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Tragic Suicide on the Steps of Memorial Church

09.28.10

WARNING: This is heavy stuff.

Below is the chilling story about Mitchell Heisman of Somerville who committed suicide on the steps of the Memorial Church in the yard of Havard University on Saturday, September 18.  As if that were not enough of a story, it is the 1900-page suicide note, yeah, manifesto, which took him over 5 years to write that is the jaw-dropper.  According to his book, entitled “Suicide Note”, he began to contemplate the meaninglessness of life when he was 12 years old, after the death of his father.  He steeped himself in the works of Nietzsche among other works of nihilism, and resolved early on that he would end his life upon articulating his rationale in tome form.  It is a sorrowful irony to say, “Life is meaningless, let me tell you why…”.  It seems like he devoted his life to helping others understand what he thought was the meaning of his death.

Here is the article: http://www.boston.com/news/local/massachusetts/articles/2010/09/27/book_details_motives_for_suicide_at_harvard/
Here is the note/book: http://www.scribd.com/doc/38104189/Mitchell-Heisman-Suicide-Note

What he left behind: A 1,905-page suicide note

Author described nihilistic outlook

By David Abel, Globe Staff  |  September 27, 2010

In the end, no one really knows what led Mitchell Heisman, an erudite, wry, handsome 35-year-old, to walk into Harvard Yard on the holiest day in his faith and fire one shot from a silver revolver into his right temple, on the top step of Memorial Church, where hundreds gathered to observe the Jewish Day of Atonement.

But if the 1,905-page suicide note he left is to be believed — a work he spent five years honing and that his family and others received in a posthumous e-mail after his suicide last Saturday morning on Yom Kippur — Heisman took his life as part of a philosophical exploration he called “an experiment in nihilism.’’

At the end of his note, a dense, scholarly work with 1,433 footnotes, a 20-page bibliography, and more than 1,700 references to God and 200 references to the German philosopher Friedrich Nietzsche, Heisman sums up his experiment:

“Every word, every thought, and every emotion come back to one core problem: life is meaningless,’’ he wrote. “The experiment in nihilism is to seek out and expose every illusion and every myth, wherever it may lead, no matter what, even if it kills us.’’

Over the years, as he became more immersed in his work, often laboring over it 12 hours a day, Heisman shared bits with friends and family but never elaborated on the extent of his nihilism — his hardened view that life is vapid and nonsensical, that values are pretense, that the “unreasoned conviction in the rightness of life over death is like a god or a mass delusion.’’

He told them he was working on a history of the Norman conquest of England, cloistered in a cramped apartment he shared in Somerville. They knew the clean-shaven young man from suburban New Jersey, who always called his elderly godmother on her birthday and once donated $200 to Harvard Hillel for sponsoring services at Memorial Church, to be intensely committed to his work.

Neither his mother, sister, nor the roommates from whom he sought forgiveness in the hours before he died had any idea he was about to kill himself. They and others have been groping for answers to why he did it and in such a public way, on such a holy day.

“He was very cordial, very charming, you would never know that something was wrong,’’ said Lonni Heisman, his mother. He frequently told her he loved her, and had recently visited to help her prepare for a move. “I’m still in shock and I can’t understand how he could have hid this,’’ she said. “He had everything going for him. He was in perfect health. He was handsome, smart, a good person. I’ll never understand it.’’

She said he was a gregarious child who grew introverted after his father, an engineer, died of a heart attack when Mitchell was 12 years old. As he got older, he became increasingly bookish and went on to study psychology at the University at Albany in New York, where he seemed shy to friends and spent much of his time reading.

After college, Heisman worked at bookstores, including the Strand in Manhattan, enabling him to amass a library of thousands of books. About five years ago, he moved to Somerville to focus on writing and be near major university libraries.

He led a Spartan existence, subsisting on microwave meals, chicken wings, and energy bars, and surviving mainly on money left to him after his father’s death. He was tall, with dark eyes, and dated when he needed a break from his solitude, rarely having trouble attracting women. But he broke off the relationships quickly, saying he was too busy writing a book.

To help him concentrate, Heisman often listened to a constant loop of Bach’s “Well-Tempered Clavier,’’ which he felt synthesized the mind’s competing strains of emotion and reason, went to a gym daily, and took Ritalin, which his mother thinks may have induced depression and led to his suicide.

One of his longtime roommates, David Barnes, described Heisman as quiet and considerate, never angry. He engaged in conversation by asking questions; when he spoke he often gave deliberate, lengthy responses. “He could get intense talking about his book,’’ Barnes said. “There was definitely a lot of emotion pent up in this project.’’

Barnes and relatives said Heisman bought the gun, a .38-caliber pistol, three years ago, though they don’t know where, and they believe he had only one purpose for it: to commit suicide when he finished his book.

“He wasn’t going anywhere dangerous; he wasn’t paranoid; he wasn’t worried about anyone hurting him or breaking in,’’ Barnes said. “I couldn’t imagine him buying a gun for any other reason.’’

A month ago, as he began wrapping up his writing, he asked Barnes if he would be a witness to the signing of his will. Barnes thought it was because he cared so much about his book and wanted to ensure it would be taken care of in case something happened.

Two days before his suicide, Heisman seemed elated. He told his roommates he had finished the book. He spent the next day at the post office, buying stamps and preparing packages for friends and family, with the book on CDs.

On the morning of Yom Kippur, Heisman showered, shaved, and ate a breakfast of chicken fingers and lentils, some of which he left on the kitchen counter, something he rarely did. He put on a white tuxedo, with white shoes, a white tie, and white socks, and donned a ill-fitting trench coat, perhaps to hide the gun.

At about 10 a.m., a half-hour or so before he would commit suicide in front of a group touring Harvard, Heisman walked into Barnes’s room. He told him the white clothing was a Jewish tradition, even though he rarely practiced his religion and had given up on the concept of God. Appearing to be in a buoyant mood, he explained the significance of Yom Kippur.

“He said he wanted me to know that if he ever did anything to offend me, he apologized and hoped that I would forgive him,’’ Barnes said.

In his book, which he titled “Suicide Note’’ and scheduled to send to hundreds of people as an e-mail attachment about five hours after his death, Heisman produced an extraordinarily lengthy treatise on why life was not worth living.

With chapter titles such as “Philosophy, Cosmology, Singularity, New Jersey’’ and “How to Breed a God,’’ and citing more than a hundred authors from futurist Ray Kurzweil to the biologist E.O. Wilson, Heisman explains how his views took shape.

“The death of my father marked the beginning, or perhaps the acceleration, of a kind of moral collapse, because the total materialization of the world from matter to humans to literal subjective experience went hand in hand with a nihilistic inability to believe in the worth of any goal,’’ he wrote.

He saw his emotions as nothing more than a product of biology, as soulless as the workings of a machine, making them in essence an illusion.

“If life is truly meaningless and there is no rational basis for choosing among fundamental alternatives, then all choices are equal and there is no fundamental ground for choosing life over death,’’ he concluded.

The darkness of his views has been too much for his friends and family, many of whom have yet to read his suicide note.

“It makes me sad and angry that he didn’t care for any facet of life other than the book,’’ Barnes said.

As his sister, Laurel Heisman, spent last week sifting through what remains of his things — a poster in German, a well-made bed, piles of books in a small room shrouded with a dark curtain — she said she received a separate, posthumous note from him asking that she preserve a website he created to publish his book, a burden she has agreed to bear.

“I love you,’’ he wrote to her.

She wishes she could have made him see more of the beauty of life, and how we create our own value and give our own meaning to life. She might have taken him up a mountain or held him more closely.

“He just told us the safe things, because he knew we would have tried to stop him,’’ she said. “It’s really hard. It’s not like someone who was really depressed because they lost a lover. His whole ideology was wrapped in this concept of nihilism. I wish we could have made him see things differently.’’

Reading Not a Skill? Not So Fast!

08.30.10

Mark Bauerlein wrote a summary in The Chronicle of Higher Education of Ed Hirsch and Robert Pondiscio’s perceptive article in The American Prospect, “There’s No Such Thing as a Reading Test“.  The title of Mark’s review is “Reading is Not a Skill“. As someone who cares about interpretation, I don’t think that title is complete (probably just designed to be controversial) because that is not what the article is about.  As Mark agrees with Hirsh and Pondiscio, their contention is that reading tests in schools are inadequate because the students don’t have knowledge of the reading samples they are being tested on.  If students simply had a familiarity with the subject matter of the samples, their results would improve.  Let me complete Mark’s sentence: “Reading is Not a Skill That is Being Tested Well”.  I think by “reading” we really mean “interpretation”.  The bigger issue is that people don’t know how to engage grammar so as to ascertain meaning from written texts.  That is what is really being tested in “Reading” tests.  Thus, I will continue to beat the drum for the study of Discourse Analysis

Reading Is Not a Skill

By Mark Bauerlein

Over the years, I’ve spent some time reviewing items on reading-comprehension tests, evaluating the passages selected as texts and checking the following eight or ten questions for accuracy, validity, etc. It can be a draining activity, scanning rather dry and often remote informational text, then spotting ambiguities or confusions in the questions that must be corrected.

One thing, I’ve found, lightens the load: a little knowledge about the passage material. Just a little bit helps a lot. Indeed, the difference between no knowledge and a little knowledge means much more than the difference between a little knowledge and abundant knowledge.

That’s my experience, and it corresponds with long-time arguments made by E. D. Hirsch and others about the importance of “domain knowledge” to reading comprehension. A recent essay in The American Prospect (magazine motto: “Liberal Intelligence”) argues just that. It is by Hirsch and Robert Pondiscio, and it bears the blunt title “There’s No Such Thing as a Reading Test.”

Hirsch and Pondiscio lay out the conventional understanding of reading.

“The culture of testing treats reading ability as a broad, generalized skill that is easily measured and assessed. We judge our schools and increasingly individual teachers based on their ability to improve the reading skills of our children. When you think about your ability to read—if you think about it at all—the chances are good that you perceive it as not just a skill but a readily transferable skill. Once you learn how to read you can competently read a novel, a newspaper article, or the latest memo from corporate headquarters. Reading is reading is reading.”

That outlook sounds common-sensical, Hirsch and Pondiscio admit, and they grant it partial accuracy. “The ability to translate written symbols into sounds, commonly called ‘decoding,’ is indeed a skill that can be taught and mastered,” they write.  One can “read” words that have no meaning (“rigfap,” “churbit”), and one can sound out words in a sentence filled with allusions to something one doesn’t understand (say, a 10-year-old reading a paragraph on the Thirty Years War).

“But,” the authors insist, “clearly there’s more to reading than making sounds. To be fully literate is to have the communicative power of language at your command—to read, write, listen, and speak with understanding. As nearly any elementary schoolteacher can attest, it is possible to decode skillfully yet struggle with comprehension. And reading comprehension, the ability to extract meaning from text, is not transferable.”

Why? Because texts contain embedded assumptions, things the writer assumes the reader will know. Their example: “A-Rod hit into a 6-4-3 double play to end the game.” Think of the implied meanings. One, it’s the ninth inning. Two, a man on first and one out. Three, the Yankees are behind. Etc. If you don’t have the domain knowledge, you’re not a bad reader. “You merely lack the domain-specific knowledge of baseball to fill in the gaps.”

This is why reading is not an abstract transferable skill (except at the most basic levels of literacy). Hirsch and Pondiscio note that “poor readers” do well when faced with a passage whose subject matter is familiar to them, “outperforming even ‘good readers’ who lack relevant background knowledge.” The problem is that knowledge in one area usually doesn’t help you to comprehend a text covering a different area.

The authors quote Dan Willingham on the national implications of the knowledge factor:

“The mistaken idea that reading is a skill—learn to crack the code, practice comprehension strategies, and you can read anything—may be the single biggest factor holding back reading achievement in the country,” Daniel T. Willingham, professor of psychology at the University of Virginia, recently wrote in The Washington Post. “Students will not meet standards that way. The knowledge base problem must be solved.”

You see the problem, though. If reading is not an abstract, transferable skill, if reading comprehension relies upon sufficiently broad knowledge of important cultural, political, scientific, historical, and artistic materials, then we run squarely into delicate Culture War questions of curriculum. The inevitable question arises, “Who’s to say which traditions and histories and literature and philosophies should be required in the classroom?”

I’ll take Hirsch/Pondiscio’s advice: “Rather than idle away precious hours on trivial stories or randomly chosen nonfiction, reading, writing, and listening instruction would be built into the study of ancient civilizations in first grade, for example, Greek mythology in second, or the human body in third. . . . Let’s say a state’s fourth-grade science standards include the circulatory system, atoms and molecules, electricity, and Earth’s geologic layers and weather; and social-studies standards include world geography, Europe in the Middle Ages, the American Revolution, and the U.S. Constitution, among other domains. The state’s reading tests should include not just fiction and poetry but nonfiction readings on those topics and others culled from those specific curriculum standards.”

Best Magazine Articles Ever

08.02.10

This is a post from Open Culture.

“The Best Magazine Articles Ever” – Sure the list is subjective. It’s all in English, and heavily slanted toward male writers. But you can’t quibble with this. This curated collection features pieces by some of the finest American writers of the past generation. We’ve highlighted 10 notables ones from a much longer list available here.

1. John Updike, “Hub Fans Bid Kid Adieu.” The New Yorker, October 22, 1960.

2. Norman Mailer, “Superman Comes to the Supermarket.” Esquire, November 1960.

3. Tom Wolfe, ”The Last American Hero is Junior Johnson. Yes!” Esquire, March 1965.

4. Hunter Thompson, ”The Kentucky Derby is Decadent and Depraved.” Scanlan’s Monthly, June 1970.

5. Stewart Brand, “Space War: Fanatic Life and Symbolic Dearth Among Computer Bums. Rolling Stone, December 7, 1972.

6. David Foster Wallace, “The String Theory.” Esquire, July 1996.

7. Jon Krakauer, “Into Thin Air.” Outside Magazine, September 1996.

8. Susan Orlean, “Orchid Fever.” The New Yorker, January 23, 1995.

9. Malcolm Gladwell, “The Pitchman.” The New Yorker, October 30, 2000. (Yup, he’s Canadian, I know.)

10. Katie Hafner, “The Epic Saga of The Well.” Wired, May 1997.

via @caitlinroper

Oil Leak News Resource

07.28.10

I must say that I am entirely impressed with the New York Times coverage of the oil leak in the Gulf.  It is updated constantly, tracking the presence of the surface oil slick, the coastal impact, the environmental impact, and the clean up efforts.  It is a combination of great information that is easily organized and uses available tools to communicate.  The short (less than 2 minute) video on the blowout of the pump is super helpful.  If you want a primer, a refresher, or one new source to track the spill, I would encourage you to bookmark this page:

http://www.nytimes.com/interactive/2010/05/01/us/20100501-oil-spill-tracker.html

Be sure to click through each tab:

Where Oil Is in the Gulf
Where Oil Has Made Landfall
Efforts to Stop the Leak
Effects on Wildlife
Investigating the Blowout
Live Video of the Leak