Skip to main content Skip to navigation

Notes for Salman Rushdie: The Satanic Verses

Introduction

First mounted August 18, 1996
Last revised August 28, 2008.


This study guide was prepared to help people read and study Salman Rushdie’s novel. It contains explanations for many of its allusions and non-English words and phrases and aims as well at providing a thorough explication of the novel which will help the interested reader but not substitute for a reading of the book itself. Many links are provided to other sites on the Web where further information can be found.

The “Rushdie Affair”

This is not a site for polemics about the novel or the “Rushdie Affair”. To many Western readers The Satanic Verses appears as a brilliant attack on religious bigotry. To many Muslims, East and West, it appears as a vicious series of insults to many of their most cherished beliefs. There are other positions: liberal and conservative non-Muslims deplore his irreverence, and liberal Muslims deplore the fatwa against Rushdie and support his right to publish, or even admire his work; some American and British non-Muslim critics have been critical of him. But the important debate, the one that makes a difference in the real world, is the one between the extremes, and between those extremes there remains a seemingly unbridgeable gulf. It is not my desire to exacerbate the tensions surrounding this novel, nor to delve in any depth into the controversy. That has been done, exhaustively, by many others. I recommend especially Michael Hanne’s “Salman Rushdie: ‘The Satanic Verses’ (1988)” as a thoughtful overview of the “affair” and Joel Kuortti’s Place of the Sacred: The Rhetoric of the Satanic Verses Affair (1997). But one cannot entirely ignore the controversy. A note on the terms “East” and “West” as used on this page.

Perhaps the contribution I can most usefully make is to discuss the differences in perspective of the antagonists in the affair toward the modern novel as a form. Islam is a religious tradition which in many influential quarters is self-consciously seeking to purify itself from modernizing, liberal tendencies. Although Islamic tales both short and long abound, and there are many authors of fiction who are highly honored, the modern novel as such is not a comfortable form in the Muslim world. Often it is identified with the West, with mere entertainment, with lax morals. In addition, Muslim writers who write novels are often critical of tradition. The 1994 near-fatal assault on the Egyptian Nobel Prizewinner Naguib Mahfouz illustrates the perils that even the most acclaimed of novelists may encounter in an era of religious polarization. To be sure, most Muslims abhor such assaults; but the feelings which cause them are all too familiar in such countries as Egypt, Iran, Pakistan, and even Turkey.

To a conservative Muslim, Islam is not just a religion in the sense that most Westerners use the term, a private faith which provides hope and consolation within a secular world. Islam is a way of life, a body of law, an all-embracing cultural framework within which novels are distinctly unimportant and potentially troublesome. That a mere novelist should dare to satirize fundamental religious beliefs is intolerable.

In the Western European tradition, novels are viewed very differently. Following the devastatingly successful assaults of the Eighteenth Century Enlightenment upon Christianity, intellectuals in the West largely abandoned the Christian framework as an explanatory world view. Indeed, religion became for many the enemy: the suppressor of free thought, the enemy of science and progress. When the freethinking Thomas Jefferson ran for President of the young United States his opponents accused him of intending to suppress Christianity and arrest its adherents. Although liberal and even politically radical forms of Christianity (the Catholic Worker movement, liberation theology) were to emerge from time to time, the general attitude toward religion among that class of people who value serious fiction has been negative.

Pious bigots were the objects of scorn by such popular Nineteenth-Century authors as Charles Dickens and Mark Twain. Twentieth-Century writers as different as James Joyce and Margaret Atwood have vividly depicted in novels the threats posed by conservative religious beliefs. So-called “Catholic” authors such as T. S. Eliot and Graham Greene routinely explore doubt more than faith; and even the greatest of all Christian novels, Fyodor Dostoyevsky’s Brothers Karamazov is so harrowing in its investigation of the challenges of faith that it has probably swayed more people away from religion than toward it.

Furthermore, from the time of Matthew Arnold onward, it has been frequently claimed that serious fiction and art could largely fill the gap left by the collapse of the cultural influence of traditional religion. The claims to the importance of high seriousness in fiction have been under assault by the most recent generation of critics for some time; but the justification for studying novels in an academic setting ultimately rests on the very claims of cultural significance that these critics attack. Fiction has not just been an irritant to religion in the West; it has posed itself as an alternative to it.

Rushdie’s own claims for the importance of the novel are only slightly less exalted in his essay, “Is Nothing Sacred”. Although at its end he rejects the claims of the novel to be able to replace religion, he makes some strong claims for it:

Between religion and literature, as between politics and literature, there is a linguistically based dispute. But it is not a dispute of simple opposites. Because whereas religion seeks to privilege one language above all others, the novel has always been about the way in which different languages, values and narratives quarrel, and about the shifting relations between them, which are relations of power. The novel does not seek to establish a privileged language, but it insists upon the freedom to portray and analyse the struggle between the different contestants for such privileges.Carlos Fuentes has called the novel “a privileged arena“. By this he does not mean that it is the kind of holy space which one must put off one’s shoes to enter; it is not an arena to revere; it claims no special rights except the right to be the stage upon which the great debates of society can be conducted.

(420)

. . . while the novel answers our need for wonderment and understanding, it brings us harsh and unpalatable news as well.It tells us there are no rules. It hands down no commandments. We have to make up our own rules as best we can, make them up as we go along.

And it tells us there are no answers; or rather, it tells us that answers are easier to come by, and less reliable, than questions. If religion is an answer, if political ideology is an answer, then literature is an inquiry; great literature, by asking extraordinary questions, opens new doors in our minds.

(423)

. . . literature is, of all the arts, the one best suited to challenging absolutes of all kinds; and, because it is in its origin the schismatic Other of the sacred (and authorless) text, so it is also the art most likely to fill our god-shaped holes.

(424)

In the Twentieth Century the novel came to be viewed as primarily oppositional, critical of the culture which produced it. Rather than providing values, it challenges them. Modern novels are praised for their courage in exposing hypocrisy, challenging tradition, exploring forbidden themes. If blasphemy is not the most common of techniques in Western fiction it is because so few writers take religion seriously enough to feel it worth attacking. Popular religious books are generally excluded from the New York Times best seller list as unworthy of notice, no matter how well they sell. The writer who does not challenge the beliefs and prejudices of the reader is generally viewed by the literary establishment as dull if not cowardly.

To complicate matters, the Enlightenment ideals of freedom of speech and press have an almost religious significance in the West. A typical response to the fatwa is Silvia Albertazzi’s statement that “Freedom of expression is more important than any offence any book might cause,” a statement which would be unthinkable in any profoundly religious culture. Albertazzi’s own Catholic ancestors would certainly have disagreed.

Rushdie came from a liberal Westernized family which had no great fervor for religious tradition:

My relationship with formal religious belief has been somewhat chequered. I was brought up in an Indian Muslim household, but while both my parents were believers neither was insistent or doctrinaire. Two or three times a year, at the big Eid festivals, I would wake up to find new clothes at the foot of my bed, dress and go with my father to the great prayer-maidan outside the Friday Mosque in Bombay, and rise and fall with the multitude, mumbling my way through the uncomprehended Arabic much as Catholic children do–or used to do–with Latin. The rest of the year religion took a back seat. I had a Christian ayah (nanny), for whom at Christmas we would put up a tree and sing carols about baby Jesus without feeling in the least ill-at-ease. My friends were Hindus, Sikhs, Parsis, and none of this struck me as being particularly important.

(Rushdie: “In God We Trust” 376-377)

At the time of the writing of the novel he evidently did not even consider himself a Muslim (see below, note on p. 29). Certainly he was never an adherent of that sort of Islam which believes that apostasy is a capital offense. He was steeped from an early period in fiction, both Eastern and Western; and as a writer seems to have accepted the High Modern view that the writing of outspoken controversial fiction is a calling, perhaps even a duty. All of his works contain controversial themes; and beginning with Midnight’s Children in 1981 he took on South Asian politics in a way that earned him denunciations and bans as well as praise for his courage. He has often expressed his opposition to the religious extremism that informs modern Pakistani and Indian politics, and The Satanic Verses is another stage in a consistent critique of such extremism. What makes it different, however, is that in it he chose to criticize not only modern religious figures such as the Ayatollah Khomeni, but dared to question the authority of the very root of Islam: the inspired nature of the Qur’an and the authority of the Prophet Muhammad.

To a secularized European, his critique of Islam in the novel seems very mild and tentative; but there has never been anything like it in the Muslim world. Scoffers and libertines there have been; but they were fundamentally unserious. Rushdie seems to have been trying to become the Muslim Voltaire; but Islam has never undergone an equivalent to the European Enlightenment, let alone the development of a “higher criticism” such as the West has subjected the Bible to for the past two centuries. (But see Saadi A. Simawe’s ” Rushdie’s The Satanic Verses and Heretical Literature in Islam” for a thorough discussion of Islamic scepticism in relation to the novel and Feroza Jussawalla’s “Rushdie’s Dastan-e-Dilruba: The Satanic Verses as Rushdie’s Love Letter to Islam,” for an interesting exploration of Islamic revisionism in Muslim India.)

In the secularized West his critique seems routine; in much of the Islamic East, it is unspeakable. The modernist assumptions it springs from are irrelevant, hardly understood. Many Muslim critics have asserted that equivalent blasphemy against Christian beliefs would never be tolerated, whereas in fact a wildly anti-Catholic comedy like “Sister Mary Ignatius Explains It All for You” can have a long, profitable run without any encountering any physical or even legal threat. Obscenity is taken much more seriously in the West than blasphemy. Rushdie tried to bridge the gulf between East and West and instead fell into the void. No one can reconcile these two views with each other because they are rooted in basically incompatible, even hostile world views.

Many of his Muslim critics have argued that The Satanic Verses, besides being offensive, is bad fiction. Non-Muslim views have been distinctly mixed, the most common criticism being that the novel does not “hold together” in a disciplined fashion. But that is true of many fine novels, including many of Rushdie’s favorites. In a 1983 interview with Una Chaudhuri on the influences on Midnight’s Children he commented on his penchant for unconventionally-shaped fictions:

As for other influences, well, there’s Joyce, for a start. And Swift, and Stern. I’m very keen on the eighteenth century in general, not just in literature. I think the eighteenth century was the great century. Well, take Fielding; the thing that’s very impressive about Tom Jones is the plot, that you have this enormous edifice which seems to be so freewheeling, rambling — and actually everything is there for a purpose. It’s the most extraordinary piece of organization which at the same time seems quite relaxed and not straitjacketed by its plot. I think that’s why the book is so wonderful. So, yes, I would have thought the eighteenth-century novel had something to do with mine. And Joyce, because Joyce shows you that you can do anything if you do it properly.

“Imaginative Maps,” Turnstile, p. 37.

For my own argument that the novel does possess a special kind of unity, see my essay, “The Unity of The Satanic Verses.

Unfortunately, many of his most ardent defenders defend him out of ignorance, for they have not managed to read past the first few chapters of this dense postmodern, intertextual, multicultural work. Nevertheless, the book continues to draw admirers, many of whom now consider The Satanic Verses Rushdie’s finest work. When I first opened its pages I was introduced into one of the most intoxicating, thoughtful, and hilarious works I had ever read. It is a playground for literate readers, filled with allusions and symbols of all kinds, which delight by their incongruity or their aptness. It is also a highly interesting attempt at establishing a middle ground between Western and Eastern chauvinisms, asserting that the immigrant has a uniquely valuable perspective. Rather than being outsiders, exiles, the immigrants create a unique perspective that allows them to comment insightfully on both East and West. (But see also Feroza Jussawalla on this subject.)The mixture of cultural influences, or what Rushdie calls the “chutneyfication” of culture, is one of the most enlivening aspects of his work. He throws off phrases in Hindi, Arabic, and Urdu which are bound to make the Western reader feel something of an outsider. He delights in playing with those aspects of Indian and Arabic culture which have been trivialized in the West in what Edward Said calls “orientalism,” satirizing the failure of Europeans to grasp what they persistently exoticize. Indeed the work is largely a critique of Western racism, of anti-immigrant prejudice, and a defense of the richness and worth of South Asian and Middle Eastern culture. But because it is a contemporary critique, it is not one-sided. His Indians are no angels–even if they sometimes take on the form of angels. Nevertheless he exuberantly celebrates Indian literature, music, film, and food; portraying the South Asian immigrants as providing an enlivening spice in dull, overcast London.

No one has better described this aspect of the novel than Rushdie himself:

If The Satanic Verses is anything, it is a migrant’s-eye view of the world. It is written from the very experience of uprooting, disjuncture and metamorphosis (slow or rapid, painful or pleasurable) that is the migrant condition, and from which, I believe, can be derived a metaphor for all humanity.Standing at the centre of the novel is a group of characters most of whom are British Muslims, or not particularly religious persons of Muslim background, struggling with just the sort of great problems that have arisen to surround the book, problems of hybridization and ghettoization, of reconciling the old and the new. Those who oppose the novel most vociferously today are of the opinion that intermingling with a different culture will inevitably weaken and ruin their own. I am of the opposite opinion. The Satanic Verses celebrates hybridity, impurity, intermingling, the transformation that comes of new and unexpected combinations of human beings, cultures, ideas, politics, movies, songs. It rejoices in mongrelization and fears the absolutism of the Pure. Mélange, hotchpotch, a bit of this and a bit of that is how newness enters the world. It is the great possibility that mass migration gives the world, and I have tried to embrace it. The Satanic Verses is for change-by-fusion, change-by-conjoining. It is a love-song to our mongrel selves.

(“In Good Faith” 394)

After Khomeni condemned Rushdie to death, it became impossible to experience this light-hearted, playful side of the novel in the way he surely intended. Yet to be fair to the book we should try to read it without letting the fatwa obscure its merits.

Between its hostile critics who refuse to read it and its supporters who fail to read it, The Satanic Verses must be one of the most widely-unread best sellers in the history of publishing. Rushdie’s allusiveness is much more transparent than that of James Joyce, one of his main influences; but it still provides a major obstacle to many readers. In the “Acknowledgements” to the novel, Rushdie lists only a few sources, while stating, “The identities of many of the authors from whom I’ve learned will, I hope, be clear from the text. . . .” But much of the effect of his allusions has been lost on readers curious about this controversial work. These notes are an attempt to gather together the ideas of many different scholars who have contributed to understanding the text, adding my own notions and insights to the mix. Many consultants, both within India and abroad, have contributed to these notes, but requested that they remain anonymous, Such is the fear of Rushdie’s enemies. Yet I hope that even they will read these notes as they are intended: not as a brief on behalf of the novel or an indictment of it, but as a guide to understanding it–for whether one views it as a postmodern masterpiece or decadent desecration of all that is sacred, it is incumbent on the reader to understand what is on the page.

I have not assumed that Rushdie’s allusions to traditional icons of Western culture are universally understood either, and have taken some pains to explicate for Americans the numerous Britishisms in novel which are easily comprehensible to English readers. My experience with students reading the work leads me to believe that over-explanation is less harmful in this case than under-explanation.

Rushdie clearly never envisioned the kind of annotation I am providing here. After all, part of his style is meant to startle the Western reader into realizing he/she is not the center of all stories. In an interview with Salon magazine, he commented on his use of words unfamiliar to many of his readers:

. . . I use them as flavoring. I mean, I can read books from America and I don’t always get the slang. American writers always assume that the whole world speaks American, but actually the whole world does not speak American. And American Jewish writers put lots of Yiddish in their books and sometimes I don’t know what they’re saying. I’ve read books by writers like Philip Roth with people getting hit in the kishkes and I think, “What?!”It’s fun to read things when you don’t know all the words. Even children love it. One of the things any great children’s writer will tell you is that children like it if in books designed for their age group there is a vocabulary just slightly bigger than theirs. So they come up against weird words, and the weird words excite them. If you describe a small girl in a story as “loquacious,” it works so much better than “talkative.” And then some little girl will read the book and her sister will be shooting her mouth off and she will say to her sister, “Don’t be so loquacious.” It is a whole new weapon in her arsenal.

The interview from which this quotation comes.

However, on May 3, 1999, Melinda Penkava interviewed Salman Rushdie about his new novel, The Ground Beneath Her Feet on the National Public Radio phone-in talk show, “Talk of the Nation.” Asked about the possibility of “Cliff’s Notes” to his writings, Rushdie answered that although he didn’t expect readers to get all the allusions in his works, he didn’t think such notes would detract from the reading of them: “James Joyce once said after he had published Ulysses that he had given the professors work for many years to come; and I’m always looking for ways of employing professors, so I hope to have given them some work too.”

The problem with The Satanic Verses, is that many readers have found themselves so disoriented that they have never finished the book. If you want to savor the text the way Rushdie originally intended, try reading it without the notes; but when you come to a term or reference that just begs to checked out, you can search for it here.

Biography

Much of the following is based on Ian Hamilton’s article, “The First Life of Salman Rushdie,” which is the most systematic and thorough treatment thus far of the author’s life. Rushdie himself is reportedly working on an autobiography.

Rushdie was born to liberal, prosperous Muslim parents in Bombay June 19, 1947. In August 14 of that year, Pakistan divided itself from India as part of an agreement ending the period of British colonialism in South Asia. The result was a chaotic and extremely violent period as 6,000,000 Muslims moved north to the newly-established Islamic state and 8,000,000 Hindus and Sikhs moved south fleeing it. Rushdie’s parents, however, remained in Bombay while Rushdie was growing up, so that he never identified with the strongly pro-Islamic stance of many Pakistanis. In 1961, when he was 13, he was sent to England to study at Rugby School. In 1962, his family followed him to England, became naturalized British citizens, and lived for two years in Kensington, which features as a locale in The Satanic Verses. When his father decided to move the family to Karachi, Pakistan, a country that Rushdie detested, he felt as if his homeland had been taken away from him.

In 1965 he went on to study history at Kings College, Cambridge, where his father Anis Ahmed Rushdie had also studied. In his senior year Rushdie investigated the origins of Islam and encountered for the first time the story of the “satanic verses.” He also pursued his interest in movies and became involved in the theater as an actor. When he graduated in 1968 his father tried to persuade him to take over the new towel factory he had established in Karachi, and their already strained relationship worsened.

Venturing into television production and publishing, he encountered instances of censorship which persuaded him that he belonged back in London, where he lived for a time on welfare and occasionally acted, enjoying being young in London during the height of the sixties. However he eventually went to work writing ads for a firm called Sharp MacManus. In 1971 he finished a novel entitled The Book of the Pir (a term which occurs as well in The Satanic Verses), but it was rejected and never published. He returned to advertising, preparing television commercials for Ogilvy & Mather. The character of Hal Valance in the novel is based partly on bigoted advertising executives he met during this period in his life.

In 1970 he met Clarissa Luard, the model for Pamela Lovelace in The Satanic Verses and they began living together two years later. In 1976 they married. In 1971 he had written his first published novel, Grimus, a bizarre science-fiction/fantasy novel with few ties to the South Asian material which was going to inform his best fiction. His experiences in 1977 working with a project to assist immigrants from Bangladesh convinced him that racism permeated British society. He himself, with light skin and English accent, was better accepted.

He comments:

     The phrase that really gets me angry is this thing about being “more English than the English.” It is used as if it should be offensive. I point out to these people that if there was an English person living in India who adopted Indian dress, who had learnt to speak Urdu or Hindi or Bengali fluently without an accent, nobody would accuse him of having lost his culture. They would be flattered and pleased that the language had been acquired so efficiently. And they would see it as a compliment to themselves. But they wouldn’t accuse him of having betrayed his origins.

(Quoted in Hamilton 102.)

Although the Anglophile Saladin Chamcha is portrayed as more than a bit of a fool in the novel, his rejection of Zeeny Vakil’s accusations that he has betrayed his Indian roots may reflect Rushdie’s own struggles with this issue.

In 1980 Rushdie published Midnight’s Children, the novel that catapulted him to fame. It is a brilliant and searing satire on the history of modern India, with Prime Minister Indira Gandhi as one of its main targets. It gained lavish praise in the West and won the famous Booker Prize for fiction, and was also well received in South Asia, But not by everyone. His relatives were offended when they recognized unflattering portraits of themselves in the novel. One of its prime targets, Mrs. Gandhi, sued for libel and won her case demanding an expurgated, revised version shortly before she was assassinated (it was never published).

Like The Satanic Verses, Midnight’s Children combines fantasy and magic with political satire in a manner strongly reminiscent of Gabriel García Márquez’s One Hundred Years of Solitude, though he has preferred to claim Günter Grass as a greater influence. Like García Márquez he integrates fantastic elements into everyday life, and routinely refers to events to come as if they were already known, techniques which he were to be a hallmark of his later fiction as well. Another García Márquez pattern which recurs in Rushdie’s fiction is the doomed love affair which is at first resisted by the female partner, then burns wildly and destructively in an outburst of almost supernatural eroticism.

His next novel was Shame, a 1983 critique of the Zia ul-Haq regime and of Benazir Bhutto which was effective enough to earn its banning in Pakistan. After falling in love with author Robyn Davidson on a tour of Australia, he ended his marriage to Luard by moving in with her for what was to be an extremely stormy relationship, resulting, suggests Ian Hamilton, in the portrait of Alleluia Cone in The Satanic Verses. His portraits of both characters based on Clarissa and Robyn in The Satanic Verses are rather sympathetic, with Rushdie apparently casting himself in the rather unsympathetic Saladin Chamcha role (Hamilton 106).

A 1986 trip to Nicaragua under the Sandinistas led to the nonfiction book, The Jaguar Smile, much criticized as simplistically partisan, but reflecting the constant interest in politics which runs through his fiction. In 1986 Rushdie met the American writer Marianne Wiggins, whom he married two years later. (Their relationship was a difficult one as well; they were to stay together longer than they might have when he was forced underground by Khomeni’s fatwa, but ultimately they were to be divorced.) In 1987 he returned to India to make a film just in time to encounter the outbreak of Hindu/Muslim violence resulting from the controversy over the Babri Masjid mosque in Ayodhya, a conflict which was to have a major influence on the writing of The Moor’s Last Sigh.

Back in London to edit the film, he was suddenly summoned to his father’s deathbed where he achieved a reconciliation with the old man which is reflected in the novel in the final reconciliation between Saladin and Changez.

On September 26, 1988, Viking Penguin published his long-awaited novel, The Satanic Verses. Although the book was generally praised in Europe and America, it was viewed by some as undisciplined and by others as baffling. Few Western readers understood much of what was to be so offensive to Muslim readers. A Muslim Minister of Parliament in India attacked the novel, and it was quickly banned there. Photocopies of the pages considered most offensive were circulated among various Islamic organizations and to the embassies of Islamic nations in London. On October 8, a Saudi newspaper published in London denounced Rushdie, and various threats and complaints followed; but it was only in January of 1989 that the protests burst into full public consciousness. The book was burned before the television cameras in England, in Iran five members of a mob attacking the American Culture Center in Islamabad in protest were shot to death, and in Kashmir, sixty were injured in another protest and one person died.

Rushdie responded to the book burning in January with a bold defense in which he said, in part:

     Nowadays . . . a powerful tribe of clerics has taken over Islam. These are the contemporary Thought Police. They have turned Muhammad into a perfect being, his life into a perfect life, his revelation into the unambiguous, clear event it originally was not. Powerful taboos have been erected. One may not discuss Muhammad as if he were human, with human virtues and weaknesses. One may not discuss the growth of Islam as a historical phenomenon, as an ideology born out of its time. These are the taboos against which The Satanic Verses has transgressed (these and one other: I also tried to write about the place of women in Islamic society, and in the Koran). It is for this breach of taboo that the novel is being anathematized, fulminated against, and set alight. . . .The Satanic Verses is not, in my view, an antireligious novel. It is, however, an attempt to write about migration, its stresses and transformations, from the point of view of migrants from the Indian subcontinent to Britain. This is, for me, the saddest irony of all; that after working for five years to give voice and fictional flesh to the immigrant culture of which I am myself a member, I should see my book burned, largely unread, by the people it’s about, people who might find some pleasure and much recognition in its pages. I tried to write against stereotypes; the zealot protests serve to confirm, in the Western mind, all the worst stereotypes of the Muslim world.

“The Book Burning,” p. 26.

The Ayatollah Khomeni, leader of the Iranian revolution and the target of a fiercely satirical portrait in the novel, responded by issuing a denunciation of Rushdie called a fatwa:

I inform all zealous Muslims of the world that the author of the book entitled The Satanic Verses–which has been compiled, printed and published in opposition to Islam, the Prophet, and the Qur’an–and all those involved in its publication who were aware of its content, are sentenced to death.I call on all zealous Muslims to execute them quickly, wherever they may be found, so that no one else will dare to insult the Muslim sanctities. God Willing, whoever is killed on this path is a martyr.

(Quoted in Hamilton 113.)

Many Muslims have since criticized the fatwa, and denied Khomeni’s authority to issue it; but it has had an immediate and lasting effect on Rushdie’s life.

Shortly afterward he went into hiding, guarded by British policemen who have been his constant companions ever since. Rushdie attempted a reconciliation with his enemies by meeting with a number of prominent Muslim clerics and declaring himself Muslim, at least in a cultural sense; but the détente he had attempted to achieve came to nothing, and he has since resolutely defended himself. Rather unfairly, a number of smug academics safe in their offices have blamed this gregarious, energetic man for this early attempt to find a way out of his life of enforced solitude and mortal peril. (The essay “In Good Faith” incorporates his earliest and fullest defence of the novel and critique of his attackers.) He has become an international celebrity in the cause of freedom of speech, a target for would-be assassins, and the subject of endless discussion over the merits and influence of the novel that began it all: The Satanic Verses.

Because the story of his subsequent struggles and triumphs since is readily available from other sources and not really relevant to understanding The Satanic Verses, it will not be repeated here. He remains under the threat of the fatwa, which has been renewed several times by the successors of Khomeni now governing Iran; but in recent years he has ventured out in public more and more for surprise speeches and other appearances.

About a year after the issuing of the fatwa, a film portraying a successful attack on the author was released but not widely viewed. In a March 1996 interview with the Gleaner, an electronic publication of Gleebooks in Sydney, Australia, Rushdie commented on the film:

When, within a year or so after the Fatwah, there was a movie made in Pakistan called International Guerillas in which I was portrayed rather unpleasantly as somebody wearing a rather ugly range of pastel safari suits and also behaving as a drunkard, a torturer, and indeed a murderer. And in the end– and the heroes of this film were the international terrorists they sent to hunt me down and in the end I did indeed get killed.There was one–I have to say to in parentheses–one scene of rather good unintentional comedy which I hope you’ll appreciate when the kind of– the “me” character has had his fill of lashing and slashing at one of the international terrorists who’d been imprisoned for his pleasure by what looks like the Israeli Army, when he has finished having his fun, he says–he orders the Israeli Army to take this fellow away to some dungeon and spend all night reading him The Satanic Verses. Whereupon this man completely crumples, and says, “Not that, anything but that, etc.” That was a good scene. But many of the other scenes of the film were less good.Anyway the film got to England and was refused a certificate by the British Board of Film Classification largely because the Board correctly saw the film was extremely defamatory, that I would have a very straight-forward case in law, it would be able– if they gave it a certificate to sue not only the film makers but also them. So the film got banned. And so I found myself in the extraordinary position of having to write to the Board, waiving my legal rights, promising that I would not sue and saying, “Would you please give this film a licence,” because I did not want to be defended by an act of censorship.And the thing turned into a rather shapely parable of the free speech position. Because if this film had been banned, if it had not been given a certificate it would have become a very hot number indeed. The illicit videos of this film would have circulated in their goodness knows how many thousands and it would have become glamorous as an object. And instead it got its certificate and the producers of the certificate booked a very large cinema in Bradford in the North of England which is where the largest Muslim Community in England lives, and nobody went. You know. The film got taken off after one showing because it was playing to an empty house. It just goes that actually if you do let people make up their minds they can tell the difference between rubbish and what is not rubbish. And nobody wants to pay money to see a bad movie in the end.

According to Sara Suleri (“Whither Rushdie” 199), popular hostility to the author was so strong that the actor who played Rushdie in the film himself received several death threats.

Rushdie has also replied to those who argue that novels such as his deserve condemnation because they do not respect the religious sensibilities of some believers:

Religious extremists, these days, demand “respect” for their attitudes with growing stridency. Few people would object to the idea that people’s rights to religious belief must be respected–after all, the First Amendment defends those rights as unequivocally as it defends free speech–but now we are asked to agree that to dissent from those beliefs, to hold that they are suspect or antiquated or wrong, that in fact they are arguable, is incompatible with the idea of respect. When criticism is placed off-limits as “disrepectful,” and therefore offensive, something strange is happening to the concept of respect. Yet in recent times both the American N.E.A. and the very British BBC have announced that they will employ this new perversion of “respect” as a touchstone for their funding and programming decisions.Other minority groups–racial, sexual, social–have also demanded that they be accorded this new form of respect. To “respect” Louis Farrakhan, we must understand, is simply to agree with him. To “dis” him is, equally simply, to disagree. But if dissent is also to be thought a form of “dissing,” then we have indeed succumbed to the thought police.

I want to suggest that citizens of free societies do not preserve their freedom by pussyfooting around their fellow citizens’ opinions, even their most cherished beliefs.

 

“How News Becomes Opinion, And Opinion Off-Limits”, p.20.

The Title

Rushdie writes of the title:

You call us devils? it seems to ask. Very well, then, here is the devil’s version of the world, of “your” world, the version written from the experience of those who have been demonized by virtue of their otherness. Just as the Asian kids in the novel wear toy devil-horns proudly, as an assertion of pride in identity, so the novel proudly wears its demonic title. The purpose is not to suggest that the Qur’an is written by the devil; it is to attempt the sort of act of affirmation that, in the United States, transformed the word black from the standard term of racist abuse into a “beautiful” expression of cultural pride.

(“In Good Faith” 403)


List of Principal Characters

Gibreel Farishta, born Ismail Najmuddin
Indian film star, specializing in playing Hindu gods, though he himself is a Muslim, takes the form of an angel. Rushdie has said of Gibreel:

the character of Gibreel himself is a mixture of two or three types of Indian movie star. There was in the forties a Muslim actor, a very big star at the time, who did somehow get away with playing major Hindu divinities and because he was so popular it was not a problem. And it was interesting to me that mega-stardom allowed you to cross those otherwise quite fraught religious frontiers. So there was a bit of that in Gibreel. And then there was an element of the big South Indian movie stars, a bit of Rama Rao. And finally there was a large bit of the biggest movie star in India for the last fifteen or twenty years, Amitabh Bachchan.

Rushdie: “Interview,” p. 52.
(See also Brennan 155, Ruthven, Aravamudan: “‘Being God’s Postman is No Fun, Yaar'” 9 and Jussawalla 231).

Raj Kapoor has also been mentioned as a model (Fischer 122). The name means “Gabriel Angel” in Urdu and Persian.

Saladin Chamcha
Born Salahuddin Chamchawala, a voice impersonator, “Chumch,” “Spoono” (because “chamcha” is Hindi for “spoon,” see p. 83). Takes the form of a devil. His original name is comical because it combines a heroic first name (Saladin–the great Muslim hero of the Crusades) and the term “spoon-seller.” Chamcha also means yes-man:

     A chamcha is a very humble, everyday object. It is, in fact, a spoon. The word is Urdu; and it also has a second meaning. Colloquially a chamcha is a person who sucks up to a powerful people, a yes-man, a sycophant. The British Empire would not have lasted a week without such collaborators among its colonized peoples. You could say that the Raj grew fat by being spoon-fed.

(Rushdie, “Empire” 8).

Feroza Jussawalla says that the name echoes a Bombay street slang insult–“salah chamcha”–“bastard homosexual” (“Resurrecting” 107).

Pamela Lovelace
Saladin’s wife, leftist. Her name combines those of the heroine in Samuel Richardson’s novel Pamela and of the villain in his Clarissa; thus the name may be a subtle allusion to the given name of Rushdie’s first wife, Clarissa Luard..However, the name is almost certainly also meant to refer to the sixties porn star of Deep Throat, Linda Lovelace.

Mahound
The prophet featured in the Satanic Verses plot. His name is taken from a relatively obscure insulting European name for Muhammad, most likely borrowed by Rushdie from Edmund Spenser’s Faerie Queene (VI, vii; see Jussawalla: “Resurrecting” 108).

Zeeny “Zeeny” Vakil
Doctor at Breach Candy Hospital, art critic and political activist, lover of Saladin.

Mimi Mamoulian
Female partner of Saladin in the voice impersonation business, later companion of Billy Battuta. Her name may be suggestive of mammalian breasts, though Yasmine Gooneratne suggests the name means something like “worthlessness” in Hindi. On p. 274, the newspapers say her name is Mildred, so “Mimi” may be merely a nickname, or the papers have got it wrong.

Rekha Merchant
Wife of a businessman, lover of Gibreel. Commits suicide with her three children by jumping off the roof of Everest Vilas and then haunts Gibreel throughout much of the novel. Her first name calls to mind the brilliant actress (renowned for her beauty and brilliant dancing) of the same name. The actress was much talked about in the gossip rags of Bombay in the seventies, her name being linked to the megastar Amitabh Bachchan (whose injury during the shooting of a fight scene in “Coolie,” and the life-threatening infection that subsequently developed, mirrors what happens to Gibreel. The 1981 movie Silsila was partly based on the Amitabh/Rekha affair. (David Windsor) “Merchant” may be an allusion to the famous Indian filmmaker Ismail Merchant, the model for S. S. Sisodia.

Alleluia Cone
Allie Cone (originally Cohen). Tender-footed climber of Mount Everest. Her name may also allude to that of the goddess Al-Lat (Seminck 17).

Karim Abu Simbel
Ruler of Jahilia. The last two parts of his name refer to the location of the gigantic sculptures of the Egyptian Pharaoh Ramses II (r. c.1304-1237 BC); probably intended to suggest his imposing, grandiose manner. However, his name is probably also linked to that of Abu Sufyan, an opponent of Muhammad who was married to one Hind (see below).

Jamshed” Jumpy” Joshi
Lover of Pamela Chamcha, Saladin’s wife. Like Baal, he is a poet.

Muhammad Sufyan
Proprietor of the Shaandaar Café, father of two daughters: Mishal and Anahita.

S. S. Sisodia
Indian filmmaker living and working in London. His name not only mocks his stuttering, but inspires the punning nickname “Whisky” (“whisky and soda”).

Mirza Saeed Akhtar
The zamindar of Titlipur, whose wife, dying of cancer, follows the mysterious Ayesha to the sea in search of a miracle.

Characters who share a name

One of the techniques used by Rushdie to knit this multifaceted work together is to assign the same names to certain characters in different plots of the novel. (It is worth noting that García Márquez also repeats the names of characters in One Hundred Years of Solitude, but to very different effect.)

Ayesha
The cruel ruler of Desh in the Imam plot (playing the role of the former Shah of Iran); the fanatical girl who leads to the march to Mecca in the Titlipur plot; and the name of the youngest and favorite wife of Mahound and of the historical Muhammad, whom he married when she was only eleven and about whom several stories are told which indicate she was rather independent-minded and occasionally critical of the Prophet (see Netton: Text, pp. 30-31; Haykal 139, 183-184, 331-333). Her name also alludes to Queen Ayesha of H. Rider Haggard’s She, pale, long-haired queen of an Arabic-speaking people in Africa (Seminck 24). The text of She. Information on Haggard.

Bilal
A follower of Mahound; follower of the Imam. See below, note on p. 101. The historical Bilal was a former black slave who converted to Islam and was made the first muezzin (the official who calls the faithful to prayer).

Hind
The grasping wife of Muhammad Sufyan in the main plot; the cruel, lascivious wife of Abu Simbel in the “satanic verses” plot. Named after the seventh-century Hind bint ‘Utba, wife of Abu Sufyan (see above), powerful local leader in Mecca and custodian of the temple (Parekh 30). She is famous for her ferocity during the Battle of Uhud in 625 when she tore open the chest of Muhammad’s uncle, Hamzah ibn ‘abd al Muttalib, and bit into his liver. She was also the mother of one of Muhammad’s wives (Fischer 131-132; see also Haykal 267-268). Hind also shares a characteristic with another fictional character, H. Rider Haggard’s Ayesha (see above, note on “Ayesha.”)

Khalid
Follower of Mahound; follower of the Imam.

Mishal
Mishal Sufyan is the older daughter of Muhammad Sufyan and lover of Hanif Johnson in the main plot; Mishal Akhtar is the dying wife of Mirza Saeed Akhbar in the Titlipur plot. “Hanif” is the first name of Anglo-Pakistani novelist and film director Hanif Kureshi and historically is a term referring to pre-Islamic monotheists (Haykal 601, no. His last name is used for the minor character of Mrs. Qureishi (Nazareth 171). The Qureishi (or Quraysh) were the tribe of which Muhammad was a member and whose name means “shark”.

Bilal, Khalid and Salman
Followers of Mahound, and of the Imam. The guard outside the Imam’s room on p. 210 is Salman Farsi (“Farsi” is a term designating a follower of the Persian religion of Zarathustrianism); Salman the Persian is a follower of Mahound who ultimately loses his faith in him in the “satanic verses” plot; and of course it is the first name of the author.


The notes to each chapter are on a different page. Since the notes are quite detailed, this means that some pages are quite long. I cannot break these notes up into smaller pieces without making them much more difficult to manage. Having a limited number of pages also allows you to search through them for the passage you are interested in with a minimum of trouble.


Note: In the following annotations, the page numbers refer to the hardbound first edition and to the first paperback edition of The Satanic Verses published by “The Consortium.” Where the pagination of the Holt Owl paperback edition differs, its page numbers are given in [square brackets].

The Unity of The Satanic Verses

The Satanic Verses has been attacked by many critics as incoherent, as a disorganized mixture of plots, themes, and characters. Even a cursory survey of the preceding notes reveals that Rushdie has sought to knit together the various threads of his novel by introducing a host of cross-references, repeating the names of characters, catch phrases, and images in a complex network of allusions and echoes. Yet these might be viewed as desperate attempts to give a surface appearance of unity to a basically chaotic work.

I am persuaded that The Satanic Verses is indeed unified by a related set of topics, all of them widely acknowledged in earlier criticism, but perhaps not arrayed in the way I do here. This is my personal understanding of what holds the various plots of the novel together in a way that articulates a consistent world view.

Rushdie says that novels do not lay down rules, but ask questions. In fact he claims that by asking questions, good fiction can help to create a changed world. Novels like The Satanic Verses don’t settle debates: they articulate the terms of debate and ask hard questions of the opposing sides, thereby helping to usher “newness” into the world. One of the unifying themes of The Satanic Verses is newness, or change. It attacks rigid, self-righteous orthodoxies and celebrates doubt, questioning, disruption, innovation. This much is obvious.

But Rushdie is focussing on a particular set of issues relating to rigidity and change: those identified with what is sometimes called “identity politics.” It is unfortunate that this term is primarily associated with the opponents of such politics because it so aptly sums up what feminism, Afrocentrism, gay pride, national liberation movements and a host of other causes have in common.

People who find themselves excluded or suppressed by dominant groups try by various means to find an effective voice and tools for action to create power and authority for themselves. It is these struggles that are the basic underlying matter of Rushdie’s novel. The question that is asked throughout this novel is “What kind of an idea are you?” In other words, on what ideas, experiences, and relationships do you base your definition of yourself–your identity?

People who find themselves identified as “foreigners” or “aliens” often find unwelcome hostile identities imposed upon them. The common catch-phrase in literary theory these days is “demonization,” and it is this term that Rushdie makes concrete in his novel by turning Saladin, the immigrant who is most determined to identify with the English, literally into a demon. (Of course he is also able to earn his living only by taking on the guise of a space alien.) The other immigrants who assume horns later in the novel express the same satirical view of English bigotry. But this is only the beginning of Rushdie’s exploration of the theme of identity.

In the distant past, European observers writing about people in colonized nations often distinguished between “unspoiled natives” who dwelled in childlike, ignorant innocence which was part of their charm, and others who had been “spoiled” by contact with a European civilization they could mimic but never truly master. This formula not only justified the colonial domination of colonized “children” as a form of parental concern, even charity (“the white man’s burden”), but rationalized measures taken to prevent inhabitants of the colonies from gaining the education and jobs they would have needed to rule themselves in the modern world.

Less obviously vicious but still prejudicial was a later formula according to which writing about what is now called “postcolonial” literature emphasized the position of writers from the “third world” writing in English as exiles, uprooted and stranded in alien, often hostile cultures far from home, working in a language that may not have been their own. Immigrants were called “exiles” whether they had actually been driven from their homeland or–as was much more common–they had sought increased opportunity by voluntarily moving abroad. “Exile” is a weak image, and Rushdie rejects it. His immigrants are sources of energy and creativity, busily redefining the culture of their adopted homelands.

In a more recent period, the standard formula has referred to the “center” and the “periphery.” Europe and the U.S. constitute the center, writers from nations like Nigeria, Jamaica, and India belong to the periphery. Their voices are said to have been “marginalised,” thrust from the center, forced into the margins. People using this language do so with more or less irony; but all too often it becomes just another way of saying that we should pay attention to our less fortunate fellows. The challenge of “marginalised” voices is to find the center, or shift it to themselves, seize the podium, and speak their piece.

What Rushdie does in The Satanic Verses is to reverse these terms. He challenges the English/European/white sense of identity. He rejects its claims to centrality. London is changed into an exotic land where people follow strange customs (wiping themselves “with paper only” and eating bony fish). People of traditional Anglo-Saxon stock are almost entirely absent from the London of The Satanic Verses. Instead the city swarms with immigrants: Indians, Bengalis, Pakistanis, Jamaicans, German Jews, etc. He reminds the English that they too were colonized, by the Romans and the Normans.

The only major character with a traditional English heritage is Pamela, who is striving mightily to escape that very heritage and mistakes Saladin for an exotic “alien” who can link her to India, when the main reason he is drawn to her is that she represents escape from the Indianness he is trying to flee. (This same sort of cross-purposes Indian-European relationship is also dealt with in a Raja Rao’s remarkable 1960 novel The Serpent and the Rope.) Rosa Diamond is an Englishwoman yearning to become Latin American or to be conquered by invading Normans. The bigots who beat Chamcha in the police van are all–as he notes–no more English in their heritage than he, but his color and identity as a postcolonial immigrant allows them to treat him as a complete alien.

Minor Anglo-Saxon characters are venal (Hal Valance), bigoted (the punks who spit on the food in the Shaandaar Café), tyrannical (Margaret Thatcher), or stupid (Eugene Dumsday). Rushdie has turned the tables on Anglo-Americans. Their travel writers have for generations dwelt on the failings of the benighted natives of far-off lands: it is now their turn to become a set of cartoons, to provide the background for the thoughts, feelings, and actions of the really important characters.

But Rushdie does not engage in this sort of caricature to privilege his immigrants as somehow morally superior. They are all morally flawed as well, though treated in a more complex manner. He is not saying that being from a former colony of Britain grants one any particular virtue; it is only that he is interested in focussing on such people. Of course he is perfectly aware that by doing so he is disorienting his “mainstream” English and American readers, giving them a taste of what it feels like to be bit players in a drama which is not essentially about them.

Further, he is not asking how immigrants can become “English” (in the way that Otto Cone strove to become English); he is instead asking how immigrants can create an identity for themselves in England which is richer, newer, more interesting than the traditional stereotypes associated with the old center of empire.

One traditional strategy of oppressed or marginalised groups is to try to create a sense of identity by dwelling on their shared history. Sometimes this takes the form of referring back to a historical period of suffering, as in the case of African-Americans finding a common ground in their heritage of slavery. This can be a powerful move when one belongs to a minority with a commonly recognized shared past of suffering. But this strategy has some often-noted unfortunate by-products. For one thing, it relies for its effectiveness on the hope that members of the majority group will accept the responsibility for their ancestors’ deeds. Even when majorities acknowledge the injustices of the past, guilt is not an emotion that can often motivate action to atone for those injustices. The Hindu miners in the Titlipur story who hark back to their suffering under Islamic rule to justify their attacks on the Muslim pilgrims illustrate the all too common phenomenon of historical grievances being used by one group to justify atrocities against another. Another instance in the novel is the group of Sikh terrorists who blow up the plane at the beginning. During the riot, whites emblazon their apartment houses with references to nineteenth-century wars in South Africa, posing as beleaguered English South African settlers surrounded by hostile Zulus (461). In our time Northern Ireland and the Balkans have provided vivid European examples of the deadly effects of this sort of thing.

The politics of shared grievance also focus attention on the past rather than on the future. Rushdie wants people to remember that Union Carbide’s neglect cost the lives and health of thousands of Indians in the Bhopal disaster (and he clearly wants the company held responsible), but he does not want the very identity of India to be defined only by a chain of misfortunes. The most important aspect of the Indian cultural heritage for him is its rich, creative variety. Its history is more than a mere list of the crimes committed against it by others; and he is prepared to add the crimes committed by Indians against each other to its portrait as well.

Another approach to identity politics is to hark back to a positive historical heritage instead of to a time of suffering. Thus the black Caribbean immigrants in the novel seek to emphasize an African heritage which is actually very distant from their lived experience. Chamcha mentally mocks them for singing the “African National Anthem.” The black leader originally named “Sylvester Roberts” has chosen the absurd name “Uhuru Simba” in an attempt to “Africanize” his identity. It seems clear that Rushdie shares at least some of Chamcha’s reservations about Afrocentrism in the scene of the defense rally for the arrested Dr. Simba (413-416). Choosing Chamcha as his point of view character allows him to critique the limits of such ideas even as he acknowledges the justness of their cause.

In the first chapter of the book, George Miranda and Bhupen Gandhi match Zeeny’s proud references to Indian accomplishments and her list of crimes against Indians with their own examples of atrocities committed by Indians (54-57). Bhupen ends his tirade against modern India (56-57) by asking the emblematic question, “Who do we think we [are]?”

Rushdie seems to be trying to say that Indians, like all human beings, are both victims and criminals, both creators and destroyers. He is not proposing a sort of bland homogenized theory of original sin according to which all people are equally guilty and none specifically to blame: clearly he cares passionately that wrongs be righted and criminals identified and punished. Rather he rejects both martyrdom and triumphant nationalism as inadequate foundations for a satisfactory self-identity.

Another common source of identity is, of course, religion. Who would have thought that in the latter part of the twentieth century, so many conflicts would come to be defined in religious terms? Israeli Jews vs. Palestinians, Sikhs vs. Hindus, Hindus vs. Muslims, Serbs vs. Croatians, Irish Catholics vs. Irish Protestants–we seem to be embroiled in a new age of Wars of Religion. For Rushdie, orthodox religion signifies intolerance, repressiveness, rigidity. Dumsday represents the know-nothing Christian right and the Imam fanatical Muslim extremism. The Imam’s hatred of the former Shah of Iran and SAVAK is no doubt shared by Rushdie; but his alternative is even more monstrous: a giant insatiable maw devouring the people it claims to save. It is one of the more poignant ironies of “the Rushdie affair” that Khomeni evidently died without ever realizing that the novel he had denounced contained a devastating portrait of him.

If Rushdie had only denounced such fanaticism, few in the Muslim world would have endorsed Khomeni’s fatwa. But Rushdie goes on to call into question the credibility and beneficence of orthodox, traditional Islam. Gibreel’s dreams challenge the Qur’an’s claims to infallibility, accuse Islam of the repression of women, call into question the probity and honesty of the Prophet himself.

Rushdie does not create these dreams out of a simple desire to blaspheme for blasphemy’s sake. He is following in the footsteps of the great eighteenth-century Enlightenment critics of religion like Voltaire who sought to undermine the authoritarian power structures of their day by challenging their religious underpinnings. So long as the Church endorsed slavery, the divine right of kings, and censorship, the sort of liberating changes the rationalists yearned for could not come to pass, unless the Church’s authority could be called into question. Similarly, Rushdie sees modern societies like Iran and Pakistan as cursed by religious convictions that bring out the worst qualities in their believers. (In The Moor’s Last Sigh he challenges Hindu fanaticism as well.)

The entire novel strives to break down absolutes, to blur easy dichotomies, to question traditional assumptions of all kinds. There are to be no simple answers to the query, “What kind of an idea are we?” Demons can behave like angels and vice versa. High ideals can lead people to commit terrible crimes. Love can be mixed with jealous hate. Exalted faith can lead to tragedy. Just as Rushdie strives to destroy the distinction between center and periphery, so he challenges easy distinctions between good and evil.

At the end of the novel, Saladin returns to India, finally to reconcile himself with his father. But this is no simple return to his roots. The father with whom he is reconciled is a changed man. Saladin could not have loved him until he had become the enfeebled, benign shadow of his former self on his deathbed. Part of his heritage–the lamp–proves deadly. His inheritance does not include the home he grew up in. Zeeny, who elsewhere warmly urges his Indian roots on him, has little use for sentimental attachment to Peristan. Let it make way for the new, she says. Saladin seems finally to agree. He is ready to put aside not only the “fairy-tales” of religion but his personal history as well. In the end he opts for newness, for “If the old refused to die, the new could not be born” (547).

In the end, despite the postmodern trappings of Rushdie’s narrative, the values of the novel seem remarkably traditional: belief in individual liberty and tolerance, freedom of expression, skepticism about dogma, and belief in the redemptive power of love. Lest we too quickly claim triumphantly that these are distinctively European values, Rushdie reminds us of the remarkably intelligent and innovative Mughal ruler of India, Akbar, who challenged the orthodoxies of his time and brought more than his share of newness into the world (190).

One could derive from the book a sort of existentialist morality: there are no absolutes, but we are responsible for the choices we make, the alliances we forge, the relationships we enter into. Our choices define us. We cannot shift the responsibility for our actions to God or history. “What kind of an idea are you?” is a question addressed not only to immigrants, but to all of us.

Created by Paul Brians

Table of contents

Humanities 303 Syllabus Spring 2008

Instructor: Paul Brians

Office: Avery 202H

Office hours: 9:30-10:30 daily (I’m also in much of the rest of the time)

Phone (try this before e-mailing): 335-5689

Appointments: 335-7124

E-mail: paulbrians@gmail.com

 

 

Textbooks for this course (please do not substitute other editions or translations):

 

If your financial aid is delayed, borrow money if you must to buy the textbooks. You cannot begin the course without the Voltaire in hand; and other books will be unavailable late in the semester. Buy them all as early as possible. Do not substitute other translations for these.

 

* Voltaire: Philosophical Dictionary, translated by Theodore Besterman

* Goethe’s Faust, translated by Walter Kaufmann

* Zola, Germinal, trans. Collier

* Dostoyevsky: Notes from Underground, translated by Andrew R. MacAndrew

* Nietzsche: Thus Spoke Zarathustra, translated by Walter Kaufmann. (Note Penguin also publishes other translations that are not as good—be sure to get the Kaufmann. DO NOT USE the 1892 public-domain translation by Thomas Common.

* Marx & Engels: The Communist Manifesto (Penguin) (1998). Other editions are OK, but their page numbers won’t match up with those in the study guide.

 

Online Resources:

 

* Home Page

* Common Errors in English

 

 

 

Course Overview

All of the study guides and other materials for this class are available on the Web, linked from the online version this document. Be careful to read ahead in the syllabus so you see what assignments are coming up. Don’t wait until the night before class. Note that if you work only from a printed-out version of this syllabus, you will lack many important hyperlinks. Always check the online syllabus when doing your assignments.

Students are responsible for reading assignments and for preparing answers to the related on-line study questions before coming to class on the dates noted. Written assignments marked with an asterisk (*) are due on the date next to or above the asterisk. Besides the short papers noted here, you must also attend and report on a cultural event relating to the European 18th and 19th centuries. A list of acceptable events will be provided.

 

Course Goals

When you have successfully completed this course, you should:

* have a general grasp of major trends in Western European art history from the 17th century to World War I.

* be able to listen with increased understanding to classical music from the same eras.

* understand some of the basic over-arching themes in philosophy and literature of the 18th and 19th centuries.

* be able to discuss fairly complex and sophisticated ideas such as are treated in the works assigned.

 

Course Outline

The following syllabus provides a concise outline of the course topics and requirements by week. January

 

8: Introduction; video: The Art of the Western World, 5: Realms of Light—The Baroque [12395] (The Baroque: Bernini, Cortona, Caravaggio, Borromini, Fischer von Erlach,Velazquez, Vermeer, Rubens, Rembrandt, etc.).

View video in class, take notes.

 

10: Read the “Course Introduction”

 

Music: Pachelbel, Vivaldi, Handel. Write something about one or more of the pieces of music and turn it in at the end of class. Do not “review” the music, saying whether it is good or bad; analyze it or report on what you have learned.

 

Read “The Enlightenment” online and write at least 50 words about some aspect of the Enlightenment to be turned in at the beginning of class.

 

15: Do this assignment only after having read “The Enlightenment” and done the assigned writing. Using the on-line Study Guide, then read Voltaire: Philosophical Dictionary: have the following articles read and notes taken about them to turn in at the beginning of class, at least 50 words covering more than one or two articles: Abbe, Ame, Amour-propre, Athee, atheisme, Beau, beaute, Bien (tout est, Bornes de l’esprit humaine, Catechisme chinois, Certain, certitude, Chaine des evenements, Credo). As you read, also mentally try to find the answers to as many of the study questions in the Study Guide as you can.

 

17: Film: Knowledge or Certainty [1617] Before coming to class, read the online study guide; during the film, take notes; at the end of class, turn in a brief written response to the film addressing something in its contents, at least 50 words. Do not “review” the film; discuss its ideas.

 

22: Music Lecture Video #2 [r472]: Bach. Do assigned writing in class—at least 50 words—and turn it in at the end of class.

 

24: Voltaire: Philosophical Dictionary: have the following articles read and notes taken about them to turn in at the beginning of class, at least 50 words: Egalite, Enthousiasme, Etat, gouvernements, Fanatisime, Foi, Guerre, Liberte de pensee, Prejuges, Secte, Theiste, Tolerance, Tyrannie. Using the online study guide, write answers to some of the study questions, at least 50 words total.

 

29: Library session, introduction to the research paper.

 

Sign up for library research topics. Be sure to attend. This is not a general library orientation, but a specialized presentation on sources you will need to use for doing this assignment. Look at “Suggested Research Topics for Humanities 303” online before coming to class and tentatively identify two or three topics you would like to work on. You may make up your own topic with my permission. See me first.

 

Although it is aimed primarily at off-campus students, you will also find much useful information in the Web page “Research Paper Assignment”.

 

* First paper due, on Voltaire’s Philosophical Dictionary, 600 words. Be sure to read “Helpful Hints for Writing Papers” before beginning this assignment. Design your own topic or choose one of the following, using details from Voltaire which demonstrate your understand of his writings: freedom, free will and determinism, religion, tolerance, government, relativism. You may argue with him, but only if you present fully all relevant evidence on both sides. You must use material from two or more articles. If you have trouble choosing a topic or are uncertain whether your topic is acceptable, ask for help!

 

31: Read the Introduction to Romanticism  at  http://www.wsu.edu/~brians/hum_303/romanticism.html and write 50 words about the information and ideas on that page to turn in at the beginning of class.

 

Using the online Faust Study Guide, read Job: Chapters 1 & 2; Goethe: Faust: Introduction, Prologue in Heaven. Write 50 words answering some of the study questions to turn in.

 

February

 

5: Video: The Art of the Western World, 6: An Age of Reason, An Age of Passion [12396] (Antoine Watteau: Departure from Cythera, Robert Adams, Francois Boucher, Jean-Baptiste Greuze, Jean-Baptiste Chardin, Nicolas Poussin, Jacques Lemercier: Palais-Royal, Charles Perrault: Colonnade of the Louvre, Germain Soufflot: Pantheon, Giambattista Piranesi: drawings of Paestum, Jacques-Louis David: Death of Marat & The Sabine Women, Vignon: La Madeleine, Dominique Ingres: Odalisque, Jean-Antoine Gros, Francisco de Goya: The Horrors of War, Gericault, Eugene Delacroix: Liberty Leading the People, Theodore Gericault: The Raft of the Medusa) Take notes during videotape, turn in 50 words about the art at the end of class.

 

7: Goethe: Faust: Night, Before the City Gate, both scenes titled “Study.” Using the online study guide write 50 words answering some of the study questions to turn in at the beginning of class.

 

12: Music Lecture Video #3 [r485]: Mozart, Beethoven. Take notes during presentation, turn in 50 words on the music at the end of class.

 

Research paper proposal and annotated bibliography due: a paragraph outlining the topic and a list of sources to be used, with comments for each explaining why the sources will be useful to you. Be sure to include all three elements: the proposal itself, the list of sources, and the comments. If you have not already done so, read “The Research Paper” online at http://www.wsu.edu/~brians/hum_303/research.html.

 

14: Goethe: Faust: Witch’s Kitchen, Street, Evening, Promenade, The Neighbor’s House, Street, Garden, A Garden Bower, Wood and Cave, Gretchen’s Room, Martha’s Garden. Use study guide, write 50 words answering some of the study questions to turn in.

 

19: Video: “The Artist Was a Woman” [VHS 18321]. Take notes during presentation, turn in 50 words on the music at the end of class.

 

21: Goethe: Faust: At the Well, City Wall, Night: Street in Front of Gretchen’s Door, Cathedral, Walpurgis Night, Dismal Day, Night, Open Field. Using the study guide, write 50 words answering some of the study questions to turn in.

 

26:  Note: during the next week and a half, you have little homework other than to write your paper on Faust. This is the time that you are expected to use to also read Zola’s Germinal. Because it is a long book, you may want to start reading ahead now and not put it off until the week when it is due.

 

Goethe: Faust: Dungeon, Charming Landscape, Open Country, Palace, Deep Night, Midnight, Large Outer Court of the Palace, Entombment, Mountain Gorges: Forest, Rock and Desert. Using the online study guide, write 50 words answering some of the study questions to turn in.

 

28: Before class, read the online Study Guide for La Traviata.

 

Music Lecture Video #5 [r521]: Romanticism: Berlioz, DVD: Verdi: La Traviata, beginning, turn in 50 words on the opera and another 50 words on the other music at the end of class.

 

March

 

4: Verdi: La Traviata (conclusion) [11765], turn in 50 words on the opera at the end of class.

 

6:. Women Composers. Listen to presentation, turn in 50 words about the music at the end of class.

 

* Second paper due, on Goethe’s Faust, 1200 words. Counts 20 points. Design your own topic or choose one of the following:, remembering that you will be expected to define your topic further, since most of these are very broad: Faust and Mephistopheles, Faust and Gretchen, Thought vs. Action, Religion, Humor, Music, Magic, Classical Mythology. Again, if you have trouble choosing or defining a topic, ask for help.

 

18: Read “Realism and Naturalism” and turn in 50 words about it at the beginning of class.

 

Zola: Germinal: Parts 1-3. Use Study Guide, write 50 words answering some of the study questions to turn in at the beginning of class.

 

20: Zola: Germinal: Parts 4-6. Use Study Guide, write 50 words answering some of the study questions to turn in at the beginnning of class.

 

25: Zola: Germinal: Part 7. Use Study Guide, write 50 words answering some of the study questions to turn in at the beginnning of class. Video: Mary Cassatt [14390]. Write 50 words in class about the video, to be turned in at the end of class.

 

27: Read “19th Century Russian Literature” and write 50 words about it to be turned in at the beginning of class.

 

Dostoyevsky: Notes from Underground: Part One. Use the study guide, write 50 words answering some of the study questions to turn in at the beginning of class.

 

April

 

1: Dostoyevsky: Notes from Underground: Part Two. Use the study guide, write 50 words answering some of the study questions to turn in at the beginning of class..

 

3: Videotape: The Art of the Western World, 7: A Fresh View Impressionism and Post-Impressionism [12397] (Courbet, Degas, Manet, Monet, Renoir, Whistler, Pissarro, Sargent, Cassatt, Gauguin, Seurat, Van Gogh, Signac, Bernard, Toulouse-Lautrec, Valadon, Cezanne), Impressionist art show. Write 50 words about the presentations to be turned in at the end of class.

 

* Research paper due. 20 points; required revised version due April 29.

 

8: Read “The Influence of Nietzsche,” taking notes, write 50 words about this page to turn in at the beginning of class.

 

Nietzsche: Thus Spoke Zarathustra: Translator’s Preface, beginning through “On the Three Metamorphoses.” Use study guide, write 50 words answering some of the study questions to turn in at the beginning of class.

 

10: Nietzsche: Thus Spoke Zarathustra: “On the Teachers of Virtue” through “On the Flies of the Marketplace.” Use study guide, write 50 words answering some of the study questions to turn in at the beginning of class.

 

15: Nietzsche: Thus Spoke Zarathustra: “On Chastity” through through the end of the First Part (“On the Gift-Giving Virtue.” Use study guide, write 50 words answering some of the study questions to turn in at the beginning of class..

 

Music Videotape Lecture 6 [r559]: Impressionist Music: Debussy & Ravel. Turn in 50 words on the music at the end of class.

 

17: Read “Misconceptions, Confusions, and Conflicts Concerning Socialism, Communism, and Capitalism” online. Turn in 50 words about it at the beginning of class.

 

Read “Introduction to 19th-Century Socialism” online. Turn in 50 words about it at the beginning of class.

 

Karl Marx & Friedrich Engels: The Communist Manifesto: Prologue, Section 1 . Use Study Guide, write 50 words answering some of the study questions to turn in.

 

22: Karl Marx & Friedrich Engels: The Communist Manifesto: Sections 2 & 4. Karl Marx & Friedrich Engels: The Communist Manifesto: Section 2. Use Study Guide, write 50 words answering some of the study questions to turn in.

 

24: Music Video Lecture 7 [r569]: Early 20th Century music.

 

29: * Third paper due, on Zola, Dostoyevsky, Nietzsche, or Marx, 1200 words minimum. Counts 10 points. If you wrote on one of these authors for your research paper, choose a different one to write on for this assignment. Sample topics on Germinal: Women, Changes in the Miners, Sexuality and Nature, The Mine as Monster. Sample topics on Dostoyevsky: The UM’s Assault on the Enlightenment, The Concept of Freedom, Self-Hatred, Fear of Love. Sample topics on Nietzsche (be sure to use more than one passage from the book): Relativism, Freedom, Principal Characteristics of the Overman, Nietzsche and Christianity, Romantic and Enlightenment Aspects. Sample topics on Marx: The Nature of Class Struggle, The Role of the Bourgeoisie in Transforming History, Marx’s Answers to his Critics, Advantages and Disadvantages of Communism as Described in the Manifesto.

 

* Final date for cultural event report.

 

* All revised papers due, including revised research paper.

 

Course Work

 

Papers:

 

For this course you will be required to write a series of brief papers. Note the length specified by your course syllabus, which does not include notes or list of sources. Minimum paper lengths are so extremely short in this class that anyone desiring a high grade would be advised to write a somewhat longer one. Any paper shorter than the minimum assigned will receive a 0 for an incomplete assignment. Except for meeting the very low minimum number of words, don’t concentrate on length, but try to make your papers as detailed, well-organized, and interesting as possible.

 

If you have trouble with your printer, you may bring in the paper on a disk or removeable drive or send it to me by e-mail attachment. Printer problems are never an excuse for not getting a paper in on time.

 

Regular papers are not necessarily research papers, and it is possible to receive maximum points on a paper without doing research for it, although papers incorporating good library work will normally receive higher grades. Suggested topics are listed on your syllabus. You should choose a topic you are particularly interested in, not try to guess what I want you to write. When I can learn something new from a paper, I am pleased. If you have difficulty thinking of a topic, see or call me. I am also happy to look over rough drafts and answer questions about proposed topics. In addition, one paper per semester will be a required library research paper incorporating information gathered from scholarly books and articles (not just Web pages and reference books like dictionaries and encyclopedias). For more details on how to write papers for this class, see “Helpful Hints for Writing Class Papers.” For details on how to write the research paper for this class, see the page entitled “Research Paper Assignment“.

 

Papers are due at the beginning of class on the day specified in the syllabus. Do not cut class to finish a paper. Papers may always be submitted before the due date if you wish. There is no midterm or final examination in this class.

 

The following elements are taken into consideration when I grade your papers: 1) You must convince me that you have read and understood the material involved. 2) You must have something interesting to say about it. 3) Originality counts—easy, common topics tend to earn lower grades than difficult ones done well. 4) Significant writing (spelling, punctuation, usage) errors will be marked on each paper before it is returned to you. If there are more than a few you must identify the errors and correct them (by hand, on the same paper, without retyping it) and hand the paper back in before a grade will be recorded for you. 5) I look for unified essays on a well-defined topic with a clear title and coherent structure. 6) I expect you to support your arguments with references to the text, often including quotations appropriately introduced and analyzed (but quote only to make points about the material quoted, not simply for its own sake). 7) You must do more than merely summarize the plot of the works you have read. See “Helpful Hints for Writing Class Papers” for more information.

 

Research papers are especially graded on proper use of sources and coherence. Research papers when first handed in must be the complete product: minimum length, notes, bibliography, etc. If you want to have me look at an incomplete rough draft before the due date, I will be happy to do so. Your research should be complete before the due date for the first draft.

 

Late Papers:

 

If you think you have a valid excuse (medical, etc.) for not getting a paper in on time, let me know in advance (phone) if you can. Choosing to work on other classes rather than this one is never an acceptable excuse for handing in a paper late. Because of my make-up policy (see below), it almost always makes more sense to send in even a poorly-done, rushed paper than none at all. Papers sent in late with no excuse will not receive a passing grade. To pass the course you must hand in all assigned papers. Do not assume you will be allowed to hand in work late. Pay careful attention to due dates on the syllabus.

 

Revised Papers:

 

You may not make up a paper which you have failed to hand in. However, if you do hand in a paper and are dissatisfied with your grade, after consulting with me, you may revise your paper and have your grade raised if it is significantly improved. You are required the revise the research paper once unless your first draft earns an A. Other revisions will be handled on an individual basis, and limits will be set as to the number of revisions allowed and the time allowed to hand them in. Simply substituting phrases that I have suggested to improve your writing does not result in an improved grade. You have to make the sort of substantial changes I suggest in the note I make at the end of your paper.

 

Cultural Event Assignment:

 

Humanities 303 students will attend a cultural event relating to the 18th or 19th centuries and report on it in a 600-word paper which will be graded like the other papers in the course (worth 10 points).

 

Announcements of qualifying events will be posted online. If you want to attend an appropriate event elsewhere during Spring break, check it out with me in advance.

 

Study Questions:

 

For each of the reading assignments, the study guide online contains a series of study questions which I want you to think about. It is your assignment to mentally answer as many of these questions as you can while you read, and to write at least 50 words answering some of them to turn in at the beginning of the class in which we discuss the assignment. When an assignment that you are to write a number of words, it means that is the lower limit. You can always write more.

 

Make sure you can discuss all parts of each week’s assignment—not just the beginning. Show that you are thinking seriously about these questions. These study question assignments are graded pass/fail (I will let you know quickly if you have done an inadequate one). You must miss or fail no more than five of these Speakeasy discussion assignments to pass the course.

 

Exams:

 

There is no midterm or final examination in this class.

 

E-mails:

 

I will be sending out occasional class announcements via e-mail using the WSU system. However, this means that you must have a valid e-mail address that you actually use listed in the WSU directory. To make sure you are listed in the directory go to http://www.wsu.edu/and click “People,” and search for your name (last name first, no comma). If the Email field is blank or lists an address other than the one you actually use, you need to log into “myWSU” and create an account.

 

If you do not wish to use your wsu.edu address to read your mail, set up mail forwarding in “myWSU“to forward your official mail to whatever e-mail address you prefer.

 

Grading

 

Again, to pass the course you must complete all papers. The research paper especially is not optional. Note that you will not receive a letter grade on your research paper until after it has been revised in response to my initial comments on it.

 

Grading of daily writings

 

Attendance and participation in the course are measured by the notes you turn in at the beginning of class. Together the written contributions count as 20% of your grade. Contributions are graded on a pass-fail basis. Assume they have been counted unless I make a response to what you have written saying it is inadequate.

 

The number of points for each paper is indicated on the syllabus with the paper assignment. For a 10-point paper, 9.5 or above=A, 9.0-9.4=A, 8.8-8.9=B+, 8.3-8.7=B, 8.0-8.2=B-, 7.8-7.9=C+, 7.3-7.7=C, 7.0-7.2=C, 6.5-6.9=D, anything below 6.5=F. Double these numbers to get the appropriate scale for a 20-point assignment.

 

Course Work       Points    Percent of Final Grade

Voltaire paper                                      10             10%

Faust paper                                             20             20%

Third paper                                            20             20%

Research paper                                     20             20%

Cultural event report                        10             10%

Daily Writings                                     20             20%

TOTALS                                                    100           100%

 

Grade    Points             Grade    Points

A              9.5 or above                   C      7.3–7.7

A–            9.0–9.4            C–            7.0–7.2

B+            8.8–8.9            D              6.5–6.9

B               8.3–8.7            F               6.5 & Below

B–            8.0–8.2

C+            7.8–7.9

 

Standards for grading papers:

 

All assigned papers must be turned in to pass the course.

 

A

Topics are challenging, often original; papers are well organized, filled with detail, and demonstrate a thorough knowledge of the topic. Examples are chosen from several portions of the work. Opinion papers are carefully argued, with detailed attention being paid to opposing arguments and evidence. Papers receiving an “A” are usually somewhat longer than the minimum assigned, typically a page or so longer, though this all depends on the compactness of your writing style—a paper which is long and diffuse does not result in a higher grade and a very compact, exceptionally well-written paper will occasionally receive an “A.” The writing should be exceptionally clear and generally free of mechanical errors.

 

B

Topics are acceptable, papers well organized, containing some supporting detail, and demonstrate an above-average knowledge of the topic. Examples are chosen from several portions of the work. Papers are at least the minimum length assigned. Opinion papers are carefully argued, with some attention being paid to opposing argument and evidence. Writing is above average, containing only occasional mechanical errors. A “B” is given for above-average work.

 

C

Topics are acceptable, but simple. Paper are poorly organized, containing inadequate detail, demonstrating only partial knowledge of the topic (focusing only on one short passage from a work or some minor aspect of it). Papers are at least the minimum length assigned. Opinion papers contain unsupported assertions and ignore opposing arguments and evidence. Writing is average or below, and mechanical errors are numerous. Paper does not appear to have been proofread carefully. A “C” is given for average work.

 

D

Inappropriately chosen topic does not demonstrate more than a minimal comprehension of the topic. Papers are at least the minimum length assigned. Opinion papers contain unsupported assertions and ignore opposing arguments and evidence. Writing is poor, filled with mechanical errors. Paper does not appear to have been proofread. A “D” is given for barely acceptable work.

 

F

Paper is shorter than the minimum length required. Topic is unacceptable because it does not cover more than an incidental (or unassigned) portion of the work or does not reveal a satisfactory level of knowledge . Generalizations are unsupported with evidence and opinion papers contain unsupported assertions and ignore opposing arguments and evidence. Writing is not of acceptable college-level quality. Paper does not appear to have been proofread. An “F” is given for unsatisfactory work.

 

Statement on Disabilities

 

Reasonable accommodations are available for students with a documented disability. If you have a disability and may need accommodations to fully participate in this class, please visit the Disability Resource Center (DRC). All accommodations MUST be approved through the DRC (Admin Annex Bldg, Room 205). Please stop by or call 509-335-3417 to make an appointment with a disability specialist.

 

Academic Integrity

 

As an institution of higher education, Washington State University is committed to principles of truth and academic honesty. All members of the University community share the responsibility for maintaining and supporting these principles. When a student enrolls in Washington State University, the student assumes an obligation to pursue academic endeavors in a manner consistent with the standards of academic integrity adopted by the University. To maintain the academic integrity of the community, the University cannot tolerate acts of academic dishonesty including any forms of cheating, plagiarism, or fabrication. Washington State University reserves the right and the power to discipline or to exclude students who engage in academic dishonesty.

 

Anyone plagiarising in this class will fail the course and be reported to student conduct.

Posted by Paul Brians January 5, 2008.

Women Artists Assignment

Because the “Art of the Western World” series pays little attention to the many interesting women artists who worked during our period, we will be exploring the subject here on the Web. When you have finished exploring the following sites, please write 50-100 words about what you have learned or found interesting, referring to specific artists and images. Place your comments in the Women Artists’ Assignment threaded discussion in The Bridge.


Step 1

First, go to the National Museum of Women in the Arts and read and look at all the material connected to following links called “18th Century” & “19th Century.” Keep in mind that the only images illustrated on this site are those contained in this particular museum’s permanent collection, so they are mostly minor works, and many important artists are not represented or discussed.

National Museum of Women in the Arts: Establishing the Legacy: From the Renaissance to Modernism

Feel free to explore the museum further, but be warned that the “video tour” crashed my computer.


Step 2

Now explore the following three sites:

 

18th and 19th Century European Classics (Humanities 303)

 


Created by Paul Brians, June 30, 1998
Last revised December 8, 2005.

 

Research Paper Assignment

The Assignment

Of necessity, the instructions for this assignment are somewhat vague. Each student will have to explore different resources and will need to develop an individual approach to the subject. The goal is a brief but detailed exploration of some narrowly defined aspect of the Humanities during the period stretching from the Enlightenment to World War I. These instructions are aimed mainly at distance-learning students, but local students in Pullman should also find much of them useful. The students working in Pullman who can spend time in the library there have a number of advantages in working on the literary and philosophical topics. Distance-learning students can request journal articles and books by e-mail from the library. For information on how to use WSU’s library remotely, see the Distance Degree Library Services page. The DDLS librarians should be able to help you find materials you can use if you phone them at (800) 435-5832.

Note that this is not an Internet-based research assignment. You are expected to use the resources of the WSU libraries, both books and journals. The “request this item” button in Griffin will lead you to a page where you can request items from WSU to be mailed to you. If you have access to a large public library like Seattle Public or a good academic library attached to a college, you may use that with permission from me; but do not try to rely on small local libraries. They will not have the kinds of specialized materials you are expected to use in your research.

It is crucial that you be in constant contact with me about what you are doing, what you are trying, what is working and what is not. I want to have e-mail from you at least every couple of weeks about how your research is going. Any time you run into a problem or have a question, drop me a line at paulbrians@gmail.com. Do not put this assignment off until near the due date–you will certainly not be able to do a satisfactory job at the last moment.


 

Suggested research paper topics for which you will probably need a large library:

Voltaire’s Philosophical Dictionary: its composition and reception in the 18th century.
Voltaire’s thought and reputation and the French Revolution.
Voltaire and deism.
The relationship of Baroque music or art to the political structures of the age of Absolutism.
Émile Zola and art.
Romanticism and the French Revolution.
The relationship between Richard Strauss’ Also sprach Zarathustra and Nietzsche’s Thus Spoke Zarathustra. Influences of
Friedrich Nietzsche’s Thus Spoke Zarathustra on the 20th century.
Nietzsche’s relationship to the enlightenment, to the romantic movement.

 

More general topics which can be done from anywhere
(must be chosen from the artists and musicians listed on the syllabus or in assignments for this course)

Any topic dealing with Goethe’s Faust.
Any topic dealing with Zola’s Germinal.
Any topic dealing with Notes from Underground.
The influence of an artist or musician on others. The history of a particular movement in art or music.
The influence of a literary work on a work of art or piece of music.
The reflection of historical events in a piece of art or music.
Other topics relating to art or music, but avoid strictly biographical papers which simply retell the individual’s life without examining his or her works. Many students enjoy working on operas.

There is a list of opera videotapes you can borrow from WSU’s MMS at it’s new webpage.Look up information about the opera that interests you to make sure it was written between 1700 and 1914–the period covered by this course. Then call the DDP librarian at (800) 435-5832 for help in checking out your opera.

All papers on art and music must examine individual works of art and music the writer has seen reproductions of or heard recordings of and describe how they look and sound. Do not treat operas as if they were plays, paying attention only to plot and dialogue.


 

Steps in doing the assignment

  1. Select your topic and have it approved by me.
  2. Do some background work to find sources and submit an annotated bibliography (a list of sources, with an explanation attached to each one of why it should be useful).
  3. Do your research USING THE WSU LIBRARY.
  4. Write your paper and turn it in.
  5. After I have marked it up, you must revise your paper following my suggestions to improve your grade

See the syllabus for due dates.


 

Good reference works to check for information
(Note: “Dictionaries” are often actually encyclopedias in disguise.)

 

For art
The Dictionary of Art
Art Index

 

For literature
The Humanities Index
Dictionary of Literary Biography
Oxford Companion to French Literature
Oxford Companion to English Literature
Oxford Companion to German Literature

Especially useful are the following massive sets published by Gale Research. If you are lucky enough to find a library that has them, be warned that they are tricky to use. You can also ask Distance Degree Library Services (DDPlib@wsu.edu or (800) 435-5832 ) to help you use the copies that are on the WSU campus and photocopy and send you the relevant pages. Ask a librarian to show you how. Which set you use is determined by the death date of the author on whom you are doing research. Zola died in the early 20th century, so for information on him you have to look in the third set.

Literature Criticism 1400-1800
Nineteenth-Century Literature Criticism
Twentieth-Century Literary Criticism
(Note the inconsistency in this title, “literary,” not “literature” like the others.)

 

For Music

The New Grove Dictionary of Music and Musicians (available online through Griffin)
Music Index
New Grove Dictionary of Opera

For Philosophy
Encyclopedia of Philosophy
Philosopher’s Index
The Humanities Index (availablee online through Griffin)

If a library lacks one of these, ask a librarian to show you something similar.


 

Tips:

Begin by looking up your topic in the Encyclopedia Britannica, available through the WSU Libraries pages here. Note bibliographic citations at the end of the articles you read; these may be sources you’ll want to track down. Other computer-based encyclopedias like Encarta are inadequate for the kind of research you will be doing.

Go to WSU Libraries. This is a huge and powerful database (which may also be available online or on CD-ROM at a library near you), but it needs some care in using it. Many other libraries have bound, printed volumes of this as well. Here are some tips:

Don’t use the MLA bibliography to look for articles about Voltaire or Nietzsche. It is best for literature, not philosophy (see “For Philosophy,” above).

After you do your intial search, you can use the “limit search” button to restrict the search to articles and books in English unless you are fluent in some relevant foreign language. Or, alternatively, when you first enter MLA, you can click on the button marked “Advanced Search” and narrow the search to English before you start.

Entries are given ten at a time. To see the next ten, click on the “Next Page” button.

Ignore references to dissertations. You do not have easy access to these and they are usually not considered authoritative sources.

Using the on-line version, copy and paste the bibliographic data into a word processing document to save you time. You can reformat it later.

Do not assume that all these books and articles are available in the WSU library; but you may well be able to get some of them through Summit.

In the case of journal articles you want from WSU note that many of the online databases such as Project Muse go back only a few years–you will need to search the last 25 or 30 years for many of these topics.

Similarly, if the item you are seeking is actually a chapter in a book rather than in a journal, search for the title of the book it appeared in, not the author or title of the chapter.

In the case of books, use the Griffin Catalog at http://www.systems.wsu.edu/griffin/wsugate.htm to search for the author or title. If you have only a subject, but no author or title yet, note that often a keyword search is more effective than a subject start to get started. For instance, to find the English translation of the source of Bizet’s Carmen you need to use “Carmen” and “Merimee” as keywords (you would have read in Grove or the Britannica that Prosper Merimée wrote the original novel).

The MLA Bibliography online covers articles published since 1963, and in the earlier years, many interesting journals were not indexed. But you can read the bibliographies of the articles and books you find here to discover what the classic earlier works are which discuss your topic.

Do not stop at the first few hits. Not all the information you find will be useful. You need to do some background reading on your subject to get a sense of which sources might be helpful. This is the reason for checking the encyclopedia first, before starting your MLA search.

Finally, local students find your materials in the library, and DDP students use the “Request This Item” button in Griffin.

To begin your library research, start at the DDLS website http://www.wsulibs.wsu.edu/electric/library/, in the left-hand frame, click on “Article Indexes/Full Text & More,” then on “General & Multidisciplinary.” There are several databases on this page that may be helpful to you, depending on your topic:

1. ArticleFirst (request articles from DDLS)

2. JSTOR (full-text)

3. Oxford English Dictionary (full-text)

4. WorldCat (request items from Interlibrary Loan, or DDLS)

At the bottom of the “General & Multidisciplinary” page, you will find another link to “Humanities” resources. Click on that link, and you will find the following databases which may be useful:

1. Art Abstracts (request articles from DDLS)

2. Arts & Humanities Search (request articles from DDLS)

3. Grove Dictionary of Art (full-text)

4. Grove Dictionary of Music & Musicians (full-text)

5. International Index to Music Periodicals (request articles from DDLS)

6. MLA (request articles from DDLS)

7. Project Muse (full-text)

8. ProQuest Direct (many full-text)

Beware of sources dating back before 1950; most of them are out of date. Normally I will not accept such sources. If you are unclear on how to access any citations you find in the above databases, contact DDLS. (DDPlib@wsu.edu or 1-800-435-5832)

Another service available through Griffin is WorldCat via FirstSearch. Start at the usual Gateway page and click on “Article Indexes/Full Text & More,” then on “General & Multidisciplinary,” then on “FirstSearch.” If you can’t figure out how to create and use login ID and password, ask a librarian. DDP students write Extended Degree Library Services at DDPlib@wsu.edu or phone (800) 435-5832. Once inside FirstSearch, click on the first “Database Areas” link: “Arts & Humanities. Then, under “General Databases,” click on “WorldCat.” This database will give you mostly books, not articles. Some of them may be very old. Beware of sources dating back before 1950. Most of them are out of date. By clicking on “Limit Search” you can limit your search to books dating 1950-1999, or any other two years you want, and while you’re at it, limit the language to English. FirstSearch may tell you whether the book is in the WSU library; but you may also be able to borrow a book we don’t own from another library near you or through the Interlibrary Loan service of your local library. This latter option, however, can be a very slow process, so you need to plan weeks in advance if you want to try it.

A faster alternative is Summit, a free interlibrary loan service for certain Washington and Oregon libraries only. This can be especially valuable if the only copy of a book you need is checked out from WSU. If you do not find what you want in Griffin, click the green “Search Summit” button. Again, ask your librarian if you have questions.

In looking for books, the obvious place to start is Griffin itself. Remember: you cannot search for article titles or authors within Griffin, only for the titles of journals which contain such articles. The natural temptation is to search by subject, but this is usually a mistake unless you know the precise wording of the Library of Congress description of the subject you are looking for. Instead, use “keyword” searching to type in terms that are associated with your subject.

ProQuest, also available through Griffin, is good for doing research on current events, but is rather poor for the kinds of subjects you will be studying in this class. Because ProQuest only goes back to the mid-1980s it is missing many important and useful articles that are included in the MLA bibliography. In addition, MLA contains books as well as articles while ProQuest is confined to articles only. Its only advantage over MLA is that you may be able to view articles you find either as a whole or in part on your computer screen, without having to wait for them to be sent by the library. Give it a try, but don’t spend a lot of time trying to do serious research there. Librarians will be able to give you advice about which databases are most appropriate for your subject.


Searching the Web

The Web is good for pictures, dates, and basic information; but it should not provide the main sources for your paper. Papers based mostly or entirely on Web research will not receive passing grades. Here are some tips on Web searching to get you started. Serious scholarship on the humanities in Europe during the 18th and 19th centuries is spotty at best online. However, there are some extremely valuable sources out there. Here are some tips to guide you as you search.

Be flexible about trying different search terms. This bit of advice applies to all kinds of searches, not just on the Web. If you are searching for Voltaire’s influence on the French Revolution, you will probably also want to look separately for sites dealing with Voltaire and sites on the history of the French Revolution. You might also look for the terms “enlightenment” and “revolution” together.

Google is now the premier search engine because it gives better results for most searches, by finding first the sites to which most other sites have linked. The upshot is that pages that others have found useful bounce immediately to the top of Google’s hit list. Try typing in “influence of the enlightenment on the french revolution” (between quotation marks) in Google and you’ll find a ton of papers on this topic other students have written. Be cautious about using them as sources–they aren’t necessarily experts, but you can certainly get ideas here. Just don’t copy them. Remember, I can find these sources just as easily as you can.

Here’s an important tip. The first time I tried this, I mistyped “enlightenment” as “enlightnement,” and found only five pages whose authors had made the same typing error–all of them useless. If you get an unexpectedly small number of hits, check your spelling.


Asking an Expert

Sometimes the easiest way to find a good Web page is to ask someone knowledgeable; but how do you find such a person?

The obvious answer, is TRY ME! In fact, part of this assignment involves me or a librarian giving you suggestions about what sources to look at. You are absolutely expected to follow up on these suggestions. Papers which turn out weak because suggestions were ignored will receive a failing grade. For instance, anyone who is interested in writing about Voltaire and the French Revolution is always told by me to look at an old but excellent source: volumes 7-10 of Will Durant’s The Story of Civilization. These are big fat volumes, so may look forbidding; but a few minutes spent with their indexes will teach you more about your topic than many hours of Internet searching (and they’re wonderfully readable). They also have the great advantage of being in just about any library, even small local ones. But the only way you are likely to hear about these books is from me. Asking for help is not “cheating”; it’s one of the main skills we are trying to teach you.


 

Doing your research

Step 1: Gathering and selecting information

One of the secrets of a good research paper is gathering much more information than you will actually use at the end. You want to avoid at all cost writing a paper on sources you don’t understand. Let’s look back at an article I once found on “The Influence of the Enlightenment on the French Revolution” at the Mining Co. (now defunct). Looking more closely, I found that it refers us to arguments by Edmund Burke and Thomas Paine about the French Revolution. (I also note that the author was not particularly skilled in spelling and punctuation; I wouldn’t want to copy his errors.) In fact, this was a page from a course in which students were reading articles by these two authors. The names are vaguely familiar, but if you look their names up in the encylopedia you’ll discover that the first was an Englishman and the second an American. Therefore these people may have analyzed the French Revolution; but they were not themselves French, or involved in the Revolution directly. We may decide not to use them, because they tell us more about what non-French contemporaries thought about the Revolution than what modern historians think about it. Encyclopedias are great resources for giving us background information to help explain what we are reading.

Suppose you had used Griffin to look for books whose titles included the words “French Revolution” and found Roger Lawrence Williams’ The French Revolution of 1870-1871. But because you have done background reading on the revolution in the encyclopedia, you realize that this book can’t possibly refer to the 1789 revolution. In fact, there were several “French revolutions” of which only the 1789 one is usually referred to as the French Revolution. You have to know enough about your topic to reject irrelevant sources like this.


Step 2: Evaluating information

Judging authoritativeness

If you find a book in a scholarly library or in the pages of a scholarly journal, it has probably gone through one or more screening processes to ensure that it has some degree of authority and reliability. However, anyone can publish anything on the Web, which is filled with amateurish, biased, fraudulent and satirical pages which can damage your paper if you depend on them. How do you decide whether a Web source you’ve found is from a trustworthy source?

  1. Trust brand names. Articles in the Encyclopedia Britannica may not be perfect, but they come from respectable sources.
  2. Look for scholarly authorship. Is the author a specialist in the field working for a famous or distinguished university?
  3. Do other people frequently refer to this source as authoritative? Check bibliographies.
  4. Has it been selected by some thoughtful scholarly group such as the people who run The English Server at the University of Washington (http://eserver.org/) or created by a well-known institution such as the New York Metropolitan Museum of Art (http://www.metmuseum.org/)?

Judging Comprehensibility

Use a source only if you understand it. Of course you can increase your comprehension by using dictionaries and encyclopedias; but, if even after trying that, much of what you are reading remains obscure to you, move on to another source you can better understand. Trying to use a source which the student author has not understood is a fatal flaw of many research papers.

Judging relevance

Not every item you find by using a key word or subject search will really be relevant to your topic. You need to define the topic of your paper yourself, not let it be defined by a dumb search engine. This almost always means learning more about a topic than you will be able to use directly in your paper. Be ruthless about throwing away irrelevant material.

Detecting bias

Suppose you had found the site called “The French Revolution” which seemed pretty well organized and straightforward. But as you read through it you note numerous Biblical quotations and much discussion of religious issues. You slowly realize that the author of this site has a very definite point of view: he is a conservative Christian attacking the ideas of the Enlightenment as expressed in the French Revolution. You may or may not agree with him, but you need to judge his words in the light of that information and compare what he says with what other historians say. You may also realize that this is mostly a lecture outline and that you would have to attend his course to get the real substance of his arguments. Don’t let yourself be “captured” by a single source.

Getting help

If you are having trouble deciding whether a source you have found is useful, share it with me and let me advise you. Constant communication with the teacher is an essential tool of doing good research. Don’t flounder on your own. If the source is a Web page, send me the URL at brians@wsu.edu.

For help with the WSU library, write Extended Degree Library Services at DDP@wsu.edu or phone them at (800) 435-5832.


Step 3: Taking notes

Photocopiers and Web browsers have made the gathering and reproduction of raw data much easier; you can even use recent versions of Microsoft Word to open a Web page directly and save it as a document. However, this is not note-taking. Nothing is more frustrating than sitting down on the night before a paper is due to that pile of photocopies and books you gathered weeks ago, only to find that most of it is irrelevant junk and that you desperately need other materials. Spend a good long time in the library or on the Web looking closely at the resources you find to decide whether they are worth copying, checking out, or otherwise reproducing them. A highlighter can be a useful tool in marking important passages (just don’t use one on a library book!), but ultimately you’ll need some real notes. The old file-card system still works well; but if you’re comfortable at a computer you’ll find that organizing your notes in a database or the outline view of your word processing software will work even better. Make sure that every note is securely tagged as coming from a specific source with a complete bibliographic citation (author, title, etc.)

Once you have a good many notes, begin to sort them into groups by topic. Try various arrangments, and a structure for your paper should slowly emerge.


Step 4: Organizing your paper

Always begin with at least an informal outline. Don’t just start writing without any notion of where you are headed.

Create some logical order for your paper. A chronological order may explain how some idea developed. A geographical order may relate a topic across national boundaries.

Digest your sources and use them for your own purposes. A summary of an article followed by another summary of a different article, and so on, is not a paper. It is just a set of notes. You need to compare sources, often referring to two different ones in the same paragraph or even sentence.

Avoid making your big points first and then trailing off into minor ones. Structure your paper to lead up to a strong conclusion.


Step 5: Making Citations

For this class, you will use the Modern Language Association format, which is explained in Arthur C. Banks’ helpful “Guide for Writing Research Papers.” Pay close attention to the section on “Parenthetical Documentation.” Do not substitute APA style, in which only last name of the author and the date of the article are given. This does not work in the humanities. Page numbers are crucial.

Cite only sources you actually use; use only sources you cite.

Call your list of sources “Sources Cited,” not “Bibliography.” A bibliography is a much more ambitious and thorough project than what you will be doing for this paper.

EXTREMELY IMPORTANT!

Cite a source not only when you quote from it, but when you paraphrase from it or draw ideas from it. Failure to do so is plagiarism, and can incur severe penalties (typically, failing the course).

Always introduce your sources by name; don’t just start quoting them. For instance: “Jessica L. Rabbit argues in her article on Los Angeles history that . . . (98).” Note when you mention the author of an article or book in this way, you need not repeat it in the parenthetical citation. Later citations from the same source do not always need introduction if they occur soon after the original one, so you can just cite the source as follows: “(Rabbit 72).”

For information on how to cite Web sources, see this Web page.


Avoiding plagiarism

Computers make it easy to copy. Don’t be tempted. Computers also make it easy to track down the sources of copied information. I am ruthless with plagiarists. Persons caught plagiarizing material in their papers will not be allowed to revise for a better grade. All cases of plagiarism will result in a failing grade for the course and a report to Student Conduct.

Other helpful documents

Be sure to check out these before you write your paper:

MANDATORY: Helpful Hints for Writing Class Papers

OPTIONAL BUT EXTREMELY USEFUL: Common Errors in English

These contain directions for avoiding my pet peeves.


Length

The minimum length for this assignment (see syllabus) is very, very short for a research paper. Unless your writing is wonderfully concise, you will need to write more. If you cannot stretch your material to this minimum you don’t have enough material or–more likely–aren’t examining it closely enough. Believe it or not, the chief reason people run out of things to say is that they have defined their topics too broadly. A narrow, tightly-focused topic will allow you to get specific and dig into the finer shades of the topic, and finding enough to write about will be no problem. Avoid vague generalizations.

If your paper reads like an encyclopedia article, giving an overview of a person’s entire career, it is too broad. You need to focus on a narrow subject within the general work of the writer, artist, philosopher, or musician. You should not write at all about their birth, childhood, and education unless they are strictly relevant to your topic.

If you are writing about one of the books we study in this class, your paper needs to go well beyond the ideas and facts presented in the relevant study guide. You are supposed to become something of an expert in your subject, and come up with new information and ideas not already discussed in class.


Revising your paper

Almost all the papers in this course should be revised at least once. That is part of the point of the class, teaching you how to write better. Be sure to incorporate suggestions that are made, particularly broad, general ones like “this section lacks focus–concentrate on a single topic.” Merely cleaning up typos and spelling errors is not revision–it’s proofreading, and will not improve your grade.

Be careful about trying to solve problems by simply moving chunks of text around. Usually you have to do some actual rewriting to improve a paper. When a paragraph is moved, it often needs to be adjusted somewhat to fit within its new environment. If I ask you to develop a section further, do not simply cut it out. You get no increase in grade for simply making the specific spelling and grammatical changes I suggest; you have to do actual rewriting for that.


Seeking help

The point of this assignment is not to fling you in the sea of knowledge and stand by to see if you can avoid the sharks; it is to teach you something more about how to do research in the humanities and write about it. You get no credit for struggling silently on your own. Again, please use the resources available to you: For questions about this assignment, ask me. Keep asking me questions and sending me ideas. If you find yourself tempted to tell someone else “I don’t know what he wants,” it means you need to ask me more questions. For help with the WSU library, ask the DDP librarian at DDPlib@wsu.edu or phone them at (800) 435-5832. If you need help with your writing, try the WSU Online Writing Lab at http://owl.wsu.edu/. You can send them drafts of your paper and they will help guide you through the process of revising it. You can even arrange to “chat” with a writing tutor in a chat room about your work. Take advantage of this terrific resource.


Step 6: Submitting your paper

Pullman students will hand in printed copy in person, but for DDP students, unlike most of your weekly writing assignments, which can be pasted into the forms in the Bridge, you need to send formally formatted papers through “My DDP.” This method is simple and works quite well, but write or phone DDP if you have any questions about how to use it. Be aware that papers submitted through My DDP may take up to a full working day to reach me.

I can open documents created by any version of Microsoft Word and many other word processors. If you are using Word Perfect, or some other word processor, let me know. I can open most of them, but there are a few I can’t.

I can also open any document that has been saved as HTML or in Rich Text Format (RTF).

Revising your paper

Your first draft will be marked up and commented on, but not assigned a letter grade. You will receive credit and a grade for for this paper only after having revised it. Fixing typos and other small slips according to my suggestions is mandatory, but not an important way to improve your grade. The only way to get a good grade is to follow the suggestions spelled out at the very end of your paper, which may call for more research, narrowing of topic, or reorganization of your paper. Note that this revision is mandatory, and that it must be done in order to pass the course.


Created by Paul Brians, July 2, 1998

Revised May 10, 2005

For Philosophy

For Philosophy
Encyclopedia of Philosophy
Philosopher’s Index
The Humanities Index (available online through Griffin)

If a library lacks one of these, ask a librarian to show you something similar.


 

Tips:

Begin by looking up your topic in the Encyclopedia Britannica, available through the WSU Libraries pages here. Note bibliographic citations at the end of the articles you read; these may be sources you’ll want to track down. Other computer-based encyclopedias like Encarta are inadequate for the kind of research you will be doing.

Go to WSU Libraries. This is a huge and powerful database (which may also be available online or on CD-ROM at a library near you), but it needs some care in using it. Many other libraries have bound, printed volumes of this as well. Here are some tips:

Don’t use the MLA bibliography to look for articles about Voltaire or Nietzsche. It is best for literature, not philosophy.

After you do your intial search, you can use the “limit search” button to restrict the search to articles and books in English unless you are fluent in some relevant foreign language. Or, alternatively, when you first enter MLA, you can click on the button marked “Advanced Search” and narrow the search to English before you start.

Entries are given ten at a time. To see the next ten, click on the “Next Page” button.

Ignore references to dissertations. You do not have easy access to these and they are usually not considered authoritative sources.

Using the on-line version, copy and paste the bibliographic data into a word processing document to save you time. You can reformat it later.

Do not assume that all these books and articles are available in the WSU library; but you may well be able to get some of them through Summit.

In the case of journal articles you want from WSU note that many of the online databases such as Project Muse go back only a few years–you will need to search the last 25 or 30 years for many of these topics.

Similarly, if the item you are seeking is actually a chapter in a book rather than in a journal, search for the title of the book it appeared in, not the author or title of the chapter.

In the case of books, use the Griffin Catalog at http://www.systems.wsu.edu/griffin/wsugate.htm to search for the author or title. If you have only a subject, but no author or title yet, note that often a keyword search is more effective than a subject start to get started. For instance, to find the English translation of the source of Bizet’s Carmen you need to use “Carmen” and “Merimee” as keywords (you would have read in Grove or the Britannica that Prosper Merimée wrote the original novel).

The MLA Bibliography online covers articles published since 1963, and in the earlier years, many interesting journals were not indexed. But you can read the bibliographies of the articles and books you find here to discover what the classic earlier works are which discuss your topic.

Do not stop at the first few hits. Not all the information you find will be useful. You need to do some background reading on your subject to get a sense of which sources might be helpful. This is the reason for checking the encyclopedia first, before starting your MLA search.

Finally, local students find your materials in the library, and DDP students use the “Request This Item” button in Griffin.

To begin your library research, start at the DDLS website http://www.wsulibs.wsu.edu/electric/library/, in the left-hand frame, click on “Article Indexes/Full Text & More,” then on “General & Multidisciplinary.” There are several databases on this page that may be helpful to you, depending on your topic:

1. ArticleFirst (request articles from DDLS)

2. JSTOR (full-text)

3. Oxford English Dictionary (full-text)

4. WorldCat (request items from Interlibrary Loan, or DDLS)

At the bottom of the “General & Multidisciplinary” page, you will find another link to “Humanities” resources. Click on that link, and you will find the following databases which may be useful:

1. Art Abstracts (request articles from DDLS)

2. Arts & Humanities Search (request articles from DDLS)

3. Grove Dictionary of Art (full-text)

4. Grove Dictionary of Music & Musicians (full-text)

5. International Index to Music Periodicals (request articles from DDLS)

6. MLA (request articles from DDLS)

7. Project Muse (full-text)

8. ProQuest Direct (many full-text)

Beware of sources dating back before 1950; most of them are out of date. Normally I will not accept such sources. If you are unclear on how to access any citations you find in the above databases, contact DDLS. (DDPlib@wsu.edu or 1-800-435-5832)

Another service available through Griffin is WorldCat via FirstSearch. Start at the usual Gateway page and click on “Article Indexes/Full Text & More,” then on “General & Multidisciplinary,” then on “FirstSearch.” If you can’t figure out how to create and use login ID and password, ask a librarian. DDP students write Extended Degree Library Services at DDPlib@wsu.edu or phone (800) 435-5832. Once inside FirstSearch, click on the first “Database Areas” link: “Arts & Humanities. Then, under “General Databases,” click on “WorldCat.” This database will give you mostly books, not articles. Some of them may be very old. Beware of sources dating back before 1950. Most of them are out of date. By clicking on “Limit Search” you can limit your search to books dating 1950-1999, or any other two years you want, and while you’re at it, limit the language to English. FirstSearch may tell you whether the book is in the WSU library; but you may also be able to borrow a book we don’t own from another library near you or through the Interlibrary Loan service of your local library. This latter option, however, can be a very slow process, so you need to plan weeks in advance if you want to try it.

A faster alternative is Summit, a free interlibrary loan service for certain Washington and Oregon libraries only. This can be especially valuable if the only copy of a book you need is checked out from WSU. If you do not find what you want in Griffin, click the green “Search Summit” button. Again, ask your librarian if you have questions.

In looking for books, the obvious place to start is Griffin itself. Remember: you cannot search for article titles or authors within Griffin, only for the titles of journals which contain such articles. The natural temptation is to search by subject, but this is usually a mistake unless you know the precise wording of the Library of Congress description of the subject you are looking for. Instead, use “keyword” searching to type in terms that are associated with your subject.

ProQuest, also available through Griffin, is good for doing research on current events, but is rather poor for the kinds of subjects you will be studying in this class. Because ProQuest only goes back to the mid-1980s it is missing many important and useful articles that are included in the MLA bibliography. In addition, MLA contains books as well as articles while ProQuest is confined to articles only. Its only advantage over MLA is that you may be able to view articles you find either as a whole or in part on your computer screen, without having to wait for them to be sent by the library. Give it a try, but don’t spend a lot of time trying to do serious research there. Librarians will be able to give you advice about which databases are most appropriate for your subject.


Searching the Web

The Web is good for pictures, dates, and basic information; but it should not provide the main sources for your paper. Papers based mostly or entirely on Web research will not receive passing grades. Here are some tips on Web searching to get you started. Serious scholarship on the humanities in Europe during the 18th and 19th centuries is spotty at best online. However, there are some extremely valuable sources out there. Here are some tips to guide you as you search.

Be flexible about trying different search terms. This bit of advice applies to all kinds of searches, not just on the Web. If you are searching for Voltaire’s influence on the French Revolution, you will probably also want to look separately for sites dealing with Voltaire and sites on the history of the French Revolution. You might also look for the terms “enlightenment” and “revolution” together.

Google is now the premier search engine because it gives better results for most searches, by finding first the sites to which most other sites have linked. The upshot is that pages that others have found useful bounce immediately to the top of Google’s hit list. Try typing in “influence of the enlightenment on the french revolution” (between quotation marks) in Google and you’ll find a ton of papers on this topic other students have written. Be cautious about using them as sources–they aren’t necessarily experts, but you can certainly get ideas here. Just don’t copy them. Remember, I can find these sources just as easily as you can.

Here’s an important tip. The first time I tried this, I mistyped “enlightenment” as “enlightnement,” and found only five pages whose authors had made the same typing error–all of them useless. If you get an unexpectedly small number of hits, check your spelling.


Asking an Expert

Sometimes the easiest way to find a good Web page is to ask someone knowledgeable; but how do you find such a person?

The obvious answer, is TRY ME! In fact, part of this assignment involves me or a librarian giving you suggestions about what sources to look at. You are absolutely expected to follow up on these suggestions. Papers which turn out weak because suggestions were ignored will receive a failing grade. For instance, anyone who is interested in writing about Voltaire and the French Revolution is always told by me to look at an old but excellent source: volumes 7-10 of Will Durant’s The Story of Civilization. These are big fat volumes, so may look forbidding; but a few minutes spent with their indexes will teach you more about your topic than many hours of Internet searching (and they’re wonderfully readable). They also have the great advantage of being in just about any library, even small local ones. But the only way you are likely to hear about these books is from me. Asking for help is not “cheating”; it’s one of the main skills we are trying to teach you.


 

Doing your research

Step 1: Gathering and selecting information

One of the secrets of a good research paper is gathering much more information than you will actually use at the end. You want to avoid at all cost writing a paper on sources you don’t understand. Let’s look back at an article I once found on “The Influence of the Enlightenment on the French Revolution” at the Mining Co. (now defunct). Looking more closely, I found that it refers us to arguments by Edmund Burke and Thomas Paine about the French Revolution. (I also note that the author was not particularly skilled in spelling and punctuation; I wouldn’t want to copy his errors.) In fact, this was a page from a course in which students were reading articles by these two authors. The names are vaguely familiar, but if you look their names up in the encyclopedia you’ll discover that the first was an Englishman and the second an American. Therefore these people may have analyzed the French Revolution; but they were not themselves French, or involved in the Revolution directly. We may decide not to use them, because they tell us more about what non-French contemporaries thought about the Revolution than what modern historians think about it. Encyclopedias are great resources for giving us background information to help explain what we are reading.

Suppose you had used Griffin to look for books whose titles included the words “French Revolution” and found Roger Lawrence Williams’ The French Revolution of 1870-1871. But because you have done background reading on the revolution in the encyclopedia, you realize that this book can’t possibly refer to the 1789 revolution. In fact, there were several “French revolutions” of which only the 1789 one is usually referred to as the French Revolution. You have to know enough about your topic to reject irrelevant sources like this.


Step 2: Evaluating information

Judging authoritativeness

If you find a book in a scholarly library or in the pages of a scholarly journal, it has probably gone through one or more screening processes to ensure that it has some degree of authority and reliability. However, anyone can publish anything on the Web, which is filled with amateurish, biased, fraudulent and satirical pages which can damage your paper if you depend on them. How do you decide whether a Web source you’ve found is from a trustworthy source?

  1. Trust brand names. Articles in the Encyclopedia Britannica may not be perfect, but they come from respectable sources.
  2. Look for scholarly authorship. Is the author a specialist in the field working for a famous or distinguished university?
  3. Do other people frequently refer to this source as authoritative? Check bibliographies.
  4. Has it been selected by some thoughtful scholarly group such as the people who run The English Server at the University of Washington (http://eserver.org/) or created by a well-known institution such as the New York Metropolitan Museum of Art (http://www.metmuseum.org/)?

Judging Comprehensibility

Use a source only if you understand it. Of course you can increase your comprehension by using dictionaries and encyclopedias; but, if even after trying that, much of what you are reading remains obscure to you, move on to another source you can better understand. Trying to use a source which the student author has not understood is a fatal flaw of many research papers.

Judging relevance

Not every item you find by using a key word or subject search will really be relevant to your topic. You need to define the topic of your paper yourself, not let it be defined by a dumb search engine. This almost always means learning more about a topic than you will be able to use directly in your paper. Be ruthless about throwing away irrelevant material.

Detecting bias

Suppose you had found the site called “The French Revolution” which seemed pretty well organized and straightforward. But as you read through it you note numerous Biblical quotations and much discussion of religious issues. You slowly realize that the author of this site has a very definite point of view: he is a conservative Christian attacking the ideas of the Enlightenment as expressed in the French Revolution. You may or may not agree with him, but you need to judge his words in the light of that information and compare what he says with what other historians say. You may also realize that this is mostly a lecture outline and that you would have to attend his course to get the real substance of his arguments. Don’t let yourself be “captured” by a single source.

Getting help

If you are having trouble deciding whether a source you have found is useful, share it with me and let me advise you. Constant communication with the teacher is an essential tool of doing good research. Don’t flounder on your own. If the source is a Web page, send me the URL at brians@wsu.edu.

For help with the WSU library, write Extended Degree Library Services at DDP@wsu.edu or phone them at (800) 435-5832.


Step 3: Taking notes

Photocopiers and Web browsers have made the gathering and reproduction of raw data much easier; you can even use recent versions of Microsoft Word to open a Web page directly and save it as a document. However, this is not note-taking. Nothing is more frustrating than sitting down on the night before a paper is due to that pile of photocopies and books you gathered weeks ago, only to find that most of it is irrelevant junk and that you desperately need other materials. Spend a good long time in the library or on the Web looking closely at the resources you find to decide whether they are worth copying, checking out, or otherwise reproducing them. A highlighter can be a useful tool in marking important passages (just don’t use one on a library book!), but ultimately you’ll need some real notes. The old file-card system still works well; but if you’re comfortable at a computer you’ll find that organizing your notes in a database or the outline view of your word processing software will work even better. Make sure that every note is securely tagged as coming from a specific source with a complete bibliographic citation (author, title, etc.)

Once you have a good many notes, begin to sort them into groups by topic. Try various arrangements, and a structure for your paper should slowly emerge.


Step 4: Organizing your paper

Always begin with at least an informal outline. Don’t just start writing without any notion of where you are headed.

Create some logical order for your paper. A chronological order may explain how some idea developed. A geographical order may relate a topic across national boundaries.

Digest your sources and use them for your own purposes. A summary of an article followed by another summary of a different article, and so on, is not a paper. It is just a set of notes. You need to compare sources, often referring to two different ones in the same paragraph or even sentence.

Avoid making your big points first and then trailing off into minor ones. Structure your paper to lead up to a strong conclusion.


Step 5: Making Citations

For this class, you will use the Modern Language Association format, which is explained in Arthur C. Banks’ helpful “Guide for Writing Research Papers” at http://webster.commnet.edu/mla/index.shtml Pay close attention to the section on “Parenthetical Documentation.” Do not substitute APA style, in which only last name of the author and the date of the article are given. This does not work in the humanities. Page numbers are crucial.

Cite only sources you actually use; use only sources you cite.

Call your list of sources “Sources Cited,” not “Bibliography.” A bibliography is a much more ambitious and thorough project than what you will be doing for this paper.

EXTREMELY IMPORTANT!

Cite a source not only when you quote from it, but when you paraphrase from it or draw ideas from it. Failure to do so is plagiarism, and can incur severe penalties (typically, failing the course).

Always introduce your sources by name; don’t just start quoting them. For instance: “Jessica L. Rabbit argues in her article on Los Angeles history that . . . (98).” Note when you mention the author of an article or book in this way, you need not repeat it in the parenthetical citation. Later citations from the same source do not always need introduction if they occur soon after the original one, so you can just cite the source as follows: “(Rabbit 72).”

For information on how to cite Web sources, see this Web page.

Avoiding plagiarism

Computers make it easy to copy. Don’t be tempted. Computers also make it easy to track down the sources of copied information. I am ruthless with plagiarists. Persons caught plagiarizing material in their papers will not be allowed to revise for a better grade. All cases of plagiarism will result in a failing grade for the course and a report to Student Conduct.

Other helpful documents

Be sure to check out these before you write your paper:

MANDATORY: Helpful Hints for Writing Class Papers

OPTIONAL BUT EXTREMELY USEFUL: Common Errors in English

These contain directions for avoiding my pet peeves.


Length

The minimum length for this assignment (see syllabus) is very, very short for a research paper. Unless your writing is wonderfully concise, you will need to write more. If you cannot stretch your material to this minimum you don’t have enough material or–more likely–aren’t examining it closely enough. Believe it or not, the chief reason people run out of things to say is that they have defined their topics too broadly. A narrow, tightly-focused topic will allow you to get specific and dig into the finer shades of the topic, and finding enough to write about will be no problem. Avoid vague generalizations.

If your paper reads like an encyclopedia article, giving an overview of a person’s entire career, it is too broad. You need to focus on a narrow subject within the general work of the writer, artist, philosopher, or musician. You should not write at all about their birth, childhood, and education unless they are strictly relevant to your topic.

If you are writing about one of the books we study in this class, your paper needs to go well beyond the ideas and facts presented in the relevant study guide. You are supposed to become something of an expert in your subject, and come up with new information and ideas not already discussed in class.


Revising your paper

Almost all the papers in this course should be revised at least once. That is part of the point of the class, teaching you how to write better. Be sure to incorporate suggestions that are made, particularly broad, general ones like “this section lacks focus–concentrate on a single topic.” Merely cleaning up typos and spelling errors is not revision–it’s proofreading, and will not improve your grade.

Be careful about trying to solve problems by simply moving chunks of text around. Usually you have to do some actual rewriting to improve a paper. When a paragraph is moved, it often needs to be adjusted somewhat to fit within its new environment. If I ask you to develop a section further, do not simply cut it out. You get no increase in grade for simply making the specific spelling and grammatical changes I suggest; you have to do actual rewriting for that.


Seeking help

The point of this assignment is not to fling you in the sea of knowledge and stand by to see if you can avoid the sharks; it is to teach you something more about how to do research in the humanities and write about it. You get no credit for struggling silently on your own. Again, please use the resources available to you: For questions about this assignment, ask me. Keep asking me questions and sending me ideas. If you find yourself tempted to tell someone else “I don’t know what he wants,” it means you need to ask me more questions. For help with the WSU library, ask the DDP librarian at DDPlib@wsu.edu or phone them at (800) 435-5832. If you need help with your writing, try the WSU Online Writing Lab at http://owl.wsu.edu/. You can send them drafts of your paper and they will help guide you through the process of revising it. You can even arrange to “chat” with a writing tutor in a chat room about your work. Take advantage of this terrific resource.


Step 6: Submitting your paper

Pullman students will hand in printed copy in person, but for DDP students, unlike most of your weekly writing assignments, which can be pasted into the forms in the Bridge, you need to send formally formatted papers through “My DDP.” This method is simple and works quite well, but write or phone DDP if you have any questions about how to use it. Be aware that papers submitted through My DDP may take up to a full working day to reach me.

I can open documents created by any version of Microsoft Word and many other word processors. If you are using Word Perfect, or some other word processor, let me know. I can open most of them, but there are a few I can’t.

I can also open any document that has been saved as HTML or in Rich Text Format (RTF).

Revising your paper

Your first draft will be marked up and commented on, but not assigned a letter grade. You will receive credit and a grade for for this paper only after having revised it. Fixing typos and other small slips according to my suggestions is mandatory, but not an important way to improve your grade. The only way to get a good grade is to follow the suggestions spelled out at the very end of your paper, which may call for more research, narrowing of topic, or reorganization of your paper. Note that this revision is mandatory, and that it must be done in order to pass the course.


Created by Paul Brians, July 2, 1998

Revised May 10, 2005

Writing for Electronic Submission

If you are submitting papers electronically for grading, you should keep in mind the following points.

  1. You need to learn how to “attach” documents to e-mail messages sent to me at paulbrians@gmail.com. This is how you will be submitting your papers. Different e-mail programs use different methods. Read the documentation for your particular program to find out the proper method for attaching documents. If you are using a UNIX-based e-mail program like PINE, attachments can be attached only using advanced computer skills. If these are beyond you, let me know so we can work something out.
  2. Attachments are the most common carrier of viruses. I use advanced virus-protection software on my computer, so I am well protected and unlikely to infect your computer with my replies. But if you are not using such antiviral software, you may be spreading infections every time you send out an attachment. In recent versions of Word’s General Preferences you can check “Macro virus protection.” The wisest course if you own Word is to turn off its Macro feature altogether and never use it. The vast majority of viruses in circulation today are Word macro viruses.
  3. Because they create little extra attachments to clutter up my disk, I ask that you not include a signature with a “v-card” attachment. (Don’t worry about it if you don’t know what that is.)
  4. I can read documents created in almost any version of Microsoft Word for Mac or Windows. Other word processing programs, especially Word Perfect, may cause problems. The best solution for people using such programs is to save their papers in Rich Text Format and send those to me. Always use the suffix “.rtf” for the name of RTF documents. You can usually find this option by choosing “save as” after completing your document.
  5. I may also have to return your papers to you in Rich Text Format. It is crucial that you learn how to open RTF documents properly. DO NOT DOUBLE-CLICK ON THEM TO OPEN THEM. Start up your word processor, and from its “File” menu choose “Open” and open the RTF document there. You should find the document in your attachments directory or folder. The document should be converted and opened, but it may take several seconds to do so. Be patient.
  6. If you use Windows, you should probably conform to the old pattern of giving documents names consisting of no more than eight characters followed by three designating the program they were written in (“.doc” in the case of Word). Newer versions of Windows allow longer names, but sometimes your e-mail program will truncate the titles when you create the attachment so that what you created as “humpaper3.doc” arrives at my computer called “humpape~.doc” and I can’t distinguish it from one you also wrote called “humpaper2.doc.” Those who have successfully sent documents with long titles elsewhere and Mac users needn’t worry about these restrictions (the latter can ignore the suffixes except in the case of RTF documents).
  7. Always give your papers names that let me distinguish them as yours. Put your initials or at least part of your name early in the name. If I get ten papers called “voltaire.doc” or “termpaper.doc” I can’t tell one from the other without opening it. Worse, in moving things around, one student’s paper may entirely wipe out another’s. A good name for a paper by Paul Brians about Voltaire would be “pbvolt.doc”. You can look at the list of students in the Speakeasy Café to see whether anybody shares your initials.
  8. All modern computers can produce such characters as curled (“smart”) quotation marks and apostrophes and true dashes. It’s worth learning how your computer does it. Many word processors allow you to turn these features on automatically. In Word 98 this option is under “Auto Format” and “Auto Correct as You Type.” You can also choose “Insert Symbol” to find out how to type special characters like this.
  9. If you learned to type before computers became common, you may have some left-over bad typing habits which cause problems when papers are transferred from one computer to another. It is important to learn how to use your word processor properly, not as a kind of electronic typewriter.
    • A sure sign of somebody not having made a full transition to computer typing is the tendency to hit the return key at the end of lines instead of at the end of paragraphs only. This may look fine on your screen or printer, but by the time the document reaches me, it is likely to display differently. To maintain the proper wrapping of text, remember to hit the return key only at the end of paragraphs.
    • At the top of the page of your word processing screen you should see a ruler on which you can set the indent for the beginning of paragraphs (usually using a little arrow that can be slid along the ruler). Do not hit the space bar a number of times to create indents. Tabs will usually work, but do not create proper indents either.
    • In your bibliography, you will have to use an overhanging indent. Do not try to simulate this by inserting a carriage return at the end of the first line of the bibliographic entry followed by a tab or spaces. Instead, learn how to use the overhang indent tool in your word processor. In Word, you hold down the shift key while pulling the lower of the two indent arrows to the right.
    • Note that you can change the indents, margins, and tabs from paragraph to paragraph. Use the margin and indent tools to create set-off block quotations. Do not use a combination of carriage returns and spaces or tabs. Just remember that your cursor needs to be in the paragraph to which you are trying to assign a particular margin or indent.
    • To align columns of words in tables, use your word processor’s table tool or tabs. Do not align columns using the space bar.
    • Create more elegant tabs by learning how to set the tabs you want rather than using the automatic default ones and tabbing repeatedly across the page.
    • Although in the old days people were told to make two spaces between sentences, this is considered improper with modern computer fonts. Try to get into the habit of hitting the space bar only once between sentences. You’ll save yourself a lot of keystrokes in the long run and produce a better-looking product. Until this becomes second nature, you can check for absent-minded mistakes by automatically searching your document for two contiguous spaces and replacing them with one.

 

Reading About the World, Vol. 2

reader_cover_2Reading About the World, Volume 2, edited by Paul Brians, Mary Gallwey, Douglas Hughes, Azfar Hussain, Richard Law, Michael Myers Michael Neville, Roger Schlesinger, Alice Spitzer, and Susan Swan.

This anthology prints short selections sharply focussed on major topics of interest to beginning students of World Civilizations. It combines traditional historical sources with literary and philosophical selections.

 

 

 

By clicking on the hotlinks below you can access samples from Reading About the World, Volume 2. The third edition was published by Harcourt Brace Custom Publishing, 1999.

 

Additional selections not included in the printed version of the reader are marked with an asterisk (*).


Africa 1500-1750


*Selections marked are supplementary readings omitted from the 2nd edition of Reading About the World.


Reading About the World, Volume 1


Reading About the World is now out of print. You can search for used copies using the following information:Paul Brians, et al. Reading About the World, Vol. 1, 3rd edition, Harcourt Brace College Publishing: ISBN 0-15-567425-0 or Paul Brians, et al. Reading About the World, Vol. 2, 3rd edition, Harcourt Brace College Publishing: ISBN 0-15-512826-4.

Try Chambal:
http://www.chambal.com/csin/9780155674257/ (vol. 1)
http://www.chambal.com/csin/9780155128262/ (vol. 2)

For all other queries, write Paul Brians at paulbrians@gmail.

General Education home page

Richard Hooker’s World Civilizations reader

Washington State University home page

paulbrians@gmail.com

Jean Le Rond d’Alembert: Preliminary Discourse to the Encyclopedia of Diderot

The encyclopedia edited by Denis Diderot and Jean d’Alembert became famous–and controversial–principally because many of its articles reflected the impious attitudes of its contributors like Voltaire & Rousseau, many of whom were participants in the rationalist movement known as the Enlightenment. More than a summary of all contemporary knowledge, it served as a manifesto for a new way of looking at the world. One of its striking innovations was that it described and depicted in hundreds of engravings various mechanical processes which were in the process of transforming the world during the period known as the Industrial Revolution. D’Alembert’s insist-ence on the dignity and genius of the men usually scorned as commoners foreshadows the egalitarian attitudes which were to undermine the old aristocratic order.

Why have people come to despise the mechanical arts? What is their main advantage over the liberal arts (that is, more intellectual arts)?


The mechanical arts depend on manual operation and are enslaved, if I may be permitted the term, to a species of routine, and so are left to those men whom prejudice places within the lowest classes. Poverty has driven these men to apply themselves to such work more often than taste or native genius drew them towards it, and for this reason these arts have come to be despised, so much does poverty darken what accompanies it. On the other hand, the free operations of the intellect (1) are the lot of those who think themselves to be the most favored of nature. Nevertheless, the advantage which the liberal arts have over the mechanical, because the former demands hard, intellectual work and requires difficulty to excel, is sufficiently compensated by the far greater usefulness the latter arts for the most part provide for us. It is this very utility which forced these arts to be reduced to merely mechanical operations, so that a greater number of men could practice them. But society, in justly respecting the great geniuses which have enlightened it, need not on that account vilify the hands of those who serve it. The discovery of the compass is no less advantageous to the human race than the explanation of the properties of the compass needle is to physics. Finally, considering in itself the distinction we are discussing, how many of the so-called scholars are there for whom science is, in reality, only a mechanical art? And what is the real difference between a head filled with facts without any order, any usefulness or any connections, and the instinct of an artisan reduced to a mechanical operation?

The contempt shown to the mechanical arts seems to have been influenced in part by their inventors. The names of these great benefactors of the human race are almost entirely unknown, whereas the history of its destroyers, that is to say, its conquerors, is known by everyone.

Even so, it is perhaps among the artisans that one should go to find the most admirable proofs of the sagacity, the patience, and the resources of the intellect. I admit that the greater part of the arts have been invented little by little and that it has taken a very long period of centuries in order to bring watches, for example, to the point of perfection that we see.

But is it not the same for the sciences?

How many discoveries which immortalized their authors were prepared for by the work of the preceding centuries, even having been developed to their maturity, right up to the point that they demanded only one more step to be taken? And not to leave watch-making, why do we not esteem those to whom we owe the fusee, the escapement, and the repeating works [of watches] as much as we esteem those who have successively worked on perfecting algebra? Moreover, if I can believe those philosophers who do not so despise the mechanical arts that they refuse to study them, there are certain machines so complicated, and in which all the parts depend so much on each other, that it is difficult to imagine that the invention would be due to more than one man. The name of this rare genius is shrouded in oblivion, yet is it not more worthy of being placed beside that small number of creative intellects which have opened up to us new routes in the sciences?

Translated by Richard Hooker


(1) The “liberal” arts, i.e., the “free” arts.


This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

This is an excerpt from Reading About the World, Volume 2, edited by Paul Brians, Mary Gallwey, Douglas Hughes, Michael Myers, Michael Neville, Roger Schlesinger, Alice Spitzer, and Susan Swan and published by American Heritage Custom Books.The reader was created for use in the World Civilization course at Washington State University, but material on this page may be used for educational purposes by permission of the editor-in-chief:

Paul Brians
Department of English
Washington State University
Pullman 99164-5020

This is just a sample of Reading About the World, Volume 2.


Reading About the World is now out of print. You can search for used copies using the following information:Paul Brians, et al. Reading About the World, Vol. 1, 3rd edition, Harcourt Brace College Publishing: ISBN 0-15-567425-0 or Paul Brians, et al. Reading About the World, Vol. 2, 3rd edition, Harcourt Brace College Publishing: ISBN 0-15-512826-4.

Try Chambal:
http://www.chambal.com/csin/9780155674257/ (vol. 1)
http://www.chambal.com/csin/9780155128262/ (vol. 2)

Ludwig van Beethoven (1770-1827): Symphony no. 9 in D minor, opus 125, Fourth movement 23:22

I wrote this analysis of the last movement of Beethoven’s Ninth Symphony to aid my students in following along as the music played. The timings are based on the classic 1952 recording conducted by Arturo Toscanini (RCA Victor Gold Seal), but the timings could be adjusted to fit any other recording. Please keep in mind that this was written by a non-musician for non-musicians in a general humanities class and does not pretend to be a technical analysis–just a way of helping beginning listeners to classical music appreciate what is going on.

Elapsed time

0:00 The movement opens agitatedly as the orchestra picks up fragments of one theme after another from the previous three movements, as if seeking a satisfactory vehicle for its expression; but each is discarded in turn.

1:15 The first seven notes of the main theme to come are tentatively uttered, but it too is abandoned as the search continues.

2:17 Once again the theme begins, this time in the woodwinds, but it soon breaks off.

2:46 Finally, the theme emerges decisively in the basses for a subdued first statement.

3:24 The second statement is calm, tranquil, confident, and the theme continues onward in the various voices of the orchestra, broad and flowing.

4:38 The winds make a strong statement of the theme.

5:49 The flow of the music abruptly halts–there are rapid shifts–great agitation, until

6:02 the orchestra introduces the baritone singing the first three lines of the poem, rejecting the feverish discords of the previous passage, calling for a different music, whose nature is suggested by the strings beneath his voice:

O Freunde, nicht diese Töne,
O friends, not these notes!
sondern lasst uns angenehmere
Rather let us take up something more
anstimmen, und freudenvollere.
pleasant, and more joyful.

6:43 The chorus echoes his “Freude!” and he is off through the first part of the ode on the main theme:

Freude, schöner Götterfunken
Joy, lovely divine light,
Tochter aus Elysium
Daughter of Elysium
Wir betreten feuertrunken,
We march, drunk with fire,
Himmlische, dein Heiligtum.
Holy One, to thy holy kingdom.
Deine Zauber binden wieder,
Thy magic binds together
Was die Mode streng geteilt;
What tradition has strongly parted,
Alle Menschen werden Brüder,
All men will be brothers
Wo dein sanfter Flügel weilt.
Dwelling under the safety of your wings.

7:12 The chorus recapitulates the last four lines of this section.

7:30 The theme is now presented by a vocal quartet, which continues the ode:

Wem der grosse Wurf gelungen,
He who has had the great pleasure
Eines Freundes Freund zu sein
To be a true friend to a friend,
Wer ein holdes Weib errungen,
He who has a noble wife
Mische seinen Jubel ein!
Let him join our mighty song of rejoicing!
Ja–wer auch nur eine Seele
Yes–if there is a solitary soul
Sein nennt auf’ dem Erdenrund!
In the entire world which claims him–
Und wer’s nie gekonnt, der stehle
If he rejects it, then let him steal away
Weinend sich aus diesem Bund.
Weeping out of this comradeship.

alternating with the chorus, which repeats the last four lines, and the quartet then sings:

Freude trinken alle Wesen
All beings drink in joy
An den Brüsten der Natur;
From nature’s breasts.
Alle Guten, alle Bösen
All good and evil things
Folgen ihrer Rosenspur.
Follow her rose-strewn path.
Küsse gab sie uns und Reben
She gave us kisses and grapes,
Einen Freund, geprüft im Tod;
A friend, tested unto death,
Wollust ward dem Wurm gegeben,
Pleasure is given even to the worm
Und der Cherub steht vor Gott.
And the cherubim stand before God.

with the chorus repeating the last four lines of this section. Each time through the theme is treated to ever more elaborate variations.

9:10 There is a dramatic pause at the climax of the word “God”, and the theme emerges rhythmically transformed in the winds as a military march, matching the martial words of the tenor in these lines:

Froh, wie seine Sonnen fliegen
Happy, like thy Sun which flies
Durch des Himmels prächt’gen Plan,
Through the splendid Heavens,
Wandelt, Brüder, eure Bahn,
Wander, Brothers, on your road
Freudig, wie ein Held zum Siegen.
Joyful, like a hero going to victory.

10:53 An orchestral interlude.

12:30 The chorus re-enters, repeating these lines :

Freude, schöner Götterfunken
Joy, lovely divine light,
Tochter aus Elysium
Daughter of Elysium
Wir betreten feuertrunken,
We march, drunk with fire,
Himmlische, dein Heiligtum.
Holy One, to thy holy kingdom.
Deine Zauber binden wieder,
Thy magic binds together
Was die Mode streng geteilt;
What tradition has strongly parted,
Alle Menschen werden Brüder,
All men will be brothers
Wo dein sanfter Flügel weilt.
Dwelling under the safety of your wings.

13:16 There is a dramatic shift, and the poem continues:

Seid umschlungen, Millionen!
Be embraced, you multitudes,
Diesen Kuss der ganzen Welt!
In this kiss of the entire world.
Brüder–überm Sternenzelt
Brothers–over the canopy of stars
Muss ein lieber Vater wohnen!
A loving Father must live.

and these lines are then repeated.

15:14 The religious section of the ode begins as the chorus intones in an awed manner: Ihr stürzt nieder, Millionen?
Millions, do you fall upon your knees?

15:30 The music rises hopefully toward God and the heavens as the final lines of verse are sung:

Ahnest du den Schöpfer, Welt?
Do you sense the Creator, world?
Such’ ihn überm Sternenzelt!
Seek Him above the canopy of stars!
Über Sternen muss er wohnen.
Surely He lives above the stars.

16:58 The last section, from “Seid umschlungen, Millionen!” is repeated triumphantly in counterpoint.

18:36 A dramatic hush, the music rises steadily.

19:23 The quartet then re-enters with the following lines from the beginning of the poem:
Tochter aus Elysium
Daughter of Elysium
Deine Zauber binden wieder,
Thy magic binds together
Was die Mode streng geteilt;
What tradition has strongly parted,

20:06 The chorus underlines “Alle Menschen werden Brüder,” “All mankind will be brothers.”

20:50 The same line is repeated ecstatically by the quartet, which soars upward to

21:30 its peak.

21:41 The orchestra and chorus re-enter at a rapid tempo to bring the movement to its

23:22 conclusion.

More study guides for 18th and 19th Century European Classics

 


Original German text, public domain; Translation by Paul Brians

First mounted June 16, 1995.

Last revised, February 9, 2010.