Modern Mind: An Intellectual History of the 20th Century (56 page)

Sociologists were not tempted by exotic foreign lands. There was enough to do at home, trying to make sense of the quiddities thrown up by Western capitalism. Here, a key figure was Robert E. Park, professor of sociology at the University of Chicago and the man who more than anyone else helped give sociology a more scientific status. Chicago University was the third of the three great research universities established in America in the late nineteenth century, after Johns Hopkins and Clark. (It was these research universities that first made the Ph.D. a requirement for would-be scholars in the United States.) Chicago established four great schools of thought: philosophy, under John
Dewey, sociology, under Park, political science, under Charles Merriam, and economics, much later in the century, under Milton Friedman. Park’s great achievement in sociology was to turn it from an essentially individual, observational activity into a much more empirically based discipline.
⁵⁰

The first noteworthy Chicago study was
The Polish Peasant in Europe and America,
now generally forgotten but regarded by sociologists as a landmark that blended empirical data and generalisation. W. I. Thomas and Florian Znaniecki spent several months in Poland, then followed thousands of Polish immigrants to America, examining the same people on both sides of the Atlantic. They gained access to private correspondence, archives from the Bureau of Immigration, and newspaper archives to produce as complete a picture as possible of the whole migration experience. That was followed by a series of Chicago studies which examined various ‘discontents’ of the age, or symptoms of it –
The Gang,
by Frederic Thrasher, in 1927;
The Ghetto,
by Louis Wirth,
Suicide,
by Ruth Shonle Cavan, and
The Strike,
by E. T. Hiller, all published in 1928; and
Organised Crime in Chicago,
by John Landesco, released in 1929. Much of this research was directly related to policy – helping Chicago reduce crime or suicide, or get the gangs off the streets. Park always worked with a local community committee to ensure his studies chimed with the real concerns of local people. But the importance of Chicago sociology, which exerted its greatest influence between 1918 and 1935, had as much to do with the development of survey techniques, nondirective interviewing, and attitude measurement, all of which were intended to produce more psychological ways of grouping people, going beyond the picture painted in bland government censuses.
⁵¹

The most significant Chicago survey was an examination of the discontent that most maimed American civilisation (a rival even to the unemployment caused by the Great Depression): race. In 1931 Charles Johnson published
The Negro in American Civilisation
and for the first time froze a statistical picture of the black American against which his progress, or lack of it, could be measured.
⁵²
Johnson was actually on the faculty of Fisk University when the book came out, but he had trained under Park and, in 1922, published
The Negro in Chicago
as one of the sociology department’s series of studies.
⁵³
Johnson, more than anyone else, helped create the Harlem Renaissance and believed that if the American Negro could not achieve equality or respect in any other way, he should exploit the arts. Throughout the 1920s, Johnson had edited the New York magazine for blacks,
Opportunity,
but toward the end of the decade he returned to academia. The subtitle of his new book was ‘A Study of Negro Life and Race Relations in the Light of Social Research,’ and the research element was its strong point. The book, the most thorough analysis of Negro status yet produced, compiled government records and reports, health and crime statistics, charts, tables, graphs, and lists. At that time, many blacks – called Negroes then – could remember slavery, and some had fought in the Civil War.

The statistics showed that the lives of blacks had improved. Illiteracy had been reduced among Negroes from 70 percent in 1880 to 22.9 percent in 1920.
But of course that compared very badly, still, with the white illiteracy rate of 4.1 percent in 1920.
⁵⁴
The number of lynchings was down from 155 in 1892 to 57 in 1920 and 8 in 1928, the first time it had fallen to single figures. But eight lynchings a year was still a fearful statistic.
⁵⁵
More enlightening, perhaps, was the revealing way in which prejudices had evolved. For example, it was widely assumed that there was so pronounced a susceptibility among Negroes to tuberculosis that expenditures for preventive or corrective measures were practically useless. At the same time, it was believed that Negroes had a corresponding immunity to such diseases as cancer, malaria, and diabetes, so that no special measures of relief were necessary. It did not go unnoticed among Negroes that the majority opinion always interpreted the evidence to the minorities’ disadvantage.
⁵⁶
What Johnson’s survey also showed, however, and for the first time in a thorough way, was that many social factors, rather than race per se, predetermined health. In one survey of fifteen cities, including New York, Louisville and Memphis, the population density of Negroes was
never
less than that for whites, and on occasions four times as high.
⁵⁷
Mortality rates for Negroes in fifteen states were always higher than for whites, and in some cases twice as high. What emerged from the statistics was a picture that would become familiar – Negroes were beginning to occupy the inner-city areas, where the houses were smaller, less well built, and had fewer amenities. Already there were differences in what was then called ‘law observance.’
⁵⁸
A survey of ten cities – Cleveland, Detroit, Baltimore, and others – showed Negroes as two to five times as likely to be arrested as whites, though they were three and a half times
less
likely to be sentenced to a year or more in prison. Whatever was being shown here, it wasn’t a biological propensity on the part of Negroes to commit violence, as many whites argued.

W. E. B. Du Bois’s chapter in Johnson’s book repeated his argument that the supposed biological differences between the races must be ignored. Instead attention should be focused on the sociological statistics – now amply widened – which disclosed the effects of discrimination on the status of the Negro. The statistics were particularly useful, he said, in the realm of education. In 1931 there were 19,000 black college students compared with 1,000 in 1900, 2,000 black bachelors of arts compared with 150. Those figures nailed the view that Negroes could never benefit from education.
⁵⁹
Du Bois never wavered from his position that the obsession with biological and psychological differences was a device for prejudiced whites to deny the very real sociological differences between races, for which they – the whites – were largely to blame. Herbert Miller, a sociologist from Ohio State University, felt that the tighter controls on immigration introduced in the 1920s had ‘profoundly affected race relations by substituting the Negro for the European’ as the object of discrimination.
⁶⁰
The long-term message of
The Negro in American Civilisation
was not optimistic, confounding America’s view of itself as a place where everything is possible.

Charles Johnson, the black, urban, sophisticated polymath and star of the Harlem Renaissance, could not have been more different from
William Faulkner,
a rural, white monomaniac (in the nicest sense) from the Deep South.
Between 1929 and 1936 Faulkner produced his four masterpieces,
The Sound and the Fury
(1929),
As I Lay Dying
(1930),
Light in August
(1932), and
Absalom, Absalom!
(1936), the last two of which specifically confront the issue of black and white.

Faulkner, who lived in Oxford, Mississippi, was obsessed by the South, its obsession with itself and with its history, what his biographer called ‘the great discovery.’
⁶¹
For Faulkner the South’s defeat in the Civil War had trapped it in the past. He realised that whereas most of America was an optimistic country without much of a past, and with immigrants forever reshaping the present, the South was a very different enclave, almost the opposite of the thrusting North and West Coast. Faulkner wanted to explain the South to itself, to recreate its past in an imaginative way, to describe the discontents of a civilisation that had been superseded but refused to let go. All his great books about the South concern proud dynastical families, the artificial, arbitrary settings in which barriers are forever being transgressed, in particular those of class, sex, and race. Families are either on the rise or on the wane, and in the background is shame, incest, and in the case of
Light in August
and
Absalom, Absalom!
miscegenation. These unions raise passions, violent passions, death and suicide, frustrating dynastic ambitions.

Most typical of Faulkner’s approach is
Absalom, Absalom!
for in addition to its plot, this book, like
The Sound and the Fury
and
As I Lay Dying,
is notoriously difficult. Faulkner imposes strong demands on the reader – flashbacks in time, rapid alternation in viewpoint without warning, obscure references that are only explained later.
⁶²
His aim is to
show
the reader the confusion of society, unhelped by the author’s guiding hand. Just as his characters work on themselves to create their identities and fortunes, the reader must work out Faulkner’s meaning.
⁶³

Absalom, Absalom!
begins when Miss Rosa Coldfield summons Quentin Compson, a friend and amateur historian, and tells him a story about the rise and fad of Thomas Sutpen, the founder of a southern dynasty whose son, Henry, shot his friend Charles Bon, who he had fought with in the war, causing the demise of the dynasty.
⁶⁴
What motive could Henry Sutpen have had for killing his best friend? Gradually Compson fills in the gaps in the story – using his imagination where facts are too sparse.
⁶⁵
Eventually, the mystery is solved. Charles Bon was actually the fruit of an earlier union by Thomas Sutpen and a Negro (and therefore his eldest child). In Sutpen’s refusal to recognise his eldest son, we see the ‘great guilt’ underlying the whole edifice of the dynasty, and by implication the South itself. Faulkner does not shirk the moral dilemmas, but his main aim was to describe the pain that is their consequence. While Charles Johnson catalogued the shortcomings of northern urban American society, Faulkner illuminated – with sympathy – that the South had its imperfections too.

If race was (still) America’s abiding problem, in Europe and particularly in Britain it was class that divided people. Here, one man who did so much to publicise the great poverty associated with Britain’s lower classes, especially in
the 1930s following the great crash, was the writer and reporter
George Orwell.
It was no accident that Orwell was a reporter as well as a novelist, or that he should prefer reportage to bring home his message. The great age of reportage, as Eric Hobsbawm tells us, had only recently begun, in the 1920s, following the growth of new media, like
Time
and newsreels. The word
reportage
itself first appeared in French dictionaries in 1929, and in English in 1931. Many novelists of the time (Ernest Hemingway, Theodore Dreiser, Sinclair Lewis) were or had been or would become reporters.
⁶⁶

Orwell, born Eric Blair in the remote town of Motihari in Bengal, northwest of Calcutta, on 25 June 1903, received a conventional – that is to say, privileged – middle-class upbringing in Britain. He went to Saint Cyprian’s school near Eastbourne, where Cyril Connolly was a friend and where he wet the bed, then was sent to Wellington and Eton.
⁶⁷
After school he joined the Indian imperial police and served in Burma. Dissatisfied with his role in the imperial police, Blair cut short his time in Burma and began his career as a writer. ‘Feeling tainted by his “success” as a young officer in the East, he wanted to shun anything that reminded him of the unjust system which he had served. “I felt that I had got to escape not merely from imperialism but from every form of man’s dominion over man,” he explained later. “Failure seemed to me to be the only virtue. Every suspicion of self-advancement, even to ‘succeed’ in life to the extent of making a few hundreds a year, seemed to me spiritually ugly, a species of bullying.” ‘
⁶⁸

It is too simple to say that Blair’s desire not to succeed was the direct result of his experience in Burma.
⁶⁹
The idea had planted itself in his mind long before he became a police officer. Saint Cyprian’s, says his biographer Michael Shelden, had prejudiced him against success very early in life by giving him such a corrupt view of merit. Winning was the only thing that mattered at the school, and one became a winner by ‘being bigger, stronger, handsomer, richer, more popular, more elegant, more unscrupulous than other people’ – in short, ‘by getting the better of them in every way.’ Later, he put it like this: ‘Life was hierarchical and whatever happened was right. There were the strong, who deserved to win and always did win, and there were the weak, who deserved to lose and always did lose, everlastingly.’
⁷⁰
He was made to feel that he was one of the weak, and that, whatever he did ‘he would never be a winner. The one consolation for him was the knowledge that there was honour in losing. One could take pride in rejecting the wrong view of success … I could accept my failure and make the best of it.’
⁷¹
Of Orwell’s four most famous books, two explored in reportorial fashion the weakest (and poorest) elements of society, the flotsam of the 1930s capitalist world. The other two, produced after World War II, explored the nature of power, success, and the way they so easily become abused.