Articles by Lee Pearcy

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Of all sad words of tongue or pen,
The saddest far by most
Are when some fool
Says what he’ll do
“in a forthcoming post.”

This isn’t the promised post on four revolutions in classical studies. Other revolutions keep overtaking it; instead, I want to post a brief note about a speech that Senator Michael Bennet of Colorado gave yesterday in the aftermath of the MAGA mob’s assault on the Capitol.  You can find the full text here, but this is the paragraph that caught my attention:

And I was thinking about that history today as we saw the mob riot in Washington, D.C., thinking about what the Founders were thinking about when they wrote our Constitution, which was, what happened to the Roman Republic when armed gangs — doing the work for politicians — prevented Rome from casting their ballots for consuls, for praetors, for senators. These were the offices in Rome, and these armed gangs ran through the streets of Rome, keeping elections from being started, keeping elections from ever being called. And in the end, because of that, the Roman Republic fell and a dictator took its place. And that was the end of the Roman Republic or any republic for that matter until this beautiful Constitution was written, in the United States of America.

Senator Bennet seems to be remembering events of the mid-50s BC. Rome had not only the two magistrates that Senator Bennet cites, consuls and praetors (senators weren’t elected as such at Rome—the Roman senate was simply the body of ex-magistrates), but others as well, called tribunes, who could veto any official action. The elections of 54 and 53 were hotly contested, and the tribunes used their veto so often that the years 53 and 52 both began with no officially certified magistrates to take office. Things got worse later in 52. Two of the tribunes, Milo and Clodius, had armed gangs of private bodyguards and used them to intimidate opponents. The gangs collided on the Appian Way, and Clodius was killed. His bodyguard led a mob that burned down the senate house and looted the Forum. As a result, the senate passed what was called the Ultimate Decree, Senatus Consultum Ultimum, imposing martial law, and Gnaeus Pompeius (Pompey the Great) became sole consul—in effect, dictator. Three years later, Rome was embroiled in civil war between Pompey and Julius Caesar.

We’re not there yet, thank God, and the parallel is far from exact. Senator Bennet, though, has given us a good example of America’s classicizing tendency to use Rome as a touchstone and example for understanding our Republic. Classicists deplore these analogies, and we should, but they are part of our political DNA. I’ve been passing time by casting the end of the Roman Republic with characters from Washington. Ted Cruz as Domitius Ahenobarbus, anyone? Or Rand Paul as Cato the Younger? It’s comforting to note that I can’t find anyone to play Caesar, or even Pompey or Cicero.  Suggestions are welcome.


~Lee T. Pearcy
January 7, 2021


Update: And in this blog post Mary Beard reaches the same conclusion.

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Somewhere there has to be a manual for bloggers that says, “Never announce what you intend to write in your next post,” but I forgot to read the instructions again. My previous post rashly promised that my next one would be about changes in classical studies during the last fifty years. This isn’t it.

Instead I want to think about one unexamined assumption in an open letter that is currently part of the conversation here at Bryn Mawr. It is directed to Haverford College’s president, signed by “Women of Color House, Black Students Refusing Further Inaction, Black Student League, and every single BIPOC student this institution has failed,” and can be read here.

The writers assert that “This campus runs on the physical and emotional labor of FGLI + students of color through our (usually multiple) jobs, extracurriculars, and classes.” They then call for a strike—a “disruption of the order”—through withdrawal of that labor. Their labor, it seems, includes nearly every organized activity in student life: participating in a seminar on Plato, for example, playing on the tennis team, or working at the circulation desk in the library. So they won’t do any of these things: attend classes, participate in extracurriculars (except, I presume, for the student organizations behind the strike), or show up for their student jobs. That conflation of jobs, extracurriculars, and classes as “labor” strikes me as sad, but beyond that, it reflects confusion about the purpose of a college and alienation from the idea of liberal education.

Student jobs are not the same kind of thing as extracurriculars and classes, and only one of them really deserves the name “labor.” Asking cui bono?—who benefits?—shows why. Colleges, like the academic world in general, benefit a great deal from underpaid student labor, often disguised as financial aid or an educational experience. If Haverford or Bryn Mawr had to pay market rates for library clerks, research assistants, and deli counterpersons (to name only the jobs I see students performing every day), they would be poorer places. In a strike, the powerless acquire power by withdrawing their labor from the powerful who benefit from it. It makes sense for students with a grievance against a college to organize and withdraw their labor from tasks that benefit that institution and make it run.

But ask the same question—cui bono—about classes and extracurriculars, and the striking students’ confusion becomes plain. Who benefits from a seminar on Plato? What benefit accrues to a college from its student government? These and similar activities are things that a college does for its students, and the benefit that students receive from them justifies—or ought to—the tuition fees that they pay. Students who feel aggrieved or dissatisfied with this arrangement would, I think, be justified in an organized refusal to pay tuition—a boycott, not a strike. But there is no labor to withdraw from the action of education, and so a strike is impossible.

In using the term “action” for Plato seminars and student government, I am invoking Hannah Arendt’s distinction in The Human Condition among labor, work, and action. For Arendt, “labor” is aimed at producing what we need to live. Students need to eat, and so they take on part-time jobs. That’s labor. “Work,” Arendt thought, is more satisfying because it produces some durable product of human endeavor. (That’s why it’s hard to imagine an art student, for example, “striking” by refusing to draw any more, or a poet refusing to create poems. Painting and writing, on Arendt’s terms, are work, not labor.) But “action” is the one that matters in liberal arts education. Action names the activities by which we discover humanity in ourselves and reveal it to others. Political and intellectual life were Arendt’s examples of action, and liberal arts colleges and universities are in the business of intellectual action: persuading students to think about their own nature as human beings, recognize it in others, and share the results. Again, there is no student labor in a philosophy class or a creative writing seminar. There is only shared action, and a college is an institutional arrangement to make it possible.

Our Haverford signers are confused about what labor is, but their unexamined assumption that everything they do at college counts as “labor” also reveals their alienation from the idea of college as a place of intellectual action. Classes and extracurriculars have nothing to do with them, they seem to say; they gain no more benefit from them than they would from doing data entry in a university office.

I don’t think this alienation is entirely their fault; rather, it reflects a general failure of American liberal arts education. We’ve given everything a cash value and encouraged students and their parents to see college as a credentialing process that leads to a good job. Even the process of getting into college encourages students to see academic and extra-curricular activity alike as boxes to be ticked or hurdles to be cleared as cleanly and quickly as possible, without touching or being touched. No wonder that everything they do looks like labor to the Haverford students behind the recent letter. Liberal education has broken its promise to free their minds and, instead, left them in chains.

~Lee T. Pearcy


Followup Dec. 27, 2020: Eric Adler’s new bookThe Battle of the Classics: How a Nineteenth-Century Debate Can Save the Humanities Today, has trenchant remarks on the idea of college as a credentialing process. See also this for local coverage of these events, and this for a Bryn Mawr parent’s reaction.

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Imagine that you know nothing about the ancient world, and that all you have to go on as you try to reconstruct it is this collection:

    • Three lines of the Odyssey (1.32–34)
    • One line of Ennius (Annales 3.137 Vahlen)
    • A fragment of Praxilla, a lyric poet from the fifth century BC, quoted by Zenobius in the second century AD
    • A clay rooftile on which two women left their footprints and eleven inscribed words, five in Oscan and six in Latin, including their names
    • A child’s toy
    • Half a line of Ovid’s Metamorphoses (15.165)
    • A misquotation of a mistranslation of Aeschylus
    • A sentence about studying classics written by a professor in the 21st century AD
    • Fourteen lines from The Epic of Gilgamesh

If this was all you had, could you reimagine the ancient world, or the academic discipline that studies it? All the ancient texts are in translation except for eleven words in two ancient languages scratched into a rooftile. The longest continuous text is translated from an epic poem written in Akkadian sometime in the second millennium BC. All the translations are from poetry, and all of them deal in one way or another with mortality. Two of the ancient texts come from works that survive only in fragments—they’re fragments of fragments.

Part of the oddness of this list can be explained by its origin. It comes from a post on the Society for Classical Studies’ blog, and the items are answers to a question posed to nine professional classical scholars by another member of the guild, the brilliant Latinist Nandini Pandey. Pandey was prompted by Richard Feynman’s question to his undergraduate introductory physics course:

If, in some cataclysm, all of scientific knowledge were to be destroyed, and only one sentence was passed on to the next generation of creatures, what statement would contain the most information in the fewest words?

Feynman chose a concise statement of the atomic hypothesis; from that, he argued, followed everything that modern physicists do. (Like most of us, Feynman assumed the inevitability of his kind—but wouldn’t we be just as likely to end up with a world full of Epicurean philosophers?) Pandey wondered what a similar sentence for classical studies would look like. “What would we choose to pass on to posterity from a field that’s already built on scraps of the past? And what would the texts and objects we chose to preserve say about us and our mindset during this pandemic?”

Here I’m reminded of one of my own teachers. If he had a choice, he said, between the Parthenon and H. W. Smyth’s Greek Grammar as the sole surviving evidence for Greek civilization, he would dynamite the Parthenon. (I might now substitute the new Cambridge Grammar of Classical Greek, which is beginning to replace Smyth on my shelf of go-to books.) That choice is as cranky and eccentric as the man who made it, but behind it lies a coherent vision of classics as classical philology and of what is fundamental to it.

Seen against my old professor’s choice, the list is striking for several things: its lack of deference to the classical canon and classical languages, its privileging of poetry, its emphasis on fragments, and its constant reference to our present situation. We get Homer, Aeschylus (sort of), and Ovid; one of the respondents smuggled a line of Horace into her framing message, and another did the same with a line of Lucretius—but that’s not much. We don’t get the great prose genres: no philosophy or history; no Plato or Aristotle, no Thucydides or Herodotus, no Cicero or Livy. Except for the few words of Latin and Oscan on the Pietrabbondante rooftile, all the texts are translated into English. Pandey’s description of academic classics as “build on scraps of the past” may have disposed the respondents to come up with scraps of their own, but I suspect they might have done so even without the hint. Several items on the list also dwell on being death-bound humans in a world we don’t control. This COVID-tide certainly encourages thoughts of mortality and human limitation, and that, along with Pandey’s mention of the pandemic in her prompt, may be enough to account for this focus.

Classics isn’t physics, and I doubt that any single sentence or object could be foundational in the way the atomic hypothesis is or be expanded into everything that the field now encompasses.  Pandey doesn’t derive any single cataclysmic sentence from the professors’ responses, and it’s hard to do so (especially given that one respondent answered not with ancient text or object, but with an expository sentence about studying classics, and another seems to have done no more than submit a link to his candidate statement on the SCS election page). It’s better to see this list as a kind of core drilled down into the academic discipline of classics, and to look at the choices as reflections of the interests and understandings of the scholars who made them sometime in AD 2020. Reflected in it I see changes that have come over the field since the middle of the twentieth century, and in my next post, I will look at those changes and why they happened.

It must be interesting to be a member of the Princeton classics department these days. Many years ago, I was briefly a junior member of a bitterly divided department, and so I can imagine echoing halls, slamming doors, quick scuttling into offices, whispered conversations, and the Cut Direct. It makes one long for the days of dueling. (Oh, wait—everyone’s working from home these days. But you get the idea.)

For those not up to date on academic politics, let me summarize. On July 4, a group of Princeton faculty and others connected with the university sent this open letter about structural racism at Princeton, with the usual list of accompanying demands, to the president, provost, and other administrators at the university. A few days later, on July 8, a Princeton classics professor, Joshua Katz, published this dissenting op-ed in Quillette. The predictable third act of the drama is now unfolding; Professor Katz’s letter, in particular some language in it, has been denounced by the president of Princeton, the administration of its classics department, and no doubt by many others. (I gave up Twitter for Lent and haven’t resumed the habit, but I think it’s a safe guess.) There will probably be a fourth act, and even a fifth, and so readers should not regard this post as anything but a view from the lobby at intermission.

I have no connection with Princeton, although it’s a fine place to visit, and I’m not interested in rehearsing the issues raised so far in this controversy. But I think it’s worth asking what else might be at stake besides structural racism, possible remedies for it, and intemperate language.

First, there’s what John Henry Newman called “the idea of a university”—what a university is for. One view maintains that universities are, or should be, places of teaching, learning, and research. At the university level, both of these involve inquiry, and a long-standing tradition that goes by the name of “academic freedom” requires that this inquiry be as free as possible, unrestrained by religious dogma or political ideology. For Professor Katz, the deal-breaker in the open letter was a demand for “a committee composed entirely of faculty that would oversee the investigation and discipline of racist behaviors, incidents, research, and publication on the part of faculty.” That sounded to him, and sounds to me, like a mechanism to enforce orthodoxy and discourage dissenting views and questions. Even when I taught at religious institutions, as I did for three-quarters of my teaching career, no committee looked at my research and publications to make sure that I didn’t deviate from the Nicene Creed. No committee like that has a place in my ideal of higher education.

But especially in America since World War II, universities are no longer cloistered thinkeries set apart from the larger society in which they exist. Another view demands that they contribute to social and political aims: to preparing students for the workforce, to promoting research that serves the national interest—or, in the case of the Princeton open letter, to advancing social justice. It would probably unnerve the professors who drafted the open letter to think that they are on the same page as Wisconsin’s Republican governor Scott Walker, who wanted to change the official mission of the University of Wisconsin by removing “the search for truth” and adding “to meet the state’s workforce needs”—but on this issue, at least, they are.

Second, there’s the ever-racing engine of academic politics and its oil and gas: power and money. The open letter includes demands for course relief and summer salary for faculty of color, a new distribution requirement that will support the Department of African American Studies, a new research center that will provide “educational, funding, curricular, and co-curricular opportunities”; “target of opportunity” cluster hires; a new chaired professorship in Indigenous Studies; a substantial increase in the size of departments like Gender and Sexuality Studies, American Studies, African American Studies, and Anthropology; and other goodies. That adds up either to a lot of new money sloshing around in the humanities and social sciences or to a substantial reallocation of existing resources toward them. Even if you’re not a member of one of the favored departments or races, there will be crumbs to pick up.

Expanding the issues at stake in this way, I know, risks diverting attention from the real and urgent issue of racism and its remedies. And pointing out that what we have here is simply a dispute between two factions of the academic elite trivializes the real passions on both sides, devalues the hours of committee work that must have gone into the drafting of that open letter, and diverts attention from the legitimate concerns that Professor Katz raised about it. I don’t want to do any of those things, but I do want to suggest that racism is only one among many interconnected problems, that human motives are seldom pure or disinterested, and that being aware of the connections and motives may lead to a clearer view and better solutions.

~Lee T. Pearcy

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July Fourth.  I wish I could echo the Declaration’s affirmation that all men are created equal without tangling myself in knots, but the times make it impossible to do so. We are in a moment when the statement that all lives matter has become problematic because it can be taken as a rejection of the proposition that Black Lives Matter (so they do, I hasten to add) and when any statement about humanity in general erases the specific lived experiences of . . . well, of a whole list of people of various kinds.

So I want to consider, in the heat and light of this moment, what the Declaration accomplished when it began its second paragraph with a positive statement of what it called self-evident truths. The bulk of the document, after all, is both very specific and very negative: a long list of grievances against, and condemnations of, George III. But the important, enduring part is universalzing, positive, and firmly grounded in a tradition of political philosophy that begins in ancient Greece; in fact, the Declaration is part of the conversation that the Classicizing Philadelphia project sought to document. It begins with what amounts to a succinct statement of universal human ontology and then derives a theory of government from it. All men are created equal, with certain rights; to preserve those rights, they create governments which derive their authority from the people who created them. There’s enough there to keep philosophers and political scientists busy for years; there is also, or has been, enough there to inspire ordinary Americans with a belief that their country ought to rise from a foundation of virtue. When we forgot that for a while, there was enough there for Lincoln to use as he helped us remember.

We Americans find ourselves, on this July Fourth, consumed by specific grievances and condemnation of each other. Our Declaration in 2020 seems to begin partway down the text, with a “long train of abuses and usurpations.” But I don’t think we can go for long without grounding ourselves in an idea of goodness. It’s not enough to be against evil, to be anti-racist or aspire to “own the libs.” We need to ask what virtue our opposition requires or creates in us. What is the positive affirmation behind anti-racism? When we look, I suspect that we will find something very like the Declaration’s announcement, in its second paragraph, that all lives matter, and that there are particular reasons and consequences of their doing so.

~Lee T. Pearcy


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