Recently, we made a trip to the Hannah Arendt Collection at Bard College to snap more photographs of Arendtian marginalia. We are excited to share with you our readers these images, all of which are forthcoming.
Acknowledging the generosity of the staff at Bard College's Stevenson Library for letting us continually access this most valuable resource, we felt it important to dedicate a post that relates the history of the Arendt Collection. This history is sourced from the Collection's official website and is reproduced below.
"The central goal of the project is to preserve and catalog all items in Hannah Arendt’s personal library. The collection was acquired in 1976 through the efforts of co-executors Lotte Kohler and Mary McCarthy; Alexander Bazelow (Bard College, Class of 1971); Irma Brandeis (Bard College faculty 1944 - 1979); Librarian Fred Cook; and Bard’s president, Leon Botstein. The collection represents approximately 4,000 volumes, ephemera and pamphlets that made up the library in Hannah Arendt’s last apartment in New York City. Of particular significance are the many volumes containing considerable notes, underlinings and other marginalia, as well as many volumes inscribed to her by Martin Heidegger, Gershom Scholem, Rudolf Bultmann, W.H. Auden and Randall Jarrell, among others. A large collection of materials in the collection related to the work of her second husband Heinrich Bluecher are fully described at the digital Bluecher Archive.
"In addition to preserving and cataloging the collection, we have begun to digitize selected materials with the aim of sharing some of these unique resources with the international scholarly community in order to expand the rich contemporary dialogue on Arendt’s significant contribution to public discourse.
"Alexander Bazelow's ('71) generous support and encouragement has been vital to our endeavor to keep these materials available and useful.
"Thanks to a grant from the Andrew W. Mellon Foundation (2008) we have nearly completed the stabilization and cataloging of the Hannah Arendt Collection. The goal of our work is to create a single, comprehensive, and easily accessible discovery tool for the collection that will show not only the titles in her library, but also indicate the presence of annotations, marginalia and other markings in individual volumes."
Want to share pictures of your own Arendt library?
Please send them to David Bisson, our Media Coordinator, at firstname.lastname@example.org, and we might feature them on our blog!
For more Library photos, please click here.
"Thinking in its non-cognitive, non-specialized sense as a natural need of human life, the actualization of the difference given in consciousness, is not a prerogative of the few but an everpresent faculty of everybody; by the same token, inability to think is not the “prerogative” of those many who lack brain power but the everpresent possibility for everybody—scientists, scholars, and other specialists in mental enterprises not excluded—to shun that intercourse with oneself whose possibility and importance Socrates first discovered."
--Hannah Arendt, “Thinking and Moral Considerations: A Lecture” (1971)
Published eight years after Eichmann in Jerusalem, “Thinking and Moral Considerations” is Arendt’s elaboration of her argument in that book that Adolf Eichmann’s criminal role in the Holocaust did not originate from any “base motives” or even from any motives at all, but from his “thoughtlessness” or “inability to think.” If, she asks, Eichmann’s crimes, which he committed over the course of years, resulted from the fact that he never paused to think, what exactly does it mean to think, and what is the relation between thinking and morality?
In the above quote, which appears on the penultimate page of the lecture, Arendt defines thinking—or the kind of thinking that she argues is necessary for morality—as “the actualization of the difference given in consciousness,” as “that intercourse with oneself whose possibility and importance Socrates first discovered.” She describes this “non-cognitive, non-specialized” kind of thinking both as “a natural need of human life” and as “an everpresent faculty of everybody.” By contrast, she defines “inability to think” as the everpresent possibility for everybody to shun thinking.
We might wonder at this point why Arendt does not simply speak of an “ability not to think,” an ability to (actively) shun thinking, rather than an “inability to think.” Is this because she wants to maintain a hierarchy between something that is natural and human (thinking) and something that is unnatural and inhuman (not thinking)? What would be the justification for such a hierarchy? Or does she want to suggest that Eichmann has become unable to think (through barbarous “nurture”), losing touch with his (nevertheless everpresent) faculty of thinking, which everybody has from birth (“nature”) or from the moment they learn to speak? Thinking and language are intrinsically connected from the first page of Arendt’s lecture, where the primary evidence of Eichmann’s inability to think is that he speaks in clichés. (Also, the lecture is dedicated to a poet, W.H. Auden.) Finally, how does Arendt’s description of thinking as a “natural need of human life” relate to her suggestion that Socrates did not merely discover the importance but the very possibility of thinking?
Arendt casts Socrates as “a model, (…) an example that, unlike the ‘professional’ thinkers, could be representative for our ‘everybody,’ (…) a man who counted himself neither among the many nor among the few (…).” She takes Socrates not as “a personified abstraction with some allegorical meaning ascribed to it,” but as an “ideal type” who “was chosen out of the crowd of living beings, in the past or the present, because he possessed a representative significance in reality which only needed some purification in order to reveal its full meaning.” What, then, is this representative significance?
Arendt bases her conception of thinking and its relation to morality primarily on two famous propositions that Socrates puts forward in the Gorgias: “It is better to be wronged than to do wrong,” and “It would be better for me that my lyre or a chorus I directed should be out of tune and loud with discord, and that multitudes of men should disagree with me rather than that I, being one, should be out of harmony with myself and contradict me” (Arendt’s emphases). According to Arendt, these propositions are not primarily “cogitations about morality” but “insights of experience,” of the experience of the process of thinking. Arendt claims that Socrates means by the first proposition that it is better for him to be wronged than to do wrong if he is thinking, because in thinking you are carrying on a dialogue with yourself, which presupposes some friendship between the partners in the thinking dialogue. You would not want to be friends and enter into a dialogue with someone who does wrong, and since Socrates presupposes that the unexamined life is not worth living, doing wrong leads to a life that is not worth living because examining it in thinking is no longer possible.
Arendt argues that conscience is a “by-product” of consciousness, of the actualization of the difference of me and myself in thinking, because: “What makes a man fear his conscience is the anticipation of the presence of a witness who awaits him only if and when he goes home” (Arendt’s emphasis). However, this formulation suggests that there is no reason to fear your conscience if you never go “home,” that is, if you never engage in the activity of thinking, which, according to Arendt, was precisely Eichmann’s problem. What, then, determines whether someone uses her faculty of thinking or realizes the everpresent possibility of not thinking?
Arendt’s lecture does not contain a strong answer to this question. But although the relation between phenomenological description and normative argument in this lecture remains somewhat unclear, the lecture seems to contain a defense of thinking and a “demand” that everybody think, that everybody aspire to some extent to the ideal-type represented by Socrates, because only thinking can provide an antidote to the “banality of evil.” Arendt acknowledges that thinking can lead to license, cynicism, and nihilism through the relativizing of existing values, because “all critical examinations must go through a stage of at least hypothetically negating accepted opinions and ‘values’ by finding out their implications and tacit assumptions.” However, Arendt’s anti-elitist suggestion is that the problem of nihilism is never that too many people think or that people think too much, but rather that people do not think enough.
Yet Arendt does not tell us what would promote thinking. She does not propose, for instance, to generalize the teaching of thinking through educational institutions, the way that Adorno proposed to create “mobile educational groups” of volunteers to teach “critical (…) self-reflection” to everybody, in his 1966 radio talk, “Education After Auschwitz.” A Habermasian model where people become critical through participation in democratic politics is unavailable for Arendt given her strong opposition of thinking to politics, which belongs to the realm of action. What Arendt does tell us is what is conducive to actualizing the everpresent possibility of not thinking: “(…) general rules which can be taught and learned until they grow into habits that can be replaced by other habits and rules,” the way that Eichmann, as Arendt argues in Eichmann in Jerusalem, simply substituted the duty to do the Führer’s will for Kant’s categorical imperative.
“And wonder what you’ve missed”
- W. H. Auden, as quoted in Hannah Arendt’s The Life of the Mind
At the end of the second-to-last chapter of the Thinking section of The Life of the Mind , Hannah Arendt quotes two stanzas from W. H. Auden’s poem As I Walked Out One Evening, the first of which is the following:
O plunge your hands in water,
Plunge them in up to the wrist;
Stare, stare in the basin
And wonder what you've missed.
Arendt thus ends a chapter containing no prior reference to Auden with two significant quotes by him, offering no further comment of her own. This lies in stark contrast to her treatment of the quote from The Tempest, which directly precedes the Auden quote; she relates Shakespeare’s metaphors very clearly to the subject matter of the chapter. Why, then, do Auden and his quotes have free rein?
In her essay “Remembering Wystan H. Auden,” written shortly after Auden’s death, Arendt describes their relationship as “very good friends but not intimate friends.” The rest of her tribute reveals her profound respect for Auden not just as a friend, but also as a writer and thinker. This respect is further indicated by their letter exchanges and the vast collection of Auden’s books in Arendt’s personal library; and it is reciprocated by Auden, who in 1959 reviewed The Human Condition for the magazine Encounter, describing within it the “jealous possessiveness” he experienced due to the close connection he felt with the book. Years later, Arendt dedicated her lecture Thinking and Moral Considerations to Auden. Shakespeare’s presence is to be noted in both this lecture and Auden’s essay The Fallen City. Some Reflections on Shakespeare’s “Henry IV”, upon which Arendt voiced her opinions in a letter to Auden. Arendt’s placement of the Shakespeare and Auden quotes in close proximity to each other in The Life of the Mind creates an illumination of each text by the other, as we will see later.
In order to unfold the meaning of the quote from As I Walked Out One Evening, however, one should consider the poem in its entirety. As two stanzas excerpted from a 15-stanza whole and presented without context, their meaning appears at first glance to be rather abstract. The poem focuses on humankind’s fight against time, explored mostly through a song sung by “a lover,” which the speaker of the poem overhears. This bears strong relation to one of the main questions explored by Arendt in her chapter: that of the position of the thinking ego in time, and its constant battle against both the past and the future. However, while Arendt concentrates on temporal freedom within the present realm of thought, which exists in an area bound to but not trapped in the midst of this battle, Auden’s focus is on the inevitability of “Time”, which is capitalized as such and portrayed as an ever more malignant force of nature. The description of the “crowds upon the pavement” as “fields of harvest wheat” in the first stanza already hints at death, evoking the Grim Reaper and time as a sickle on its way to sever our lives. The first explicit reference to Time appears in the sixth stanza:
But all the clocks in the city
Began to whirr and chime:
‘O let not Time deceive you,
You cannot conquer Time.
This context sheds light on the two stanzas quoted by Arendt. Even the exclamation “O” increases in its significance; one hears in the background of one’s mind odes from literary practices of centuries past, and ruminates on the continuity of traditions, considering Time’s role in it as both a destructive and constructive force, especially in light of Arendt’s own ruminations regarding the discontinuity of “the Roman trinity that for thousands of years united religion, authority, and tradition.” Her related notion of a “fragmented past” resonates with the second of the two stanzas by Auden: “And the crack in the tea-cup opens/A lane to the land of the dead.”
The reiteration of the words “plunge” and “stare” in the first quoted stanza leads one to consider the significance of repetition, a technique that Auden employs throughout the poem, in the context of time. Repetition can be perceived as a loop of time, giving it a plurality (for example, describing the word as being used two times) while also somewhat of a stationary character, since physical time has elapsed but mental time has not, instead revolving around itself and meditating on the same idea in a suspended state. Auden’s poem thus offers us another way of approaching Arendt’s consideration of time as experienced by the thinking ego.
The physical imagery employed by Auden reveals water to be an especially powerful metaphor for time. The poem concludes with: “The clocks had ceased their chiming,/And the deep river ran on,” portraying the constancy of time, ever running, even when our own human efforts to measure or control time have stopped or failed. The eighth stanza also contains a subtle evocation of water: “In headaches and in worry/Vaguely life leaks away”; in this context, our personal lifetime is the water that we cannot imperviously contain. This aids our understanding of the image of water in the basin in the first quoted stanza. Containing water in the basin represents our attempts to control and preserve time in a human construct, but, despite all these efforts, we cannot grasp time in our hands, no matter how deeply we “plunge” our hands into the water. Instead we can only “stare, stare” at our reflection, and “wonder what you’ve missed”. These four words are possibly the key to unlocking the relationship between this poem and The Life of the Mind. The physical reflection of oneself in the basin’s water prompts a mental reflection on the passage of time; time is once again suspended as our thinking ego considers our past. But perhaps Time is even more malevolent, in that while we stare at our reflection (the verb “stare” itself having rather stern connotations, in contrast to words such as “look” or “gaze”), physical time is still passing, and we are consequently “miss[ing]” even more of or from our lives as we try to deduce what the past has already robbed from us.
In her interpretation of the Tempest quote preceding the Auden citation, Arendt presents a rather different view of the water-time metaphor. The sea here represents an infinite expanse of time containing “fragments from the past”, the “pearls” and “coral” that do not pass away but are modified by the time they spend in the sea. As two stanzas extracted from an entirety of fifteen, Arendt presents Auden’s words as “pearls” and invites us to play a part in the continuity of this poem and the thinking ego within it, saving it and treasuring its “sea-change” through the generations.