Page 41 - Cultural Theory and Popular Culture an Introduction

CULT_C02.qxd 10/24/08 17:10 Page 25

Leavisism 25

debasement of emotional life, and the quality of living’ (1977: 4). Advertising, there-
fore, is not just blamed for debasing the language, but condemned for debasing the
emotional life of the whole language community, reducing ‘the standard of living’.
They provide examples for analysis (mostly written by F.R. Leavis himself). The ques-
tions they pose are very revealing of Leavisism’s general attitude. Here is a typical ex-
ample, an advert for ‘Two Quakers’ tobacco:

THE TOBACCO OF TYPICAL TWIST
‘Yes, it’s the best I’ve ever smoked. But it’s deuced expensive.’ ‘What’s the tup-
pence extra? And anyway, you get it back an’ more. Burns clean and slow that’s
the typical twist, gives it the odd look. Cute scientific dodge. You see, they experi-
mented. . . .’ ‘Oh! cut the cackle, and give us another fill. You talk like an advert-
isement.’ Thereafter peace and a pipe of Two Quakers.

They then suggest the following questions for school students in the fifth and sixth
forms:

1Describe the type of person represented.
2How are you expected to feel towards him?
3What do you think his attitude would be towards us? How would he behave
in situations where mob passions run high? (16–17)

Two things are remarkable about these questions. First of all, the connection that is
made between the advertisement and so-called mob passions. This is an unusual ques-
tion, even for students of cultural studies. Second, notice the exclusive ‘we’; and note
also how the pronoun attempts to construct membership of a small educated elite.
Other questions operate in much the same way. Here are a few examples:

Describe the kind of reader this passage would please, and say why it would
please him. What kind of person can you imagine responding to such an appeal
as this last? What acquaintance would you expect them to have of Shakespeare’s
work and what capacity for appreciating it? (40).

Pupils can be asked to recall their own observations of the kind of people they
may have seen visiting ‘shrines’ (51).

In the light of the ‘Gresham Law’, what kind of influence do you expect the
cinema to have on general taste and mentality? (114).
What kind of standards are implied here? What would you judge to be the qual-
ity of the ‘literature’ he reads, and the reading he devotes to it? (119).
Why do we wince at the mentality that uses this idiom? (121).

[After describing the cinema as ‘cheapening, debasing, distorting’]: Develop the
discussion of the educational value of cinema as suggested here (144).