Morris Schappes

Morris U. Schappes (pronounced SHAP-pess, born Moishe Shapshilevich in Kamianets-Podilskyi; May 3, 1907 – June 3, 2004) was an Jewish educator, writer, radical political activist, historian, and magazine editor who lived most of his life in the USA.

Quotes

 * It helps one keep one's balance to remember that there are other important problems clamoring for action...just the other week one of my Negro neighbors had her brother come home, discharged from the Army for medical reasons. He told his sister something which helps me maintain a proper perspective and relative sense of values. Her brother had been stationed in Alabama. In this Army camp there was a group of war prisoners, Germans. On Saturday nights these German war prisoners, properly protected, of course, by guards, would be escorted to the Alabama town for an American Saturday night "in town." But the Negro troops stationed there were not allowed, either escorted or under their own power, to go to town in Alabama on a Saturday night. Since hearing this story I have been thinking that surely there is nothing that can be done to one man at Sing Sing, either in two years or a year and a half or in any time that you may commute the sentence to, that can be quite as vicious, quite as brutalizing, quite as demoralizing as that which almost a half million Negro soldiers face in the armed forces or that which so many millions face in civilian life that is not yet entirely civilized.
 * "To You Who are Free" speech, printed in New Masses January 4 issue (1944)


 * An active conscience is a formidable thing.
 * "To You Who are Free" speech, printed in New Masses (1944)


 * Words must be backed by deeds.
 * "To You Who are Free" speech, printed in New Masses (1944)


 * the entire commercial press of our nation is not the "free" press it loudly claims to be that it is, rather, the principal means yet devised by the owners of the giant newspaper industry for dominating the public mind.
 * "How Free is the Free Press?" article in New Masses (November 30, 1943)


 * From the founding of our nation there has been a continual, many-angled struggle between these who would sacrifice the public need to their private wills and fortunes, and those who have fought to extend the boundaries of the public interest.
 * "How Free is the Free Press?" article in New Masses (November 30, 1943)


 * The finance-capitalists who dominate American life are not Jews (Morgan, Rockefeller, DuPonts, Ford, etc.), and the number of Jewish proletarians has vastly increased. Yet, despite these facts, anti-Semitism has taken root in this country, and is now being organized on a greater scale than ever before. This organized anti-Semitism, furthermore, is more and more openly being used as a siphon to divert what are essentially anti-capitalist feelings among the people into channels that will serve only to fasten the hold of capitalism upon them, and capitalism, at that, in its most rabid, its fascist, form. The way to wipe out anti-Semitism coincides in large part, therefore, with the way to eliminate economic exploitation. And the way to wipe out the organized anti-Semitism that the American fascist forces are now fostering coincides with the way to check and crush fascism. Only socialism, through the dictatorship of the proletariat, can eliminate the roots of anti-Semitism. And only the people's front, based on the trade unions and uniting the oppressed middle classes of city and country, can crush the fascists' attempt to organize anti-Semitism along lines of violence and vigilanteism. It is, therefore, very encouraging to note that practically all of the contributors to this symposium agree on these propositions: that anti-Semitism has economic roots, and can be uprooted only by some form of socialism; and that anti-Semitism now is a phase of fascism and must be fought as such, through unity with all progressive forces. It is noteworthy that all agree that the time has come to fight anti-Semitism, and considerable scorn is directed against those who preach passivity as a way of mollifying the anti-Semites.
 * "Anti-Semitism and Democracy" (September 7, 1937) book review published in New Masses

"Minorities, Unite!" (1944)
Speech in Boston, printed in New Masses February 8 issue


 * It is because the forces of national unity in this country, under the great social discipline of a just war, have grown so strong that they are in a position, together with the other United Nations, to administer the final crushing blows to Germany and Japan that the anti-Semites are resorting to the methods of desperation to disrupt this unity. We become really stronger; they become desperate and ferocious, but essentially weaker. Fascism itself has proved to be ferocious but unstable...let us not mistake their panic-stricken thrashings for real strength.


 * To lead for the common good is to undermine the effectiveness of anti-Semitic propaganda.


 * The main principle of a democracy is that the rights of any one group, be it minority or majority, are connected with the rights of all groups.


 * Sometimes we Jews are afraid to act openly either in behalf of others or in the specific resistance to anti-Semitism. Some of us are still ridden by the psychology of fear. We have a habit of "dignified" and "long-suffering" retreat. But there is more dignity and less suffering in moving forward to victory. We must decide which we fear more: the victory, of Hitler and the anti-Semites, or the struggle against fascism and anti-Semitism. Is there really a choice, when Hitlerism offers us literal extermination? It is hard to win an ally, or develop an alliance, when we are ourselves retreating. Those who themselves fight with full courage help others decide to join them in the battle. But what is this talk of retreat or advance? The real alternative is survival or annihilation. Nothing less.

"Teachers in Handcuffs" (May 6, 1941)
article in New Masses


 * Εducation is a war industry. Teachers, especially those involved in higher education, produce a direct war material. Our product is not the cannon, or the shell, or the dive bomber, or the dreadnaught. Ours is the even more basic material-the target. Without the target, the soldier on land, sea, or air, no war could get to the shooting stage.


 * the capitalist press boiling everything in the timely caldrons of hysteria


 * the war makers have tried for more than a year to persuade the American people and the American college student to become enthusiastic targets in the war, and, having failed, must now resort to extraordinary methods of intimidation and terror.


 * Such students and such teachers are obviously to be regarded as a menace to reaction and its domestic and foreign policy. They have no great enthusiasm for the war. Too many of them have the habit of thinking independently, of acting in concert, of valuing democracy as a way of living rather than as a way of talking. They are organized. Any fascist, any open-shop saboteur of democracy, any labor spy could write a plan of attack for reaction, given this situation. Red-bait. Attack the union as Red-dominated. Use a few "liberals" to lend respectability to the smear. Gag the students by preventing them from hearing speakers of their own choice. Fire some of the most active teachers and trade unionists. Scare the rest. If they don't scare that easily, pin a criminal charge on one of them; if the others still don't scare, at least the charge will shake off the fence onto the side of reaction some who still stubbornly said the issue was academic freedom. These are the tactics, these are the slogans, this is the reasoning laid bare-of growing American fascism trying to coordinate its free school system.

Address to the Court (1941)
reprinted in New Masses


 * I studied the students' problems; I did not try to suggest solutions; I tried only to have them develop courage and confidence in the fact that our people, who have solved so many problems, can solve this one, too.


 * I have seen the union transform individuals, your Honor, young men, middle-aged men, who had been very good teachers, very good scholars, who apparently had abilities that were never to be realized within the academic walls. Not everybody could become the head of a department and exhibit his administrative ability. Here in the union they became executives; they became committee members; they began to learn how to work together, and in a college it is important because scholarship in our community sets a price upon individuality, not so much upon cooperation with others. They began to learn how to work together, how to argue things out, how to settle differences, rise above individualities and beyond pettiness. I was not the only one that noticed character change, character development and growth; that, of course, had its effect upon every relationship these men went into, whether it was in the classroom, at a department meeting, or outside in public life.


 * Our schools are being attacked. I hope that changed tempers and changed atmospheres, changes which, perhaps, we had little to do with, will have some bearing. There was a time when the President of our country rebuked the Dies committee for what he called its "sordid procedure." There was a time when the President of the Board of Higher Education rebuked the Dies committee for its attacks on the College. I hope the times are becoming favorable for similar truthful and courageous observations of opinion on the functioning of the Rapp-Coudert committee


 * I wish your Honor or deputies of your Honor could have gone into the college halls and gotten some of the men, some of the men who are not in any way connected with this particular situation, gotten them to describe the atmosphere now. It is what it was in 1928, where, in the faculty dining room, intelligent men did not discuss intelligent things, because they did not dare, your Honor. They discussed road maps, roads, the weather, because there was no confidence that if they discussed more serious things, whether they should be Democrats or Republicans for instance, that it might not redound to their academic disadvantage. In more recent years, the faculty, as a whole, has faced its own problems more courageously. It has given freer rein to its ability, to its intellectual curiosity, expressed its conviction. Now a pall, an intellectual pall, is settling upon the college. People do not want to be seen speaking to other people, although they are personal friends, for fear that somebody will say, "Well, so and so doesn't talk to the right people about the right things." That is not an atmosphere in which a college can flourish. My sympathy goes out to the students who have to sit before teachers who will be afraid to answer questions that will be put to them-because the students will put questions and the teachers will be afraid to answer them, not often because they do not know the answers, but because they do. Is that an atmosphere in which a college-the largest municipally supported college in the world-can such a college flourish in such an atmosphere?


 * Some men buckle under these pressures; some men and women will do anything-perhaps not understanding the consequences, not sufficiently understanding them-to realize what it is that is forcing them in this direction. They will do anything for security. They will do anything for a permanent position when they are hanging on by the skin of their teeth year after year, teaching three courses in the evening session, and so on.

Lawrence Bush, "Morris U. Schappes, 1907-2004" (2004)

 * Writing in 1982 about his time in prison in the 1940s, Morris described his determination, “as a way of fighting the system, to make the most of my time there, because if there is anything I hate it is to waste time — our most precious possession...I had valued democracy, democratic rights, before I was imprisoned. I was one of those who took almost literally Lenin’s hyperbolic cry that ‘Socialist democracy is a thousand times more democratic than bourgeois democracy.’ I believed it as a True Believer. So not a thousand; let it be a hundred, or ten times. That it could turn out in practice to be less democratic than bourgeois democracy in countries calling themselves socialist... was an experience that came late and sadly. If my vision of socialism now stresses democratic rights, forms and institutions as the essence of socialism, my prison experience laid a basis for a perception that was slowly, slowly, to mature."


 * Morris U. Schappes embodied an amazing combination of stubbornness and open-mindedness, historical consciousness, and future vision. His dedication to this magazine was fierce and sacrificial, and he cultivated tremendous enthusiasm and loyalty among its readers by dint of his honesty, his analytical powers, and his consistent dedication to progressive ideals.


 * In his column, “The Editor’s Diary,” Morris developed a very intimate journalistic voice in which he reported on books, plays, films and events in the progressive Jewish movement and engaged in several noteworthy controversies, including a spirited historical defense of American Jewish responses to the Holocaust and several fascinating commentaries about solidarity and tensions between American Jews and African Americans.