Brain Pickings

Posts Tagged ‘books’

22 FEBRUARY, 2013

Edward Gorey’s Vintage Illustrations for H. G. Wells’s The War of the Worlds

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Two classic masters of the macabre and wonderful, together.

Beloved mid-century illustrator Edward Goreygrim alphabetician, masterful letter-writer, dispenser of visual snark, semi-secret sort-of-pornographer — was born on this day in 1925. During his seven-year stint living in New York City between 1953 and 1960, he worked at the Doubleday art department — which also employed young Andy Warhol — and illustrated a number of books by famous mainstream authors, including the T. S. Eliot children’s book Old Possum’s Book of Practical Cats, on which the Broadway musical Cats is based.

At the end of his time at Doubleday, Gorey illustrated a special edition of H. G. Wells’s The War of the Worlds (public library) for the celebrated Looking Glass Library series, published in 1960 under the New York Review of Books Classics imprint. One of Gorey’s inimitable pen-and-ink drawings adorns the beginning of each chapter. Here is a taste:

The War of the Worlds, like all things Gorey, is sublime in its entirety. And what better excuse than his birthday for celebrating his life and legacy by supporting the Edward Gorey Charitable Trust with a donation to the Edward Gorey House?

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21 FEBRUARY, 2013

Bertrand Russell on Human Nature, Construction vs. Destruction, and Science as a Key to Democracy

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On the art of acquiring “a high degree of intellectual culture without emotional atrophy.”

In 1926, British philosopher, mathematician, historian, and social critic Bertrand Russell — whose 10 commandments of teaching endure as a timeless manifesto for education, whose poignant admonition is among history’s greatest insights on love, whose message to descendants should be etched into every living heart — penned Education and the Good Life (public library), exploring the essential pillars of building character through proper education and how that might relate to broader questions of politics, psychology, and moral philosophy.

One of Russell’s key assertions is that science education — something that leaves much to be desired nearly a century later — is key to attaining a future of happiness and democracy:

For the first time in history, it is now possible, owing to the industrial revolution and its byproducts, to create a world where everybody shall have a reasonable chance of happiness. Physical evil can, if we choose, be reduced to very small proportions. It would be possible, by organization and science, to feed and house the whole population of the world, not luxuriously, but sufficiently to prevent great suffering. It would be possible to combat disease, and to make chronic ill-health very rare. … All this is of such immeasurable value to human life that we dare not oppress the sort of education which will tend to bring it about. in such an education, applied science will have to be the chief ingredient. Without physics and physiology and psychology, we cannot build the new world.

Still, Russell is sure to offer a disclaimer, advocating for the equal importance of the humanities, and asks:

What will be the good of the conquest of leisure and health, if no one remembers how to use them?

The humanities, he argues, help develop the imagination which, like many great scientists have attested, is key to progress:

It is only through imagination that men become aware of what the world might be; without it, ‘progress’ would become mechanical and trivial.

[…]

Cast-iron rules are above all things to be avoided.

In a mechanistic civilization, there is grave danger of a crude utilitarianism, which sacrifices the whole aesthetic side of life to what is called ‘efficiency.’

Echoing Galileo’s concerns about science and dogma, Russell writes:

Passionate beliefs produce either progress or disaster, not stability. Science, even when it attacks traditional beliefs, has beliefs of its own, and can scarcely flourish in an atmosphere of literary skepticism. … And without science, democracy is impossible.

[…]

Neither acquiescence in skepticism nor acquiescence in dogma is what education should produce. What it should produce is a belief that knowledge is attainable in a measure, though with difficulty; that much of what passes for knowledge at any given time is likely to be more or less mistaken, but that the mistakes can be rectified by care and industry. In acting upon our beliefs, we should be very cautious where a small error would mean disaster; nevertheless it is upon our beliefs that we must act. This state of mind is rather difficult: it requires a high degree of intellectual culture without emotional atrophy. But though difficult it is not impossible; it is in fact the scientific temper. Knowledge, like other good things, is difficult, but not impossible; the dogmatist forgets the difficulty, the skeptic denies the possibility. Both are mistaken, and their errors, when wide-spread, produce social disaster.

In a later chapter, he considers another double-edged sword of dogmatic thinking:

It is a dangerous error to confound truth with matter-of-fact. Our life is governed not only by facts, but by hopes; the kind of truthfulness which sees nothing but facts is a prison for the human spirit.

But one of Russell’s most important assertions, reminiscent of the old Cherokee parable of the two wolves, explores the fundamental predispositions of human nature:

In the immense majority of children, there is the raw material of a good citizen and also the raw material of a criminal.

[…]

The raw material of instinct is ethically neutral, and can be shaped either to good or evil by the influence of the environment.

In a related meditation, Russell articulates beautifully something ineffable yet essential, something we too frequently forget, of which a dear friend recently reminded me, and writes:

Construction and destruction alike satisfy the will to power, but construction is more difficult as a rule, and therefore gives more satisfaction to the person who can achieve it. … We construct when we increase the potential energy of the system in which we are interested, and we destroy when we diminish the potential energy. … Whatever may be thought of these definitions, we all know in practice whether an activity is to be regarded as constructive or destructive, except in a few cases where a man professes to be destroying with a view to rebuilding and are not sure whether he is sincere.

[…]

The first beginnings of many virtues arise out of experiencing the joys of construction.

[…]

Those whose intelligence is adequate should be encouraged in using their imaginations to think out more productive ways of utilizing existing social forces or creating new ones.

Education and the Good Life is a remarkable read in its entirety — highly recommended.

Artwork: “Choosing Sides” by Owen Mortensen, courtesy my living room wall

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21 FEBRUARY, 2013

A Cat-Hater’s Handbook: Irreverent Vintage Gem Illustrated by Tomi Ungerer

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An ailurophobe’s delight circa 1982.

“If you want to concentrate deeply on some problem, and especially some piece of writing or paper-work,” Muriel Spark advised, “you should acquire a cat.” But while felines may have found their way into Joyce’s children’s books, Indian folk art, and Hemingway’s heart, their cultural status is quite different from that of dogs, which are in turn celebrated as literary muses, scientific heroes, philosophical stimuli, cartographic data points, and unabashed geniuses. In fact, there might even be a thriving subculture of militant anti-felinists — or so suggests A Cat-Hater’s Handbook (public library), a vintage gem by William Cole and beloved children’s book illustrator Tomi Ungerer, originally conceived in 1963, but not published until 1982. The back cover boasts:

What’s so cute about an animal that loves absolutely nothing, makes your house smell terrible, and has a brain the size of an under-developed kidney bean? At last, a book that dares to answer these and other feline questions with the sane and sensible answer:

Not a damned thing!

Also included is a selection of “scathing anti-feline poetry and prose” from the likes of William Faulkner, Mark Twain, and Shel Silverstein.

Cole writes in the introductory pages:

Ailurophobia is, dictionarily speaking, a fear of cats. But words have a way of gradually sliding their meanings into something else, and ailurophobia is now accepted as meaning a strong dislike of the animals. Ailurophobes abound. Quiet cat-haters are everywhere. Often, a casual remark that I was doing anti-cat research would bring sparkle to the eyes of strangers. Firm bonds of friendship were immediately established. Mute lips were unsealed, and a delightful flow of long-repressed invective transpired. It was heart warming to find that what I thought would be a lonely crusade is truly a great popular cause.

What you’ll find, of course, is that underpinning Ungerer’s delightfully irreverent illustrations and Cole’s subversive writing is self-derision rather than cat-derision as this cat-hater’s handbook reveals itself as a cat-lover’s self-conscious and defiant love letter to the messy, unruly, all-consuming, but ultimately deeply fulfilling relationship with one’s loyal feline friend.

The intelligence of cats is a subject that arouses the cat-lover to fever pitch. Of course, there are all kinds of intelligences; the intelligence of a dolphin, for example, is particularly dolphinesque — it is suited to his surroundings and must be equated in those terms. Scientists balk at making comparative statements about animal intelligence. I spoke to one at the American Museum of Natural History who said that ‘ a general judgement, from the literature, would put the intelligence of cats below dogs and above rats.’ (Which is the right place for them, anyway.)

On average, each suburban or country cat will kill 10 to 50 birds a year.

A Cat-Hater’s Handbook is, sadly, out of print, but used copies still abound online and are possibly available at your local public library.

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