Joyce’s Ulysses as a Catalog of Narrative Techniques for MFA Candidates
(The following paper was presented at the Southwest Popular/American Culture Association Conference in Albuquerque, New Mexico, Feb. 26, 2022, moderated by Yasminda Choate, Seminole State College.)
I must say regarding the title of this talk: what it lacks in cleverness it at least makes up for in near-childlike self-explanation. I’m going to discuss why focusing an entire course on a single daunting text like Ulysses is worthwhile, at least in the setting of an MFA program; and I’m going to offer some specific suggestions for reading focuses and writing assignments. (It’s not one of those papers you run into at conferences sometimes, a paper that purports to be about how waxed fruit influenced the writing style of Gertrude Stein, and ten minutes in the presenter hasn’t yet mentioned waxed fruit, Gertrude Stein, or writing style, or, for that matter, writing.)
First some further context: I teach in an MFA in Writing program that has both on-campus and online courses of the two traditional varieties: workshop and literature. I teach online literature courses exclusively. Nevertheless, I do think this course, or this kind of course, could work just as well in-person. I have the luxury of designing my own courses. Maybe three years ago, I decided to pitch a course with a singular focus: James Joyce’s legendarily difficult novel Ulysses. My thinking was that it would be a great text for discussing a wide array of narrative techniques, all gathered together in one unruly place. Also, for people planning to be fiction writers (meaning probably novelists) and perhaps wanting to be college teachers themselves, being familiar with the book that many consider the greatest English-language novel of the twentieth century, if not of all time, would be beneficial—if for no other reason than to avoid embarrassment at some future department mixer.
I’ve now taught the course several times (four?), and it’s scheduled again for this summer. From my perspective it’s been a success, and also a blast to teach. Student evaluations support my perspective. (Pro tip: I call the course “Joyce’s Ulysses” to try to avoid confusion; nevertheless, I do get the occasional student hoping to take a deep dive into Homer—which would also be a great course.) The course attracts students with a variety of motives, but a common one is that they’ve tried reading Ulysses before—and have had to limp, defeated, from the field of battle (a nod to Ulysses’ first publishers, Jane Heap and Margaret Anderson). Or, often, it sat on a shelf, untouched, glaring arrogantly at its owner for years. Now, with some guidance and the motivation of a grade hanging in the balance, they hope to slay the beast, or at least land a scratch.
I can relate. I’m among those who tried and failed a few times to read Ulysses before finally getting through the text in its entirety. So as a recovering Ulysses failure, I can speak to the students on their own level of self-loathing, and offer them the sort of encouragement they need to not drop the course after seeing the reading requirements. When I started teaching Ulysses we had eleven-week sessions; then the program was revised to offer eight-week sessions. The book was a bear to teach in eleven weeks, so eight is extra challenging. Yet doable.
We look at two episodes per week, and tackle an inhumane amount of material the penultimate week, episodes 16, 17, and 18; that is, Part III, “Eumaeus,” “Ithaca,” and “Penelope,” some 150 pages—which isn’t unusual in a typical grad course, but it’s 150 pages of Ulysses, capped off by Molly Bloom’s nearly punctuation-free, stream-of-consciousness monologue. To accommodate the move from eleven weeks to eight weeks, I basically cut Part I, the three opening episodes that focus on Stephen Dedalus, and begin in earnest with Leopold Bloom starting his day in Episode 4, “Calypso.” I provide a summary of those opening episodes and encourage students to read them even though they aren’t required per se.
I stress—again and again—that our purpose is not to unlock all the literary mysteries of the novel. Joyce specialists (of which I am decidedly not one) devote whole careers to the book, or only individual episodes. Rather, we want to achieve a basic understanding of what happens in the book, yes, but more importantly we want to lift the hood and see what Joyce was up to in individual episodes, and in the structure of the novel as a whole. In other words, we’re reading the novel as practicing writers, not as literary scholars. I hope to spark an interest in Joyce so that later in life students may feel warm and fuzzy enough about Ulysses to return to it, and to engage with other Joyce texts. Typically I do have a few students who’ve been bitten by the Joyce bug by the end of the session, and they ask for recommendations about where to go next, unaided. Finnegans Wake?, they sometimes ask. God no. I generally recommend Dubliners, and even more specifically “The Dead,” which is available in stand-alone critical editions if a reader is so inclined.
Another piece of advice I offer at the outset: The novel features a cast of thousands, and trying to synthesize all of the characters into your gray matter for easy recall later is probably one of the reading habits that leads to so many normally successful readers giving up in a hailstorm of self-condemnation. Instead, I say, there are just three main characters—Stephen, Bloom, and Molly—so keep an eye out for them. As long as you have a sense of what they do in the novel, from episode to episode, until you reach the Promised Land of “Yes” at the end of 18, then you’re doing just fine.
(We do get into some literary analysis, and one of the aspects we talk about is the novel’s unusually encyclopedic nature, and that Joyce didn’t intend, probably, for it to be read like a typical novel. There’s just too much data to try to hold in one’s head from start to finish. I will admit that in spite of reading the novel from stem to stern at least twice, and some sections multiple times, and even having published about it, plus taught it multiple times, it’s not uncommon for me to read an article or hear a presentation on the novel, and think, “That happens in Ulysses? Really? That sounds interesting.”)
Students are required to write weekly discussion posts based on the episodes, and I give them something concrete to glom onto. I share with them the famous Ulysses schemas, the Gilbert and the Linati, and ask them to write about how two of the elements operate in the week’s readings. Again, I don’t pretend that this an approach that will help them penetrate to the core of the novel’s meaning. Rather, as writers we’re looking at ways that Joyce tried to unify eighteen episodes, or chapters, that use increasingly experimental techniques of storytelling and shift point of view frequently. The schemas are one method, as are the running parallels with Homer’s Odyssey (which are often hard to spot even when one knows to look for them). Another unifying element is Joyce’s attention to chronology, with the narrative unfolding in more or less accurate time over 24 hours. Finally, there is Joyce’s attention to the point of obsession regarding the geography of Dublin in June 1904.
The novel is famous for its stream-of-consciousness narration, which nowadays isn’t exactly revolutionary. Joyce is, however, a master of the technique so a closer examination of almost any episode can lead to a fruitful discussion of how it’s working in detail. “Penelope,” of course, is the example par excellence of interior monologue. To mimic the randomness of one’s thought process, Joyce uses almost no punctuation for more than 30 pages, a section broken into only eight “sentences.” Nevertheless, we can isolate specific thoughts and images. How does Joyce manage it, without the traditional use of punctuation?
Every episode offers a multitude of techniques that could be of value to fiction writers, but in the interest of time here are some approaches that stand out to me.
Episode 4, “Calypso.” The opening three episodes, focused on Stephen Dedalus, establish a realistic chronological approach in the novel, from the start of Stephen’s day at the Martello tower to his meeting with Mr. Deasy to his walk along the strand. Then, abruptly, in this fourth episode time is reset to around 8:00 as we’re introduced to Leopold Bloom. From then on time in the novel unfolds consistently. The lesson: Don’t be afraid to break your own rules.
Episode 6, “Hades.” Bloom takes a carriage ride with three men who are also attending Paddy Dignam’s funeral. Bloom is both part of the group and yet set apart from his companions because of his Jewish heritage and being seen as a quasi-foreigner. This feeling, of being alone in a crowd, is exquisitely human and has obviously been explored by writers and artists throughout history, but no one does it better than Joyce in this iconic episode. The lesson: How to create a character who is both accepted into a social circle while simultaneously being excluded from it.
Episode 7, “Aeolus.” Bloom visits the Freeman newspaper offices, where he has a series of encounters, including with Stephen for the first time in the novel. This episode initiates Joyce’s more overtly experimental techniques as he breaks up the narrative with frequent headline-like insertions throughout. These headlines were a relatively late addition to the episode as it was published without them in The Little Review. Lesson: Don’t be afraid to play with narrative techniques and step from behind the curtain as the storyteller.
Episode 9, “Scylla and Charybdis.” Here Stephen expounds on his theory regarding Shakespeare’s Hamlet in the National Library with a group of fellow literati. His theory has been alluded to previously in the novel. Intertextuality—bringing other texts to bear on the narrative’s primary text—happens frequently in Ulysses. Indeed, Homer’s Odyssey serving as a structural apparatus is itself intertextual. But the use of Hamlet as a well-known literary figure (perhaps the best-known literary figure) to amplify the novel’s own concerns about parent-child relationships, among other issues, is worthy of careful study. Lesson: Bring other texts into conversation with your own narrative.
Episode 10, “Wandering Rocks.” In this scene our attention wanders between a host of different characters and objects. Very little happens in terms of advancing the novel’s plot, but Joyce brings together many of the characters and items of significance we’ve already encountered. Many see this odd episode—with its cinematically sweeping point of view—as a way to tie the earlier (more conventional) chapters of the novel to the later (more experimental) chapters. Lesson: Chapters can have principal objectives other than to advance the plot or evolve characterization; they can serve more purely artistic functions.
Episode 12, “Cyclops.” We join Bloom in Barney Kiernan’s pub, but from the point of view of a new anonymous, first-person narrator. Besides the switch in POV, Joyce also plays with various prose styles, including Irish mythological, legalistic, journalistic, and biblical. This episode, then, breaks two cardinal rules young writers often learn in workshop: to be consistent when it comes to (1) point of view and (2) voice. Without warning, Joyce switches from third- to first-person, and then injects some thirty different prose styles into the telling. Lesson: Know the rules so that you can break them; or, the only rule when it comes to telling a compelling story is that there are no rules.
Episode 14, “Oxen of the Sun.” Joyce takes the technique of Episode 12—the use of multiple prose styles—and goes even further by emulating the evolution of the English language, from its Latin/Germanic roots to Anglo-Saxon to Chaucer to Shakespeare to Defoe to Lamb, and many more. The plot advances at the Holles Street maternity hospital, but it does so via this history of the stages of the English language. Lesson: Have fun. Don’t be afraid to toy with voices and styles within the same piece.
Episode 15, “Circe.” We find ourselves in Nighttown, Dublin’s red-light district, but now the storytelling mode is dramatic. The episode unfolds as a play script, complete with character names and stage directions. The lesson: Go ahead. Begin in one mode and switch to another; then back again, or whatever you feel like doing.
Episode 17, “Ithaca.” Bloom and Stephen walk to Bloom’s residence, an important plot advancement, especially in light of the novel’s Odyssey subtext, but now it’s told via a series questions and answers, resembling, most say, either catechism or Socratic dialogue. Lesson: Why the heck not?
And like Bloom, we return to Episode 18 and No. 7 Eccles Street.
A quick word or two on other kinds of writing assignments one might assign, besides the weekly posts tied to the schemas. For their final project, I have students try their hand at one or more experimental techniques they’ve encountered in the book, creating their own original scene. It’s a two-part assignment. There’s the creative writing itself; then there’s an analytical element in which they identify the episodes and techniques they used as inspiration, quoting and citing from the novel as needed.
In the original eleven-week version of the course, I attempted an ambitious midterm paper. I had students access an episode as it first appeared in either The Little Review or The Egoist (using the Modernist Journals Project online), and compare it to the 1922 book version, identifying Joyce’s revisions and speculating as to why Joyce may have made the changes (almost always additions) that he did. That is, what did he gain through revision? I think it’s a terrific assignment, but, as I say, ambitious, and students were not terribly successful with it. It is perhaps too labor intensive when up against the amount of reading students have to do just to keep pace with the syllabus. So when we went to eight-week sessions, I dropped the assignment. My main purpose was to emphasize the importance of revision and how much care Joyce took in revising his work. I think it’s a potentially fruitful exercise, and maybe given a longer time frame and the right students, it could be a reasonable assignment. (By the way, I did the activity myself, based on Episode 9, “Scylla and Charybdis,” and the brief article was published at Academia Letters—if you want to see an example of what I have in mind with the assignment.)
It’s especially interesting to be teaching Ulysses during its centenary year—an event that will add even more resources from which one might draw (not that there was a shortage previously). If you teach in the right circumstances, I encourage you to consider a course on Ulysses. Or if not that large, loose, baggy monster, maybe another long, challenging text. I’ve thought about War and Peace, but in eight weeks that would be quite a battle. I welcome suggestions.
Modernism’s Last Gasp and the Architecture of William H. Gass’s The Tunnel
This paper, “Modernism’s Last Gasp and the Architecture of William H. Gass’s The Tunnel,” was presented at the Louisville Conference on Literature and Culture Since 1900 on 23 Feb. 2017 as part of the panel titled “Imagining Space: Experiments in Narrative Form.” The paper veered from its original intent and perhaps a suitable secondary title may be “A Text Suddenly of Our Time.” The panel was chaired by Liana Babayan, Augusta University. Other papers presented were “Louis Aragon’s Paris Peasant and Architectural Liminality” by Adam McKee, Queensborough Community College, CUNY; “Haunted Houses from House of Leaves to House of Fiction” by Amanda Davis, University of Chicago; and “Contrasting Spaces in Jean Genet’s Miracle de la Rose” by Maria Slocum, Missouri University of Science and Technology. Other papers on William H. Gass’s work can be found at this site by searching “gass.”
“For me a book tends to exist in a metaphorical relationship to a building. For me architecture represents best the basic metaphorical image of the way a text exists, say, metaphorically or philosophically” (Janssens 66). Thus spake William H. Gass in a 1979 interview, about midway through the composition process of his magnum opus The Tunnel, which was published in 1995 after a nearly thirty-year gestation. Sections began appearing in print as early as 1969 and continued off and on for almost two decades, garnering numerous accolades (for example, inclusion in The Best American Short Stories of 1980), and in two instances being released as stand-alone, limited-edition books by art presses. In 1996 Gass’s massive book (over 650 pages of dense prose, riddled with myriad experimental techniques, a host of fonts, amateurish doodles, and other graphic representations) won the American Book Award. Meanwhile, it spawned copious reviews which ranged from fawning to furious. Even some of the novel’s harshest critics, however, acknowledged that it would take decades of scholarly work to fully come to terms with Gass’s achievement—no matter whether one believes he achieved a masterpiece or a monstrosity. Sadly, that work remains largely undone.
This is at least the third paper I’ve presented at this conference chiefly focused on Gass’s The Tunnel. When his next novel appeared in 2013, Middle C, that much more manageable book led me away from The Tunnel for a paper or two; and I also did some work on Gass’s earlier publications: one of his earliest pieces of published fiction, the novella The Pedersen Kid, and then a paper focused mainly on Willie Masters’ Lonesome Wife and On Being Blue. Pondering possibilities for this year’s conference, I decided it was time to return to the excavation site and say something further about The Tunnel. I’ve been coming here for more than a decade, and I can only recall one other Gass paper being presented in that time (a Willie Masters’ paper). (When I first started attending the conference I was a William Gaddis guy; I hadn’t yet fallen under the Master’s spell.) My hope has been that by keeping the spark of scholarly interest alive others will join the conversation—and that hope has rested mainly on the book’s artistic merits. However, between the time that I proposed this particular paper topic and now, something historically monumental happened which makes The Tunnel vitally relevant: the election of Donald J. Trump as president of the United States (and the rise of the alt-right in general). That is to say, the overarching theme of The Tunnel—which Gass has described as “the fascism of the heart”—makes the book amazingly and unfortunately up-to-date. Perhaps an appropriate secondary title for my paper would be “A Text Suddenly of Our Time.”
Our times have led to a rekindled interest in Orwell’s Nineteen Eighty-Four and other dystopian books. For the same reasons it is worthwhile to descend into William Gass’s tunnel, a place whose squalidness has turned away many readers—but these, my friends, are squalid times. So, in the interest of truth in advertising, I am going to discuss (to some degree) the structure of The Tunnel and its relationship to architecture; but I’m also going to talk about the fascism of the heart and what the book has to say about the Trump phenomenon.
The basic plot of the novel is fairly straightforward (although plot doesn’t mean quite the same thing in Gass’s world as it does in most fiction writer’s): The first-person narrator, William Kohler, is a middle-aged history professor at a Midwestern university who has finally completed his magnum opus, prophetically thirty years in the writing, Guilt and Innocence in Hitler’s Germany. He has sat down in his basement office to write the book’s preface (the final nail in this towering edifice, so to speak) when he finds himself blocked and therefore begins writing, instead, a very personal memoir about his unhappy childhood, lackluster career, loveless marriage, lost loves, disappointing children, and irritating colleagues. He slips the pages of this tell-all autobiography in between the manuscript pages of Guilt and Innocence so that his wife won’t see them (having no interest whatsoever in his life’s work), and, meanwhile, he begins to dig a tunnel out of his basement—or at least so we’re told. Gass himself has written in the liner notes of the audiobook edition of The Tunnel (45 hours of listening pleasure) that his narrator is “wholly unreliable”: “That does not mean he never tells the truth. He may always tell the truth. He may never. But he can’t be trusted. So he may not be digging a tunnel out of his basement” (emphasis added). Either way, writes Gass, “[t]he pointlessness of this activity has to be stressed.”
Returning to my opening quote, Gass has said that “architecture represents best the basic metaphorical image of the way a text exists.” He has had a long-standing interest in architecture. It is difficult to say which came first, the chicken or the egg, as Gass married Mary Henderson in 1968. Mary Henderson Gass has had a distinguished career as an architect in St. Louis since moving there with her husband in 1979 when he accepted a professorship at Washington University. (He retired from the university in 2000.) Gass has found the experimental designs of architect Peter Eisenman especially akin to his own literary aesthetic. “He does crazy things in one sense,” said Gass, “but he is really a serious artist, first rank, I think. He is not just doing things to shock people, or surprise them or be different” (Janssens 68). Gass’s statement about Eisenman and his work sounds a lot like what defenders of Gass and especially The Tunnel have been saying for years.
In explaining how The Tunnel functions architecturally, Gass has contrasted his work to James Joyce’s, especially Ulysses and Finnegans Wake. Gass said,
Now, the idea of a book as fundamentally or conceptually a structure in which you are being taken on a tour by the author—I think a lot of modern works are constructed this way, Joyce, for instance, makes Ulysses in such a way that it is not possible for you to conceive the book and hold it in your head at the same time, you have to go back and forth in it. He takes you through the first time; you may jump around in it later as you wish—and Finnegans Wake is certainly constructed that way. (Janssens 66)
Gass continued,
Joyce demands total recall, an ideal total recall. […] I am like I would be when I went through a building: I am putting the pieces together to compose the building which exists ontologically all at the same time, and which I can only know experientially one at the time, and therefore I can only conceive or conceptualize the way it actually exists; I can have an idea of how this house exists. (67)
In other words, when one reads Ulysses or Finnegans Wake, both of which are structurally linear (a second by second account of a single day in Dublin, Ireland, or the unconscious mind’s progression through a single night of sleep [perhaps]), one is at a different point on the overall timeline with each passing word, and one has to be mindful of that progression to make sense of the experience. In other words, how have we gotten from point A to point B . . . to point Z? Metaphorical connections must be made by recalling earlier parts of the text.
The brutally nonlinear construction of The Tunnel operates differently. To illustrate that difference, Gass referenced Eisenman:
Now in Peter Eisenman’s work, what he wants to do often is to make one experientially aware of other parts of the house at the same time [emphasis added]. So in one of his houses, called House Six, there is, for instance, in the second-floor bedroom a strip of glass that goes across the floor, from which you can perceive the living-room below, and vice versa. Similarly, there are holes in various parts, openings which allow you […] to look through the house. So I am always aware in that house of other parts. (67)
In the execution of this theory, Gass constructed The Tunnel in twelve parts (which he describes as phillipics, or bitter denunciations), and each consists of twelve “fundamental themes and a lot of minor ones would be sounded in different arrangements so that a central aspect or meaning of the text would emerge at the beginning; then sink down and be relatively innocuous or weak at a certain point”—all of which would be “superimposed on a completely different structure: the tunnel itself” (“William Gass”). Gass, incidentally, is simultaneously using a mimetic musical structure—Schoenberg’s twelve-tone system—but we don’t have time to go there too. Thus, while Gass’s narrator Kohler pinballs between his childhood, his career in the army, his grad school days in Germany, his various love affairs, his current life, etc., the author returns again and again to these major and minor motifs. In an artfully designed building each room, each hallway, each alcove, each stairway, and even outdoor spaces reflect certain colors, shapes, themes, and moods that tie them together as being parts of a consistently constructed whole. There are variations of course. A dominant color in the entryway may return as complementary accent color in the master bath, for example. A sailboat model in the library may be echoed by a nautically themed kitchen. So forth and so on. Thus it is with The Tunnel.
As illustration of this technique, I will focus on one of the novel’s major motifs and its juxtaposed doppelgänger: windows and mirrors. Gass seems to want us to pay special attention to windows as he titled the sixth phillipic “Why Windows Are Important to Me,” and it takes up the literal center of his book, pages 282 to 333 out of 652. Also, windows have been metaphorically important throughout Gass’s career. As H. L. Hix points out, “The window, which represents the ambiguity of our connection to the world, our looking out on a world from which the very looking out separates us, has appeared as a metaphor regularly in Gass’s previous fiction” (124). Hix’s observation is a valid one, but I think Gass takes the metaphor further in The Tunnel by pairing it with almost equally numerous references to mirrors. More regarding that in a moment. What follows are only a few examples of window references in the text. The first comes just a few pages into the book when Kohler recalls a car ride with his lost love, Lou: “The window of the car would not roll up and Lou’s face looked warm from the cold wind as if freshly slapped or shamed or elsewhere loved” (7). This car ride, only briefly mentioned here, foreshadows an episode titled “A Sunday Drive,” which describes in detail a family outing from Kohler’s childhood that is referenced repeatedly in the novel and also prefigures the narrator’s own family outings when he becomes husband and father (always with Gass, repetition, variation, point, counterpoint).
In the central section of the novel, Gass compares a blackboard to a window, writing, “The board is at once the surface of a pit-black sea and a bleak opening onto all our inner spaces. It is the brink of what we are, and hence a horror. […] unlike a window which is always full of the flitter of images […]” (311). Discussing the blackboard’s “opening onto all our inner spaces” (in that professors, like Kohler, use the blackboard to broadcast their beliefs to their students), Gass also connects blackboards to mirrors—both being framed objects antithetical to windows in their own ways. The book’s final reference to windows is about as far from the end as the first reference is from the start, and it’s in an imagined scene with Kohler’s hated wife Martha wherein “[I] lead her to the window [hand in hand … and] put our gazes on together” (650). Kohler imagines trying to get Martha to see the world as profoundly as he does, “but she would interrupt me with a snort from her derision because she despises oratory, wants to slap cheeks when they puff.” We notice the mirror opposites of the first window reference being a recollection of Kohler’s lost true love, Lou, and the final reference being an imagined scene with Kohler’s despised wife. Further linking the two scenes are references to face slapping, one metaphorical, the other imagined but likely. These examples constitute just a tiny taste of the repetitions, echoes, foreshadowings, and prismatic reflections, complications and contradictions that appear in some form or another on every page of the novel.
What then of the mirrors? Again, there are a plethora of references, the first being on page 10 and it is immediately paired with a window (via negation), as Kohler describes his dingy basement work space: “I’ve no mirror, cockeyed or otherwise. One wrinkled window. Above: a worn lace curtain like a rusted screen.” I believe that the pairing of windows with mirrors (and Kohler’s professorial blackboard) is related to the overarching theme of the book as delineated by one of Gass’s most adept readers, Heide Ziegler, a long-time friend and collaborator of William Gass (next to Gass in the photo from a 1991 symposium on postmodernism in Stuttgart, Germany). In response to reviews of the The Tunnel that ran from lukewarm to hostile, Ziegler wrote, in essence, a defense of the book which appeared in Into The Tunnel: Readings of Gass’s Novel (1998). In the interest of my waning time, I shall cut to the chase of Ziegler’s reading, which unknowingly anticipated the novel’s connections to our own desperate times. The key to understanding the book is in the phrase that Gass identified as its “fundamental subject”: the fascism of the heart. Ziegler writes, “[G]iven the pervasiveness of his message […] it is dangerous to miss the point. His message is not that all of us are fascists, but that there is always the danger that the fascism that lurks in our hearts might erupt, that we will become fascists” (80). She suggests that the nostalgically tender (and rare) recollections from Kohler’s boyhood contribute to the idea that anyone is capable of being lured into the dark tunnel of fascism. That same boy—who relished dime-store candy and wanted nothing more in this world than a dog of his own to play with—became the young man who succumbed to the mob mentality of Kristallnacht in 1938 and threw a stone through a Jewish storekeeper’s window. I’ll supplement Ziegler’s fine reading by asserting that Gass’s frequent references to mirrors also emphasize Kohler’s (and everyone’s) potential for becoming the same sort of people he spent his academic life studying (gazing upon, if you will, as if through a window): the innocent German citizens who were transformed into the Nazis who were guilty of exterminating six million Jews. Ziegler writes further,
Given the right historical circumstances—economic insecurity, a time of depression—and given the right seducer […] your Everyman will follow that leader simply in order to flee his own loneliness, as well as what he believes to be undeserved misfortune. […] Since […] political agitators possess no true authority, they need to create scapegoats—the Jews in Germany, minorities all over the world. What Gass attempts, and obviously achieves, judging by the emotional responses to his book, is to change the Holocaust from a horrifying, unforgivable, yet singular European spectacle into a general historical possibility. That is the reason that The Tunnel is not about Germany or about Hitler. It is—potentially—about all of us. (80-81)
Referring specifically to the sort of finely tuned brainwashing the military is able to achieve but meaning more broadly the way anyone can be manipulated, Gass writes, “Eventually they compel you to act against your conscience, contrary to your nature, in defiance of every precept of morality and religion, until all that remains of you is your past, your prehensile tale [spelled t-a-l-e], your history. Then they begin on that” (242-43).
I hardly need to point out the parallels between Gass’s description of the Holocaust and our own time, with the rise of Trump and the rhetoric of the alt-right, especially their scapegoating of Muslims, immigrants, liberals, the press, and even the judiciary as reasons for our alleged decreased safety and floundering economy. What is more, on a personal note I’ll say how surprising and discouraging it’s been over the past year to view friends, neighbors and family via the window of Facebook and other social media and discover the fascism of their hearts—their willingness to believe Trump’s lies and to support his undemocratic, unpatriotic and unconstitutional schemes. How best to resist, other than simply by putting a hashtag in front of the word, is a question that millions have been wrestling with. Obviously political action is a necessary part of resistance to this wave of fascism. William Gass dealt with this question, too, in a powerful essay, “The Artist and Society” (first published in The New Republic, July 17, 1968). In it Gass suggests that the artist shouldn’t become involved in a revolution in the typical sorts of ways, but rather he must become involved through his art. He writes, “The artist’s revolutionary activity is of a different kind. He is concerned with consciousness, and he makes his changes there. His inaction is only a blind, for his books and buildings go off under everything—not once but a thousand times. How often has Homer remade men’s minds?” (288). Artists must resist, then, through their art. It is via their art that they can have a greater impact than a mere bomb’s momentary blast.
My original concept of this paper was to discuss how Gass’s techniques align his book with the intentions of aesthetically minded architects—how their conceived ideas, drafted as blueprints and 3D models, are transformed into lived physical spaces, and, similarly, how Gass attempts to make William Kohler’s surreptitiously written memoir materialize in the hands of the reader via the book known as The Tunnel. I planned to make good use of an interesting article coauthored by Gass and his wife, Mary, about the artistic principles of architectural design and their analogues in other forms of art, like writing. And I planned to talk about Gass’s hopes for the publication of his novel, what the publisher and printer were able and willing to execute, and what they weren’t. I also meant to explain my paper’s title regarding “modernism’s last gasp,” comparing, say, Joyce’s efforts to mimic a conscious or unconscious mind versus Gass’s efforts to create a consciousness. But alas those discussions will have to wait for another paper and another day. I encourage you, meanwhile, to risk a visit to The Tunnel, a book suddenly very much for our time.
Works Referenced
Gass, William H. “The Artist and Society.” Fiction and the Figures of Life, Godine, 1979, pp. 276-88.
—-. The Tunnel. 1995. Dalkey Archive, 2007.
—-. William H. Gass Reads The Tunnel. [liner notes for the audio book written by the author] Clayton Studios, 2005.
Gass, William H., and Mary Gass. “The Architecture of the Sentence.” Conjunctions, 1999, pp. 93-108. [Available online]
Hix, H. L. “Twenty Questions on The Tunnel.” Understanding William H. Gass, University of South Carolina Press, 2002, pp. 76-139.
Janssens, G. A. M. “An Interview with William Gass.” Conversations with William H. Gass, edited by Theodore G. Ammon, University Press of Mississippi, 2003, pp. 56-70.
“William Gass with Michael Silverblatt” (5 Nov. 1998). Vimeo, uploaded by Lannan Foundation, 2011, https://vimeo.com/12812717.
Ziegler, Heide. “William H. Gass: Is There Light at the End of The Tunnel?” Into The Tunnel: Readings of Gass’s Novel, edited by Steven G. Kellman and Irving Malin, University of Delaware Press, 1998, pp. 71-83.
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