… I'm not the first or only one to have noticed Amazon.com's utility

My recent post on how Publishing Industry Gloom is Readers’ Gain discussed the pervasive fear of used books. But now I’ve found an article from a decade ago concerning and predicting its rise, in Philip Greenspun’s hilarious (and depressing) piece about his experience writing a tech book. Towards the bottom, he included this:

Looking at the way my book was marketed made me realize that amazon.com is going to rule the world. A traditional bookstore is useful as an entertainment venue. You can arrange to meet someone there. You can kill 20 minutes browsing. But if you’re picky about what you want, the chance of them having the book is pretty small. They carry books that are being heavily hyped and books that were popular and relevant six months ago. Traditional bookstores can’t respond quickly to customer demand for new or newly popular titles. In dozens of cases, friends of mine would go into a store to ask after Database Backed Web Sites. Usually the book had not been ordered and the store had no intention of stocking the title. The front desk clerks had no mechanism to provide feedback to the buyers. If a person did not plunk down his credit card and special order the book, no record would exist of the inquiry.

Although I couldn’t find a date of original publication on his site, it appears to have been sometime around 1997. Talk about prescience. Not long ago I desperately wanted a copy of Chaim Potok’s The Gift of Asher Lev—which was a mistake—so I could start it immediately after finishing My Name is Asher Lev. None of the Bookman’s stores in Tucson had it. Antigone (of course) didn’t have it, but that didn’t stop me from calling. Eventually I found two stores, both inconveniently located, that did: a Barnes & Noble and a Borders. The Barnes & Noble didn’t actually have it, though their computer said they did. The Borders did have it for about $15. If I’d just started driving to bookstores, I would’ve been irate by the journey’s end. For the privilege, I paid a little more than $15.00. Amazon charges $10.20 as of this writing. A used copy costs $8.08 with shipping. Don’t get me started on the dearth New York Review of Books Press or Library of America titles, which are two of my favorite imprints.

This is why Amazon is growing in power.

In Seattle, I would go to Elliott Bay and the University Bookstore to hear authors. In Tucson, I lack even that reason.

Still, it appears that used books might not be substitutes for most Amazon buyers, according to Internet Exchanges for Used Books: An Empirical Analysis of Product Cannibalization and Welfare Impact, which says

Our analysis suggests that used books are poor substitutes for new books for most of Amazon’s customers. The cross-price elasticity of new book demand with respect to used book prices is only 0.088. As a result only 16% of used book sales at Amazon cannibalize new book purchases. The remaining 84% of used book sales apparently would not have occurred at Amazon’s new book prices. Further, our estimates suggest that this increase in book readership from Amazon’s used book marketplace increases consumer surplus by approximately $67.21 million annually.

Then again, it was also written in 2005, and I wouldn’t be surprised if reader behavior changes quickly.

Publishing Industry Gloom is Readers’ Gain

Bargain Hunting for Books, and Feeling Sheepish About It almost perfectly describes my book habits. The major difference is that I carefully examine the used and new prices; if they are sufficiently close, especially given shipping charges, I go new. But they often aren’t. Read the article and note this:

And what of the woman who sold me the [used] book [over the Internet]? She told me via e-mail that her real name was Heather Mash and that she worked as a domestic violence case manager in a women’s shelter not too far from Berkeley. She didn’t set out to subvert the publishing and bookselling world, she said. Like most of us who sell online, Ms. Mash began because she had too many books and wanted to raise money to buy more. “I would rather sell a book for a penny and let someone enjoy it than keep it collecting dust,” she said.

Many of the scholarly books I own concerning Melville or Tolkien would once have been unavailable or, if they were available, ludicrously expensive, and reading them probably would’ve required a good university library. Now I can buy them relatively cheaply; instead of $20 for Jane Chance’s The Mythology of Power, I got it for $4 or $5, counting shipping. Once, such books probably wouldn’t even have been available in paperback; the only option would’ve been hardbacks costing $45 – $100.

Although the New York Times article implies this hurts the publishing industry, I wonder if it really helps: a decreasing reliance on old books (or the “catalog”) means that publishers will be forced to pay more attention to new books if they are to make any money. At the same time, the real question is the extent to which used books are substitutes or complements for real books. With some works—like the classics cited in the article—the answer seems to be substitutes. With others, though, I suspect that readers are more likely to buy more books because they can better afford it.

The article implies that Amazon is partially a problem, but I would observe that people use Amazon because Amazon is incredibly, extraordinarily easy and cheap. It’s also simple to learn, as if easy and cheap weren’t enough. And the selection is good; for example, I recently mentioned Norman Rush’s extraordinary novel Mating in a post on The Mind-Body Problem. At this Amazon link, a dozen hardcover copies are available for “$0.01,” although this is deceptive because the $3.99 in shipping means that you’re actually paying $4. Still, that’s incredibly cheap; in a Seattle used bookstore not long ago, I saw a hardcover copy for $11. Furthermore, you can’t even buy new hardcover copies of Mating, and a used hardcover will probably last longer than a new paperback. Is it any surprise that I react to this situation with self-interest?

What can or should publishers do? I’m not entirely sure, but I suspect it means competing with their own catalog in terms of price. Or it might mean something else; I’m reminded of Ursula K. Le Guin’s excellent piece in Harper’s, Staying awake: Notes on the alleged decline of reading:

Books are social vectors, but publishers have been slow to see it. They barely even noticed book clubs until Oprah goosed them. But then the stupidity of the contemporary, corporation-owned publishing company is fathomless: they think they can sell books as commodities.

[…]

I keep hoping the corporations will wake up and realize that publishing is not, in fact, a normal business with a nice healthy relationship to capitalism. Elements of publishing are, or can be forced to be, successfully capitalistic: the textbook industry is all too clear a proof of that. How-to books and the like have some market predictability. But inevitably some of what publishers publish is, or is partly, literature—art. And the relationship of art to capitalism is, to put it mildly, vexed. It has not been a happy marriage. Amused contempt is about the pleasantest emotion either partner feels for the other. Their definitions of what profiteth a man are too different.

And one more point, this one from The Zen of Graphics Programming by way of a Slashdot comment:

Anecdote the third: A while back, I had the good fortune to have lunch down by Seattle’s waterfront with Neal Stephenson, the author of Snow Crash and The Diamond Age (one of the best SF books I’ve come across in a long time). As he talked about the nature of networked technology and what he hoped to see emerge, he mentioned that a couple of blocks down the street was the pawn shop where Jimi Hendrix bought his first guitar. His point was that if a cheap guitar hadn’t been available, Hendrix’s unique talent would never have emerged. Similarly, he views the networking of society as a way to get affordable creative tools to many people, so as much talent as possible can be unearthed and developed.

This semester, the University of Arizona bookstore charged around $400 for class books, or around $340 used. A combination of new and used books from Amazon ran to about $250. I’ll keep the $150, thanks. But I’ll probably end up spending the rest on other books.

Publishing Industry Gloom is Readers' Gain

Bargain Hunting for Books, and Feeling Sheepish About It almost perfectly describes my book habits. The major difference is that I carefully examine the used and new prices; if they are sufficiently close, especially given shipping charges, I go new. But they often aren’t. Read the article and note this:

And what of the woman who sold me the [used] book [over the Internet]? She told me via e-mail that her real name was Heather Mash and that she worked as a domestic violence case manager in a women’s shelter not too far from Berkeley. She didn’t set out to subvert the publishing and bookselling world, she said. Like most of us who sell online, Ms. Mash began because she had too many books and wanted to raise money to buy more. “I would rather sell a book for a penny and let someone enjoy it than keep it collecting dust,” she said.

Many of the scholarly books I own concerning Melville or Tolkien would once have been unavailable or, if they were available, ludicrously expensive, and reading them probably would’ve required a good university library. Now I can buy them relatively cheaply; instead of $20 for Jane Chance’s The Mythology of Power, I got it for $4 or $5, counting shipping. Once, such books probably wouldn’t even have been available in paperback; the only option would’ve been hardbacks costing $45 – $100.

Although the New York Times article implies this hurts the publishing industry, I wonder if it really helps: a decreasing reliance on old books (or the “catalog”) means that publishers will be forced to pay more attention to new books if they are to make any money. At the same time, the real question is the extent to which used books are substitutes or complements for real books. With some works—like the classics cited in the article—the answer seems to be substitutes. With others, though, I suspect that readers are more likely to buy more books because they can better afford it.

The article implies that Amazon is partially a problem, but I would observe that people use Amazon because Amazon is incredibly, extraordinarily easy and cheap. It’s also simple to learn, as if easy and cheap weren’t enough. And the selection is good; for example, I recently mentioned Norman Rush’s extraordinary novel Mating in a post on The Mind-Body Problem. At this Amazon link, a dozen hardcover copies are available for “$0.01,” although this is deceptive because the $3.99 in shipping means that you’re actually paying $4. Still, that’s incredibly cheap; in a Seattle used bookstore not long ago, I saw a hardcover copy for $11. Furthermore, you can’t even buy new hardcover copies of Mating, and a used hardcover will probably last longer than a new paperback. Is it any surprise that I react to this situation with self-interest?

What can or should publishers do? I’m not entirely sure, but I suspect it means competing with their own catalog in terms of price. Or it might mean something else; I’m reminded of Ursula K. Le Guin’s excellent piece in Harper’s, Staying awake: Notes on the alleged decline of reading:

Books are social vectors, but publishers have been slow to see it. They barely even noticed book clubs until Oprah goosed them. But then the stupidity of the contemporary, corporation-owned publishing company is fathomless: they think they can sell books as commodities.

[…]

I keep hoping the corporations will wake up and realize that publishing is not, in fact, a normal business with a nice healthy relationship to capitalism. Elements of publishing are, or can be forced to be, successfully capitalistic: the textbook industry is all too clear a proof of that. How-to books and the like have some market predictability. But inevitably some of what publishers publish is, or is partly, literature—art. And the relationship of art to capitalism is, to put it mildly, vexed. It has not been a happy marriage. Amused contempt is about the pleasantest emotion either partner feels for the other. Their definitions of what profiteth a man are too different.

And one more point, this one from The Zen of Graphics Programming by way of a Slashdot comment:

Anecdote the third: A while back, I had the good fortune to have lunch down by Seattle’s waterfront with Neal Stephenson, the author of Snow Crash and The Diamond Age (one of the best SF books I’ve come across in a long time). As he talked about the nature of networked technology and what he hoped to see emerge, he mentioned that a couple of blocks down the street was the pawn shop where Jimi Hendrix bought his first guitar. His point was that if a cheap guitar hadn’t been available, Hendrix’s unique talent would never have emerged. Similarly, he views the networking of society as a way to get affordable creative tools to many people, so as much talent as possible can be unearthed and developed.

This semester, the University of Arizona bookstore charged around $400 for class books, or around $340 used. A combination of new and used books from Amazon ran to about $250. I’ll keep the $150, thanks. But I’ll probably end up spending the rest on other books.

Life: Art edition

“Only one who has mastered a tradition has a right to attempt to add to it or rebel against it.”

—Chaim Potok, My Name Is Asher Lev

Laptops, students, distraction: hardly a surprise

This post grew out of a comment responding to the question, “What Restrictions Should Student Laptops Have?” I’m a graduate student who teaches English 101/102/109h and takes classes at the University of Arizona.

The short version: leave restrictions or lack thereof to the teachers or instructors.

For background, read “Why I ban laptops in my classroom,” “I Don’t Multitask,” “professor vs laptop,” Paul Graham’s “Disconnecting Distraction“and finally “Is Google Making Us Stupid?” This is not a new issue. If Paul Graham and other writers and hackers find the Internet ceaselessly distracting, what hope do freshmen have? I hear friends and other grad students say they feel like they can’t go more than a half hour without poking around the Internet, which hurts their writing time. Laptops in general and Internet connectivity in particular might cause greater problems than those they’re designed to solve.*

While I sympathize with some pro-laptop comments, I will point out that paternalism is not always bad; sometimes it’s a necessary component of developing discipline, fortitude, or tenacity. Banning laptops could help students develop the ability to focus for a sustained period of time and not get lost in class, particularly during discussions about complex material. In classrooms I’ve been in—including graduate classrooms—where virtually everyone had laptops, they were used for taking notes, yes. But they were also used for Facebook, and checking out happy hour, messaging, and messaging about the incompetence of the person speaking, checking the score, and a variety of other things that promote continuous partial attention.

The jokes are coming: you must’ve been a dumb student, gone to a bad school, had bad professors, be weak minded, etc. Maybe: but I think the bigger problem is that letting one’s attention temporarily wander is made so much easier by having a laptop and Internet connection is almost overwhelming. Sure, you can stay on a diet with a chocolate cake in your kitchen. Sure, you’d never lie on that mortgage application about your income—but, you know, you really want that McMansion, and no one is going to check it, and you just have to inflate it a little… The problem is that laptops made distraction so easy. They make it harder to separate the bad professor from the difficult material. And so on.

Students in universities succumb to the Beer and Circus mentality, and if they do, what luck will middle- and high-school students have? I teach freshmen English now at the University of Arizona and ban laptops. I’m aware of the counter-arguments and alluded to them above: if you’re not a compelling enough teacher to keep their attention, they deserve to use laptops to get around you. But what if you can’t get their attention in the first place? What if you’re trying to impart something important but that doesn’t have the immediacy of Perez Hilton? Then give them the Cs they deserve when they write bad papers. And then they whine to you about the grades they got. The Slashdot commenter would be such a strong writer or coder or mathematician that he could get by anyway: congratulations. But the other 24 people in the classroom probably can’t.

All this is to say that laptops can very easily and quickly become more a burden than benefit. For some classes they may be necessary or helpful, like programming classes. Still, not every lesson will call for them and not every teacher will want to use them.

“Here’s the dilemma — how much freedom do you give to students?” you ask. The answer depends too much on the instructor to give a firm answer, but I give the answer above in part because so many of the initial responses tend towards “let them do whatever they want.” Sure: and throw someone into an ocean a mile from shore and see what happens. If the teacher wants them to conduct a textual analysis of a Facebook profile, let them. If the teacher doesn’t want them to have Internet access, let the teacher have a kill switch for the room’s wireless router. That way, you’ll be allowing as much flexibility as the situation calls for.

Outside the school, students’ autonomy should be complete, and schools shouldn’t impinge on students’ rights to conduct themselves how they will. Many students will use computers in ways that seem wasteful, but a few will also hack them, use them for self-expression, and let the computers become assistants rather than crutches for thought.

Did you see what Randy Pausch calls the headfake in this essay? It’s partially about students, yes, but it’s really about how to create and learn. Computers can help those processes, but too often they seem to hinder. And when they hinder, they should be discarded. The real scarce resource in modern life is sustained attention.

EDIT 2015: Vox reports on a study that says “you should take notes by hand — not on a laptop.” The study claims that participants who wrote by hand had better recall, especially of complex concepts. Don’t take one study as definitive but in this case anecdote and research match.

Cal Newport’s book Deep Work: Rules for Focused Success in a Distracted World discusses similar topics. Distraction and defeating it will be an ongoing saga for many decades.


* I haven’t gone as far as Paul Graham, who describes his solution:

I now leave wifi turned off on my main computer except when I need to transfer a file or edit a web page, and I have a separate laptop on the other side of the room that I use to check mail or browse the web. (Irony of ironies, it’s the computer Steve Huffman wrote Reddit on. When Steve and Alexis auctioned off their old laptops for charity, I bought them for the Y Combinator museum.)

My rule is that I can spend as much time online as I want, as long as I do it on that computer. And this turns out to be enough. When I have to sit on the other side of the room to check email or browse the web, I become much more aware of it. Sufficiently aware, in my case at least, that it’s hard to spend more than about an hour a day online.

And my main computer is now freed for work. If you try this trick, you’ll probably be struck by how different it feels when your computer is disconnected from the Internet. It was alarming to me how foreign it felt to sit in front of a computer that could only be used for work, because that showed how much time I must have been wasting.

Beer and Circus: How Big-Time Sports Is Crippling Undergraduate Education — Murray Sperber

Federal Requests for Proposals (RFPs) like the Grant Competition To Prevent High-Risk Drinking or Violent Behavior Among College Students are like sheets of paper held up as protection against the hurricane of larger social forces. The program aims to “develop or enhance, implement, and evaluate campus-and/or community-based strategies to prevent high-risk drinking or violent behavior among college students,” but it’s facing a campus culture that, as Murray Sperber describes in Beer and Circus: How Big Time College Sports is Crippling Undergraduate Education, has shifted to drinking and fanatical attention to sports in lieu of learning (I couldn’t help but think of a classic piece from The Onoin, “You Will Suffer Humiliation When The Sports Team From My Area Defeats The Sports Team From Your Area,” which sums my feelings about sports I’m not actually playing).

The “How Big Time College Sports is Crippling Undergraduate Education” subtitle is slightly misleading: big-time college aren’t themselves crippling education, though they are a contributing facto. Rather, they combine with shifts in university priorities toward research, curriculums, graduate departments, and star professors that, combined with a negative feedback loop thanks to big-time sports and decreased state and federal funding support, leads to inferior undergraduate education at many big schools and big public schools in particular. Hence the “beer and circus” formulation that alludes to bread and circus, with beer deadening thought and circus in the form of sports. Sperber’s argument is not a bad argument, although it’s overstated—universities are not as callow as he makes them out to be. Furthermore, if students in the aggregate didn’t want beer and circus, they would vote with their feet and wallets, as many of the financially able and academically inclined do.

That last designation, “academically inclined,” is an important one: Sperber discusses the four loose categories students tend to fall into, with the collegiate wanting parties, Greek life, and sports, the academic wanting knowledge, the vocational wanting a better job, and the rebels looking for life fulfillment. I might add the “lost” group, or those who wandered into college as an extension of high school and don’t really know why they’re there except that their parents told them to go. These categories aren’t rigid, and students can shift from one to the other and carry traits from more than one, but they’re useful nonetheless. Sperber cites research efforts to explore the composition of schools based on those categories, and it appears that, at many big public schools, the collegiate and vocational students compose the vast majority and have at least since World War II. Schools in turn began shifting their priorities, which accelerated in the 60s and early 70s, and appears to have reached its apotheosis sometime around there.

There’s some danger of propagating a myth of the golden age, but Sperber does seem to have found a genuine shift, especially when he’s discussing funding priorities. The most useful section might be devoted to the culture gap between many of those who control university departments and their undergraduate students. In this respect, the academic outsiders of undergrad eventually become the professors. Here’s where I wonder if the mythological aspect is rising, since, as a percentage basis, the academically inclined might not have dropped any or much, but the sheer number of them simply hasn’t kept up with the collegiate or vocational, and consequently, their influence might have waned. Academic-types also probably can’t connect with professors as easily as they once might have and are more likely to be left adrift in vast classrooms Sperber analogizes to mass transit stations, with all the charming behavior that implies. At the same time, the gulf between undergrads and professors grows: most professors came from the academic culture, while their students don’t. Conflict naturally arises, and I’ve now experienced it—most often indirectly but occasionally directly; the instructors will snicker when they (we?) hear excuses like, “I couldn’t come to class because my sorority kidnapped me…” Such excuses can be especially galling when they come back to back with students who have real problems, like family medical emergencies. How should one respond, I can’t help but asking? There doesn’t seem to be an ideal way, in part because of different values—and I can’t help believing mine are superior. And it’s not easy to inculcate those kinds of values regarding critical thinking, writing, and the like on an industrial scale to people who chiefly want to party. The question becomes, “What should be done?” and the answers—discussed briefly below—seem likely to remain in the ethereal realm of ideas rather than the practical realm of implementation.

Obviously I’ve spent some time considering Sperber’s conclusions and reasoning. But, alas, a book like Beer and Circus reminds me of Harold Bloom’s How to Read and Why in that both are unlikely to reach the people who need them most—in Bloom’s case, people who don’t or seldom read, and in Sperber’s case, people in positions of power at colleges or who are choosing colleges. The kinds of people most likely to read Beer and Circus are the academics, who are already opposed to the beer and circus mentality and don’t need to be convinced. We find a paradox: someone insightful enough to read this book and who knows something about large universities in the United States will probably already understand the problems it describes, while those who don’t see the problems or like beer and circus aren’t likely to read it.

So how could you decrease campus drinking and such? By now, the game-day culture is sufficiently entrenched that you probably can’t, but one could allocate more money to universities with the stipulation that the money a) not supplant existing teaching funds and—here’s the critical part—b) go entirely to support teaching, rather than research, athletic centers, administrators, and the like. It’s likely to be more effective than approaches like trying to prevent high-risk drinking or violent behavior through band-aids that don’t fix the fundamental problems underlying the behavior: a persistent focus among faculty on research, among undergraduates on each other, and with almost no one but grad students (like me) minding the undergrads. Small schools and honors programs help somewhat, but Sperber justifiably calls them “lifeboats.” Real change would cost more, take more time and effort, and require more full-time teachers and professors who are actually rewarded, socially and otherwise, for teaching. All that seems improbable: what’s more probable is business-as-usual, with books like Sperber’s marking time in unused libraries while most of the student body spends time on the field and in the stadium.

(Oh, and for more Onion-related mockery: see Shitload Of Math Due Monday, which is not unlike many comments I overhear at the gym.)

How to Read and Why — Harold Bloom

Harold Bloom’s How to Read and Why is mostly an exercise close reading that tries to show how to learn by doing. The particular works Bloom chooses, ranging from Shakespeare to Borges to Proust, seem less important than the mere act of criticism; unlike most criticism, however, this one makes explicit the moral and other lessons it wants you to take. In some ways, How to Read and Why is a cheerleader for the personal critic inside all of us, like a book about eating that’s really for amateur restaurant reviewers for Yelp.com. How to Read and Why could also be a broader version of Shakepeare: The Invention of the Human, with short essays on a variety of authors instead of one.

Bloom passes judgment—in a very “judicious” sense of the word—on authors and works, as when he says that “Absorbing as Crime and Punishment is, it cannot be absolved of tendentiousness, which is Dostoevsky’s invariable flaw.” That Bloom didn’t say “crime” in lieu of “flaw,” shows his seriousness as a writer, and maybe also his lack of fun in seizing a terrible but obvious pun. Elsewhere, some of Bloom’s analysis manages the difficult trifecta of being subtle, meaningful, and non-obvious, as when he writes that “Turgenev, like Henry James, learned something subtler from Shakespeare: the mystery of the seemingly commonplace, the rendering of a reality that is perpetually augmenting.” The word “augmenting” is perhaps off-key, but we understand what Bloom meant. Although I don’t know whether she learned it from Shakespeare, Virgina Woolf might have accomplished the same thing.

These insights or descriptions or banal commentary, depending on perspective, are sprinkled throughout the book. In each section—”chapter” is too large a word for them—Bloom goes through essentially the same formula, relating to short stories, poems, novels, plays, and then novels again: he gives a close reading of the work, states what he thinks is unusual about its style or content, then gives a lesson or lessons. Some “lessons” are negative, in that they show what not to aspire to, while others are positive; others toe the nebulous middle, like this passage about Chekhov’s “The Student:”

Nothing in ‘The Student,’ except what happens in the protagonist’s mind, is anything but dreadfully dismal. It is the irrational rise of impersonal joy and personal hope out of cold and misery, and the tears of betrayal, that appears to have moved Chekhov himself.

In weaker hands, such a comment might be merely sentimental and, worse, fatuous. But here it feels supported—organic—although to show how would require pages and pages of quote. It show the acknowledgment of cold and misery and the reality of those things through a single word: “irrational.” With it, Bloom nods at reality and then transcends it, as “The Student” does.

Nonetheless, not everything in How to Read and Why is flawless. Bloom writes that “[…] short stories, whether of the Chekhovian or Borgesian kind, constitute an essential ” Essential form? What the hell does that mean? What’s a non-essential form? Regardless of their essentiality or lack thereof, I still don’t care much for them because, as I’ve often explained to friends amused at this reasoning, by the time I’m into one, it ends. It takes novels to really hold me and to make me want to invest in them. He makes, however, as strong an intellectual and academic case for short stories as one is likely to find, although Francine Prose, James Wood, and others argue in their favor. Regardless of their defenses, I still don’t like them.

Bloom also doesn’t and perhaps can’t explain the pleasures of reading except in terms of themselves, and perhaps that’s for the best: such sensations are difficult if not impossible to convey, but to his credit they are implied. It’s pleasure mingled with duty to Bloom, one becoming the other in the mature mind; as he writes, “I want to contrast Shakespeare’s abandonment of the work [toward ceaselessly reinventing consciousness] with Tarphon’s [a Rabbi of the same generation as the more famous Akiva] insistence that we are not free to abandon it.” The two are different perhaps for religious reasons; of Shakespeare’s inclinations we know little, but it seems that he probably had no God looking over his shoulder, while Tarphon had the possibility of disappointing God with him at every moment. The contrast between the two men is hardly surprising; it’s been claimed that the novel arose to take the place of God, meaning that a specialized form of imaginative narrative art overtook the belief in literal manifestations of a deity beyond time and space, and there is even a book with the very deliberate and appropriate title The Secular Scriptures, which studies Romance.

I’ve focused primarily on the short story section of How to Read and Why, and it’s emblematic of the strengths and weaknesses of the book as a whole. The major problem with Bloom’s approach is that sophisticated readers already do this, and they might even read critics who help them to do it better. People who don’t or seldom read probably won’t be interested. That leaves naive readers who would like to learn more, but I can’t imagine that a vast number of them are waiting for Harold Bloom’s instruction in the art of reading. It’s possible some exist, to be sure, but it seems more likely that someone interested in becoming a sophisticated reader will have already done so, and someone uninterested is unlikely to read a book to learn more about reading. How many people are there in the marginal space devoted to seekers who haven’t found much yet? Some, perhaps—the cover proclaims that How to Read and Why was a New York Times bestseller, for whatever that’s worth. Still, I could see How to Read and Why being an excellent gift book, or an excellent reference to attackers who say “why bother reading?”

Links: Freedom, humanity, universal empathy, and other such small topics

* MercatorNet’s John Armstrong argues that “Economic freedom has turned toxic because we lack the cultural maturity that the humanities used to provide” (hat tip NYT Ideas Blog). Although I’m naturally susceptible to arguments like this:

The long-term health of the economy depends on the flourishing of the humanities: an important factor in our present troubles is their self-imposed weakness.

The dependency is hard to see because the standard ways in which we think about capitalism and the humanities are misleading.

I also find them difficult to believe. Armstrong’s historical view implies that the humanities once had a much stronger influence on public life, which is possible, but even if they did, boom/bust cycles far worse than this one were common in the 19th Century, as this list indicates (the panic of 1893 was particularly grim). Humanities or no, panics and boom/bust cycles might be part of human psychology and behavior, as Henry Blodget argues in “Why Wall Street Always Blows It:”

But most bubbles are the product of more than just bad faith, or incompetence, or rank stupidity; the interaction of human psychology with a market economy practically ensures that they will form. In this sense, bubbles are perfectly rational—or at least they’re a rational and unavoidable by-product of capitalism (which, as Winston Churchill might have said, is the worst economic system on the planet except for all the others). Technology and circumstances change, but the human animal doesn’t. And markets are ultimately about people.

He gives numerous examples of bubble behavior in action, along with small-scale studies that seem to demonstrate bubble behavior even in controlled environments. The humanities might offer many benefits, pleasure chief among them, even if doing so is unlikely to prevent bubbles or take the rough edges off capitalism. Or maybe not: Paul Graham asks “Is It Worth Being Wise?” and basically answers “yes, but not as important as intelligence.” He defines “wise” and “intelligent” throughout the essay, for those of you wondering why he’d set near synonyms as opposites. Graham, however, probably has the culture maturity Armstrong writes about and thus probably takes it for granted in a way that allows him to disparage the humanities more than he probably should. That disparagement occurs throughout his essay, and although many of his criticisms are valid, he overstretches them, much as Armstrong probably overstretches the virtues of the humanities.

Maybe Armstrong is suggesting the second great purpose of art, as described by D.H. Lawrence in Studies in Classic American Literature:

Art has two great functions. First, it provides an emotional experience. And then, if we have the courage of our own feelings, it becomes a mine of practical truth. We have had the feelings ad nauseam. But we’ve never dared dig the actual truth out of them, the truth that concerns us…

I’m not sure art has any practical truths to offer: like Nabokov, I suspect art’s chief purpose is itself and aesthetic bliss, and as such, any practical truths are at best secondary. Or maybe art is whatever we make it to be, and Armstrong’s effort to make the humanities—of which art is a large part—into a helper of the SEC is as valid as Nabokov’s belief in art as itself. The challenge in implementing Armstrong’s view is that convincing banking executives to start reading, say, Dr. Faustus and The Lord of the Rings, seems rather improbable. And even if they did, it’s still an overly large leap to imagine that doing so will tangibly improve the economic situation.

Alas, I’m using what humanities knowledge I have to argue against the importance of the humanities, at least for the reasons stated in the article. Perhaps that’s one of the humanities’ major problems: its own practitioners doubt its utility and have the skills to point out why.

* Mark Sarvas recommends The Gift, a book he praises in unusual terms: “I’m often asked why I persist here at TEV for no financial rewards. The best answer I can offer is to stick a copy of The Gift into your hands, albeit virtually.”

With an endorsement like that, expect a post on The Gift sometime in the not-too-distant future.

* By way of The Elegant Variation once again, read about the power of fiction to portray other worlds in our own world. To use one example from the article:

Yet even if we understand things as narratives, most of us would rather read the traditional story presented by a novel than we would the rather dryer story of a policy report. Best-selling novels such as Khaled Hosseini’s The Kite Runner thus reach a huge audience (especially when helped along by the other great narrative art and made into a blockbuster film) whilst academic research, no matter how insightful, will never be read by millions. Which is why the report’s authors venture that Hosseini’s novel has probably “done more to educate western readers about the realities of daily life in Afghanistan than any government media campaign, advocacy organisation report, or social science research.”

I’ve heard of—who hasn’t?—but never read The Kite Runner and so can’t comment on that in particular, but it’s hard to deny the power of narratives to fiction in general. I’ve begun reading a triple-pack of Henry Green’s novels, Loving; Living; Party Going, and they seem as close to working-class Britain circa World War II as I’m ever going to get. When this mimetic function fails, the novel often fails with it, and here I’m thinking of novels like Waverley and The Other Boleyn Girl.

Consider that article as reinforcement regarding the second of D.H. Lawrence’s propositions regarding art, as already stated above:

Art has two great functions. First, it provides an emotional experience. And then, if we have the courage of our own feelings, it becomes a mine of practical truth. We have had the feelings ad nauseam. But we’ve never dared dig the actual truth out of them, the truth that concerns us…

* More on the maybe-changes in culture being driven by video:

When technology shifts, it bends the culture. Once, long ago, culture revolved around the spoken word. The oral skills of memorization, recitation and rhetoric instilled in societies a reverence for the past, the ambiguous, the ornate and the subjective. Then, about 500 years ago, orality was overthrown by technology. Gutenberg’s invention of metallic movable type elevated writing into a central position in the culture. By the means of cheap and perfect copies, text became the engine of change and the foundation of stability. From printing came journalism, science and the mathematics of libraries and law. The distribution-and-display device that we call printing instilled in society a reverence for precision (of black ink on white paper), an appreciation for linear logic (in a sentence), a passion for objectivity (of printed fact) and an allegiance to authority (via authors), whose truth was as fixed and final as a book.

The passage indicates the questionable grandiosity in tone, but the thinking about what the pervasiveness of video says regarding society is still worthwhile.

* If you’ve read that, you much deserve a break, and Quid plura? offers one:

…and then, once in a while, you’re invited to yak it up at a writers’ event, and you retire to a pizza joint for a late night of unrepeatable stories with smart, funny people, and you begin to understand the value of your 300-page calling card beyond the reviews and royalty statements. Writers like to gripe and whine, but when it comes to this one benefit, don’t let authors tell you otherwise, not even my fellow recluses. The social aspect, unlike the process of writing itself, is even more fun than you think it will be.

* The publishing industry is of less interest to me than actual reading, but nonetheless this insightful bit from the New Yorker’s book blog is fascinating.

The Author dies, the world yawns, and writers keep scribbling

This originated as an e-mail, but then I realized it was actually a blog post and edited it accordingly.

Roland Barthes begins The Death of the Author thus:

‘This was woman herself, with her sudden fears, her irrational whims, her instinctive worries, her impetuous boldness, her fussings, and her delicious sensibility.’ Who is speaking thus? Is it the hero of the story bent on remaining ignorant of the castrato hidden beneath the woman? Is it Balzac the individual, furnished by his personal experience with a philosophy of Woman? Is it Balzac the author professing ‘literary’ ideas on femininity? Is it universal wisdom? Romantic psychology? We shall never know, for the good reason that writing is the destruction of every voice, of every point of origin. Writing is that neutral, composite, oblique space where our subject slips away, the negative where all identity is lost, starting with the very identity of the body writing.

It’s a powerful and irritating introduction: powerful because it contains some truth—the speaker is, indeed, ambiguous—but irritating because it stretches that ambiguity beyond its bound. Absent other information, either an omniscient speaker is narrating or free indirect speech is allowing another character to narrate. Either way, choices like “universal wisdom” or “Romantic psychology” seem more like fanciful projections that come from the critic rather than the text. Not being familial with Balzac, I’m not sure who speaks, but someone or something does, and not every voice is destroyed. To be sure, at times we might not be sure of who speaks, but so what? Teasing out the logical bounds of who could be speaking is one of the novel’s pleasures, and James Wood shows how such literary techniques work in How Fiction Works. On page 8 of my edition, he writes:

So-called omniscience is almost impossible. AS soon as someone tells a story about a character, narrative seems to want to bend itself around that character, wants to merge with that character, to take on his or her way of thinking and speaking. A novelist’s omniscience soon enough becomes a kind of secret sharing; this is called free-indirect style, a term novelists have lots of different nicknames for – ‘close third person’, or ‘going into character.’

(Italics in original.)

From there Wood goes on to define by example what he means by free-indirect speech via example. He says he admires Barthes on the first page of How Fiction Works, and it’s worth noting that in this admiration, Wood in part refutes him—or, rather, if not refutes, then goes on a different and more productive tangent: to attempt a partial explanation of realism, rather than to try and deny its existence altogether. He says that How Fiction Works “asks a critic’s questions and offers a writer’s answers,” in contrast to critics like Barthes and Shklovsky, who “thought like writers alienated from the creative instinct.” (For another example of someone who magnificently asks critics’ questions and gives writers’ answers, see John Barth’s The Friday Book.) The description of Barthes and Shklovsky is apt: reading Barthes is frustrating because he so often seems right and then oversteps the conclusion that his premises will support.

At the start of The Rise Of The Novel: Studies In Defoe, Richardson And Fielding, Ian Watt writes:

There are still no wholly satisfactory answers to many of the general questions which anyone interested in the early eighteenth-century novelists and their works is likely to ask: Is the novel a new literary form? And if we assume, as is commonly done, that it is, and that it was begun by Defoe, Richardson and Fielding, how does it differ from the prose fiction of the past, from that of Greece, for example, or that of the Middle Ages, or of seventeenth-century France?

Although Barthes and Watt wrote decades ago, they still seem relevant in part because the issues of perspective and representation are unlikely to ever leave us in art. We perpetually expand what it means to be real or not real or how we should see the world, but that expansion can never encompass all possibilities, or all stories. Hence the continual reshaping of not only what we read and find valuable, but also who we are.


This debate about authorship is intensified by blogs and other electronic media, where copying is easier than ever and links can, if used well, show the tentacles of other thinkers reaching into one’s own thinking. You can see aspects of the online debate in innumerable places; a small recent sampling from my own links might include Mourning Old Media’s Decline, If you’re online, are you really reading?, book blogs over search engines, and Twilight of the Books. Personally, I’m not all that worried about blogs and other forms of online media; technological innovation helped produce the novel by making reproduction of written relatively inexpensive, and the Internet is doing the same only moreso. A change in orders of magnitude in the dissemination of information will probably lead to eventual changes we haven’t even pondered yet, and I assume that change will ultimately expand the possibility of how we communicate, just as the novel helped expand the way we see consciousness. Besides, as Andrew Sullivan argues in “Why I Blog” (published in The Atlantic):

Every writer since the printing press has longed for a means to publish himself and reach—instantly—any reader on Earth. Every professional writer has paid some dues waiting for an editor’s nod, or enduring a publisher’s incompetence, or being ground to literary dust by a legion of fact-checkers and copy editors. If you added up the time a writer once had to spend finding an outlet, impressing editors, sucking up to proprietors, and proofreading edits, you’d find another lifetime buried in the interstices. But with one click of the Publish Now button, all these troubles evaporated.

“Why I Blog” rambles even more than this post, but it’s one of the more coherent explanations of blogging I’ve seen—perhaps because it doesn’t come in the form of a blog post. Most writers since before the printing press have probably also dreamed of getting paid for their writing, and it’s not obvious how that’s going to happen online. It’s an important question and one that hasn’t been answered satisfactorily: despite all the talk about the death of print, authors, and various other “traditional” or “old” forms and whatever, I’m still interesting in writing fiction and long nonfiction that’ll be published in print with my name on it, chiefly because that’s the only way to get paid for it in a real sense of the word, and it’s the best way to get professional editing (bonus points to commenters who observe typos in this post). Granted, blogs pay in non-monetary forms like social status and satisfaction. But status doesn’t cover rent or put food on the table, so it’s an imperfect system, and what kind of payment method writers will devise in the future isn’t obvious to me. Writing as a form of advertising or display mechanism for other skills is one possibility, as that’s (a small) part of what Grant Writing Confidential does, even as it provides other benefits, like increasing overall knowledge of how to write proposals, deal with bureaucracies/bureaucrats, make individuals aware of funding opportunities, and the like.

Still, blogs seem here to stay, and authors are likely to continue writing, whether their writing destroys the point of origin—whatever that means. One reason I write blog posts is because the marginal amount of extra effort is just that: marginal. I obviously spend a lot of time reading already, and I do so chiefly because I enjoy it. If I spent 5 to 25 hours on a book, spending another 1 to 3 on a post isn’t difficult, especially if the book is powerful enough to keep me thinking when I’m not reading it. And when I write, I often find that ideas emerge that I didn’t realize I had previously—which is not an experience unique to blogging, I realize, but sometimes the immediacy of the experience can help me bring them out.

As stated above, this post began as an e-mail, and I decided that I’d written enough to create a post on what I originally thought would be on authorship in the Internet age, although it’s turned out somewhat differently than I conceived it. Still, much of the idea and expression work was already done, both on my own (through the e-mail composition process) and through the writing of others (Foucault, Barthes, Wood). The question becomes, why not do the marginal amount of extra work and make whatever thoughts I have available to the rest of the world? And hence, blogging. Maybe it is a useless activity, but if so, I doubt it’s any more useless than the numerous other activities we engage in. And in writing, I realize that I had more thoughts on the subject of blogging, authorship, and incentives than I realized before I started, when I thought I was just going to dash off a quick note about the connection between a conversation in class and reading more generally. Now I’m 1,000 words in before I realize it that letters were to Keats and others might be what blog posts and e-mails are to the great writers of today whose names we don’t yet know.

I say “might” because predicting the future has always been a fool’s game, and the increasing rate of technological change only makes it moreso. But the past does offer a guide, however limited, to the future, and my betting is on cultural production changing around the nature of technology and how we use it. I doubt that will make the novel as such obsolete—perhaps the form will become still more important as a haven of deep thought amid the swells and chatter of blogging—but it might change it, and our conception of who the author is. I don’t think the change, when or as it occurs, will be as profound as some suspect.

To return to the beginning of this essay, maybe the book as an object will survive, and maybe writing fiction and criticism, like all forms of art, is naturally a self-referential activity that causes its practitioners to, in the act of creating, to speculate on why and how they do what they do. In that vein, maybe Barthes is so obsessed with the author and with realism because he cannot escape either or their perpetual pull on the novel. As such, he attacks them out of love and out of love and frustration, the latter because try as he might he can’t escape realism and still be in the novel. So he thrashes about, like someone holding his breath and thinking that doing so for as long as possible proves that one can live without oxygen, while writers (whether of blogs, books, or scholarly detritus, or whatever) continue producing the stories, just as people do to define themselves. We cannot separate the content of the stories from how we tell them or draw a perfect line between the authors we read and the text we produce, causing the endless debates about the nature of writing and expression. At times, the participants fail to see the larger, paradoxical picture of the infinite literary firmament, which is, as I said earlier, greater than any attempts to capture it.

On books, taste, and distaste

Jason Fisher made this astute observation in an e-mail:

One thing I will say, as now a fairly regular reader of your blog, is that you don’t seem to read very much that you actually like. You seem, in some ways, doomed to be disappointed either by your tastes or the bar you’ve set up. Do you do any reading purely for non-intellectual pleasure, I wonder? I, for instance, read Palahniuk novels, Crichton novels too, and pulpy fantasy and science fiction, and so on. I know this isn’t great literature, but because I know that, and don’t expect it to be, I can enjoy it for what it is. I suppose it’s a bit like cleansing one’s palate after watching a Masterpiece Theatre miniseries (Middlemarch, say), by tuning in to several ridiculous half-hour sit-coms. Do you do anything like that? Some people, very stuffy and high-minded people usually, like to say life’s too short to waste precious time reading anything less than the most serious, intellectually stimulating challenging works of literature, but I think this is rather missing the point: that’s not necessarily wasting time so much as just spending it in different ways. I personally cannot keep up a constant level of serious intellectual stimulation at all times; I need some pure entertainment, pure diversion. What about you?

There are some very fine and accurate observations here: I am disappointed by a lot, as a cursory examination of recent posts will show, although I would also say that some of what comes across as disappointment is analysis. For example, I liked Richard Price’s Lush Life. Even within that praise, however, I discuss the off notes:

Imperfections in Lush Life are minor: Tristan is flat, which is perhaps appropriate given his youth and the cruel environment in which he lives. Some allusions are improbable; would Eric or the third-person narrator mention the dancing of Tevye? Maybe, but despite Eric being Jewish I’m skeptical.

Occasionally I do find the excellent novel, and I had Fisher’s e-mail in mind when I took Wonder Boys from the shelf and reread it in a great gulp, like a full water bottle after a long run. The last paragraph of my post says:

This is the kind of novel that reminds me why I like to read so much, and why I find bad books disappointing out of proportion to their menial sins: because those bad books suck up the time, space, and energy, both mental and physical, that could be devoted to the wonderful and extraordinary.

Knowing how wonderful writers can be makes those who don’t rise to the challenge of their predecessors and contemporaries rather disappointing, like spending time fixing random and unimportant errors rather than focusing on systematic issues that could prevent them in the first place. Although I don’t think my taste stuffy necessarily—I like the whimsical and humorous far too much—I don’t like to waste my time on the high-, middle-, or low-brow. Faulkner’s weaker novels are of little more interest to me than The Da Vinci Code, and the hysterical realists (see more on them here, in a walled garden).

In How Beautiful It Is and How Easily It Can Be Broken, Daniel Mendelsohn says of the critic:

What motivates so many of us to write in the first place is, to begin with, a great passion for a subject (Tennessee Williams, Balanchine, jazz, the twentieth-century novel, whatever) that we find beautiful; and then, a kind of corresponding anxiety about the fragility of that beauty.

I might quibble with the words “anxiety” and “fragility,” both of which strike me as close but not precisely akin to those ephemeral qualities Mendelsohn is trying to describe, but the idea is fundamentally right: why it is that so many works of art are off just enough to cast them from the great to the good, the good to the mediocre, the mediocre to the atrocious. It’s that initial passion that propels us, and me, forward, however, and as one does move forward, one’s knowledge of what makes good and bad becomes steadily more refined and one’s taste further develops. When I began reading adult books around the time I was 11 or 12, I devoured innumerable pulpy fantasy and, to a lesser extent, science fiction novels. My taste then was much coarser, and as I’ve developed as a critic and person, I’ve become more aware of the—not fragility, exactly, but the very tight rope suspended over a wide chasm, and how difficult it is to stay on that rope and not to fall in. Now commonplaces are more apparent, patterns become clearer, and ideas that seemed vivid the first time I encountered them have become stale. The quest for novelty evolves, and the initial passion becomes more discriminating, and as it does, disappointment becomes common in a way that makes one almost in danger of enervating.

Such discrimination also makes the highs all the higher, and what I before had perceived as the difference between good and bad novels was the difference between a boy evaluating on a mound he just dug to the hole from where the dirt came versus an adult evaluating the difference between the Himalayas and the Grand Canyon. Perhaps that is somewhat overblown—the Himalayas? Really?—but it nonetheless helps express the contrasts in scale that I’m describing. The wonderful and extraordinary don’t necessarily have to be Melville or Tolstoy, and that’s where I’d distinguish Fisher’s point:

I suppose it’s a bit like cleansing one’s palate after watching a Masterpiece Theatre miniseries (Middlemarch, say), by tuning in to several ridiculous half-hour sit-coms. Do you do anything like that? Some people, very stuffy and high-minded people usually, like to say life’s too short to waste precious time reading anything less than the most serious, intellectually stimulating challenging works of literature […]

I’d count Richard Russo’s Straight Man, Rebecca Goldstein’s The Mind-Body Problem, and Elaine Dundy’s The Dud Avocado among my favorite recent novels. If they have elements of being half-hour sitcoms, it’s their devotion to humor, but they are all far deeper than most sitcoms—or novels—and have a core of meaning if one wishes to find it underlying their jokes. In some ways, such novels are my favorite: they’re intellectually stimulating but lighter than a perfect souffle. The best sit-coms are like this too: some early episodes of Sex and the City had this mixture of the profound through the banal and vice-versa. But a show like Friends never seemed to have that depth, at least to judge from my relatively limited experience: it was melodrama without the drama, all surface and nothing beneath. Art like that doesn’t usually appeal to me, but I don’t think it a requirement that serious precludes being funny, or that serious is an absolute virtue to be worshiped. For more on this subject, see James Wood’s The Irresponsible Self: On Laughter and the Novel.

In humor we might get at the deepest truths; I can’t remember who said it, but someone noticed that comedy is tragedy that happens to someone else. But I don’t go for empty vessels in reading or watching. In pop songs I listen to while driving, sure, but very seldom elsewhere. A corollary of that might be that I don’t like a lot of novels, or books in general.

[…] I think this is rather missing the point: that’s not necessarily wasting time so much as just spending it in different ways. I personally cannot keep up a constant level of serious intellectual stimulation at all times; I need some pure entertainment, pure diversion. What about you?

I might be driving toward the same point and might have also misrepresented Fisher’s meaning if not his exact words in responding, above. But I would say that I’m not convinced pure entertainment or pure diversions exist: art needs to have some depth (or height—I’m forced into using these relative positions to average without specifying really whether they should be up or down) sufficient to be genuinely entertaining and diverting in the first place. Failing at that task means they can’t be diverting. To me, greatness in fiction starts with entertainment and diversion, though diversion from what I’m not entirely sure. Maybe the real—whatever that is.

To summarize, Fisher is right that there are many novels I don’t like, but I would also say that those I don’t like throw those I do into sharper relief, and that there is little if any place for a mediocre novelist in this world. Different people have different standards for art and greatness, and I don’t deny those standards exist. Nonetheless, Philippa Gregory and Tom Clancy will never rise to them. The latter is writing speculative nonfiction most of the time, whether he realizes it or not, and the former doesn’t write skillfully enough to distract me from anything because her stylistic and other mistakes are so common. I’ve also noticed that I’ve tended to write more about nonfiction over the last month or two, and perhaps that’s partially because one can still derive something from bad nonfiction; bad fiction, on the other hand, might be a total deadweight loss of time, money, and thought.

I have to quote from Kundera’s The Curtain:

(Hermann Broch said it: the novel’s sole morality is knowledge; a novel that fails to reveal some hitherto unknown bit of existence is immoral […])

and, later:

Every novel created with real passion aspires quite naturally to a lasting aesthetic value, meaning to a value capable of surviving its author. To write without having that ambition is cynicism: a mediocre plumber may be useful to people, but a mediocre novelist who consciously produces books that are ephemeral, commonplace, conventional—thus not useful, thus burdensome, thus noxious—is contemptible.

Kundera is perhaps overly grandiose here, but he is more right and wrong. And too many novels are ephemeral, commonplace, conventional, and I usually try to point those novels out and point out why and how they have those qualities. Sometimes I succeed better than others, and I often feel too aware of my own deficiencies in expression, which I try to remedy even as I fear that I am like a short person trying to grow by wishing for height. Fortunately, that analogy is imperfect because intellectual growth is possible, I believe, for all people who are open to it, but I’m not so sure that becoming an intellectual giant is. Nonetheless, I think there are worse quests in this world than the quest for knowledge and for representation.