History of Global Antagonisms: China

The famous Yale historian, Paul Kennedy, is well-known for two major works, The Rise and Fall of the Great Powers and The Rise of the Anglo-German Antagonism: 1860–1914. The former starts with a very powerful line:

Rome fell. Scarsdale will fall.”

This gives us the theme of anxiety over national destiny and trajectory, which currently preoccupies the American mind.

In the second book, this antagonism question involves real and imaginary threats, and all of these anxieties and antagonisms are related. The masterpiece series, Downton Abbey, depicts a scene that takes place in the garden, where the Lord announces that they are at war with Germany, and his audience is perplexed, thinking, “How can we be at war? Germany is our biggest trading partner.” This teaches us that wars and the antagonisms that precede them are not solely based on rational factors like trade volumes.

Let us turn our attention to China. We are all aware, however vaguely, of the Chinese Exclusion Act of 1882. In the recent PBS television series, American Masters, the episode “Tyrus” (season 31, episode 7, aired September 8, 2017) has the artist Tyrus Wong recounting the story of his father, with whom he immigrated to California in 1920 at the age of 9. It is hard for us to believe that, as people of Chinese descent, they were forbidden from owning property outside of Chinatown. He describes his struggle with the hassles of overt racism. He did not gain his American citizenship until 1946, after the act was repealed. He came to fame with Disney’s Bambi, where he was the film’s lead artist.

This anti-China xenophobia was just as virulent in Europe, going back to the 19th century. Germany’s Kaiser Wilhelm II popularized the phrase “yellow peril” to demonize the Chinese and encourage the European empires to invade, conquer and colonize China. Another instance of this sentiment in its European guise was the writing of Theodor Fontane. His classic novel, Effi Briest, can be thematically compared to other novels on 19th-century marriage from a female perspective, such as Anna Karenina and Madame Bovary, which are also adultery tragedies. In the novel, there are discussions of people from all ethnicities crowding into German cities and towns.

“…But all the people who live in the little shipping and trading towns along the coast are immigrants from far away, who care little about the Kashubian hinterland because there’s nothing there for them, their concerns are elsewhere. What concerns them is where their trade is, and since they trade with the whole world and are in communication with the whole world, you find people among them from all corners of the globe. Which goes for Kessin too, backwater though it is.”

“But this is delightful, Geert. You keep calling it a backwater, but now, if you haven’t been exaggerating, I find that it’s a completely new world. All sorts of exotic things. Isn’t that right? That’s what you meant, isn’t it?”

He nodded.

“A whole world, I say, with perhaps a Negro or a Turk, or perhaps even a Chinaman.”

“A Chinaman too. What a good guess. We may still have one, we certainly did have; he’s dead now, buried in a little plot with a railing round it next to the churchyard. If you’re not afraid I’ll show you his grave sometime. It’s in the dunes with just some marram grass round it and a little immortelle here and there, and the sound of the sea all the time. It’s very beautiful and very eerie.”

“Yes, eerie — I would like to know more about it. Or maybe rather not, I invariably start imagining things and then I have dreams, and I don’t want to see a Chinaman approaching my bed tonight when I hope I’ll be sleeping soundly.”

“Well, he won’t.”

“Well, he won’t. Listen to that. How odd it sounds, as if it were somehow possible. You’re trying to make Kessin interesting for me, but you’re rather overdoing it. Are there many foreigners like that in Kessin?”

“A great many. The whole town consists of foreigners like that, people whose parents or grandparents lived somewhere else altogether.”

“How very peculiar. Tell me more, please. But nothing sinister. A Chinaman, I think, is always a bit sinister.”

Theodor Fontane, Effi Briest, Penguin Books, translated from the German by Hugh Rorrison and Helen Chambers, 1967, page 33.

Notice the quote, “…I don’t want to see a Chinaman approaching my bed tonight when I hope I’ll be sleeping soundly.” This character echoes similar sentiments several more times above.

This “othering” of the Chinese in the novel continues:

Innstetten laughed. “We’re seventy miles further north than Hohen-Cremmen here and you have to wait a while for the first polar bear. I think you’re feeling the strain of the long journey, what with the St. Privat panorama and the story of the Chinaman and everything?”

“You didn’t tell me any story.”

“No, I just referred to him. But the mere mention of a Chinaman is a story in itself…”

Theodor Fontane, Effi Briest, Penguin Books, translated from the German by Hugh Rorrison and Helen Chambers, 1967, page 35.

“What was it all about?”

“Oh, some nonsense: an old ship’s captain with a granddaughter or a niece who disappeared one fine day, and then a Chinaman, who may have been her lover, and in the hallway there was a little shark and a crocodile, both suspended on strings and always in motion. Makes a marvellous story, but not now. There are all kinds of other things flitting through my mind.”

Theodor Fontane, Effi Briest, Penguin Books, translated from the German by Hugh Rorrison and Helen Chambers, 1967, page 177.

All of this global antagonism-watching and paranoia is disconcertingly related to our current situation. Donald Trump and the Republicans are essentially entrepreneurs of hatred. As is widely misattributed to Mark Twain, “history doesn’t repeat itself, but it often rhymes.”

Education and the Question of Fecklessness

We propose in Meta Intelligence an education that is completely global and cosmopolitan from Day 1.

The problem with education as a confusing area of activity is revealed to us in an episode of the great Japanese novel, The Makioka Sisters.

The Makioka Sisters (細雪 [Sasameyuki], “Light Snow”) is a novel by Japanese writer Jun’ichirō Tanizaki (died in 1965) that was serialized from 1943 to 1948. It follows the lives of the wealthy Makioka family of Osaka from the autumn of 1936 to April 1941, focusing on the family’s attempts to find a husband for the third sister, Yukiko.

In the novel, there’s a description of a “failed educational odyssey:”

“Mimaki was an old court family. The present viscount, the son, was well along in years. Mimaki Minoru, son by a concubine, was a graduate of the Peers School and had studied physics at the Imperial University, which he left to go to France.  In Paris he studied painting for a time, and French cooking for a time, and numerous other things, none for very long.

“Going on to America, he studied aeronautics in a not-too-famous state university, and he did finally take a degree, it seemed.

“After graduation, he continued to wander about the United States, and on to Mexico and South America. With his allowance from home cut off in the course of these wanderings, he made a living as a cook and even as a bellboy. He also returned to painting and even tried his hand at architecture.

“Following his whims and relying on his undeniable cleverness, he tried everything. He abandoned aeronautics when he left school.”

(The Makioka Sisters, Vintage Books, 1985, Seidensticker translation, page 473-474)

This person winds up dabbling in architecture after his return to Japan.

This episode in Tanizaki’s great novel gives us a “flashlight” or “searchlight” into the whole problem of educational confusion.  Is this simply a case of one person’s “fecklessness?”  Is this just a case of what’s called “failure to launch” (see the movie by this name)?

Or is it partly perhaps that education as a “lockstep system” of schools, exams, courses, semesters, quizzes and grades is very “inhospitable” to “searchers?”

If we call everyone who “stumbles around” a dilettante and a feckless failure, we might be unnecessarily “binary,” exclusionary and unaware of the problem of “cold educational ecosystems” which punish exploring for those who are not “born specialists.”  Winners and losers are too polarized as an educational judgment, perhaps.

The classic German novel about youthful confusions is Fontane’s classic Irrungen, Wirrungen (Trials and Tribulations, 1888) and perhaps an argument could be made that the coldly “binary view” of “successes” versus “the feckless” causes the loss of many young people who had various kinds of emotional resistance to education as an “Olympics” of sorts, with “winners and losers.”  This might be seen as a kind of overly narrow kind of “edu-brutality” which is intolerant of more difficult adjustment stories for young people, which are not uncommon.