlier con¬cern with comprehending the many strands ofthe Japanese experience and of seeing themas some sort of coherent whole. In this essay,for example, Dazai Shundai rubs shoulderswith Yamagata Daini or Ninomiya Sontokuand Kaibara Ekken shares a place with AndoShoeki. In a wider sense, it is comparativehistory on the level of methodology Unlikecolleagues Harootunian and Scheiner, Najitamakes no extended analogies between hismetaphor of ‘moral crisis' and the use of thesame phrase by Western historians. Insteadhe brings the conceptual insights andmethodological concerns of a number of Western theoreticians to bear on his own in¬terests, and by so doing broadens their ap¬plicability and deepens the significance of hischosen subject.Najita defines the conceptual patterns ofeighteenth century Tokugawa thought interms of "convergence” and “fusion.” Hismethod demonstrates the importance of mak¬ing this kind of definition and it illustratesprecisely what was going on in Japanesesociety at that particular time It allows himto portray individual thinkers as participantsin the issues of their age. The accessibility ofthe social content of the language becomes im¬portant. This is in contrast to previousmethodologies concerned with whether athinker such as the iconoclastic Ando Shoekiactually propagated his teachings. Thus theessay focuses on the governing discourse ofeighteenth century Japan and. in a very broadsense, on the changes in the definingcharacteristics of the discourse. Najita’s em¬phasis on "the convergence of perspectiveand then the steady pluralization of theseperspectives through the pattern of fusion"also contributes to the power of his metaphor"the moral crisis.” The process of fusionitself signifies that existing models of socialreality did not fit the facts. Finally, the exam¬ple of Kaiho Seiryo. who justified both thecompetitive drive for wealth by commonersand the practice of political intervention inthe market to siphon off the profits from tradeillustrates his use of these terms. In Kaiho'swritings appear many ideas of earlierthinkers such as Ogyu Sorai or Dazai. At the same time, Kaiho's criticism of the socialhierarchy recalls that of Ando Shoeki. Hegoes beyond them, however, advocating "theembourgeoisment of the artistocracy,” aradical solution to the economic problems ofthe ruling class that in itself points to a con¬sciousness of crisis. In the end Najita sees theeighteenth-century philosophers’ concernwith concrete historical processes as decisivein the politicization of discourse in the nine¬teenth century. The groundwork for revolu¬tion in Japan's intellectual history, in otherwords, came about well before the impact ofthe West.The essay by H.D. Harootunian parallelsmany of the concerns and techniquesdeveloped by Najita. Harootunian is also con¬cerned with the problem of defining theparameters of discourse in late eighteenth andearly nineteenth century Japan He too uses ametaphor to explain the significance of histopic and to compare it to a specific mode ofWestern thought. However, important dif¬ferences between the two essays dramatizethe wide range of techniques and perspectivesin a school based on a common concern withmethodological problems. Najita. for exam¬ple. sees Kaiho’s writings as representing andreflecting, perhaps with unusual clarity andcoherence, ideas and concepts generally ac¬cessible to the men of his time. Harootuniangoes one step further In his perception of thedialectic between a text and its social environ¬ment. "the writer of a text does not reflect theContinued on next pageThe Chicago Literary Review — Friday, December 8, 1978 — 21Several ways of thought in early modern Japanfrom page 21collective consciousness. . . he advances,oerhaps considerably, the degree of struc¬tural coherence which the group itself has sofar achieved in vague and rough conception.”Najita is concerned with the ramifications of acommon discourse that had as their goal solu¬tions to the problems facing the ruling class.In contrast, Harootunian discusses theseparate development of new ways ofthought; he ends with Hirata Atsutane’snativism, a mode of discourse then effectivelyseparated from that of the aristocracy. In¬stead of the vocabulary of “convergence” and“fusion,” his essay is filled with words like“displacement” and “discontinuity.”What distinguishes Harootunian’s essay ishis skillful use of metaphor. His definition ofarchaism to characterize nativist discoursefits precisely what a scholar such as MotooriNorinaga sought to do in his philologicalstudies of ancient Japanese. At the sametime, Harootunian ties this interpretativedevice to a theory of discourse developed byKenneth Burke (who also explained the mean¬ing behind the writings of Giambattista Vicothrough the concept of archaism). In thisway, the terms defined by Burke to cate-systems of discourse have applicability in theJapanese context, which in turn adds to theirmeaning. Archaism is a multivocalmetaphor. It refers to nativists’ conceptiontheir task and to what modern historians haveseen as a mode of thought. Its use here alsosums up or represents the major emphasis ofHarootunian’s methodology, the close con¬nection. if not the unity, between what isstudied and the way it is studied. Harootu¬nian himself emphasizes the importance ofdiscontinuities in intellectual history, andnativism as he perceives it centers on the ap¬prehension of discontinuity. Like him,Motoori “argued that words are prior tothings (mono) and spirit or intentionality(kokoro), yet the basic categories are in¬timately linked.” This essay calls to mindClifford Geertz’s maxim that interpretationought to hover so low over the text as to bevirtually inseparable from it. Yet at the sametime, by using Western concepts and techni¬ques in a non-Western context, Harootuniangives his theory universal significance.In comparison to the depth of Harootu¬nian’s interpretation, the essays by IrwinScheiner and Robert Bellah use metaphor in abroader sense with a corresponding decreasein resonance. On the one hand, Scheiner takesa notion of “covenant” used by Jewsthroughout history to describe their specialrelationship with their god and applies it tothe peasants’ perception of their rulers ineighteenth century Japan. On the otherhand, Bellah suggests that his distinction be¬tween symbolic consciousness and concep¬tual consciousness applies equally in theWest, in China, and in Japan. Both ap¬proaches offer suggestive techniques for the study ot collective mentalities (even thoughBellah’s subject is the contrast between twophilosophers) and both attempt to describein new ways Japan’s experience before andafter the Meiji Restoration.Scheiner’s essay here is a logical develop¬ment of the influential article he wrote on“The Mindful Peasant.” In both essays heargues that peasants embarked deliberatelyon acts of protest. Moreover, underlying thepetitions they drew up to express theirgrievances were assumptions about the waythings ought to be. Following the lead of Kat-sumi Fukaya who first pointed out theideological importance of specific terms in thepeasants’ vocabulary — “benevolent lord,”“honorable peasant,” and “relief and aid” —Scheiner has fashioned a model for peasantexpectations of their rulers. Like Fukaya, heemphasizes the language “given” in petitionsand overlooks the ways in which peasantsacted on the vocabulary they received fromtheir rulers. He goes further, however, indelimiting the millennial aspects of peasantrebellions at the end of the Tokugawa period.At that point, new universalistic slogans ofworld renewal represented a major disintegra¬tion of the covenant. These slogans did not,however, supply a political principle fordirect action against the political authority ofthe Shogunate.In his essay on Ishida Baigan and OgyuSorai, Bellah simultaneously reinterpretsWeber’s notions of “the protestant ethic” and“the spirit of capitalism” and attacks thethesis in his own book. Tokugawa Religion. Incontrast to this earlier work, in which hesought the origins of Japan’s capitalist spiritin the teachings of Baigan, Bellah now em¬phasizes the influence of Sorai who usedreligion to control human action, not to give itmeaning. Modern Philosophy, in Bellah's opi¬nion, may be characterized by a “conceptualconsciousness” present in Hobbes as well asin Sorai. This consciousness led to the socialutilitarianism of Kaiho Seiryo dominatedJapanese perceptions of authority and thepeople in the Meiji period. In contrast,Baigan’s religious/ethical beliefs continue toinform the discipline and initiative displayedby Japanese commoners. On a deeper level,his mode of thought, represented by the term“symbolic consciousness,” also allows themembers of Japanese society to find a har¬mony in their existence, a harmony denied bythe competitive ethic of Japan, Inc.The essays by Japanese historians in thisvolume are primarily addressed to a Japaneseaudience. Shigeki Niiyama, for example,radically breaks with Japanese linguists byapplying de Saussure’s linguistic analysis toa study of the transformation in Japaneselanguage in the Meiji period. Masahide Bito’sshort exposition on Ogyu Sorai continues histotal critique of Maruyama’s thesis. Bito,Yukichi Sakai, and Sannosuke Matsumotoshare a common concern with understandinghow modes of thinking developed during theTokugawa period enabled Papanese to accept and interpret Western notions of nationalism,constitutionalism, and natural rights.Students of literature have often remarkedon the Meiji period changes in Japanesevocabulary and syntax. In general, thesehave been attributed to the need to encompassthe Western concepts then invading Japan.Modernization, in other words, required notonly the introduction of a new vocabulary,but also the development of a new grammar tomake Japanese appropriate for new situa¬tions. In his essay, Niiyama takes a differentapproach. He uncovers the deep structure ofalinguistic transformation through ananalysis of changes in the use of the verbsuru, a simultaneous process of verbalizationand nominalization. The result is a clear dif¬ferentiation between these two modes of ex¬pression which not only “characterizemodern language but has been incorporatedinto the thought process of modernJapanese.” As a larger implication of hisstudy, he rescues Saussure from the charge ofbeing an antihistoricist by applying histheories to an historical process.The essays by Bito and Sakai have a com¬mon theme. Bito discusses how an excessiveSinophile like Ogyu Sorai retained a fun¬damental self-conscious indentification withthe Japanese way. In a number of Sorai’swritings, his intense religiosity and belief inthe unity of religion and government evenresembled the perceptions of the laternativists. By concentrating on Sorai himself,instead of on how his disciples and other la¬ter thinkers refashioned his thought, Bitodemonstrates the essential Japanese per¬sonality of Sorai — his emphasis on “man asa social animal whose nature requires that hebe part of a group.” Like Najita, then, Bitosees deep-rooted similarities between schoolsof thought in eighteenth-century Japan. Sakaidiscovers the indigenous roots of nationalismin the Japanese interpretation of Confus-cianism. In Inoue Kowashi, the crucial figurein the drafting of the Meiji Constitution,Sakai finds united “the Confucian concept ofan ideal society with the nativist view of adivine country.” Owing to his separation ofprinciple (in this case the Japanese essence orkokutai) and system, Inoue was able tosearch for practical ways to safeguardJapan’s unique identity. His absorption inproblems of implementation place him withSorai, Kaiho Seiryo, and Hirata Atsutane. Atthe same time, what he had studied in the lateTokugawa period mediated what he and hiscompatriots selected from the West. LikeHarootunian and Bito, on the other hand,Sakai denies the power of antecedents topredetermine reformulations of discourse inthe present.Matsumoto makes the clearest statement ofthe complex process by which conceptsprevalent in Japan became assimilated intocertain notions introduced from the West. Asa concrete example, he demonstrates how themany interpretations of natural rights theoryhave as their analogue the various definitions of “heaven” found among Tokugawathinkers. The merging of these two conceptsfollowed no predetermined path. Further¬more, the ways in which they coalesced in thethought process of Meiji thinkers fashionedthe debate over the nature of state and societythat took place before the promulgation of theMeiji Constitution. Matsumoto accepts Na-jita’s framework of intellectual change inTokugawa Confucianism, and he sharesBellah’s and Bito’s interpretation of Sorai.His essay thus draws together many of theconcerns and assumptions of the various con¬tributors to this volume.To say that this volume constitutes the firstmajor work done by the Chicago School ofJapanese history is not to say that its authorsagree on a single perception of the Tokugawaperiod. Many readers might question whetherall these authors should be considered as partof the Chicago School or whether the ChicagoSchool even exists. Perhaps it is unfair toidentify a particular school with a bookdevoted to the discussion of convergences andcommon modes of discourse. My answer tothese charges rests on the place ProfessorsNajita and Harootunian hold in this volume.It is not by chance that Najita’s frameworkfor describing eighteenth-century Japanesethought comes at the beginning of the book.Bellah, for example, does not agree entirelywith Najita’s evaluation of Sorai; never¬theless, his approach to his chosen problemand his underlying assumptions about theTokugawa period may be seen as coming outof the “problem-consciousness” developed inNajita’s essay. Moreover, the concern withmethodology shared by the Chicago scholarssets the tone of the book from the introductionto the last article by Matsumoto. In addition,although the Japanese writers share concernsforeign to their American counterparts, theaffinity of both groups for the work ofMaruyama differentiates them from otheracademic circles in America and Japan. Thiscollection of essays may be clearlydistinguished as a coherent whole from otherwork on similar topics, including those otherworks written by the present contributorsthemselves.Unfortunately, a number of points detractfrom the book’s value. Some of these areminor. First, the writing and printing revolu¬tion in Japan took place in the seventeenth,not the eighteenth century. Second, theonbyakusho first gained currency in theMuromachi period when it referred to thosepeasants who had the right of direct appeal.By the 1630s, Scheiner’s date for the word’sinception, it was already encrusted with manymeanings. It is a pity that the elegant designof the book’s dustjacket is not reflected in thepages themselves. The type is tiny and light,and the lines too close together, making thereading of sometimes difficult texts evenmore difficult. On pp. 130-131 it is impossibleto tell where the quotation ends. Hopefullythese printing faults (as well as the book’shigh price) not turn readers away from the ex¬cellent articles in the volume.For THe veryBesT in scienceFicnon -in any monTHof any Year-LOOK FirST TOace scienceFICTIOn! aace science Ficnon760 pane avenue south c7_re w yotk, n.Y 10010 O rAw »afxe H^eteve' rocks a'e so*« » ,0, chi < on** Ry <*. juvjsrhe'ile 'xvmver ana ex ce of the rjoo* < s) you wan: a>.« se :. «#l ,'/e £»„•• .'■■■■ ■ .Service PC 80* 690 Roc* / « Cemre N / 1157’ Pieaseami so (w posurje ana Sana*4 THE MAGIC GOES AWAY-A stunning novel of fantasy and imagination by Larry Niven, co-author of the smash bestseller, Lucifer’s HammerProfusely illustrated with black and white drawings by Esteban Maroto. you'll want this special large-size (6 x 9) edition for yourself-and to give as aQftt 3S well $4.95 51544 4SKYFALl—Author Harry Harnson has created a thnlling novel of catastrophe out of today's headlines—a disaster that just might happen tomorrow'SKYFALL has a chilling hng of authenticity that will keep you breathless from first page to last $1.95 _ 7694MDESTINIES—The first edition of the very first paperback science fiction magazine Personally selected and edited by James Baen, former editor ofGalaxy Magazine. DESTINIES will present the best in science fiction and science fact as perceived by the top sf writers from all over the world $1,95— 14281-8PRO-The gripping novel of planetary adventure by Hugo and Nebula award winner Gordon R Dickson PRO is the first rack-sized illustrated novelto feature over 50 pages of specially commissioned art (by James Odbert. Dickson s favorite artist) $1.95 68023-222 — The Chicago Literary Review — Friday, December 8, 1978I Unearthing the soulof Chinaby David W. NasgowitzAs a French naval physician. VictorSegalen had occasion to travel around theworld at the age of 27. During the course ofthis voyage, he visited Paul Gauguin’s hut onHiva Hoa and, after a year and a half inPolynesia, published his first novel, Les Jm-memoriaux. He then became enthralled withChina, and studied Chinese for four years inParis, where he became a disciple of the greatSinologist Eduard Chavannes. As a man ofletters, he composed libretti for ClaudeDebussy; wrote another brilliant novel, ReneLeys; and penned a volume of poems entitledSteles, drawn from four years spent in Chinaas a professor of medicine at Tientsin and per¬sonal physician of the Chinese president.These achievements alone would have suffic¬ed to perpetuate his memory. But after serv¬ing on the Belgian front at the start of WorldWar I, he returned to China and, under the in¬spiration of Chavannes, conducted two recon¬naissance expeditions in search ofmonuments: one in 1914 and another in 1917.The manuscript of Chine: La grande statuairewas written in France the following year, butthe author died mysteriously on May 21, 1919,at Huelgoat in the Finistere before it waspublished. It finally appeared in 1972 under The Great Statuary of Chinaby Victor SegalenTranslated by Eleanor LevieuxChicago: The University of Chicago Press,1978with 59 photographs and 22 line drawings192 pages, $20.00the guidance of his daughter, Mile. A. Joly-Segalen.This is a lively English translation of abook which is, according to the author,“about stone born into space," and “intendedabove all for artists” (anyone, that is. whocan appreciate the artistry of planes and sur¬faces in stone sculpture and relief). Segalenintended eventually to make this part of alarger work which would include painting,ceramics, textiles, metalwork, and lacquerware.In this first installment we have a candid,almost converstional text, free of intrusivefootnotes and scholarly digressions. Segalenfrankly shares his frustration, as in hissearch for the pillars of P'ing-yang “in therich purple earth” of the Szechwan rice pad¬dies “that gobbles up burial fields and evenroads,” but even more his triumphs ofdiscovery, as when these pillars werediscovered by Chou, the groom, several hun¬dred yards off the road after the expeditionnearly passed them by! He spices his accounthere and there with anecdotes from history.One is amused by his account of the pluckypeasant Liu Pang, founder of the house ofHan, who more through benign fate thangenius or courage won the emperorship in acontest against a brilliant but fated rival whoengineered his own defeat through excessivestrategy.Our enthusiastic traveler provides us withmaps marked with the routes of the expedi¬tions and some of the locations of the finds.He shows us his 22 field sketches to clarifythe text, and produces 59 black-and-whitephotographs, many of which he took himself,to verify his personal observations. Thesephotographs are not simply stereotyped pro¬files, front and rear views symmetrically ar¬ranged three or four on a page, but arecarefully chosen three-quarter views, pro¬files, and details reproduced in a full or halfpage format, giving this volume the quality ofa fine picture book. Those responsible for theEnglish edition did a great job of inserting thepictures in the text. Unlike the case in theFrench edition, the reader can often comparethe written description with the correspon¬ding photograph on a facing page. The photoswere also printed with an eye to revealing thegreatest detail, though this creates someunevenness in contrast within some platesand between some plates and others. Plate 1appears to have been printed from a brokenglass plate. The mark of the crack could havebeen retouched out, as in the French edition.“This book is not a work of compilation butrather the result of personal research.“Segalen warns; “The criticism and thedescriptions I attempt to make here cannotbut be vivid and biased”. He is equally clearabout its purpose: “to exalt the pure, intrin¬sic, inherently Chinese nature of the genius ofancient China expressed in three-dimensionalstone”. In this too there seems to be more ofthe insight of a poet than the objectivity of ascholar, and his descriptions bear it out. Anexample of this is shown by his record of en¬countering, in the rain, the Liang-period lionof Hsiao Ching, already sunk to its shouldersin the earth:I shall never forget the imperious,decisive, fearsome, total stance in which itappeared to me. . .The wet marble wasblack. . .The lion had been navigating,rearing rebelliously, furiously, for fifteenhundred years, struggling against submer¬sion, with that haughty ‘Liang movement’.. .The first thing we notice is the tongue,whose complete, fleshy, voluptuous curvewas pleasant to touch. . .This tongue doesnot stick out of the mouth and then drop,as it does in the other beasts, but is thrustout flexibly, strong and sturdy, and asmuscular as all the rest of the animal'sstance. . .Certain sharp and well-placedfeatures--such as the way the gums outlinethe strong, broken canines-show the careand polish that went into the details of thismonumental sculptural whole. This lion'smask remains one of the most potentanimal faces I know of.Sometimes Segalen achieves his purpose byrhetorical contrast. Having established to hissatisfaction that the energetic, imperiousmien for felines is indigenous to China,Segalen deplores the seated T'ang lions ofLady Wu, and especially their offspring, asmost un-Chinese:The rictus becomes a sneer, the curlylocks are now frizzy, and the eyes nowsparkle instead of crinkling.It is when you see these creatures thatthe realization suddenly comes: so that'sit! That is the origin of the cursed Chineselion, the circus animal, the child’splaything. . .And for fifteen hundredyears,. . .the clumsy, tame lion-dogs weregoing to grow and multiply like rabbits orrats. They were even going to acquire thedumbfounded facial expression of thePekinese dog: the very round staring eyesand pug nose; and submit to wearing a col¬lar, with a pretty little jingle bell on it.arcund their necks;. . .In the end, theywould become all those curio-shelftrinkets, all those convenient pocket-sizedmonsters that the European tourists, ig¬norant of the original article, imagines tobe typical of the Chinese genius and hasdubbed Chinoiserie’. Such decadence Segalen attributed toforeign Buddhist influence, which he deemedunworthy of his purpose and of much space inthis volume.Instead, the author insisted that his was ahistory of secular sculpture, which in Chinameans funerary sculpture that lined theshen-tao, the “way of the soul”, to thetumulus tombs of emperors and nobles. Butunlike western religious appurtenancesassociated with burial, these winged beasts,war horses, lions, leopards, and other keepersof the tombs “do not give off any scent ofdeath,” since the deceased did not call for anew life, only the extension of the presentone. In short, the sculptures described bySegalen are funerary, monumental, imperial,and, we may add, historical, since they wereoriginally commissioned by historicalemperors and imitated by historical imperialcivil servants.A chronological arrangement of this secularsculpture according to the dynasties ofChinese political history therefore seems ap¬propriate. This is the arrangement thatSegalen used; he believed that a chronologicalscheme was not only appropriate, but anecessary part of the natural grouping of themonuments themselves into three distinctperiods of creativity: 1.) The Han (2nd cen¬tury B.C. to 2nd century A.D.), known for itssculptures of winged tigers and rectilinear,free-standing pillars; 2.) the Liang (5th and6th centuries), with its stone chimeras andstele-bearing, fluted, lotus columns; and 3.)the T’ang (7th to 10th centuries), characteriz¬ed by its statues of war horses and unicorns.All else was considered either terra incognitoor decadent as far as stone sculpture was con¬cerned.Unfortunately, this attitude created an un¬balanced history and a disproportionate text.Three chapters, 52 pages and 27 illustrationswere devoted to monuments of the Handynasty; one chapter of 37 pages and 22 il¬lustrations was alloted to the Liang sculpture;and T’ang stonework was given just onechapter of 28 pages and 22 illustrations. Fourchapters on the decadence of stone sculpturefrom the tenth to the twentieth century com¬prise but 22 pages and 12 illustrations, whenone chapter would have been enough. Indeed,the last of these four chapters, covering theseventeenth to the twentieth centuries, is butone paragraph, barely a quarter of a pagePerhaps Segalen intended to treat these laterdynasties more fully, but never did.In any case, for Segalen this was more thana catalog; it was a short step from descriptionto interpretation not only of individualstatues, but of whole periods. Here again hispoetic insight becomes apparent. Describingthe spirit of sculpture during the Eastern Hanperiod, he wrote:With their dynamic animation, theirgracefully vigorous types of posture, thechoice of their favorite animal, the felineand. among the felines, the most feline ofall, the winged tiger, the second Han, onthe contrary, show their characteristics,their gift for the most intense life,. . .**exuberant, exorbitant, wildly enthusiasticlife, a life of fighting, hunting, and doingbattle, solar life and earthly life, life ofacrobatic games and entertainments, lifeof riotous movement--but also a chastelife, where the woman is not actress butspectator, the man is immensely virile,and male animals carry the escutcheon oftheir masculinity taut beneath theirbellies. Life of creativity and combat, alife so animated in its stone that despitethe gritty crumbling of the sandstone inwhich it was expressed, we still find it, soardent and precise that even the least Hangesture--the arching loins of a feline or theway a man's shoulder is thrown back--isunforgettable and can be divined in eventhe most decomposed shapes.This is “an art which, until there isevidence to the contrary, we can and mustconsider purely Chinese, purely expressive ofthe genius of Chinese antiquity.’’ In his ef¬forts to elucidate the Chinese genius in a workof sculpture. Segalen sometimes found itnecessary to dissect a syncretic work into itsvarious native and foreign components. Thiscan be observed in his discussion of the flutedcolumn of Hsiao Hung:Here then is an excellent indication ofexotic influence. This fluted column, thissurprising monument of quite consum¬mate, homogeneous elegance, is made upof various levels. The shaft, in fact, pro¬bably has remote Mediterranean roots.The characters on the cartouche make itThe Chicago Literary Review — Friday, Decembe 8, 1978 — 23Continued from page 23strictly Chinese. The lotus summit bringsIndia to mind. Only the feline garland atthe base manages, in a powerful gesture, tounify this equivocal monument, link itwith the pedestal, and give it an accreditedChinese function.Our author then goes on to assert that asource of this foreign influence was ancientGandhara, in northwestern India, a Greco-Hindu center born of Alexander’s conquest,which “ was already mediocre” in the firstand second centuries A.D., when it flourishedenough to pass its influence on to Chinathrough Tun-huang in central Asia. This wasalso what Segalen identified as the source ofthe insipid Buddhist influence embodied inthe Yun-kang and Lung-man figures.In another form of interpretation, Segalensaw confirmation of his three periods ofcreativity. By comparing the forms thatsculptors used for wings in the genesis of theChinese menagerie, he was convinced thatsignificant changes in representation markederas of creativity:. . .what took place was not ‘evolution’ butmutation.’ Three types of wing stand out,separated by long intervals: under theHan, the scapular wing, stuck on, with fewwing quills, ribbons leading out from itsvigorous contours, as seen on the wingedfeline of Feng Huan. On the chimera ofSung Wen-ti, a flexible, scaly, fleshy wing,decorative but independent of the overalldecor. On the unicorn of T’ang Kao-tsung,a pectoral wing whose volutes are abun¬dant, broad and curly. Each of these ex¬amples therefore inaugurates three seriescorresponding exactly to the three greatperiods of statuary which I, for the sake ofsimplification, have labeled the Han. theLiang, and the T’ang periods, thus show¬ing in detail how true it is that there aredivisions of the whole.Interesting as this theory may be, one mustnot lose sight of the fact that Segalen’s workwas done in 1918. What does the evid*^ :e in¬dicate today?This question is addressed in an afterwordby Vadime Elisseeff, Director of tKe Cer- nuschi Museum in Paris. It is apparent fromElisseeff’s remarks that the work of Segalenand his collaborators stands between that ofthe Chinese catalogs of monuments-like thatof the emperor Hui-tsung (1101-1126), or of theGarden of Metals and Stones published in1846--and the great period of geological andarchaeological exploration during the 1920’sand 1930’s which continues to the present day.In 1928, the Chinese themselves discoveredevidence for major life-size statuary at An¬yang dating as far back as the Shang dynasty.Beside Segalen’s discovery of the Han horsesculpture of General Ho Chu’u-ping, one cannow add from the same tomb statues depic¬ting a recumbent elephant, an ox, a pig, and afish, among others, sixteen pieces in all; thesehave come to light since 1955. Discoveries inthe steppes of Siberia during the 1950’s and1960’s furnish evidence for greater .continuitywith China than was previously thought.“So,” wrote Elisseeff in 1972, ‘‘the number ofexamples of early Han statuary has increasedconsiderably in recent decades. But they donot controvert the author’s conclusions, ahalf century and more later.”The gaps between Segalen's three greatperiods of creativity have now been filled. To¬day Buddhist influence receives more atten¬tion among Sinologists than Segalen was will¬ing to accord to it. But one thing sternsassured-now that many of the stonesculptures which Segalen photographed insitu have been moved to museums, they areunlikely to ever again be seen in the waySegalen saw them and described them to us.Victor Segalen conceived the science ofSinology as a mere springboard for his poeticintuition into the spirit of Chinese art andculture. Elisseeff concludes by affirming:“Doubtless the number of good Sinologists isstill small, but in matters of archaeology it isbest to heed the true poets, who are rarerstill”.David W. Nasgowitz is Assistant Curator ofthe Oriental Institute Museum of Near East¬ern Antiquities. If you’re consideringa Mercedes 280E,drive a Peugeot604.. Like the Mercedes 280 E, the Peugeot 604 SL has four-wheelindependent suspension, a resonsive six-cylinder engine (ours is aV-6), power steering (ours is rack and pinion), a unitized bodyheld together with thousands of welds, power windows, fullyreclining front bucket seats, tinted glass, and meticulous atten¬tion to detail. *The Peugeuot 604 has alsobeen engineered for asuperior level ofcomfort. Withoversized shockabsorbers, large coilsprings, a floating differential, andseats that are actually tuned to the suspension system.But comfort isn’t the only thing that sets the 604 apart from theMercedes. TTiere’s also the price. Which starts at about$11,000.* And which may be its most comforting feature of all.Motors Inc.Sales / Leasing / Parts / Service2347 So. Michigan Ave. Chicago 326-2550*Manufacturer’s suggested retail price. Delivery, optional equip¬ment, license, title, taxes, dealer preparation not included.$P%*!*P%&&$P&Pt*PPtaP% %pGreat Gift Ideas!NOWthru Dec. 14All RCA Classical L.P.’s40% Off List PriceSave on Spin-lt’sEntire RCA Collection LEVINE conducts MAHLERSYMPHONY No. 5SYMPHONY No. 10 (ADAGIO)JAMES LEVINETHE PHILADELPHIA ORCHESTRARC/I TASHI plays MOZARTQUINTET FOR CLARINET AND STRINGS, K. 581QUINTET FOR PIANO AND WOODWINDS. K. 452Sertcm, Piano; Richard StotUman. ClarmetIda Kavafian, Violin Fred Sherry. Cell©Gm—t ArtittiLucy Stottxman Violin; Daniel Phillip* ViolaAllan Vogel OboeRobert Routch. Horn, Bill Douglas. BaaaoonRC/I RED SEAL *&(S8*Pt*<SoaoVladimir|-{OfiCWITZNEWK3RK PHILHARMONIC0JGENE OrmancvRC/I RACHMANINOFFCONCERTO No 3thYoakd Lari/Catvyr \ 4ibur KlJCfc RED SEALCOMCM! mooiuui no.LT tMCLOMO PLACIDODOMINGOOtcilORENATA SHERRILLSCOTTO MILNESNATIONAL PHILHARMONICORCHESTRA(AMESLEVINERC/I RED SEAL3 RECORD SET1444E. 57th St. EMANUEL AX/CHOPIN 7"Concerto No. 2 in F MinorTroi* nouvellct atuda*Sc her 20 No 2 In B-Flat MinorEUGENE ORMANDYTHE PHILADELPHIA ORCHESTRA COPLANDEL SAL6N MEXICO • RODEOAPPALACHIAN SPRINGEDUARDO MATADallas SymphonyOrchestra P6pppp%pppp24 _ The C. cago Literary Review — Friday, December 8, 1978Renaissanceby Abbe FletmanHanna Gray built her reputation first as ateacher, then as an administrator, but neveras an academic writer. In celebration of herinauguration as president of the University, 1however, the Press has published 500 copiesof this volume of three essays on the intel¬lectual history of Renaissance Europe. Thesehandsome volumes were distributed tomembers of the Board of Trustees and toguests and friends at the October 6 inaugu¬ration. All three essays were first publishedbetween 1963 and 1968, when Gray was a fac¬ulty member here.The first essay centers on Renaissance hu¬manists and "the pursuit of eloquence.’’ Al¬though the essay examines a particularproblem, it is the most general work in thevolume, providing a overview—however li¬mited—of the period Gray studies. Grayargues here that although Renaissance hu¬manism contained many diverse and per¬haps divergent schools of thought, one com¬mon concern united humanist thinkers. "Itmay be objected that humanist writing iswordy, tedious, repetitive,..,’’ writes Gray,"...(but) it is essential to understand the hu¬manists’ reiterated claim that theirs was thepursuit of eloquence.”Gray takes issue with historians who ex¬tract the ideas of the humanist’s while disre-Abbe Fletman is a third-year student inthe College and Editor of The Maroon. womanThree EssaysBy Hanna GrayChicago: University of Chicago Press, 197873 pps. Limited distributiongarding the rhetorical structures of their ar¬guments. To Gray, the humanists' styleserved a purpose. It led to eloquence, whichshe defines as "a harmonious union of wis¬dom and style.” Eloquence, in turn, resultedin virtuous conduct. The humanists contrast¬ed sophistry, which twisted words to manip¬ulate men, with rhetoric, which persuadedthem to do good.According to Gray, this concern with styleand form as tools of persuasion resulted innew conceptions of education. The human¬ists’ emphasis was not on the abstract, buton knowledge that "stimulated a man’s willas well as his reason.” Through proper edu¬cation, men could be guided towards virtue.Their training, of course, would be in the lib¬eral arts. This is one instance where Gray’sresearch seems to have influenced her viewof education. Her emphasis on student ex¬tracurricular life indicates that, like the hu¬manists, she believes education should nur¬ture virtue as well as intellect."Machiavelli: The Art of Politics and theParadox of Power” is similar to the firstessay of approach. In the first essay Grayargues for a re-examination of the prevail¬ing view of humanist writing as extravagantand pompous; in this one she calls for an abandonment of the common conception ofMachiavelli as an instructor of tyrants. Ma¬chiavelli should be seen, rather, as "a com¬plex figure placed against the backgroundof his time, culture, and experience, pri¬marily an interpretor of and preacher to hisage and situation, part innovator and parttraditionalist, part humanist and part anti¬humanist.”Gray’s essay centers on a paradox. Politicswas an art for Machiavelli, and power theagent of politics. But no less clear to him wasthat responsibility sets legal and morallimits on power, and that true power impliesno responsibility. In the final analysis,power and responsibility are linked. Al¬though most leaders act responsibly, theyare motivated by a desire to guard theirpower, rather than a wish to act in the bestinterests of the state and its citizens. Grayconcludes that Machiavelli’s political views"revealed at once the necessary acceptanceof limitation, the partial victory over timeand its disorder.”The remaining essay discusses the concep¬tion of Christian Antiquity as revealed inthe encomium delivered in 1457 by Italianhumanist Lorenzo Valla in commemorationof the death of St. Thomas Aquinas. Vallacompared Aquinas unfavorably with theChurch Fathers, applauding Aquinas’ "vir¬tues and miracles,” but criticizing the scho¬lastic theology Aquinas supported. The en¬comium is, according to Gray, a eulogy forhumanism, not for Christian Antiquity, andcertainly not for Aquinas.According to a University administrator,when an interviewer who had just read Gray's book said he found it interesting, shequipped that it probably put him to sleep.True enough, these essays are not lightreading; they require thought. In theessays, Gray is attempting to challenge pre¬vailing and somewhat simplistic views of thetopics.'Gray’s essays are valuable -becausethey suggest the complexity of the topicsthey cover and shake readers from doctri¬naire interpretations. Readers familiar withGray’s appearances as a public speaker,however, will be disappointed that she didnot incorporate any of her wit into her aca¬demic writing. But for those interested inRenaissance humanism, or in the academicwritings of this administrator, the volume isthoroughly rewarding reading. It is unfortu¬nate it is not available to the general pub¬lic.For those who were not among the select500 who received copies, the essays first ap¬peared in the following publications:"Renaissance Humanism: The Pursuit of Eloquence.” In Journal of the History ot ideas,(1963): pp. 497-514."Valla’s Encomium of St. Thomas Aquinasand the Humanist Conception of ChristianAntiquity.” In Essays in History and Litera¬ture Presented by the Fellows of the New¬berry Library to Stanley Pargellis, edited byHeinz Bluhem. Chicago: Newberry Library,1965."Machiavelli: The Art of Politics and theParadox of Power.” In The Responsibility ofPower; Historical Essays in Honor of HafoHolborn, edited by Leonard Krieger andFritz Stern. New York: Doubleday, 1968.The houses on our Blockby Chuck SchilkeHyde Park Houses is one of those unob¬trusive volumes which quietly become in¬dispensable standard works. Jean Block hassucceeded in writing a book about local ar¬chitectural history which is a rare standout ina usually dull genre. She not only avoids theblaring local boosterism so distracting inmany local architectore studies but also of¬fers valuable insight into the nature of ar¬chitecture as a social art.Block places the founding of Hyde Park in1856, in the context of a wider movementwhich was to shape Chicago’s urban ecology.Young entrepreneur Paul Cornell early realiz¬ed that the railroads which were makingChicago a national transportation centercould also be used for local commutertransportation. Cornell swapped 60 of the 300acres which he had purchased between 51stand 55th streets to the Illinois CentralRailroad for the pledge of a passengerrailroad station; out of this nucleus HydePark was born. Since Chicago’s growth wasparticularly chaotic and human amenitiesminimal, Hyde Park and other new commutersuourbs like Riverside and Evanston had lit¬tle difficulty attracting residents anxious toleave the noisome city.The railroads not onlyshaped the Chicagometropolitan region as a whole, but weredecisive in determining the internalChuck Schilke once attended the College. Hyde Park HousesAn Informal History, 1856-1910by Jean F. BlockChicago: The University of Chicago Press,1978with 76 photographs and 22 figures228 pages, $12.50geography of Hyde Park and the architecturaldesign in different sections of the community:"promixity to the station meant that one didnot have to keep a horse, and so the lot needonly be large enough for a house and smallyard. As the walking distance to the stationincreased, lots had to be larger to accomodatebarns and coach houses.”Hyde Park’s location a few miles down theIllinois Central line from the center ofChicago spared the suburb from the flames ofthe Chicago fire of 1871. Chicago’s loss was inseveral ways Hyde Park's gain. Many firevictims preferred to re-establish themselvesin Hyde Park rather than rebuild Chicagofrom its charred ruins. Moreover, in escapingthe fire Hyde Park retained some of the oldestwooden houses in Northern Illinois. This isparticularly furtunate for today’s architec¬ture buff, because these wooden houses areamong the oldest examples of "balloon-frame” construction, a method whicheliminated much difficult carpentry andheavy timbering from American building.The need to rebuild after the fire caused anunprecedented building boom in greatervaluable couponKODAKPhoto Greeting CardsSHOWYOUR BESTWISHESBring in this coupon and your best color picture of 19- 8 beforeDecember 6 1978 and we II have KODAK make Pnoto-Greetmg Cards from that pictureChoose from KODAK Slim-Lme or Trim-L:ne Card stylesSelect Christmas Na/idad or Chanukah designs All we needis your color print from any instant or conventiona^ameracolor slide or KODACOLOR NegativeGood until December 6 1978 Chicago, and with it the growing profes¬sionalization of architecture, particularly indomestic architecture. By emphasizing socialhistory, Block is able to describe the socialmilieu which produced such masters of thenew architectural professionalism as Silsbee,Pond, and Maher. Yet, at the same time, theauthor does not allow this approach tohamper her analysis of the building♦hemselves.This new professional orientation, wasmanifest in Hyde Park’s two great projects ofthe 1890’s, the World's Columbian Expositionand the University of Chicago. Daniel Bur¬nham saw to it that the Columbian Expositionwas dominated by "Correct” academicclassicism; the University's choice was col¬legiate Gothic. Yet the emergence of a for¬malized architectural profession did not meanmere blind adherence to classic styles; part ofthe reason architecture could not longer behandled adequately by amateurs was that theemployment of new building materials andsanitary technology were becoming com¬plicated matters. This was particularly so asHyde Park became more intensely developedin the nineties and multi— family dwellingsbecame common.The emergence of the University of Chicagoreflected a growing professionalism in thefield of education parallel that in architec¬ture. Professional outlooks created profes¬sional tastes, and the new professionaleducators through it only natural to commis¬sion professional architects to design theirhomes in proper and dignified styles. Evenmore demonstrative of the new cooperationbetween various professional groups was theBurnham Plan of 1909, In this attempt to order Chicago’s urban environment, DanielBurnham drew upon the ideas of ministers,social workers, lawyers, doctors, and ar¬chitects. In choosing the Burnham Plan toend her narrative. Block underscoresnot only the greater integration of Hyde Parkwith the larger urba community, but also thegrowing cohesiveness of the thinking peoplewhich Hyde Park had come to house. It is athoughtful conclusion.Equally thoughtful is the manner in whichBlock had chosen to set up her book; heryears of editorial experience have obviouslymade her sensitive to just how people use abook. In the interests of both the generalreader and the architectural specialist, shekept the main text relatively free of detail andleft the minutiae to several well-organized ap¬pendices.The graphic work in Hyde Park Houses issurprisingly excellent for such an inexpen¬sive book: both cartography and photographseffectively amplify the text. Most of thephotos were taken in the winter, which allow¬ed the buildings to be clearly depicted,unobscured by foliage.As is often the case in architecture books,however, while there are excellentphotographs of the buildings, there are nofloorplans. The essence of architecture isspace, and plans are very helpful to theserious reader who wishes to see just how thearchitect has molded space and arranged theprogression of rooms. But this fault is not alarge one since, fortunately, the buildings arenearby and the reader can see them in brickand motar. And alter reading Hyde ParkHouses, one will have an irrepressible urge todo just that.A-ACTIVE BUSINESS MACHINESTYPEWRITER SERVICEllHMMHMMi' 4VSale on Model 2200Smith CoronaIBM Service TYPEWRITERS • ADDING MACHINESCALCULATORSSALES • SERVICE • RENTALSNEW & USED OFFICE EQUIPMENT10% STUDENT DISCOUNT ONSERVICE1438 E. 57th St. 752-0541VISA/BANKAMERICARD & MASTERCHARGE ACCEPTEDThe Chicago Literary Review — Friday, December 8, 1978 — 25by Susan Mann Jonesgraphic by Chris PersansA proletarian revolution?If you open a local history of any county in KwangtungProvince, and turn to the section on administrative boun¬daries, you are likely to find that a village or nucleated set¬tlement is identified not in conventional geographic terms,but rather as the space inhabited by members of a certainlineage. The southeast of China was distinguished, in fact,from the rest of the country by th's peculiar congruity bet¬ween settlement and lineage boundaries. The prominence otlineage organization in community politics and social struc¬ture in South China has been the subject of among the bestanthropological studies of Chinese society. Classicethnographies of Chinese village life situated in KwangtungProvince include Daniel Kulp's Country Life in SouthChina: The Sociology of Familism and C. K. Yang’s ChineseCommunist Society: The Family and the Village. In bothcases it is no accident that village and family are conjoinedas units of analysis. In South China nucleated settlementstended to be composed of relatives who not only shared acommon surname and traced ancestry to a common familyhead, but who also owned corporate property. Income fromsuch property financed (and necessitated corporate ven¬tures to improve, protect, and expand) the lineage lan¬dholdings.This new study by William Parish and Martin Whyte real¬ly is ai study of village and family life in contemporaryKwangtung Province. Kwangtung is the area of the sampleprimarily because of the preponderance of Kwangtungemigres in Hongkong where interviews on which the book’sfindings are based were conducted. Yet Kwangtung is an op¬timal site for testing assumptions about changes in familyand village life precisely because of the historical strengthof family and lineage ties in community life there. You can¬not consider one, as it were, without the other. (In thisstudy, three-fourths of the sample of production teams —small villages or neighborhoods within large villages — con¬sisted of people belonging to the same lineage.)Speculation and ambivalence have marked many of theassumptions found even in scholarly literature aboutChina’s family system under the Peoples Republic. Let mequote from C. K. Yang’s own remarks summarizing struc¬tural change in village life in Nanching, near Swatow, dur¬ing the period after 1949:Now that the process of collectivization has removedland and major farm equipment from family ownershipand replaced the family as the basic production team, itis obvious that the family cannot long maintain its statussystem, its strong solidarity, and its former position ofserving a wide range of economic and social functions.It is interesting (though entirely in keeping with most sup¬positions about family life under communism) that Yangshould make this remark, considering his more moderatecomments about the effects of the 1950 Marriage Law(which, among other provisions, required registration of allmarriages including a reading of rights and obligationsunder the law to both parties, and which made divorceseasier to obtain). Noting the “complex responsibilities’’ indivorce consigned to the husband by the law, Yang writes:“Hence the drastic reform of the traditional family demand¬ed by the Communists should not be taken as aniconoclastic view of the family as a social institution." Inother words, Communist Party policy toward the family asan institution has by no means been clear.What the book conveys as a reward to the perseveringreader are complicated insights into life in Kwangtungvillages. The main message of the book is that indeed impor¬tant changes have taken place in village and family struc¬ture in China. These changes, moreover, do stem at least in¬itially from government programs to redistribute and collec¬tivize landholdings in the early 1950s. By this process cor¬porate lineage holdings were dispersed, the landlords andrich peasants were disenfranchised, and a new set ofpolitical loyalties and constituencies was created in thecountryside. The results of these governmentally-inducedchanges have been far-reaching, and many of the conse¬quences have been intended. For example, former landlordsand their male descendants, unable to shed the stigma of in¬herited “bad class background,” find themselves excludedfrom community decision-making, celebrating, and evenfrom finding eligible female marriage partners (classbackground still being inherited through males).On the other hand, some changes resulting from collec¬tivization have been unintended consequences stemmingfrom the structure of the collective organizationsthemselves. A good example is the role of women. Theenhanced importance of women in the field labor force hasincreased the earning power and the economic importance ofwomen. However these changes are not necessarily reflectedin a more prominent political role for women in party orgovernment work, nor are they even represented byeconomic independence from husband or family, since afemale worker’s points are assigned to her household orfamily unit, headed by a male. Among the unintended conse- Village and Family in Contemporary Chinaby William L. Parish and Martin King WhyteChicago: The University of Chicago Press, 1978464 pages, $22.00quences of changing female roles is the fact that bride priceshave increased, reflecting the enhanced earning power offemales but certainly in opposition to the administration’sinjunctions against expensive weddings. Further, the com¬plex of other changes in the status of women points to theambiguity of the claim that more earning power will meanmore independence for women. Women are still required toperform the majority of household tasks in addition to fieldlabor, and to perform them over a longer time periodbecause they no longer enjoy the privilege of being leisuredmothers-in-law. The compromised status of older womenhere is part of what Parish and Whyte describe as a generaldecline in the solidarity of women, where the increasing in¬dependence of younger females (in choice of marriage part¬ner and freedom to divorce) is measured partly as a cost tothe power formerly enjoyed by older women. Finally, theParish/Whyte findings show that such independence as neweducational opportunities and new marriage laws affordyoung women stems largely not from their own increasedearning power, but from administrative pressure exerted intheir behalf. And even here, argue the authors, the claims toindependence are ambiguous because divorced women losetheir rights to family property and the children producedduring the marriage.It is easy to see, from this single illustration, why Parishand Whyte considered it so important to try to pick apart thecausal relationships between economic, political, and socio¬cultural changes in post-1949 China. They conclude on acharacteristically complex note — arguing that specificcharacteristics of individual villages are far more importantin determining the extent and nature of change than areother factors that might be expected to account forsystematic variation (proximity to cities, exposure to themedia, or the presence of more party members). They note,for example, that certain factors tend to be associated withmore or less rapid rates of change. Hakka villages exhibitmore change than Han Chinese communities; villagesreceiving larger incomes from overseas remittances exhibitless change in “feudal" practices such as ceremonial andritual expenditure.But the conclusion of the study is far more interesting andsignificant than this summary suggests. To say that the con¬clusion is not political is to understate the case. This bookattempts a fundamental reexamination of assumptionsunderlying most major studies of modern Chinese society:the Marxist view that all social and cultural change pro¬ceeds essentially from changes in property relations; the"totalitarian” argument that all changes effected undercommunism have been coercive measures altering the livesof a conservative and resistant peasantry; and the “moder¬nization” paradigm that sees change occurring as a result ofthe increasing importance of urbanization, bureaucratiza¬tion, factory work, and educational institutions like those ofthe industrialized West. The complicated picture presentedin the Parish/Whyte volume acknowledges the fundamental role played by collectivization of agriculture, but then goeson to argue that these measures themselves, by their verysuccess, created new cultural impediments to furtherchanges undertaken by Chinese leaders in their efforts tofurther equality and centralized control in Chinese society.Remarking on the declining efficacy of government effortsto press change in the countryside, they observe:The rural response to governmental pressure in lateryears was much more selective, and the previous tacticof mobilizing poor peasant activists was no longer soeffective in bringing about change. The reason for thisgreater difficulty in the 1960s and 1970s, we suggest, isthat earlier changes had produced a new social struc¬ture that altered calculations by peasants of their in¬terests. It was no longer so easy to find simple interestgroups in the countryside which favored this or thatchange, and the interest groups that did exist did notcorrespond to the old class labels. Important solidari¬ties were formed that could to some extent resist aswell as accept later proposals for change.What were these "new" solidarities? The family, as acorporate economic unit, earner of work-points, supporterof the young and the aged, organizer of consumption anddomestic work, provider of housing, raiser of animals; andthe village, dominated by groups of patrilineally relatedmales. How had they changed? The ties of individual fami¬lies to larger lineage organizations are now less impor¬tant except where they correspond to team or brigade or¬ganizations for production. Ritual observances andceremonial expenditures have declined; the ritual build¬ings and religious specialists supported and maintained bylineages have nearly vanished. The ties of villages to oneanother have also broken down with enforced limits onmigration and travel, reorganization and consolidation oflandholdings requiring the formalizing of inter-villageboundaries, educational policy bringing schools down tothe village level, and the cross-cutting of old periodic mar¬keting systems by commune boundaries. In other words,“national horizons were expanded, while the local com¬munity was restricted" as a result of policies implementedin the 1950s and 1960s.Chinese historians of the early twentieth century ar¬gued that changing their society meant rewriting theirhistory as a history of people and not rulers, in order thatpeople might transform their conception not only of theirpast but also of their role in the present. Communist revo¬lutionaries working to organize peasants in the 1920sfound that their greatest enemy was not the landlordclass but “Heaven" — peasants viewed their plight as theresult not of oppression but of fate. Transforming peasantconsciousness meant giving peasants a sense that theycontrolled their own destinies - it meant extricating themfrom a world view that placed them as passive partici¬pants in a cosmological order transcending their immedi¬ate situation and experience. Parish and Whyte describethe narrowing focus of ritual and ceremonial activity, tothe point where only family and ancestral worship in thehome, and life cycle events in the family, are comme¬morated. In presenting this evidence, they show that ritu¬al practice in China still expresses those relationshipsmost important to peasants: family bonds within thehousehold, and traditional village festivals in which vil-A Doo-RightPresentationSunday,December lO YELLOW SUBMARINE Cobb Hall7:00 & 9:00'Take a Break From Your Studies'26 — The Chicago Literary Review — Friday, December 8, 1978mgs.In this account we can see a graphic representation ofthe disentanglement of community and family life from alarger structure of ceremonial and religious practice, builtin imperial times around hierarchical relationships culmin¬ating in the Jade Emperor in Heaven, spiritual counterpartof the Ch’ing Emperor in Peking. The family and its ritualpractices endure, but they now exist in a new secular rela¬tionship to the national political order. Village consti¬tuencies not only persist, but have emerged as more cohe¬sive units than ever before, to the extent that efforts toraise the scale of local decision-making and accountingabove the village level are resisted. These findings testifyto the success of Chinese government policies (despitetheir unintended consequences) in creating new local con¬stituencies that are aware of their capacity to determinetheir own fate.The Chinese Communist Revolution continued the NewCulture Movement’s revolution against family authority,and against the hierarchy of age and sex represented in thepatrilocal and patrilineal family system of late imperialsociety. Revolutionary leaders were students and teachersin the period surrounding the May Fourth Movement of1919, and saw themselves as participants in a “familyrevolution.” Fiction writers of the 1920s preoccupiedthemselves with themes of rebellion against and alienationfrom old forms of kin-based authority and obligation. Ac¬cording to Parish and Whyte, the effort by radical leaders inthe Peoples Republic of China to eliminate “feudal” familypractices has been an intrinsic part of the effortto produce an egalitarian society in which individualswould work for the common good rather than to advancethe interests of their own family, a society in whichpower would rest on devotion to national goals ratherthan on loyalty to particular kinship groups, and inwhich the freeing of peasants from the bonds of feudalcustoms and superstitions would release boundlesshuman energies for the building of a more abundantsociety.Disentangling human loyalties from the web of kin relation¬ships was seen as the critical foundation for the profoundpsychological and cultural transformations required to ef¬fect true political revolution in China.Reports of the construction of communal mess halls andday care centers for working mothers during the Great LeapForward therefore accorded well with what most Americansexpected of a communist system, as did reports of spousesand parents separated by job or party obligations from theirfamilies. It will thus come as a surprise to many people tolearn from the Parish/Whyte study that family units andvillage units continue to be the basic building blocks of localsociety in China; and to learn, moreover, that the im¬portance of the family is sanctioned formally by the state ina number of key roles (including the allocation of rewardsthrough the work-point system) — to learn, in sum, that“The immediate family is still the basic unit in rural life to¬day, and provides much of the status, emotional support,and economic security that peasants enjoy.”But this is not old wine in new bottles, insist the authors.What Parish and Whyte set out to show is precisely thenature of change in family and village life by asking not onlywhat has changed, but how much of this change has been theresult of government pressure. To ask what has changed issimple enough; to assess the causes of change much moredifficult. The burden of the book is to do both by a complexand careful tabulation of data in which Goodman andKruskal’s gamma is used as the statistical measure of inter¬relationships between variables. The data analyzed isdrawn out of interviews with former residents of 63 villagesin Kwangtung Province — 988 hours of interviewing averag¬ing 15.2 hours per informant. To eliminate biases an¬ticipated in refugee accounts of life on the mainland, inter¬views focused on “concrete features of village life" ratherthan attitudes and values. The findings themselves arereported in terms that pointedly shun the temptation toevaluate their political implications.This scrupulous attention to tabulation of data at everyturn embodies both the strength and the difficulty of thisbook. The information presented by Parish and Whyte willbe fascinating to anyone who likes to read newspaper ar¬ticles about China. Besides, the study is replete with correc¬tives and qualifications of all the loose generalizationsnewspaper articles like to make about life on the mainland.So the book should be expected to appeal to a wide audience.The very success of the study (i.e. in uncovering so much ofthe mythologizing we do about life in China) rests preciselyupon the tabulation of data without which its generaliza¬tions would be no more meaningful than those in Timemagazine. All these data are tabulated in the text, as thereader goes along, with careful notes in the appendix settingforth explicitly the definitions, procedures, and controlsthat make the findings reliable. The irony is of course thatpresentation of the material in this fashion will probablydiscourage that portion of the audience most likely to enjoylearning what this book has to teach. China scholars alreadyknow that they don’t have to enjoy what they are learningabout China, so they will be undaunted and indeed refresh¬ed at the candor with which methodological assumptions areundressed and exposed in the main body of the book. Itdoesn't happen often, in any field of Chinese studies, and itsets a standard that will be difficult for successor studies tomeet.William L. Parish is associate professor of sociology atthe University. Susan Mann Jones is an assistant professorin the College and in the Department of Far Eastern Lan¬guages and Civilizations. 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Offnr expires DecMAMT A< Tl 'RKR S SI (i( T.STK1)RETAIL PRIfT $415 00229 50ABLE CAMERA STORES"Dswatowa Prites with neighborhood Service...at ABLE we show you how."WE WELCOME CHRISTMAS LAYAWAYSHEAR AGAIN STEREO 1Sells guaranteed name brand used Iand demo stereo components at 40% ■to 70% off regularweek’s specials: prices. ThisMarantz 2215 $ 99.00Akai A A 1050 $279.00Harmon/Kardon 630 $169.00Dual 1218 $ 80.00Garrard 40B $ 25.00S.A.E. Mark $229.00A.R.3A $ 99.00 eachE.P.I.100 Demos $ 60.00 each jB.I.C. F-2 Demo $ 70.00 eachK.L.H. 300 New $ 85.00 a pairComplete systems from $75 to $750.60 day trade back privilege. Namebrand components for limited bud-gets. •HEAR AGAIN STEREO7002 N. California 338-7737 MT. GREENWOOD:-c 25 w n it* s»Chicogc It2JS-6464 HYDE PARK1519 £ 53m •••Chtrogo752-3030 TiNLEY PARK. *'**'• K C i* r- L .f •• - *i- /• i429-6464J' > i-Educjtioui CtatarCall Dap (trtnift|t iSPHING, ^ 'JMMER,FALL INTENSIVESBourses starring"THIS MONTH:GREnext“mon¥h7SMAT, SAT, LSAT6216 N. ClarkChicago. Ill 60660(312)764-5151ft latomatioa Attorn otfcar Cootoa•• U* Ctttat • A*onOotoMa NV StateCIU mi MMX. MN0-IWThe Chicago Literary Review — Friday, December 8, 1978 — 27THE UNIVERSITY OF CHICAGOLIBRARY SOCIETY1979 BOOK COLLECTINGAWARDSAll registered students may enter the competition. Contestants must sub¬mit descriptions of their libraries and representative items. Collections maybe built around any subject, but are limited to printed and written mater¬ial. The judges will consider a collection’s cohesiveness, its presentation,and evidence of bibliographic knowledge.Prizes will be announced at the Annual University Honors Awards As¬sembly. Separate prizes of $100 for first prize and $50 for second prize willbe awarded in the graduate and undergraduate divisions.February 2 Notify the University of Chicago Library Society, JosephRegenstein Library, of intention to enter.February 9 Submit sample items and a description of the entire collectionto the Society Office. ^W*************************************************************¥r*********************** This weekend atDOC FILMSTod Browning’sFREAKSFri., Dec. 8 - 7:30 & 9:00Blake Edwards’ •THE PINK PANTHERSat., Dec. 9 - 7:15 & 9:30Both films $1.50 Cobb HallThe winter doldrums will soon be arriving, and going to a movieis the best way to chase the blues away. By coincidence, DocFilms will be showing at least 60 during next quarter. The filmsof John Ford will appear on Tuesdays, comedies and melodramason Wednesdays, foreign and popular films on weekends. If youwant to survive until spring, spend your winter with us. ******************************t#*#******ISporty sort toarmchair athlete,we’ve shirts to matchhis mood, mannerand lifestyle. Our giftcollection of sportshirts run the gamutfrom plaids and stripesto overall patternsand solids. All incarefree polyesterand cotton. From $15.00Tllh UR FAT NEIGHBORHOODCLOTHING >TOKi:.V.ih A l ake Parkll\«l«- Park Shopping C«*ni«*r752-HIOO Mail or phone order*t '< tour: I N'* Charge. \m. t.\pre«*.' i-a. Ma-ler Charge NOW LOCATED 1638 E. 55th (near Cornell)IN HYDE PARK 493-0666 IHOME IS WHERE THE HEART IS56th Kendwood.. So if your heart is near campus, this could be your next home. On¬ly one apt. to floor. Imagine seeing in all four directions. Real woodburning cozyfireplace. Lovely modern kitchen with breakfast area. Three bedrooms, 2 1*2baths. Parking. Call Charlotte for appt.DECEMBER 9 PEN HOUSE 10 - 2View Madison Park - Ready Now - Perfect 2nd floor, spacious 6 % rooms. Newlydecorated, 2 lovely new tile baths. Immediate possession. Brokers invited. $60,000.Call Charlotte.NEAR BRET HARTE SCHOOLA big tri-level brick on Harper Avenue. It’s the large model. Walk to garden patio.Eight beautifully decorated rooms. Two and one half baths. Excellenthomemakers invite you to make this your home. Call CharlotteTURN YOUR DOLLARS INTO BETTER QUARTERSEND ’0 SEASON BARGAINIn the neighborly cooperative cluster homes of 55th Blackstone, owner will partial¬ly finance. Available immediately Private patio, country kitchen, excellent condi¬tion. Panelled study, 3 bedrooms. $65,000 best offer. Call Charlotte.LARGE HOUSE IN KENWOODNEEDS REHAB. CALL CHARLOTTEIN RIDGEWOOD COURT(NEAR 55th ST.)Light & bright. 2 bedroom condo. Lovely dining room with new windows. Modernkitchen only 3 owners. Just listed under 50,000 Call Kathy.PRICE REDUCED-STRAIGHT EAST...of campus on 57th .. Blackstone. $53,000 cash will buy this six lovely rooms, 2baths, new kitchen large summer porch and lovely private back yard. RAYSCHOOL DISTRICT. Call Charlotte.A PLACE TO PARK...your car and your family. Stunning roomy kitchen - in fact spacious throughout 6rms., 2 baths. On Hyde Park Boulevard near 55th...Special parking in back.$62,500. Call Charlotte.FOR RENTSub lease available. 3 bedrooms, 2Vfe baths in lovely 500 Cornel) Hi-Rise. Allamenities. Available Jan. 15,350 (below market value). Call evenings 643-0194.NOW LOCATED 1638 E. 55th (near Cornell)IN HYDE PARK 493-066628 — The Chicago Literary Review — Friday, December 8, 1978In our showrooms you will find familiar brands of stereo components, names suchas McIntosh, Tandberg, Acoustic Research, Thorens, Yamaha, Dual, Bang &Olufsen, Harman/Kardon and many more But we also feature brand names thatyou have likely never heard of.We at Audio Consultants are audio component specialists, not just merchandisersWe select components on the basis of quality of construction, reliabilityand objective measurements of performance, as well as our sub-« jective evaluation of sound quality. We do not choose products on the^ Eft basis of how many we can sell quickly to make room for the nextE>E E truckload.We are conservative in our selections (not wishing tomake our customers pay for ourexperiments), but we are also verysensitive to the constant develop¬ments in high fidelity equipment. Thisis why Audio Consultants was thefirst dealer in this area to offer suchbrands as Advent, ADS, Yamaha.Nakamichi, Dahlquist, Audio Pulse,Genesis, Signet, Bowers & Wilkins,IMF and Hafler. Unknown at the time,they are now among the mostrespected names in the audio industry.Audio Consultants sold them because of their merit, not their reputationA shining example of this philosophy is our introduction of the Apt Holman pre¬amplifier. It is an exceptional product and an extraordinary value; it was designed byTom Holman, who also designed the Advent 300 receiver.We know you ve probably never heard of it, but we are certain you II be hearing a lotabout it in the future.processof carefulselection***** *•*?**O GQ c c] o ?V> oJO O O O O O O O’ GOO GO*»» **'xri*« *«** .• '■*>* « , vMIC ftMl •-« •* |• 1 ' ‘ " 1 * *1 * “S iooooooooooo o a^'./VAC MMSMB *4* C* >«*W £No sale is final until you*re completely satisfied.audio consultantsthe finest in stereo 517 Davis St. • Evanston864-9565757 N. Milwaukee • Liberlyvtlle362-5594Person-Wolinsky CPA Review CourseOUR SURVEYINDICATES2/3PassingRate..in lesstime..at lesstotalcostFor informationCall; 312-481-7389745 Rose Lane,Matteson.IL 60443 WAIT FOR OUR MID-FEBRUARY STARTDon’t let other courses “panic” you into starting now. Our can¬didates’ success proves it’s just not necessary. Why wear down andstart forgetting information long before the exam takes placeWith other courses you may leave your best efforts in theclassroom. We teach you how to bring them into the exam roomOUR PROGRAM TEACHES YOU TO PASSIt builds confidence through understanding. It doesn’t waste timehaving you redo things you already know. No text books are usedSpecial study summaries show the way — key concepts, memoryaids, answering approaches and more.Unlimited review sessions are provided. These are available atthe candidate’s convenience. And they are available right up to theexam date.IT WORKS!! ASK ANYONE OF OURTHOUSANDS OF SUCCESSFUL ALUMNI G-W-OPTICIANSLiberal Discountsto University StudentsGlasses Replacedin 2 hours if stockedContact LensesHard & SoftExaminations by Reg¬istered Optometrists1519 E. 55th St.947-9335 FLAMINGO APTS.5500 S. Shore Dr.Studio & OneBfdrniFtirn. & I’nftirn.Short & Long Term KentuL8200 - 8400Parkin" pool, restaurant,valet, deli ami tran»-portation. Carjietingdra|*e> incl.752-3800 •iye Elaminations•Contact Lenses (Soft 1 Hard)•Prescriptions FilledDR. MORTON R. MASLOVOPTOMETRISTSHyde Park Shopping Center1510 E. 55th363-6363HYDE PARK'S NO. 1 JAZZ SPOTDEC. 8 - FRI.9 - SAT.17 ,SUN.24 - SUN.-XMASEVE. A Phenomenal TalentTHE ALIEN GANG...universal sounds oflove from near and afarDEC 1*1 Ml" Fomrtie off6: sat GHALIB GHAUAB25 - MON.- CHRISTMAS NIGHTDEC. 21 - THURS. THE SORCERERSDEC. 22 - FRI. -23 - SAT. - THE IMPOSSIBLE SOUNDS OFTHE RED HOLTUNLIMITEDDEC. 29 - FRI. -30 - SAT. - THE WANDA ROSSJAZZ QUINTETFeaturing the lovely sounds ofvocalist Wanda RossEVERY OTHERSAT. NIGHT10 PM til 1 AM BROADCAST LIVE FROM THEVALHALLA JAZZ PUBU. Of C. RADIO STATIONWHPK - 88.3 FMDEC. 31 - SUN..NEWYEARSEVE. GALA NEW YEAR'S EVE.CELEBRATION - MUSIC • DANCINGREFRESHMENTS - HORNS - HATS •ETC. - ADMISSION $3.00EVERY WED.NIGHTMUSIC CHARGE$1.50 THE HYDE PARK JAZZ WORKSHOPA JAM SESSION • FEATURINGHANAH - JON TAYLOR, FlutistThe Altier Jazz Quintetand Many Other GreatsValhallaIN THE HEART OF COMOPOLITAN UT DttlHYDE PARK MUSICjazz 9 2 pm 1515 EAST 53rd St. VARIESPHONE 241-6827 HYDE PARK - CHGO. STUDENTDISCOUNTFREEPOPCORNPITCHERSOF BEERMUSIC CHARGEThe Chicago Literary Review — Friday, December 8, 1978 — 29mm mm mFrom modern Greece to ancient China byway of a Midwestern village and aMidwestern ghetto, plus considerations of whatis happening to our society—our list is,as usual, eclectic."In my view, this will be one of the notablebooks of sociology in the second half ofthe present century."THFt A —EDWARD SHILS;tMl D'Societal Change and Politics in AmericaMORRIS JANOWITZIn a work that is magisterial in scope, one of the country's leadingsociologists examines the major trends that have, in the last fifty years,weakened the capacity of society to regulate itself. Janowit/ identifies thechanges in social structure and the growing complexity of problemswhich make it difficult for citizens to know what is in their own politicalself-interest and for the legislature to govern efficiently. He suggestsa role for social scientists in defining new goals for society and stressesthe urgency of finding new forms of citizen participation tokeep the electoral system in working order asa self-regulating mechanism of social andpolitical control. S23.1X) Growing Up \AmericanSchooling and theSurvival of CommunityALAN PESHKINPeshkin investigates a small rural Mid¬western village— Mansfield —andhow it assures its own survival by edu¬cating in its high school the particularkind of Godfearing, patriotic, sports-loving, unalienated boys and girls whoperpetuate its standards. He alsoshows how citizen involvement withthe school strengthens the feeling ofcommunity. $1295m4 s |*i!. V/' -I <’/ Vi<3 .'1'•* . I A Place on the ComerElijah AndersonThe place on the corner is Jelly s. a bar andliquor store on Chicago s South Side shown hereas an arena for sociability where patterns ofdeference and demeanor reveal an underlyingsocial order Superb urban ethnography. ElijahAnderson s sensitive and incisive portrait will befascinating reading for a broad audience, andmakes important contributions to social scienceunderstanding —Lee Rainwater Offers fascinat¬ing insight into ghetto society —Chicago Tribune$1395“In its field, this book is irreplaceable' — Andre Malraux?H€ GREAC SttWlARY OF CHINAVICTOR SF.GALEN. Translated by Eleanor LevieuxPoet, novelist, painter, sinologist. Victor Segalen brought to this book a rare blend ofpoetic vision, historical insight, and scientific discipline His account of his travels toChina in 1909. 1914. and 1917 in search of the relatively inaccessible monuments ofChinese stone sculpture, is one of his finest achievements. In sensitive English trans¬lation. Segalen s eloquent text, illustrated with his own photographs and drawings, isnow available here in a handsome 8" x 10” volume 59 photographs. 22 linedrawings $20.00 the decliningsignificanceof raceBlacks and ChangingAmerican InstitutionsWilliam Julius WilsonWilson contends that class, for the firsttime, has become more important thanrace in determining black access toprivilege and power Highly controver¬sial, this book has raised many hacklesand also drawn such praise as: Abrilliant new book complex andcourageous —Andrew Greeley, "Easilyone of the most erudite and soberdiagnoses of the American blacksituation. —Sociology $12 50At Chicago we know about style.After all,we wrote the Manual.The University of Chicago PressPublishers of A Manual of Style, prepared by our staff, in printsince 1906 and now in its 12th edition revised. $13.95 McNeillonmodem GreeceAlmost twenty years before thepublication of his National BookAward-winning The Rise of theWest. William H. McNeill visitedfour war-ravaged Greek hill villageswith a three-member team from theTwentieth Century Fund, investi¬gating the need for aid to Greece.In his new book THE META¬MORPHOSIS OF GREECE SINCEWORLD WAR II, McNeill writes,particularly, of the radical changeshe has seen take place, at intervalsover the last thirty years, in thesefour villages and two others. Strong¬ly individualistic, the villages havehad a common rise in fortune: age-old habits of subsistence-living havegiven way to cautious consumerism:children go away to school: youngwomen leave men stranded in bache¬lorhood as they turn their backs onthe domestic drudgery their mothersknew.With all the changes, it is in suchvillages, McNeill believes, that thekey elements of the Greek characterand tradition can still be mosteasily seen. He holds that, even inmodern Athens or abroad, theaverage Greek is-as the typicalvillager has always been —a mixtureof expert haggler in the marketplaceand would-be hero of the Homericepics.This is a fascinating hook for any¬one who has visited Greece or plansto. It is much more than a brilliantsurvey of recent political upheavalsand the often startling effects ofmodernity in collision with classi¬cism. Warmly and entertaininglywritten, it is a book by a man withan obviously personal admirationfor the Greek spirit, a man whoseincomparable grasp of world historygives him a unique understandingof how that spirit was forged.THE METAMORPHOSIS OF GREECESINCE WORLD WAR IIby William H. McNeill S12.9530 — The Chicago Literary Review — Friday, December 8, 1978- 'V r'vAf/V. r D U; | 1 JlU *jl KUit J< ,CLASSIFIED ADSSPACESUPER VALUE clean, safe,carpeted newly decorated studios,Util, included. On campus bus stop5118 S. Dorchester. 324-3939. Stud, dis¬count.Apt. for rent, 1 bedroom, avail. Jan. 1,Bay window. 493-5882.CO-OP APT. FOR SALE Across st.from Regenstein Library in charmingbldg, w large yard. 2 bedrms, wpfp,A/C, new refrig. 835,000947-8921.1 bedrm-near Law School sublet.$225/mo-some furniture. Eves. Call763-4927, 667-4309.Sublet spacious 1 br. apt. avail. Jan 1;walk to campus, co-op and 1C. 372-7150days 751-2140 evenings, til 10.Studio apt. available immediately$l75/mo. including util. Ideal for UCStudent. Call 238-7941.Womab Grad or professional wantedto share large (6 rm) attractive aptwith one other rent 125/monthavailable December 288-6026 evenings.Hyde Pk U of C 1 rm studio 1 and 2bedrm apts nice bldg. BU8-0718.FACULTY APT., WINTER QTR.SUBLET Fully furnished, 2 bedrm, 2blks from campus, call 288-1682.Roomate wanted, female graduatestudent or working person to shareapartment with one other. 55th andCornell. $125 month plus utilities. TelSheila day 753-2328, eves 363-9141.Roomate wanted share enormous E.Hyde Park apt. w°3 grad, students.Convenient. Non-smoker $127.50°mo.+ util. 241-6061.Have room plus private bath, plus useof house in Park Forest, Near 1C Trainstation, 20 minutes to 59th St. Have useof swimming pool and garden. $175.00per month, furnished plus nousekeeping services. Call 748 5653, eves, andweekends.Two-bedroom apartment. Universityapartments, Hyde Park. Beautifulview of lake and Loop. S450/month.Call 324-0241 after 7pm.1 bedrm apt. available Jan. 1 E. 50thSt. on campus bus stop and 1C.$249/month. 684-2440.Studio apartment available Jan. 1 at55th and Everett. $175 mo. Sharron288-6230 evenings.Two spaces available in large Ken¬wood House. Privacy 8. communityfinancially responsible. Honest, open,desired. Call 285 2688 or 684-2100.PEOPLE WANTEDHelp Model Camera balance itspredominantly male staff. We need amature organized firm, andunderstanding (preferably female)person. We would prefer someone whohas.previously dealt with the public.This is a full time position with fullbenefits. Apply in person. ModelCamera, 1344 E. 55th.Subjects wanted for psycholinguisticsexperiments. Will be paid. To register,call 753-4718.Twins. Grad student needs twins, 6-10yrs, identical and fraternal for dissresearch on twins social interaction.Nancy Segal 5730 S. Woodlawn753-0430, 2270.Wanted-Driver for woman inwheelchair. 2 trips a week. $6.00 a trip.Call 667-7751.Babysitter needed weekdays about 15hrs per week times flexible close tocampus. $2 per hour. Call SUZANNE752 1922.. Interested in taking COBOL or For♦ran computer programming course inHyde Park starting Jan 22, 1979?(Tuition $45, courtesy of City Collegeof Chicago). Call Mrs. Bennett at753-5820 before Dec 15 for registrationinformation.Grad Student to babysit 4 1/2 old childin my home, 11:30-4:00 p.m., call684-2488. Salary open.Part time graduate student preferred.TV attendant hospital in area. No TVknowledge necessary Call Mrs.Eastman, 676 2226.PHYSICS AND RELIGION seniorcolloquium, Winter, Prof. RobertWilson. Mechanists and mysticiststhrough history, revelation of modernmiracles by the theory of relativity,etc. More InfoG-B 117.AMBITIOUS COUPLES to operateCONSUMER SERVICE center fromHOME. PART TIME. EARN $200 to$1000 per month. Call for appointmentbetween 7pm-10pm 472 4610.THE IDEA OF A COLLEGE, seniorcolloquium, Winter Dean J.Z. Smith.Historical perspective, current experiments, what a college ought to be.More info G-B 117.FOR SALECANON A-l in stock. Model Camera,1244 E . 55th St 493 6700.69 FORD 1/2 TON PICK UP 1972 eng.new aluminum top and boat rack.Good condition. $1095, 363 0999.GIBSON LES PAUL E/Guitar $400,HP 25 calculator $80 753 0388,Encycl. Britt. Ill, + yrbks. -excellent condition. Asking $425. Call 955 6630.LYRIC OPERA TICKETS FOR SALEDon Pasquale, Saturday, Dec. 9, 8.00pm. Dress Circle, Pr. for $35. See Dr.Eaton, Searle 313,3-8273.NAME BRAND COSMETICS for sale.Christmas gift set, lipstick, nail polish,shampoo, body lotion at low, low price.Charley, Revlon, Max Factor,Maybelline, etc. Call 643 5920 eves andweekends.PLANTS FOR SALE. Must sell, mov¬ing to South Seas. Call 955-3515 afternoon and evening.PEOPLE FOR SALEARTWORK of all kinds drawing,calligraphy, illustration, hand¬addressing of invitations, etc. NoelYovovich, 493-2399. *Man with Van seeks Lite Hauling andMoving jobs, Call 348-1657.RESUMES, Professionally typed andprinted. 1 day service. Call 280-9542.STUD SERVICE- We may not beperfect, but some parts of us are ex¬cellent. Cozy but canny prices. Call3-2249, ext. 3212.SCENESLexington String Quartet music ofMOZART, BEETHOVEN ANDBRAHMS Bond Chapel 8:00 pm Sat.Dec. 9 Free.EAT AT HOLIDAY BAZAAR CAFESat Dec 9 Unitarian Church 10-3 pmCurried Turkey Soup, Avocado Cr.Cheese and sprouts, CranberryCrunch Rum Cake, etc.TRAINING/ ACTION-HUMANDEVELOPMENT Would you give (months, a year or more to leading peopie of impoverished communitiestoward health and well-being.. The Institute of Cultural Affairs is providingtwo months of intensive practicaltraining to become a catalyst foreconomic, cultural and social develop¬ment in communities in the U S. andabroad. Gain skills to work in areassuch as inner city, Chicago,Washington, Maliwada, India,Nairobi, Africa or one of 103 projectscovering 23 countries. The HumanDevelopment Training School will be aresidential course with room andboard included. International faculty.Practical training including excur¬sions and field work. Partial scholar¬ships available. Dates. Jan. 7 thruMarch 4. For more info call DavidElliot 769-6363, or Allan Libowitz722-3444.PERSONALSPASSPORT PHOTOS While U-Wait,MODEL CAMERA 1344 E. 55th St.493-6700.Writer's Workshop (Plaza 2-8377).PREGNANCY TEST SATURDAY10-1. Augustana Church, 5500 S.Woodlawn. Bring 1st mornings urinesample $1.50 donation. SouthwideWomen's Health 667-5505.FREE-kitten, exceptionally affec¬tionate 10 wks old, gray. Call 548-4774after 6.Pregnant? Troubled? Call 233-0305for help free test ref. Right To Life.Happy Birthday, Blood 'n Guts!READ THE GUARDIAN: most widely’-ead independent radical newsweeklyin the US. Special trial offer: 6weeks/$l. ($17/yr.). Guardian, Dept.UCH. 33 W. 17th St. NY, NY10011.Mike gives it better than Sean.RIDE FROM NYCOr LI to U of C needed 12/26 1/3. Shareexpenses, driving. Space for luggage.Call David Reeder collect 5162282142.CAT AVAILABLEFriendly, spotted brown cat. Call eves.763-4927, 667-4309.SEE ITSubjects needed for perception experiment. Normal color vision and 20/20 inboth eyes $2.50/hr. for 6-20 hrs. nowthru Winter qtr. On campus: 947-6081.SKI CLUBJOIN SKI CLUB 7.50 gets you all thediscounts, clinics- parties and fun call955-9646 for infoMOVING SALEFURNITUREincludes sofa bed andkitchen set, lots of mis¬cellaneous ...Sat., Dec 9,2:30-5Sun., Dec. 1010-25020 S. Lake Shore Drive#406 (north tower)684-1939 MEDICICONTINENTALBREAKFASTCome to the Medici Sunday morningfrom 9:30 to 1 and enjoy. Sundaypapers, fresh orange juice, homemadesweetrolts, fresh fruit, homemadeyogurt and coffee. All you can eat for$2.50.INQUIRYThe fall issue of INQUIRY is nowavailable free at Harper LibraryDesk, Ida Noyes Desk, and ReynoldsClub Box Office.WOMEN'SMAGAZINEPrimavera, a women's literarymagazine, is on sale in many Chicagobookstores. We need new staffmembers. For infor, call 752 5655.HEY CHEAPIESSave a nickel on each friend thisChristmas. GARRAPHICS postcardsfor Christmas come in packs of 12 niftydesigns for cheap to mail cheap. GARRAPHICS 1369 E. Hyde Pk. Blvd. Box408 Chicago 60615..WOMEN'S UNIONMeeting every Friday at 5:00 in IdaNoyes Above the Frog and Peach.SENIORCOLLOQUIASat. Dec. 9 at 7:30 pm. All interestedparties piease walk by 5468-70 S. HydePark Blvd. Walk Funny! TheCranberry Kids.BAZAAR AND DISCOSat Dec 9 10 4 Spend the day at 1stUnitarian 57th and Woodlawn Holidaygifts from fabulous artwork to hand¬made dolls and tree ornaments.Jewelry treasures books, plants, well-priced. Enjoy leisurely soup lunch in"cafe". Also silent auction portraitssketched New feature: Disco dancelessions by Northside experts.DYBBUKClassic 1937 Yiddish film will be shownat Hillel on Saturday, January 13 at8:00 P M On Friday, January 12 at8:30 P.M. Prof. Robert D. Biggs willspeak on the recently discoveredELBATABLETSfrom Syria.Look for Hillers Winter Quarter Program Announcements in the mail orMaroon. Friday, Dec. 8ALL UNIVERSITY WASSAIL PARTYIda Noyes 4:00 p.m.Refreshments - Carols - SantasGet in the Holiday SpiritPEOPLE WANTEDThe IDEA OF A COLLEGE, DeanJonathan Smith, PHYSICS ANDRELIGION, Prof. Robert Wilson,I'.'inter qtr. More info. G B 117.RIDEWANTED:FLORIDALeave after finals. Will share drivinggas, etc. - all 241-5996 or leavemessage at 753-3265.REAL ESTATECONDOSFor sale E. Hyde Park 2 bdrm CondoWB Fireplace, 493-3822.$25 REWARDWhereabouts Black '65 Beetle License780-383 "Support Your Locai 'Flat-picker" sticker 947-8184.MINISTRY OFFUNNYWALKSPARADE The University of Chicago Law Schoohas several permanent and ternporary, secretarial and clerical positions. Secretarial positions require excel lent typing skills. Dictaphone orshorthand experience desirable. Somepositions require knowledge of legalterminology. Academic backgroundhelpful. Salary depends on qualifica¬tions. Excellent benefit package. Stu¬dent and faculty spouses are welcomeCall:753-2410Glady PullerTHE UNIVERSITY OF CHICAGOAn affirmtive action equalopportunity employer11 rvn t * >* Whoops!Your Shapiroteas due backyesterday.Pie ase returnto the StudentActivities Office,2nd floorIda Noyes Hallpronto!Mozart BrahmsBeethovenperformed by theLexington StringQuartetMichael JinboBeth BistrowDan McDonaldVan BistrowSai. Dec. 9 9pmBond Chapel Free VCONTACTLENSESHARD LENSES SOFT LENSES$35;. s95,WEAR YOUR CONTACTS HOMETHE SAME DAYWe stock over 4000 different prescriptions and can dis¬pense your contacts on your initial visit.*These are the very same contact lenses that are selling for 3or 4 times our price. All tints, fittings, adjustments, training,orientation, carrying case and start-up kit included at no ad¬ditional charge.WE ARE PROVIDING THOUSANDS OF LENSES PERMONTH TO PEOPLE CONCERNED ABOUT THEIRCOMFORT & APPEARANCE—WHY NOT YOU?For i noobiigition•pOOintn8T.dll: 346-2323peytoncontact lensassociates, inc.Peyton Contact L#ns Associates, Inc. 19?836 §. Wabash10th floor, Suite 1000Chicago•in most casesHYDE PRRK PIPE RND TOBRCCO 5HOP1552 E. 53rd - Under IC tracksStudents under 30 get 10% offask for “Big Jim”Mon. - Sat. 9 - 8; Sun. 12-5PipesPipe Tobaccos. Imported Cigarettes Cigars.Eh!Eh! E <1 love to goto the Bahamas— Is God Calling You? —“There are movements of the soul, deeper than words can describeand yet more powerful than any reason, which can give a man to knowbeyond question or arguing or doubt, that the finger of God is here.God does inspire men. Faith is required to accept that reality. Only inthe decision to go . . did i find the joy and interior peace that are marksof God’s true intervention in the soul.’’ He Leadeth Me W. Ciszek SJ.Have you thought of working for others in Africa, Asia, So. America?A Catholic has such opportunities as a priest, brother or laypersonwith St. Joseph’s Missionary Society, the Mill Hill Fathers. Risk yourtalent, your life, and win hardship, no regrets, and a chance to do reallygreat things with your life.Maybe God is calling you.Write: Mill Hill Kalher.1377 Vpprrhan Ave. \ onkrrs, N.\. 10703 lei: (9141375-0845 (9141423-4(99name . : ageaddresscity slatedate of grad zip_.degree^ Undergraduates in phil¬osophy and related majorsearn 30-32 credits in reg¬ular Sorbonne (Pans IV)courses SUNY-Paris IVagreement insures stu¬dents avoid cumbersomepre-inscription and attendPans tV, not provincialuniversities (Program alsofor one semester or fullacademic year for studentsjust beginning to studyFrench ) Director assistswith housing, programs,studies orientation, lang¬uage review Sept 15 -June 15 Estimated living,airfare, tuition, fees $3700N Y residents; $4200others Professor PriceCharlson, Philosophy De¬partment. SUC New Paltz.New York 12562 (914)257 2696SUNY New PaltzOverseas Program9th YearUniversity of Paris —SorbonneThe Chicago Literary Review — Friday, December 8, 1978 — 31SpendSpring BreakAmong theIncaRuinsThe University of Chicago Extensionis sponsoring a trip to Peru during Spring break.Departure: March 23. Return: April 2.This 11-day study trip will provide valuableinsight into the most advanced civilizationof ancient time—the Incas. From the citiesof Lima and Ayacucho, the tour visits theancient Inca capital Cuzco, an ar¬cheological treasure. Then on to exploreMachu Picchu, hidden fortress of the In¬cas. Other less trodden paths include tripsto Q’enko, Pucci Pucara, Pisac, Picjuillacta,the temple of Viracocha in Raqchi and final¬ly Puna on the shore of the 12,000 foothigh Lake Titicaca. A hydrofoil crossing willbring travelers to the ruins of Tiahuanaco.The tour then proceeds to the point ofdeparture, La Paz, Bolivia.Total cost of $1664 includes round-tripairfare from Chicago, first class hotels (dou¬ble occupancy), some meals, all groundtransportation, tips, taxes, and site fees.Three pre-trip lectures will be available toparticipants. Dean Arnold, AssociateProfessor of Sociology and Anthropologyat Wheaton College, will be thetour leader and lecturer.Tour limited to 35 participants.We are pleased to announce the availa¬bility of four additional tours in response tothe interest of the University community. Many individuals have enthusiastically en¬quired about study tours for small groups.We’ve devoted much thought to planningthese trips and trust they’ll have uniqueappeal both as a vacation and as an oppor¬tunity to concentrate attention on anotherland, another culture, another people. Tripleaders are carefully chosen experts intheir field.1979 Trips sponsored byThe University of Chicago ExtensionMexico: January 18 through January 30.“13 Days of Discovery”, devoted to arche¬ology and ethnology. Cost: $850.Guatemala: February 8 through Febru¬ary 20. “A Mayan Adventure”, devoted toarcheology and ethnology. Cost: $1120.Peru: March 23 through April 2.“The World of the Incas”, devoted toanthropology. Cost: $1664.Austria/Germany: June 7 through June25. “Baroque and Rococo Art”, devoted toart history. Cost: $1700.China: December 6 through December21. “In Pursuit of Antiquity”, devoted toart history. All tours have limited space.Intineraries available upon request:The Universityof ChicagoExtension753-31371307 East 60th StreetCmcago, iL 60637Save me a space among the ruins.Send in your $100 deposit to reserve a seat on anyof the above-listed tours. But hurry, space is limited.Yes, I want to get away from it all in□ Mexico, □ Guatemala, □ Peru,□ Austria/Germany, □ China.Put my name on the list and send me an itinerary forthe trip(s) I checked.NameAddressCity State Zip