Wrestling with History: Alexis de Tocqueville

Alexis de Tocqueville, a brilliant French historian, wrote Democracy in America. This book is a supreme example of U.S.-watching.

Another book of his, Recollections, shows him wrestling with history itself. If we remember that Clio is the muse of history, then we might say that Recollections is the chronicle of de Tocqueville’s encounter with her.

The question of human history and what de Tocqueville called “the world’s destiny” are described as follows:

l wrote histories without taking part in public affairs, and politicians whose only concern was to control events without a thought of describing them. And I have invariably noticed that the former see gen­eral causes everywhere, whereas the latter, spend­ing their lives amid the disconnected events of each day, freely attribute everything to particular incidents and think that all the little strings their hands are busy pulling daily are those that control the world’s destiny. Probably both of them are mistaken.

For my part I hate all those absolute systems that make all the events of history depend on great first causes linked together by the chain of fate and thus succeed, so to speak, in banishing men from the history of the human race. Their boasted breadth seems to me narrow, and their mathematical exactness false. I believe, pace the writers who find these sublime theories to feed their vanity and lighten their labours, that many important historical facts can be explained only by accidental circumstances, while many others are inexplicable. Finally, that chance, or rather the concatenation of secondary causes, which we call by that name because we can’t sort them all out, is a very important element in all that we see taking place in the world’s theatre. But I am firmly convinced that chance can do nothing unless the ground has been prepared in advance. Antecedent facts, the nature of institutions, turns of mind and the state of mores are the materials from which chance composes those impromptu events that surprise and terrify us.

Alexis de Tocqueville, Recollections, 1893, Anchor Books, page 78.

De Tocqueville warns us that the world’s destiny is always murky and what he calls a labyrinth and a whirlwind. He says:

Mentally I reviewed the history of our last sixty years and smiled bitterly to myself as I thought of the illusions cherished at the end of each phase of this long revolution; the theories feeding these illusions; our historians’ learned daydreams, and all the ingenious false systems by which men sought to explain a present still unclearly seen and to foresee the unseen future.

Recollections, page 83.

He continues:

Shall we reach, as other prophets as vain perhaps as their predecessors assure us, a more complete and profound social transformation than our fathers ever foresaw or desired, and which we ourselves cannot yet conceive; or may we not simply end up in that intermittent anarchy which is well known to be the chronic incurable disease of old peoples? I cannot tell, and do not know when this long voyage will end; I am tired of mistaking deceptive mists for the bank. And I often wonder whether that solid land we have sought for so long actually exists, and whether it is not our fate the rove the seas forever!

Recollections, pages 83-84.

And yet, with all that profound uncertainty, he offers a very sweeping interpretation of French history from the French Revolution (1789) to the French Revolution of 1848. The famous painting by Eugène Delacroix, Liberty Leading the People (FrenchLa Liberté guidant le peuple), commemorating the July Revolution of 1830, falls in between.

Despite de Tocqueville’s warnings about the slipperiness of historical judgement, he arrives at an extremely precise interpretation of his own:

Seen as a whole from a distance, our history from 1789 to 1830 appears to be forty-one years of deadly struggle between the Ancien Régime with its traditions, memories, hopes and men (i.e. the aristocrats), and the new France led by the middle class. 1830 would seem to have ended the first period of our revolutions, or rather, of our revolution, for it was always one and the same, through its various fortunes and passions, whose beginning our fathers saw and whose end we shall in all probability not see. All that remained of the Ancien Régime was destroyed forever. In 1830 the triumph of the middle class was decisive and so complete that the narrow limits of the bourgeoisie encompassed all political powers, franchises, prerogatives, indeed the whole government, to the exclusion, in law, of all beneath it and, in fact, of all that had once been above it. Thus the bourgeoisie became not only the sole director of society, but also, one might say, its cultivator. It settled into every office, prodigiously increased the number of offices, and made a habit of living off the public Treasury almost as much as from its own industry.

Recollections, page 5.

Reviewing the first sentence from the quote above, one can see a deep characterization of an era, with the conclusion “in 1830 the triumph of the middle class was decisive…” Notice the profound paradox that on one hand de Tocqueville spoke of the elusiveness of history despite providing the definite description of this period. Contrast “seen as a whole from a distance” with one of the themes of his recollections, that it is not given to us to understand history.

Memes, Tropes and “Signs” in the “University” That Surrounds Us

A famous face or tune or quip or saying or photo constitutes the raw material for a shared cultural understanding around the world. Everybody somehow knows “James Bond” or “Mercedes” or “Big Ben” in London or the “Eiffel Tower” in Paris.

Think of the Polish movie masterpiece from the mid-fifties, Kanał by Wajda. It shows the doomed resistance story of the Warsaw Uprising of 1944 against the Germans, which followed the Warsaw Ghetto rebellion of a year earlier.

“Kanał” means sewer, and the story takes place in the sewers of Warsaw as this band of resistance fighters tries to avoid being killed by the Germans who still have overwhelming military superiority in weapons, ammunition, etc.

At one point these fighters enter a Polishbourgeois” home (i.e., great wealth is on display) and one of them, Michal, the classical musician, played by Sheybal (whom you will have seen as a villain in James Bond movies) goes over to the piano they find, a Bechstein, and “plays around” including the famous tango from Uruguay and Argentina, “La cumparsita” (the little parade) which went “viral” (for its time) around 1916-1917 “radiating out” from Uruguay and Argentina.

Famous versions of this tango include Carlos Gardel’s and performances by orchestras led by Juan d’Arienzo, Osvaldo Pugliese and Astor Piazzolla. “La cumparsita” is very popular at milongas; it is a common tradition for it to be played as the last dance of the evening.

The song was named cultural and popular anthem of Uruguay by law in 1997.

Appearances in Movies

Gene Kelly dances to “La cumparsita” in the film Anchors Aweigh (1945). The song was included in a ballroom scene of the film Sunset Boulevard (1950), in which Gloria Swanson and William Holden danced the tango. In the 2006 dance movie Take the Lead, Jenna Dewan, Dante Basco and Elijah Kelley danced to a remixed version.

In the 1959 film Some Like It Hot, “La cumparsita” is played by a blindfolded Cuban band during a scene in which Jack Lemmon dressed in drag dances with overstated flair in the arms of Joe E. Brown who thinks Lemmon is a woman (“Daphne—you’re leading again”). During the filming in 1958, actor George Raft taught the other two men to dance the tango for this scene.

Miscellaneous

In the Olympic Games of Sydney 2000, the Argentine team marched with the Uruguayan music “La cumparsita.” This originated protests and official claims from the Uruguayan government. The work was also an opening part of an infamous radio drama: The War of the Worlds was broadcast as an episode of the American radio drama anthology series The Mercury Theatre on the Air. It was performed as a Halloween episode of the series on October 30, 1938, and aired over the Columbia Broadcasting System radio network. This was directed and narrated by actor and future filmmaker Orson Welles.

Many artistic gymnasts have used variations of the song as their floor routine soundtracks including Vanessa Atler (1998–99), Jamie Dantzscher (2000), Oana Petrovschi (2001–02), Elvire Teza (1998), Elise Ray (1997–98), Natalia Ziganshina (2000), Maria Kharenkova (2013) and MyKayla Skinner (2011–12). Joannie Rochette skated to the song for her short program during the 2009–2010 season, most famously skating a clean performance at the 2010 Winter Olympics after the sudden death of her mother.

Students should realize as part of an education, thought of in the sense we are introducing here, that the world is an “ambient” ecosystem of these cultural icons, memes and tropes and one should be attune to them and how they connect the world into something like a semi-shared experience.

Notice, say, that the Bechstein piano, played by Michal (Vladek Sheybal) in the movie Kanał (he later goes mad and playing an ocarina, starts reciting lines from Dante and loses his mind) is the name of the Bechstein family which were instrumental in the rise of Hitler. The irony should be part of the student’s viewing experience and should show how “screwy” the world is.

Notice too that there’s an ocarina-playing character in the movie Stalag 17 who’s described as mentally unwell.

All of these aspects are part of the material world and the iconic world and the world of “signs” that are part of our education, understood as ambience of which the campus is one part only.

Education and the Question of a “Scheme of Things”

The French classic The Thibaults (Les Thibault) from 1922 has a dialog about the presence or absence of “a scheme of things” behind everything. This Roger Martin du Gard (died 1958, Nobel 1937) classic gives us an insight into the relationship between education and this “scheme of things.”

First:

The Thibaults is a multi-volume roman-fleuve (saga novel) by Roger Martin du Gard, which follows the fortunes of two brothers, Antoine and Jacques Thibault, from their upbringing in a prosperous Catholic bourgeois family to the end of the First World War.

Antione, one of the Thibault brothers, has a conversation with a priest at the very end of the novel:

“I talked just now about a Universal Order and a Scheme of Things…actually we’ve as many reasons to question the existence of a Scheme of Things as to take it for granted. From his actual viewpoint, the human animal I am observes an immense tangle of conflicting forces. But do these forces obey a universal law outside themselves, distinct from them? Or do they, rather, obey—so to speak—internal laws, each atom being a law unto itself, that compels it to work out a ‘personal destiny’? I see these forces obeying laws which do not control them from outside but join up with them, but do nothing more than in some way stimulate them…And anyhow, what a jumble it is, the course of natural phenomena! I’d just as soon believe that causes spring from each other ad infinitum, each cause being the effect of another cause, and each effect the cause of other effects.

“Why should one want to assume at all costs a Scheme of Things?

“It’s only another bait form our logic-ridden minds. Why try to find a common ‘purpose’ in the movements of atoms endlessly clashing and glancing off each other? Personally, I’ve often told myself that everything happens just as if nothing led to anything, as if nothing had a meaning.”

Antione shook his head. “that blind appeal—to what? To that problematic Scheme of Things! To a deaf and dumb abstraction, that takes no heed of us.”

(Roger Martin du Gard, The Thibaults, Bantam Modern Classic, 1968, pages 768-770)

All bodies of knowledge like religion, philosophy, science posit a scheme of things which is perhaps subtle or occluded (“The Occluded Imam” or “mystery of the Holy Trinity”) or “the mind of God” (Steven Hawking’s way of getting at this) or “the Method of Absolute Doubt” leading to final certainty (Descartes).

String theory talks this way too.

In our own educational remediation effort, we are agnostic about any Scheme of Things and do not try to link books, lectures, courses to some pre-existing schema or “final layer underlying everything” at all.

Students create an evolving overview by “circum-spective” “walking around” or meta-intelligence and there is no ultimate “Eureka moment” where “everything is illuminated” (to use the title of the contemporary novel by that name.) We also do not deny the possibility of the existence of a Scheme of Things. Education thought of this way is an exploration and quest that does not end and there does not have to be a final “knowledge map“ or “truth atlas” other than home-made student “composite sketches” which are tentative and not final or “apodictic.”