Government Policy vs Cultural Dialog

Umberto Eco

I have learned to distinguish between the policies of a government (or even the constitution of a state) and the cultural ferment at work in that country. This is why I later attended cultural meetings in countries whose politics I didn’t agree with. Recently I was invited to Iran by some young, open-minded scholars who are fighting for the development of a modern culture there, and I agreed, asking only for the visit to be postponed until the situation in the Middle East became clearer, because it didn’t strike me as sensible to find myself on a plane that might get caught in missile crossfire.

If I were American, I certainly wouldn’t have voted for Bush, but this doesn’t stop me from having continuous and cordial relations with various American universities.

Umberto Eco. Turning Back the Clock

“The Crucifix, Its Uses and Customs” by Umberto Eco

In this short essay, included in the book Turning Back the Clock, Eco discusses whether it is appropriate to display religious iconography, specifically the crucifix, in institutions of public education. I found this to be particularly interesting, given that there seems to be a growing tension between religion and state institutions in the US. Heated debates have erupted over the inclusion of texts in schools, or the display of the Ten Commandments at government buildings, and there does not seem to be any abatement in this tension.

Eco uses examples from his home country of Italy to make his point.

In Italian universities there are no crucifixes in the lecture halls, but many students are members of Catholic groups like Communione e Liberazione. However, at least two generations of Italians spent their youth in classrooms where the crucifix was hung between portraits of the king and Mussolini, and out of every thirty students in every class some became atheists, others fought with the resistance, and others again—the majority, I believe—voted for the Republic. All anecdotal evidence, if you will, but of historical importance, and this tells us that the presence of religious symbols in schools does not affect the spiritual development of the students.

(Turning Back the Clock: pp. 274 – 275)

Eco makes a great point here. The exposure of young people to religious iconography and doctrine in no way ensures that those individuals will internalize the ideas, and conversely, the lack of these symbols does not mean that individuals will not develop along spiritual pathways. But what Eco adds later in the essay, which to me is the key point, is that tolerance of others is what must be taken into consideration in this issue, and that in a diverse society, if religious topics are to be taught in school, they should be inclusive of all religions.

School curricula of the future must be based not on the concealment of diversity but on teaching the techniques that lead youngsters to understand and accept it. For some time now people have been saying it would be nice, along with religious instruction (and not as an alternative for those who aren’t Catholics), if schools devoted at least one hour a week to the history of all religions, so that Catholic kids might understand what the Koran says or what Buddhists think, and so that Jews, Muslims, and Buddhists (and even Catholics) might understand how the Bible came into being and what it says.

(ibid: p. 276)

I agree with Eco. Personally, I enjoy reading religious texts from diverse traditions and faiths. The idea that one tradition has a monopoly on the truth has led to centuries of warfare and hatred. I feel that every spiritual or religious text has valid insights to share.

Anyway, I think I’ve said enough on this topic. Thanks for stopping by and reading my rambles. Have a great day and keep on reading interesting stuff.

Thank You, John Lewis

I was sad to hear that the great John Lewis passed away on July 17, 2020. In a time when we are still actively struggling for the rights of black Americans, it was an inspiration to look to him and acknowledge the difference one person can make. He will be sorely missed during these trying times.

I would like to go back and share links to the reviews of his graphic novel series March, which he co-wrote. The books are outstanding and I highly recommend them if you have not read them before. I’m tempted to read them again.

Rest in peace, John, and thank you for your service.

• March: Book 1
• March: Book 2
• March: Book 3

Thoughts on “Henry VI: Part 2” by William Shakespeare

Reading this play not long after finishing Henry VI: Part 1, I can see just how much better Shakespeare’s craftsmanship is in this play.

As I am wont to do, I figured I would share and comment on the passages that stood out for me.

And, force perforce, I’ll make him yield the crown,
Whose bookish rule hath pulled fair England down.

(Act I, scene i)

Henry is criticized for being bookish, in other words, educated and thoughtful, as opposed to being a man of action. It is similar to the mindset of many people today. Educated leaders are deemed “elitist” by many individuals, who prefer a leader who embodies the characteristics of the common person. There is even the belief that the best political candidate is the one who has little or no experience in government, and virtually no formal education. Personally, I think being thoughtful and educated are prerequisites to being an effective and good leader.

Patience, good lady; wizards know their times:
Deep night, dark night, the silent of the night,
The time of night when Troy was set on fire;
The time when screech-owls cry and ban-dogs howl,
And spirits walk and ghosts break up their graves,
That time best fits the work we have in hand.
Madam, sit you and fear not: whom we raise,
We will make fast within a hallow’d verge.

(Act I, scene iv)

In this scene, Bolingbroke is preparing to conjure spirits. What struck me about this passage is the importance of time when performing an occult ritual. There are certain times, essentially threshold periods, when practice of spiritual or mystical arts is considered to be more effective. Midnight, dawn and dusk, solstices and equinoxes, full moons—these are all times that are significant in religious and mystical rites.

Ah, gracious lord, these days are dangerous:
Virtue is choked with foul ambition
And charity chased hence by rancour’s hand;
Foul subornation is predominant
And equity exiled your highness’ land.

(Act III, scene i)

Again, I could not help but notice the correlation with the political climate today. The majority of politicians do not appear to act based upon what is right and best for the country and the population, but instead are motivated by self-advancement and financial manipulation from corporate entities. Short-term financial benefits are often considered more important that long-term solutions to challenges. It is this short-sighted mentality and the self-centered focus that has led us to the socio-political mess that we are dealing with today.

Every time I read Shakespeare, I marvel at how similar humans are today to our ancestors 500 years ago. We have not advanced or changed all that much. Our technologies and general knowledge have leapt forward, but our core beliefs and motivations have remained the same. Personally, I feel that humans need to embrace a new paradigm if we are to continue as a species. If we maintain our current trajectory, I do not see our civilization lasting much longer.

“March: Book Three” by John Lewis and Andrew Aydin

This third volume concludes the trilogy, and it does so in a powerful and moving way. The story climaxes with the escalating tension in the civil rights struggle, which includes the march across the Edmund Pettus Bridge in Selma, Alabama on Bloody Sunday, March 7, 1965, where John Lewis was nearly beaten to death by Alabama State Troopers.

There is so much relevant and important commentary in this text, that I struggled with what to cover in my post (hence a lapse between when I finished reading and when I wrote this post). Rather than try to cover all the socio-political issues addressed in the book, I figured I would focus on a couple of sections that really stood out for me personally.

The first thing that really resonated with me personally was a section about the press and their focus on the white volunteers who were involved in the civil rights movement at the time.

There had been several complaints about the white volunteers trying to take over. It also left a number of people sore that the press had focused much of their attention on the white workers, often identified by name, shown working alongside nameless blacks.

(p. 53)

I had experienced something like this personally when I lived in South Florida and I went to protest the repatriation of Haitian refugees at the INS offices. I was interviewed by the news and featured prominently on television because they wanted to know why a white American was out there protesting with a large group of black Haitians. For me, it was a basic human rights issue, and I have to say I felt pained that the media chose to focus on me and not on the Haitians who were literally fleeing for their lives from the Duvalier regime.

The next thing that really struck me deeply was a conversation between Lewis and Malcolm X. Malcolm stressed that the real issue of the civil rights problem is economic, that it is the disparity between the rich and the poor, a rift that continues through this day and is the cause of much of the suffering around the world.

Malcolm talked about the need to shift our focus from race to class, both among one another and between ourselves and the white community. He believed that was the root of our problems, not just in America, but all over the world. Malcolm was saying, in effect, that it is a struggle for the poor–for those who have been left out and left behind–and that it transcends race.

(p. 136)

I also learned from the book that Malcolm was assassinated on John Lewis’ birthday, which was February 21, 1965 (Lewis was born on February 21, 1940).

Toward the end of the book is a touching section that depicts Lyndon Johnson’s speech announcing the federal government’s enforcement of voting rights. The speech is included in its entirety and is worth reading closely, but I just want to focus on one key phrase.

The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible walls which imprison men because they are different from other men.

(p. 242)

In the recent election here in the U.S., and in past elections, I have been sadly astounded at voter apathy and the sense that many people have that their vote does not mean anything, or that it is better to cast a protest vote to send a message to the “establishment” instead of voting for the better of the two primary candidates. While I certainly empathize with the sentiment of these people, considering the vote as something frivolous or useless will ultimately lead to the loss of its power as a vehicle for social change. We must never forget that gains are slow coming, but that progress can be torn down very quickly.

Anyway, I highly recommend this graphic trilogy to all readers, young and old. The books are inspiring, infuriating, and important.

Here are links to my posts on the first two books:

• Book 1
• Book 2

“March: Book Two” by John Lewis and Andrew Aydin

This book opens with an image of two hands shaking: one black and one white. For me, that sums up what this book is about: reaching across the race divide.

This volume focuses on the increased violence that blacks faced as the civil rights movement gained momentum. It can be difficult to read at times, but the message is so powerful and important, that the story must be told. One part really pained me. It was depicting an attack on civil rights activists in Montgomery, AL on May 20, 1961. A mom had brought her young boy to the demonstration and was encouraging him to partake in the violence.

“C’mon… harder, Danny! That’s my boy… git him! Them eyes… git them eyes!”

(p. 75)

It’s an image I could not shake, and it reinforced what I already believed—that racism is taught. It is something that is passed down from generation to generation. I don’t believe that hatred is a natural state, but it is something that is learned.

Another thing that was not surprising yet resonated with me is how religion is twisted and used to justify hatred. This is evident in a quote from Mississippi Governor Ross Barnett.

“The Good Lord was the original segregationist. He put the negro in Africa, separated from all other races.”

(p. 114)

Without question, though, the most powerful part of this volume is John Lewis’ speech from the March on Washington on August 28, 1963. The book contains two versions of the speech. The edited version, which was the one he delivered, is presented with images in the graphic novel format. The original version, which was deemed a little too radical by some in the movement, is included as an appendix and is a great historical document.

The speech itself is too long to include here, but I encourage you to read it in its entirely. I will close the post with the closing words of John Lewis’ historic speech.

We will march through the streets of the south; through the streets of Jackson, through the streets of Danville, through the streets of Cambridge, through the streets of Birmingham. But we will march with the spirit of love and with the spirit of dignity that we have shown here today. By the force of our demands, our determination, and our numbers, we shall splinter the segregated south into a thousand pieces, and put them together in the image of God and Democracy. We must say: “Wake up, America! Wake up!!” for we cannot stop, and we will not and cannot be patient.

(p. 171)

“March: Book One” by John Lewis and Andrew Aydin

This is the first book in a three-volume graphic novel about civil rights activist and Congressman John Lewis. I had heard this discussed on a couple podcasts that I listen to and it piqued my interest, so when I heard that Andrew Aydin, one of the writers, was doing a talk at a local indie bookstore, I went and listened to what he had to say. I was so moved and inspired that I purchased the first volume and had him sign it.

The book describes Lewis’ early days of activism, when he participated in the lunch counter sit-ins which were aimed at ending segregation. The stories of his past are presented as recollections from the Congressman on the day of Barack Obama’s inauguration, showing just how far civil rights have advanced in less than 50 years.

Before I talk about the text, I want to say something about Nate Powell’s artwork. It is excellent and visually captures the pain and emotion of that turbulent time. In addition, the choice to do all the artwork in black and white symbolically represents the contrast and division regarding race at that time in American history.

While in college, Lewis became inspired by the Social Gospel, which essentially asserted that one must apply the spiritual values from the Gospel to address social issues.

I loved the new ideas college was introducing me to, in religion and philosophy–but I couldn’t stop thinking about the Social Gospel. Here I was reading about justice, when there were people out there working to make it happen. I started to feel guilty for not doing more. I became restless.

(p. 65)

Later on, Lewis recounts his first meeting with Martin Luther King, who agreed to help Lewis try to get into Troy State University. King makes Lewis aware of the risks involved in challenging the State of Alabama and the Board of Education.

King: To attend Troy State, we’ll have to sue the State of Alabama and the Board of Education. You’re not old enough to file a suit–you’ll have to get your parents’ okay. They’re going to have to sign. But if you want to go, we’ll help–we’ll raise the money to file those suits, and we’ll support you all the way. But you must keep in mind–your parents could lose their jobs. Your family home could be bombed or burned. You may get hurt–or your family may get hurt. I don’t know what will happen.

(p. 71)

While reading this graphic novel, I learned that during the civil rights movement, an organization called the Fellowship of Reconciliation (F.O.R.) published a comic about MLK that was intended to teach young people about non-violent resistance.

F.O.R. had also published a popular comic book called Martin Luther King and the Montgomery Story, which explained the basics of passive resistance and non-violent action as tools for desegregation.

(p. 76)

In his talk at the bookstore, Andrew Aydin told the attendees how he convinced John Lewis that the graphic novel format was the best way to tell his story. I am in full agreement. While the story itself is compelling and moving, it’s the images that make this such a visceral read. I encourage everyone to pick up this book and read it, especially in a time when intolerance seems to be rearing its ugly head once again.

Thoughts on “Don Quixote” – Part 8: Anti-Government Sentiment

I think it is a pretty safe assertion that most people today at one point in their lives have had a negative view of government. We see the corruption, the bickering, the greed, and the meanness that permeates the institution. Well, if it is any consolation, these feelings have been around probably as long as there have been governments, so it’s not surprising that we find instances of anti-government sentiment in Don  Quixote.

The first one I will share is when Sancho is telling his wife of his plans to become a governor. Teresa’s anti-government stance is borderline anarchist, where she feels that no government is good.

“Nay, then, husband,” said Teresa; “let the hen live, though it be with her pip, live, and let the devil take all the governments in the world; you came out of your mother’s womb without a government, you lived until now without a government, and when it is God’s will you will go, or be carried, to your grave without a government. How many people are there in the world who live without a government, and continue to live all the same, and are reckoned in the number of people…”

(p. 574)

It is later asserted that even an idiot can become a governor, that education and intelligence are not requisite for being in the government.

… and moreover, we know already ample experience that it does not require much cleverness or much learning to be a governor, for there are a hundred round about us that scarcely know how to read, and govern like gerfalcons.

(p. 803)

And finally, one that made me chuckle. When discussing whether Sancho should bring his donkey Dapple with him to govern, Sancho point out that there is no shortage of asses in government.

“Don’t think, senora duchess, that you have said anything absurd,” said Sancho; “I have seen more than two asses go to governments, and for me to take mine with me would be nothing new.”

(p. 814)

As I watch how uncivil our government and democratic process have become, it becomes apparent that it is the loudest, craftiest, and most offensive who are winning in the political arena. With that in mind, I’ll leave you with one last quote:

God help us, this world is all machinations and schemes at cross purposes one with the other.

(p. 775)

“On Private Schools” by Umberto Eco

Image Source: Wikipedia

This is a very short essay included in Turning Back the Clock where Eco shares his thoughts on private schools, which he presents as being antithetical to democracy. I figured I would share a couple quotes.

And this is the situation in the United States: those with money can buy their children a good education; the children of those without money are condemned to semi-illiteracy. Hence the American state does not provide its citizens with equal opportunities.

(Turning Back the Clock: p. 98)

I admit that, if we leave things as they currently stand under the Constitution, we won’t be able to eliminate a certain amount of injustice: the rich will continue to send their children where they wish, while the poor are left in the hands of the state school system. But democracy also means accepting a tolerable quantity of injustice to avoid greater injustice.

(ibid: p. 101)

Personally, I have no problem with private schools. If someone can afford to send their kids to one, that’s fine. What I find offensive is the concept that people who elect to send their kids to private schools should be entitled to government funding in the form of vouchers, essentially taking educational funding away from those who need it. If you can afford tuition at a private school, you do not need state assistance. Demanding that you get this is the epitome of greed and selfishness. Just be grateful that you have the resources to provide an advantage for your kids. Lots of people would love to have that luxury.

“The School-Boy” by William Blake

I love to rise in a summer morn,
When the birds sing on every tree;
The distant huntsman winds his horn,
And the skylark sings with me:
O what sweet company!

But to go to school in a summer morn, –
O it drives all joy away!
Under a cruel eye outworn,
The little ones spend the day
In sighing and dismay.

Ah then at times I drooping sit,
And spend many an anxious hour;
Nor in my book can I take delight,
Nor sit in learning’s bower,
Worn through with the dreary shower.

How can the bird that is born for joy
Sit in a cage and sing?
How can a child, when fears annoy,
But droop his tender wing,
And forget his youthful spring!

O father and mother if buds are nipped,
And blossoms blown away;
And if the tender plants are stripped
Of their joy in the springing day,
By sorrow and care’s dismay, –

How shall the summer arise in joy,
Or the summer fruits appear?
Or how shall we gather what griefs destroy,
Or bless the mellowing year,
When the blasts of winter appear?

As spring gets ready to move into summer, this poem came to life for me as I read it, and I connected with it on a deep level. My garden is alive and flourishing; there is a bird’s nest with baby birds woven into the vines of my front stoop; the kids in the neighborhood are outside playing. This all brings back the joy and excitement that was summer in my youth.

In this poem, Blake addresses the tendency of educational systems during his time to crush a child’s spirit of joy, wonder, and creativity, preparing that child for a life of conformity and the mundane. The image that comes to mind is from Pink Floyd’s “Another Brick in the Wall.” I would like to think that this is just a dark page from our past, but that is not the case. When I read about cuts to funding of the arts in schools, the banning of books from school libraries, the tendency to impose constant structure on children as opposed to allowing them to explore through play, I am sadly reminded that society is still attempting to impose conformity on the young.

The other night, I watched “Dead Man” with my daughter (if you are a fan of William Blake and have not seen this film, I recommend watching it). She said she liked the film but felt she didn’t get a lot of the references because she was not familiar with Blake’s poems. I’ll have to share this one with her. I suspect she will relate to it.

Thanks for reading, and here are a couple short videos that you might enjoy.

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Pink Floyd: Another Brick in the Wall

Scene from the film “Dead Man”