“German Jewry, like Western European Jewry in general, never understood that the simple person is the true center of politics in all democratically governed countries.
And this is also the reason why German Jews often do not understand the just national aspirations of the Jewish people [folk]. Most do not know at all what a people [folk] really is and what it wants. The most beautiful Hebrew in the world will not teach them that. Let the German Jews learn to respect simple person [poshete mentshn], in general, and the simple Jew [yiddishe folks-mentsh], in particular – and then you will be able to speak to them about Jewish politics in all the languages of the world.”
These are the closing words of an op-ed written by Hannah Arendt in November 1942 for the New York Yiddish daily Morgen Zshurnal. The short piece is a response to an account of recent conflicts between German and Hebrew speakers in the Jewish settlement in Palestine (the Yishuv) written by Aaron Zeitlin, a Yiddish author and regular contributor to the newspaper.
It is, by all evidence, Arendt’s only Yiddish-language publication. (A year earlier, in December 1941, the News Bulletin of the “Emergency Committee for Zionist Affairs” published a Yiddish translation of Arendt’s first Aufbau op-ed, “The Jewish Army – The Beginning of Jewish Politics?” But the Morgen Zshurnal piece seems to be the only one that Arendt published exclusively in Yiddish.) Arendt’s Yiddish voice is both familiar and surprising, and, as I shall sketch very briefly here, her exchange with Zeitlin fascinatingly prefigures significant moments in Arendt’s thinking and her dialogue with others later in life, for example her exchange with Gershom Scholem about Eichmann in Jerusalem.
In the fall of 1942, tensions between immigrants from Nazi Germany and the veteran Zionist community of the Yishuv had reached a violent peak with the bombing of a press in Jerusalem, which had been printing a German-language newspaper. Zeitlin bases his account of the event, and of the political atmosphere that led up to it, on a report by Menachem Ben Eliezer, which appeared in October in the Hebrew newspaper Hadoar, published in New York by the Hebrew Federation of America. The Hebrew reporter and the Yiddish commentator both blame the German Jews, known as “Yekkes,” for failing to assimilate into the society of the Yishuv and, especially, for obstinately refusing to learn Hebrew. In Zeitlin’s words, the German Jews are not patriotic because they lack a love of Israel (“ahavat Israel” or, in Yiddish, “ahaves Yisroel”).
Arendt, described in the byline as “a well-known German-Jewish writer and Zionist activist” who, “in 1935, visited the Land of Israel, where she spent three months and had the opportunity to get to know the Yishuv and the new immigration (Aliyah),” responds to the accusations ambivalently. Outraged by the violent act of the Hebrew purists of the Yishuv, she nevertheless concedes that the failure of German Jews to understand the simple Jews of Eastern Europe and their justified national aspirations is a problem.
The brief op-ed piece thus reveals a fascinating moment in the development of Arendt’s identity and her political affinities. Having recently arrived as a refugee from Europe, Arendt was writing for the German-language Aufbau and would soon start publishing in English-language publications such as Partisan Review and Nation. But her attention was evidently also devoted to publications such as Morgen Zshurnal and their Yiddish-speaking readership. As Thomas Wild has recently argued on this website, Arendt’s career would continue to move productively between German and English, for example when she substantially revised the English The Human Condition to produce the German Vita Activa.
And even after this brief stint, the Yiddish language did not disappear from her writing entirely, as I briefly mention below. She would also find opportunities to reflect publicly on issues of language choice, for example in her 1948 dedication of the German book Sechs Essays to her friend and mentor Karl Jaspers, where she explains the difficulty and the necessity of writing and publishing in her native language. But this Yiddish op-ed – written in a language that she had studied as an adult and that was rapidly moving aside to make space for English, not only in her mind but also in the American-Jewish public sphere – is probably the only statement that Arendt made about Jewish language politics.
Interestingly, at this juncture in her own linguistic affiliations, Arendt insists that the battle over languages is a political red herring. “Unlike Herr Zeitlin,” she writes, “I am of the opinion that the entire education and psychology of the world could not successfully separate people from their mother tongue […]. It is a process of a generation or two, and in America we have the best proof of that.” Instead of focusing on the struggle between the languages, Arendt points her readers in two different directions. The piece opens, in a familiarly sarcastic tone, with an expression of Arendt’s interest in Jewish militancy as a form of political response to the current crisis (an interest that was expressed in her contemporary writing for Aufbau): “I am of the opinion that it would be better for the Yishuv to boycott German merchandise rather than the German language, and that the hotheads would do better to save the bombs for Rommel’s soldiers rather than to use them against the Jews for their German language.” But it ends on a different note, with a vision of a post-Babelian politics that grows out of solidarity with the simple people. If the German Jews only understood what a true Jewish “folks-mentsh” is, the conversation could transcend linguistic divisions and one would be “able to speak to them about Jewish politics in all the languages of the world.”
As Elizabeth Young-Bruehl describes in her biography and as evidenced also in the early correspondence with Heinrich Blücher, Arendt had studied Yiddish with her friend Chanan Klenbort in Paris. But in the absence of further information about the composition process – was the piece written in German and translated into Yiddish? Or did a native speaker aid Arendt, in the way that friends such as Randall Jarrell and Alfred Kazin later helped her with her English? – one can only speculate about the significance of the highly Germanic style of the Yiddish in which the piece is written or of word choices such as “folks-mentsh” and “posheter mentsh.” Reading Arendt in Yiddish can feel like a glimpse through a door to an alternative history. What would have been the circumstances – in Arendt’s own intellectual development, in the history of the Jews – that would have compelled her to keep writing in Yiddish? Would the Yiddish version of The Human Condition have placed the “posheter mentsh” at the center of politics? In other words, the Yiddish op-ed focuses our view on Arendt’s preoccupations and her transformation during her early years in the United States. It also sharpens questions that have already been raised in relation to her writing for Aufbau: Does the writing of this period prepare the ground for her later philosophical and political work? And if it does, how should we describe this ground? Or does the shift of her positions on Zionism rather constitute a break in her thinking?
It is easy to see the continuity between the criticism Arendt expresses here and her sharp critique of German Jewry in her book Eichmann in Jerusalem. But there are other, far more uncanny, linguistic continuities, not only in Arendt’s own writing but also in her dialogues and polemics with others. In his famous response to the Eichmann book, Gershom Scholem echoes Zeitlin – most probably unwittingly – when he laments Arendt’s lack of “Ahabath Israel” (as Scholem rather Germanically transcribes the Hebrew expression). Arendt seems to hear that echo when she inserts in her reply to Scholem’s letter a parenthetical inquiry about the history of the term: “I would, by the way, be very thankful if you could tell me since when this concept plays a role in the Hebrew language and scripture, when it first appears, etc.” Indeed, the echo seems to conjure up in Arendt elements of her original response to Zeitlin, and so she returns to the same simple person she had once hoped that German Jewry could listen to, in Yiddish or in “all the languages of the world.” Thus, when she attempts to defend her (to many readers indefensible) position on Jewish collaboration with the Nazis, she explains to Scholem: “There was no possibility of resistance, but there was a possibility of doing nothing. And in order to do nothing, one need not have been a saint, but rather one needed simply to say: I am a simple Jew (ein poscheter Jude) and I do not want to be more than that.”
The Yiddish was excised from the German version that was published by the Neue Zürcher Zeitung in October 1963 (where it was replaced by “einfacher Jude”) and from the English translation published in Encounter in December 1964 (which refers to “a Simple Jew”). The act of self-censorship is probably as revealing as Arendt’s use of the term itself.
Arendt’s brief foray into Yiddish journalism also has a fascinating postscript on the pages of the Morgen Zshurnal (or rather its continuation Der Tog Morgen Zshurnal). As Richard I. Cohen has described, in 1965 the newspaper carried Aaron Zeitlin’s raging response to Arendt’s Eichmann book, a response in which he described her as the agent of the devil. Zeitlin does not explicitly mention his previous disagreement with Arendt, indeed, he conspicuously avoids mentioning her by name. But, in its emphasis on Arendt’s misnaming of Eichmann when she describes him as a “grey, simple (posheter) average person,” his vitriolic attack can be read as a response to Arendt’s polemic twenty-three years earlier
Based on research and translation conducted in collaboration with Sunny Yudkoff. Many thanks to Barbara Hahn and Thomas Wild, who uncovered the Yiddish piece in the Hannah Arendt archive.
NOTE: This Saturday, February 23, 2013 marks the launch of the Hananh Arendt Center three part series, "Music in the Holocaust: Jewish Identity and Cosmopolitanism". The series is made possible through the generosity of grant from the Bertha Effron Fund of the Community Foundation of the Hudson Valley. Learn more here.
COERCION, COLLUSION & CREATIVITY - Music of the Terezin Ghetto & the Central European Experience
NATIONALISM, CONTINUITY & SYNTHESIS - Music of Warsaw, Lodz, & other Eastern ghettos
KURT WEILL & THE MODERNIST MIGRATION - Music of Weill & Other Émigrés
Stephanie A. Miner, the Mayor of Syracuse NY, has an important op-ed essay in The NY Times Thursday. Syracuse is one of hundreds of cities around the state and tens of thousands around the country that are struggling with the potentially disastrous effects of out-of-control pension costs. Where this crisis is heading can be seen in California, where San Bernadino has become the third California city to declare bankruptcy. These cities are dying. They are caught in a bind. Either they decide not to pay their promised debts to pensioners; or, in honoring those debts, they so fully raise taxes and cut services as to ruin the lives of their citizens.
In Syracuse, Mayor Miner understands well the depth of the problem. First, public employee labor costs are too high not because salaries are high, but because pension costs and medical benefits are rising without limit. Second, revenues are being slashed, both from the recession and from cutbacks from the state and federal governments. Finally, the middle and upper class flight from cities to suburbs have left the tax base in cities low at the moment when poorer city dwellers are disproportionately in need of public services.
The result is that cities are faced with a stark choice: Do they pay older citizens what has been promised to them? Or do they cut those promised pensions in order to provide services for the young? This is a generational conflict that is playing out across the country.
Miner is worried that the response by NY State is making the problem worse. In short, Governor Cuomo and the legislature have decided to let cities that cannot afford to fund their burgeoning pension obligations borrow money to pay those pensions. The kicker is, that the cities are being told to borrow money from the very same pension plan to which they owe money.
If this sounds suspicious, it is. As Danny Hakim—one of the best financial reporters around—wrote almost exactly one year ago in the NY Times, this is a desperate and dangerous move:
When New York State officials agreed to allow local governments to use an unusual borrowing plan to put off a portion of their pension obligations, fiscal watchdogs scoffed at the arrangement, calling it irresponsible and unwise.
And now, their fears are being realized: cities throughout the state, wealthy towns such as Southampton and East Hampton, counties like Nassau and Suffolk, and other public employers like the Westchester Medical Center and the New York Public Library are all managing their rising pension bills by borrowing from the very same $140 billion pension fund to which they owe money.
The state’s borrowing plan allows public employers to reduce their pension contributions in the short term in exchange for higher payments over the long term. Public pension funds around the country assume a certain rate of return every year and, despite the market gains over the last few years, are still straining to make up for steep investment losses incurred in the 2008 financial crisis, requiring governments to contribute more to keep pension systems afloat.
Supporters argue that the borrowing plan makes it possible for governments in New York to “smooth” their annual pension contributions to get through this prolonged period of market volatility.
Critics say it is a budgetary sleight-of-hand that simply kicks pension costs down the road.
Borrowing from the state pension plan to pay municipal pension costs is simply failing to pay the pensions this year and thus having to pay more next year.
Hakim, as good as he is, allows Thomas P. DiNapoli—the state’s comptroller—to get away with calling the scheme “amortization.”
The state’s comptroller, Thomas P. DiNapoli, said in a statement, “While the state’s pension fund is one of the strongest performers in the country, costs have increased due to the Wall Street meltdown.” He added that “amortizing pension costs is an option for some local governments to manage cash flow and to budget for long-term pension costs in good and bad times.”
But how is this amortization? The assumption or hope is that the market will rise, the pension fund will go up, and then the municipalities will owe less. That is hardly amortization. No, it is desperate speculation with public monies.
The crisis in our cities afflicts the whole country, according to a study by the Pew Center on the States.
Cities employing nearly half of U.S. municipal workers saw their pension and retiree health-care funding levels fall from 79% in fiscal year 2007 to 74% in fiscal year 2009, using the latest available data, according to the Pew Center on the States. Pension systems are considered healthy if they are 80% funded.
The reason to pay attention to the problems in cities is that cities have even less ability to solve their pension shortfalls than states. The smaller the population, the more a city would have to tax each citizen in order to help pay for the pensions of its retired public workers. The result is that either cities get bailed out by states and lose their independence (as is happening in Michigan) or the cities file for bankruptcy (as is happening in California).
Mayor Miner, a Democrat, takes a huge risk in standing up to the Governor and the legislature. She is rightly insisting that they stop hiding from our national addiction to the crack-cocaine of unaffordable guaranteed lifetime pensions. Piling unpayable debts upon our cities will, in the end, bankrupt these cities. And it will continue the flight to the suburbs and the hollowing out of the urban core of America. Above all, it will sacrifice our future in order to allow the baby boomers to retire in luxury. Let’s hope Miner’s call doesn’t go unheeded.
This Weekend Read is Part Two in “The “E” Word,” a continuing series on “elitism” in the United States educational system. Read Part One here.
Peter Thiel has made headlines offering fellowships to college students who drop out to start a business. One of those Thiel fellows is Dale Stephens, founder of Uncollege. Uncollege advertises itself as radical. At the top of their website, Uncollege cites a line from the movie "Good Will Hunting":
You wasted $150,000 on an education you coulda got for a buck fifty in late charges at the public library.
The Uncollege website is filled with one-liners extolling life without college. It can be and often is sophomoric. And yet, there is something deeply important about what Uncollege is saying. And its message is resonating. Uncollege has been getting quite a bit of attention lately, part of a culture of obsession with college dropouts that is increasingly skeptical of the value of college.
At its best, Uncollege does not simply dismiss college as an overpriced institution seeking to preserve worthless knowledge. Rather, Uncollege claims that college has become too anti-intellectual. College, as Uncollege sees it, has become conventional, bureaucratic, and not really dedicated to learning. In short, Uncollege criticizes college for not being enough like college should be. Hardly radical, Uncollege trades rather in revolutionary rhetoric in the sense that Hannah Arendt means the word revolution: a return to basic values. In this case, Uncollege is of course right that colleges have lost their way.
Or that is what I find interesting about Uncollege.
To actually read their website and the recent Uncollege Manifesto by Dale Stephens, is to encounter something different. The first proposition Uncollege highlights has little to do with education and everything to do with economics. It is the decreasing value of a college education.
The argument that college has ever less value will seem counter intuitive to those captivated by all the paeans to the value of college and increased earning potential of college graduates. But Uncollege certainly has a point. Currently about 30% of the U.S. adult population has a degree. But among 20-24 year olds, nearly 40% have a college degree. And The Obama administration aims to raise that number to 60% by 2020. Uncollege calls this Academic Inflation. As more and more people have a college degree, the value of that degree will decrease. It is already the case that many good jobs require a Masters or a Ph.D. In short, the monetary value of the college degree is diminished and diminishing. This gives us a hint of where Uncollege is coming from.
The Uncollege response to the mainstreaming of college goes by a number of names. At times it is called unschooling. Unschooling is actually a movement began by the legendary educator John Holt. I recall reading John Holt’s How Children Learn while I was in High School—a teacher gave it to me. I was captivated by Holt’s claim that school can destroy the innate curiosity of children. I actually wrote my college application essay on Holt’s educational philosophy and announced to my future college that my motto was Mark Twain’s quip, “I never let school interfere with my education”—which is also a quotation prominently featured in the Uncollege Manifesto.
Unschooling—as opposed to Uncollege—calls for students to make the most of their courses, coupling those courses with independent studies, reading groups, and internships. I regularly advise my students to take fewer not more courses. I tell them to pick one course each semester that most interests them and pursue it intently. Ask the professor for extra reading. Do extra writing. Organize discussion groups about the class with other students. Go to the professor’s office hours weekly and talk about the ideas of the course. Learners must become drivers of their education, not passive consumers. Students should take their pursuit of knowledge out of the classroom, into the dining halls, and into their dorms.
Uncollege ads that unschooling or “hacking your education” can be done outside of schools and universities. With Google, public libraries, and free courses from Stanford, MIT and Harvard professors proliferating on the web, an enterprising student of any age can compose an educational path today that is more rigorous than anything offered “off-the-shelf” at a college or university. I have no problem with online courses. I hope to take a few. But it is a mistake to think that systems of massive information delivery are the same thing as education.
What Uncollege offers is something more and something less wholesome than simply a call for educational seriousness. It packages that call with the message that college has become boring, conventional, expensive, and unnecessary. In the Uncollege world, only suckers pay for college. The Uncollege Manifesto promotes “Standing out from the other 6.7 billion”; it derides traditional paths pointing out that “5,000 janitors in the United States have Ph.Ds.”; and cautions, “If you are content with life and education you should probably stop reading… You shall fit in just fine with society and no one will ever require you to be different. Conforming to societal standards is the easy and expected path. You are not alone!”
At the core of the Uncollege message is that dirty and yet all-so-powerful little word again: “elitism.” Later in the Uncollege Manifesto we are told that young people have a choice between “real accomplishments” and the “easy path to mediocrity”:
To succeed without a college degree you will have to build your competency and reputation through real world accomplishments. I am warning now: this is not going to be easy. If you want to take the easy path to mediocrity, I encourage you to go to college and join the masses. If you want to stand out from the crowd and change the world, Uncollege is for you!
At one point, the Uncollege Manifesto lauds NPR’s “This I Believe” series and commends these short 500 word essays on personal credos. But Uncollege adds a twist: instead of writing what one believes, it advises its devotees to write an essay answering the question: “What do you believe about the world that most others reject?” It is not enough simply to believe in something. You must believe in something that sets you apart and makes you different.
Uncollege is at least suggesting that it might be cool to want, as it has not been for 50 years, to aim for excellence and to yearn to be different. In short, Uncollege is calling up students at elite institutions to boldly grab the ring of elitism and actively seek to stand outside and above the norm. And it is saying that education is no longer elite, but conventional.
It is hard not to see this embrace of elitism as refreshing although no doubt many will scream the “e” word. I have often lectured to students at elite institutions and confronted them with their fear of elitism. They or someone spends upwards of $200,000 on an education not to mention four years of their lives, and then they reject the entire premise of elitism: that they are different or special. By refusing to see themselves as members of an elite, these students too often refuse to accept the responsibility of elites, to mold and preserve societal values and to assume leadership roles in society.
Leading takes courage. In Arendtian terms, it requires living a public life where one takes risks, acts in surprising ways, and subjects oneself to public judgment. Leading can be uncomfortable and dangerous, and it is often more comfortable and fun to pursue one’s private economic, familial, and personal dreams. Our elite colleges have become too much about preparing students for private success rather than launching young people into lives of public engagement. And part of that failure is a result of a retreat from elitism and a false humility that includes an easy embrace of equality.
That Uncollege is selling its message of excellence and elitism to students at elite institutions of higher learning is simply one sign of how mainstream and conformist many of these elite institutions have become. But what is it that Uncollege offers these elite students who drop out and join Uncollege?
According to its website, Uncollege is selling “hackademic camps” and a “gap year program” that are designed to teach young people how to create their own learning plans. The programs come with living abroad programs and internships. Interestingly, these are all programs offered by most major universities and colleges. The difference is money and time. For $10,000 in just one year, you get access to mentors and pushed to write op-eds, and the “opportunity to work at hot Silicon Valley startups, some of them paid positions.” In the gap year program, participants will also “build your personal brand. Speak at a conference, Write an op-ed for a major news outlet. Build a personal website.”
None of this sounds radical, intellectual, or all-that elitist. On the contrary, it claims that young people have little to learn from educators. Teachers are unimportant, to be replaced by mentors in the world. The claim is that young people lack nothing but information and access in order to compete in the world.
What Uncollege preaches often has little to do with elitism or intellectual growth. It is a deeply practical product being sold as an alternative to the cost of college. In one year and for one-twentieth of what a four-year elite college education costs, a young person can get launched into the practical world of knowledge workers, hooked up with mentors, and set into the world of business, technology, and media. It is a vocational training program for wannabe elites, training people to leap into the creative and technology fields and compete with recent college graduates but without the four years of studying the classics, the debt, and the degree. The elitism that Uncollege is selling is an entrepreneurial elitism measurable by money. By appealing to young students’ sense of superiority, ambition, and risk-taking, Uncollege stands a real chance of attracting ambitious young people more interested in a good job and a hot career than in reading the classics or studying abstract math.
Let’s stipulate this is a good thing. Not everybody should be going to liberal arts colleges. People unmoved by Nietzsche, Einstein, or Titian who are then forced to sit through lectures, cram for exams, and pull all-nighters writing papers cribbed from the internet are wasting their time and money on an elite liberal arts education. What is more, they bring cynicism into an environment that should be fired by idealism and electrified by passion. For those who truly believe that it is important in the world to have people who are enraptured by Sebald and transformed by Arendt, it is deeply important that the liberal arts college remain a bastion apart, a place where youthful exuberance for the beautiful and the true can shine clearly.
We should remember, as well, that reading great books and studying Stravinsky is not an activity limited to the academy. We should welcome a movement like Uncollege that frees people from unwanted courses but nevertheless encourages them to pursue their education on their own. Yes, many of these self-educated strivers will acquire idiosyncratic readings of Heidegger or strange views about patriotism. But even when different, opinions are the essence of a human political system.
One question we desperately need to ask is whether having a self-chosen minority of people trained in the liberal arts is important in modern society. I teach in an avowedly liberal arts institution precisely because I fervently believe that such ideas matter and that having a class of intellectuals whose minds are fired by ideas is essential to any society, especially a democracy.
I sincerely hope that the liberal arts and the humanities persist. As I have written,
The humanities are that space in the university system where power does not have the last word, where truth and beauty as well as insight and eccentricity reign supreme and where young people come into contact with the great traditions, writing, and thinking that have made us whom we are today. The humanities introduce us to our ancestors and our forebears and acculturate students into their common heritage. It is in the humanities that we learn to judge the good from the bad and thus where we first encounter the basic moral facility for making judgments. It is because the humanities teach taste and judgment that they are absolutely essential to politics. It is even likely that the decline of politics today is profoundly connected to the corruption of the humanities.
Our problem, today, is that college is caught between incompatible demands, to spark imaginations and idealism and to prepare young people for employment and success. For a long while now colleges have been doing neither of these things well. Currently, the political pressure on colleges is to cut costs and become more efficient. The unspoken assumption is that colleges must more cheaply and more quickly prepare students for employment. For those of us who care about college as an intellectual endeavor, we should welcome new alternatives to college like internet courses, vocational education, and Uncollege that will pull away young people for whom college would have been the wrong choice. Maybe, under the pressure of Uncollege, colleges will return to their core mission of passionately educating young people and preparing them for lives of civic engagement.
I encourage you this weekend to read the Uncollege Manifesto. Let me know what you think.