JON BISHOP finds Catholic meaning in the urbis

In an 1874 letter to members of the Augustinians of the Assumption, Venerable Emmanuel d’Alzon, who founded the congregation in 19^th century France, spoke about the “radical denial of the rights of God” in the post-revolutionary period. Society then – as now – did not understand the order of things and did “not want the truth to serve as its bedrock.” And he observed that “ever since society ceased to rest on this doctrinal foundation, we can see…the resulting turmoil.”

Like other thinkers and figures of the time, d’Alzon recognized that the disenchantment of the world caused profound disorder. His solution to this was to “proclaim everywhere in the world the rights of God, of Jesus Christ and of his Church.” To do this, the Assumptionists had to focus on education in all its forms. Elsewhere, d’Alzon had written that “humanity needs to be taught, but first we need to give humanity a heart of flesh, as Scripture says, to replace the one becoming like stone in its chest.”

I open with d’Alzon for two reasons. First, I am indebted to the Assumptionists and d’Alzonian thinking; I was educated by the Assumptionists at Assumption College in Massachusetts, now Assumption University, and briefly considered a vocation to the congregation. Secondly, I believe his observations on the turmoil of the modern period have much to teach both intellectuals and artists.

D’Alzon can help us approach art because art, good and bad, has an educative dimension to it, particularly a moral one. To demonstrate this, I’d like to take a moment to compare him to T.S. Eliot. In Religion and Literature, Eliot observes that modern literature seems to express “no higher ideal to set before us than [absolute liberty].” It has been “corrupted by…Secularism, that it is simply unaware of, simply cannot understand the meaning of, the primacy of the supernatural over the natural life.” If we are exposed to this and do not think seriously about what we are reading, then, Eliot says, we will receive an improper formation, one that puts us at odds with the Truth. Emmanuel d’Alzon would likely agree with Eliot and has, in fact, used artistic language to talk about the seriousness of human formation. He has noted that the soul is “like a block of marble” that like the sculptor’s block can be chipped away meticulously until it becomes a work of art.

A good example of a novel that can shape the reader and demonstrate where we moderns have become unmoored is G.K. Chesterton’s 1904 novel, The Napoleon of Notting Hill. In the aforementioned essay, Eliot identifies Chesterton as a propagandist, used in its original sense to mean propagation of the faith. But despite its rather overt sensibility, the novel works quite well for my purposes.

It’s apt to describe The Napoleon of Notting Hill as a story about education and ideas – in particular, the Christian idea.

Before the novel – which is set 80 years after its publication date – begins in earnest, Chesterton’s introductory note runs through a litany of modern “prophets,” each of whom has offered a particular vision of what the future might look like – from H.G. Wells saying “science would take charge of the future” to Edward Carpenter’s assertion that “we should in a very short time return to Nature, and live simply and slowly as the animals do.” These are all attempts at what Eric Voegelin called “immanentizing the Eschaton.”  [Editor’s Note: From A New Science of Politics, Eric Voegelin, 1952: “The problem of an eidos in history, hence, arises only when a Christian transcendental fulfillment becomes immanentized. Such an immanentist hypostasis of the eschaton, however, is a theoretical fallacy.” The term “immanentizing the Eschaton” would become a satirical way of describing utopian thinking.]  

That so many people would strive for utopian solutions makes sense, because, like d’Alzon, Chesterton would have encountered similar disordered thinking. Ideas take root and spread. All these “prophets,” having jettisoned God, still needed to find ultimate meaning, in the form of capital-s Science or something else. But the order of things cannot be separated from God, and human life cannot be reduced to a series of predictions and numbers. Reality is deeper than ideological fads, and life is not a series of “cold mechanic happenings,” to quote from Chesterton’s poem he includes as an epigraph. Instead, it’s all bound by joy.

The novel opens in a London “almost exactly like what it is now.” Chesterton’s third-person narrator tells us that the people of this time have “absolutely lost faith in revolutions” and instead have accepted “Evolution,” in the sense that any changes must be done “slowly and safely,” as in nature. This flattening of the human spirit had resulted in the death of democracy, because “no one minded the governing class governing.” England, seemingly a world-bestriding colossus, because it seems to have conquered Athens, Jerusalem, and Nicaragua, was “now practically a despotism, but not a hereditary one.” The narrator tells us that “someone in the official class was made king.” The passive voice there suggests the passivity of the population, and indeed, in the next sentence, the narrator says that “no one cared how; no one cared who.” We then learn that, unsurprisingly, “everything…had become mechanical.”

Into this comes Auberon Quin, a comic figure whom the narrator describes as godson of “the King of the Fairies.” Apparatchiks of the regime arrive at Quin’s house and, to the shock of the people present, announce that he has been named king. Later that day, King Auberon makes a humorous speech in which he announces his desire to save “from extinction a few old English customs.” He suggests a form of local patriotism, in which each borough of London “shall immediately build a city wall with gates to be closed at sunset.” These places will be “armed to the teeth” and will “have a banner, a coat of arms, and, if convenient, a gathering cry.” Intellectuals turn “purple with laughter,” while others are “purple with indignation.” Most have their “minds a blank.” But not one Adam Wayne, who is there watching with “burning blue eyes.” He takes Quin very seriously.

It makes sense that Wayne would take Quin seriously. A mechanized, flat world is an inhuman world. People float through it like seaweed in the deep, because they have been given nothing to believe in. This is a world that isn’t foreign to us, but nor was it foreign to Chesterton or d’Alzon. The latter, in discussing his vocation to the priesthood – he founded the Assumptionists and became a religious later – observed that France had become a “decrepit machine.” Because it was “dangerous to try to repair,” he reasoned that the best approach would be to become a priest and press on the culture “with all the weight of the rights it had no authority to give.”

For d’Alzon, humanity is “deeply wounded” by “indifference and ignorance,” both of which “imply a total lack of faith.” His solution to this, as was mentioned, was to provide a serious education, one that would “penetrate” the world with “the Christian idea.” It would otherwise be in danger of collapsing. D’Alzon’s description of France and of his vocation should remind us of what Chesterton says about England in The Napoleon of Notting Hill. There are striking similarities of language: machine, indifference, a loss of faith.

Another point of comparison: the reactions to d’Alzon’s decision to become a priest mirrored the reactions to Quin’s speech. He was from an aristocratic family. People were shocked that, as they saw it, he would renounce his inheritance to become a priest. In an 1830 letter, D’Alzon had chided a friend for not wanting “at all to be reasonable,” going as far to say, “I scare you in a priest’s robe.” In the same letter, he offers his thoughts on the state of France. In addition to describing France as a “decrepit machine,” he observed that “sovereignty did not exist any more in the Palais Bourbon than at the Tuileries.” This was a “society that was so sick, one could have influence only in separating oneself completely.”

The England of the novel is also a sick society and one that truly lacks sovereignty. In effect,  Quin is providing a kind of education. The fact that he views things as a joke fits his character as a “Fairy.” But fairy tales themselves – and Chesterton wants to link The Napoleon of Notting Hill to the fairy tale tradition – discuss very serious things. In his essay “Fairy Tales,” [Editor’s Note: Included in his 1908 book, All Things Considered], Chesterton points out that “if you really read the fairy-tales, you will observe that one idea runs from one end of them to the other—the idea that peace and happiness can only exist on some condition. This idea, which is the core of ethics, is the core of the nursery-tales.” He closes the essay by observing that fairy tales find “the great mystical basis for all Commandments.”

Quin’s speech, then, awoke something in Adam Wayne. To use d’Alzonian and scriptural language, you could say that Quin replaced Wayne’s heart of stone with one of flesh. And because his kingship sets off the events of The Napoleon of Notting Hill –Wayne decides to lead a rebellion, and this inspires others – we might say that Quin has effectively brought about a re-enchantment of the world. Indeed, Wayne says as much, both at the beginning of the novel and at its end. He says Quin has given him a desire to “fight for something greater,” noting that “this leadership and liberty of Notting Hill is a gift from your Majesty.” Wayne has been reminded that the purpose of human life is, as Pope Emeritus Benedict has noted,” is one of “greatness.” And he thus sees that there is a “mystical basis for all Commandments.” Now fully awakened, he believes these things are worth fighting for.

For Emmanuel d’Alzon, this was the exact purpose of an education, which he called a “great and magnificent work.” Through this, “we refashion the being of our students.” D’Alzon hoped the world would “receive [the Christian idea] by individuals who will be taken up with it.”

Adam Wayne was taken up by this idea of Quin’s, and it reshaped the world as it is. He brings it from a mechanized, empty flatness to “fairyland” and “elfland.” It leads to a re-enchantment and, à la d’Alzon, reorders the being of the world.

By the end of the story, it’s clear that both Wayne and Quin function as a dual symbol of “fairyland,” which, as Chesterton observes in “Fairy Tales,” is “a world at once of wonder and of war.” Wayne remarks that he and Quin “are not two men but one man.” He continues, and his remarks are worth quoting at length:

It is not merely that you, the humorist, have been in these dark days stripped of the joy of gravity. It is not merely that I, the fanatic, have had to grope without humour. It is that though we seem to be opposite in everything, we have been opposite like man and woman aiming at the same moment at the same practical thing. We are the father and mother of the Charter of the Cities.

In effect, he is saying that the complete picture of the created order is a place “of wonder and war.” This is the full picture of human life. Quin and Wayne broke the mechanized imposter that, demiurge-like, was posing as the created order and made things real again.

How, then, does The Napoleon of Notting Hill educate the reader, both then and in the present? Chesterton deliberately sets the novel in a London not far removed from the one of 1904 and peppers it with real places, in addition to references to real people. The reader from 1904 would then be able to recognize his world in the text. Then, if he is attentive, he would start to ask questions: are things detached and mechanized? Where do we find meaning today? What is the cause and purpose of my life? Am I ordering my life toward good and appropriate things? And so on. We do have a real-life example of this. According to Dale Ahlquist, president of the Society of G.K. Chesterton, Michael Collins, the Irish revolutionary, was inspired by the novel to seek Irish independence.

But despite its references to early 20th century things, this is not a novel that is time-locked. We can read it and still be edified; the problems discussed by d’Alzon, Eliot, and Chesterton have persisted.

Consider Quin’s reflection during Adam Wayne’s initial audience with him at the beginning of the novel. He says that “the whole world is mad, but Adam Wayne and me.” This madness consists of being obsessive about politics, caring for money, and thinking yourself right. These of course are perennial human concerns, but then Quin gets specific. He accuses people of trying to “spoil my joke, and bully me out of it, by becoming more and more modern, more and more practical, more and more bustling and rational.” This joke-spoiling and bullying has of course accelerated greatly since Chesterton’s time – leading to confusion and unhappiness, and eventually maybe even destruction.

As the American Catholic novelist Flannery O’Connor once observed in Mystery and Manners:  Occasional Prose, “in the absence of this faith now, we govern by tenderness.” She continues: “It is a tenderness which, long cut off from the person of Christ, is wrapped in theory. When tenderness is detached from the source of tenderness, its logical outcome is terror. It ends in forced-labor camps and in the fumes of the gas chamber.”

We can objectively call this true. The 20th century was one of theories, each of which, like Chesterton’s prophets, attempted to bring about utopia, but instead led to millions and millions of deaths. But this confusion has persisted. As Walker Percy observed inhis posthumously-published Lost in the Cosmos: The Last Self-Help Book, ours is a “deranged age…because despite great scientific and technological advances, man has not the faintest idea of who he is or what he is doing.”

In 2017, in an essay for Crux on both d’Alzon and education, I pointed out that the Department of Education lists its purpose as “foster[ing] student achievement” and “preparation for global competitiveness.” I observed that we tend to see education as a means to an end, not as an end in itself. Seven years on, the US Department of Education still lists its purpose as “preparation for global competitiveness.” Then, as now, these are buzzwords, but they also tell us something about how we view education:  a mere means to an end, a way to place people into a culture with only the basest of aspirations. When we are taught that there are no higher things, we will be led to believe that life is a mechanized existence, as described by both Chesterton and d’Alzon.

In a way, it’s all more of the same. Various techno-utopians have proposed that the solution to the human condition is to place us in a “metaverse,” where we’d live our lives in virtual reality. In City Journal, Jacob Howland has detailed the “destruction” of the University of Tulsa, where he holds emeritus status. Entire programs were eliminated or consolidated into minors: Greek, Latin, philosophy, religion. This, he pointed out, will result in students who are “credentialed, but…not…educated.” Sadly, his university is not unique.

But what are the results of this? A profound sense of malaise, particularly among the young.

Perhaps reading The Napoleon of Notting Hill – and having a good teacher discuss the novel with students – might provide a way forward for students who are feeling stifled by our deranged age. It would show them that the ideas that undergird our modern culture are ones that flatten the human spirit. They would not have to become revolutionaries or leaders of statelet neighborhoods, like Michael Collins or Adam Wayne, but perhaps they could be awakened to the idea that there is something profound about human existence. This is the purpose of good art and literature–to show people that there is a higher ideal than Eliot’s “absolute liberty” – because absolute liberty is  little more than nihilism.

I can speak to this. I felt a sense of aimlessness when I’d finished high school, with vague ideas about becoming a doctor or a politician, but then, while at Assumption, I received two gifts, which cannot be separated:  the Catholic faith, which I reverted to as a student, and liberal education. My professors – although not trickers or jokesters! – were my Quins. They awakened something in me and gave my life a telos. I don’t think it’s an accident that liberal education is often deemed a kind of lunacy. Quin and Wayne were seen as lunatics, but Auberon Quin notes that “the whole world is mad, but Adam Wayne and me.” I am thankful that I pursued this “madness,” and was given access to the truth.

An education that featured books like The Napoleon of Notting Hill would send readers and students on a search, resulting in a deeper engagement with tradition, and helping settle the turmoil of our age. It might help sweep away the sadness and hopelessness that plague so many people today, by reminding us that the world is enchanted, and guiding us along “the starry streets that point to God.”