H.L. Mencken

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A18:
A flawed man, no doubt. But still a freedom fighter.

Here's a lengthy excerpt from one of his best essays—his sardonic and noble attack on the once-eminent Thorstein Veblen.


Professor Veblen
by H.L. Mencken

. . . . I shrunk supinely from the appalling job, newly rearing itself before me, of rereading the whole canon of the singularly laborious and muggy, the incomparably tangled and unintelligible works of Prof. Veblen.

But if a sense of duty tortures a man, it also enables him to achieve prodigies, and so I managed to get through the whole infernal job. I read "The Theory of the Leisure Class" (1899), I read "The Theory of Business Enterprise" (1904), and then I read "The Instinct of Workmanship" (1914). A hiatus followed; I was racked by a severe neuralgia, with delusions of persecution. On recovering I tackled "Imperial Germany and the Industrial Revolution" (1915). Marasmus for a month, and then "The Nature of Peace and the Terms of Its Perpetuation" (1917). What ensued was never diagnosed; probably it was some low infection of the mesentery or spleen. When it passed off, leaving only an asthmatic cough, I read "The Higher Learning in America" (1918), and then went to Mt. Clemens to drink the Glauber's salts. Eureka! the business was done! It had strained me, but now it was over. Alas, a good part of the agony had been needless. What I found myself aware of, coming to the end, was that practically the whole system of Prof. Veblen was in his first book and his last—that is, in "The Theory of the Leisure Class," and "The Higher Learning in America." I pass on the news to literary archeologists. Read these two, and you won't have to read the others. And if even two daunt you, then read the first. Once through it, though you will have missed many a pearl and many a pain, you will have an excellent grasp of the gifted metaphysician's ideas.

For those ideas, in the main, were quite simple, and often anything but revolutionary in essence. What was genuinely remarkable about them was not their novelty, or their complexity, nor even the fact that a professor should harbor them; it was the astoundingly grandiose and rococo manner of their statement, the almost unbelievable tediousness and flatulence of the gifted headmaster's prose, his unprecedented talent for saying nothing in an august and heroic manner. There are tales of an actress of the last generation, probably Sarah Bernhardt, who could put pathos and even terror into a recitation of the multiplication table. Something of the same talent, raised to a high power, was in this Prof. Veblen. If one tunneled under his great moraines and stalagmites of words, dug down into his vast kitchen-midden of discordant and raucous polysyllables, blew up the hard, thick shell of his almost theological manner, what one found in his discourse was chiefly a mass of platitudes—the self-evident made horrifying, the obvious in terms of the staggering.

Marx, I daresay, had said a good deal of it long before him, and what Marx overlooked had been said over and over again by his heirs and assigns. But Marx, at this business, labored under a technical handicap; he wrote in German, a language he actually understood. Prof. Veblen submitted himself to no such disadvantage. Though born, I believe, in These States, and resident here all his life, he achieved the effect, perhaps without employing the means, of thinking in some unearthly foreign language—say Swahili, Sumerian or Old Bulgarian—and then painfully clawing his thoughts into a copious but uncertain and book-learned English. The result was a style that affected the higher cerebral centers like a constant roll of subway expresses. The second result was a sort of bewildered numbness of the senses, as before some fabulous and unearthly marvel. And the third result, if I make no mistake, was the celebrity of the professor as a Great Thinker. In brief, he stated his hollow nothings in such high, astounding terms that inevitably arrested and blistered the right-thinking mind. He made them mysterious. He made them shocking. He made them portentous. And so, flinging them at naive and believing souls, he made them stick and burn.

Consider this specimen—the first paragraph of Chapter XIII of "The Theory of the Leisure Class":

##In an increasing proportion as time goes on, the anthropomorphic cult, with its code of devout observances, suffers a progressive disintegration through the stress of economic exigencies and the decay of the system of status. As this disintegration proceeds, there come to be associated and blended with the devout attitude certain other motives and impulses that are not always of an anthropomorphic origin, nor traceable to the habit of personal subservience. Not all of these subsidiary impulses that blend with the bait of devoutness in the later devotional life are altogether congruous with the devout attitude or with the anthropomorphic apprehension of sequence of phenomena. Their origin being not the same, their action upon the scheme of devout life is also not in the same direction. In many ways they traverse the underlying norm of subservience or vicarious life to which the code of devout observances and the ecclesiastical and sacerdotal institutions are to be traced as their substantial basis. Through the presence of these alien motives the social and industrial regime of status gradually disintegrates, and the canon of personal subservience loses the support derived from an unbroken tradition. Extraneous habits and proclivities encroach upon the field of action occupied by this canon, and it presently comes about that the ecclesiastical and sacerdotal structures are partially converted to other uses, in some measure alien to the purpose of the scheme of devout life as it stood in the days of the most vigorous and characteristic development of the priesthood.
Well, what have we here? What does this appalling salvo of rhetorical artillery signify? What was the sweating professor trying to say? Simply that in the course of time the worship of God is commonly corrupted by other enterprises, and that the church, ceasing to be a mere temple of adoration, becomes the headquarters of these other enterprises. More simply still, that men sometimes vary serving God by serving other men, which means, of course, serving themselves. This bald platitude, which must be obvious to any child who has ever been to a church bazaar, was here tortured, worried and run through rollers until it spread out to 241 words, of which fully 200 were unnecessary. The next paragraph was even worse. In it the master undertook to explain in his peculiar dialect the meaning of "that non-reverent sense of aesthetic congruity with the environment which is left as a residue of the latter-day act of worship after elimination of its anthropomorphic content." Just what did he mean by this "non-reverent sense of aesthetic congruity"? I studied the whole paragraph for three days, halting only for prayer and sleep, and I came to certain conclusions. What I concluded was this: he was trying to say that many people go to church, not because they are afraid of the devil but because they enjoy the music, and like to look at the stained glass, the potted lilies and the rev. pastor. To get this profound and highly original observation upon paper, he wasted, not merely 241, but more than 300 words. To say what might have been said on a postage stamp he took more than a page in his book.

And so it went, alas, alas, in all his other volumes—a cent's worth of information wrapped in a bale of polysyllables. In "The Higher Learning in America" the thing perhaps reached its damndest and worst. It was as if the practise of that incredibly obscure and malodorous style were a relentless disease, a sort of progressive intellectual diabetes, a leprosy of the horse sense. Words were flung upon words until all recollection that there must be a meaning in them, a ground and excuse for them, were lost. One wandered in a labyrinth of nouns, adjectives, verbs, pronouns, adverbs, prepositions, conjunctions and participles, most of them swollen and nearly all of them unable to walk. It was, and is, impossible to imagine worse English, within the limits of intelligible grammar. It was clumsy, affected, opaque, bombastic, windy, empty. It was without grace or distinction and it was often without the most elementary order. The professor got himself enmeshed in his gnarled sentences like a bull trapped by barbed wire, and his efforts to extricate himself were quite as furious and quite as spectacular. He heaved, he leaped, he writhed; at times he seemed to be at the point of yelling for the police. It was a picture to bemuse the vulgar and to give the judicious grief.

Worse, there was nothing at the bottom of all this strident wind-music—the ideas it was designed to set forth were, in the overwhelming main, poor ideas, and often they were ideas that were almost idiotic. The concepts underlying, say, "The Theory of the Leisure Class" were simply Socialism and well water; the concepts underlying "The Higher Learning in America" were so childishly obvious that even the poor drudges who wrote editorials for newspapers often voiced them, and when, now and then, the professor tired of this emission of stale bosh and attempted flights of a more original character, he straightway came tumbling down into absurdity. What the reader then had to struggle with was not only intolerably bad writing, but also loose, flabby, cocksure and preposterous thinking. . . .

Warner for Senate '14:
I despise the man.

Хahar:
Quote from: Deeds for Governor '09 on August 19, 2009, 07:42:44 pm

I despise the man.


But if he was Jewish...

Warner for Senate '14:
Quote from: Wyatt Chеsney on August 19, 2009, 07:54:40 pm

Quote from: Deeds for Governor '09 on August 19, 2009, 07:42:44 pm

I despise the man.


But if he was Jewish...


I'd still dislike him :P

??????????:
FF

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