Hard Times by Studs Terkel is a fascinating look at The Great Depression through a variety of oral histories. The book, first published in 1970 and then again in 1986, the version we read carries an interesting tone of how interviewees perceived the current economic climate of that time. This perception is most likely influenced from their experience with The Great Depression and is an interesting concept to explore in relation to memory. Just how does one’s memory not only differ from one person to the next, but also how it effects how one views similar events in the present and how they predict the future. The oral histories also reflect the difference in memories between classes and interestingly enough how the memories of the lower classes, of extreme poverty and destitution are those images most often associated with the depression. It is not often students are told the stories of men like General Robert E. Woods, who founded All State Insurance in 1931, during the midst of the Depression. While I do remember learning about how extremely affluent names like Rockefeller were not affected by the Depression, I always thought that to be the anomaly, not to hear so many stories of people successfully coming through the Depression. It is not to say that the images of destitution are wrong, but that without histories like those presented by Terkel, we are usually only given one side. This example alludes to the dialogue at the beginning of the book between Pa Joad and Preacher Casey about truth and really “whose truth is it?” Memories held certain truths for one man, but an entirely different truth for another. This is especially prevalent between the classes.
It was disheartening to read the stories about how harsh upper class members of society came down on lower class members. They really believed that the lower class was at fault for their desperation. Statements like, “A person doesn’t have to be poor,” by W. Clement Stone was alarming at how much empathy he lacked. (451) Rereading a quote from the Forward, “Ours, the richest country in the world, may be the poorest in memory,” makes me wonder, which era was influencing his memory. (xvii) In this case it seems as though the distance in time and his affluence may have skewed his memories of the 30s.
Overall, I thought this was an amazing book. Kudos to Terkel for compiling such a great collection of histories that really give a great visual of both sides of the Depression. The book gives credence to the importance oral histories have as primary sources.
Subscribe to:
Post Comments (Atom)
Along the lines of Woods and All State, the idea of Muzak comes to mind. People still found niches to work in during these rough times, things that tended to be helpful and supportive in the world around them. While this is rare, it's a story not touched upon too much in the classroom when discussing the era.
ReplyDeleteI must agree fully with you. Terkel created a fascinating look into the depression. It really humanized major events and moments as well as simply giving a deeper look into the depression. His work allowed for a more common man approach, one that only public history realyl allows for.
It's interesting that you juxtapose what you learned about the Depression in school with what this book offered. Selections from this book would be an excellent way for teachers to demonstrate the complexity of the Great Depression (especially concerning who suffered/persevered and how). I'm also glad you mentioned the way one's memory of the Depression informed one's reaction to then-contemporary events. In effect, the oral history becomes a primary source about two different eras separated by forty years.
ReplyDeleteIt's good to consider how to use Terkel to teach the Depression to students (college and high school). Students wouldn't have to read the whole book but the particular sections on Robert Woods or the bankers might challenge any understanding of the Depression that students bring to the class. I particularly like the idea of playing the song "brother can you spare a dime" as Koslow did for our class. These things add a richness to historical teaching that textbooks lack (not on purpose, there's just only so far that a book can go when so closely standardized). Terkel's book allows students to experience the Depression in a primary source which would certainly appeal and resonate with some students.
ReplyDelete