Teaching Survival in Auschwitz (I)

This month I’m reading and writing about Primo Levi. Here’s the first of two posts on my experience teaching his most famous work.


Along with Art Spiegelman’s Maus, the only book to have remained constant on my Holocaust Literature syllabus is Primo Levi’s Survival in Auschwitz. It sounds grandiose, but Levi’s memoir is one the most important books in my life. It drew me to the field of Holocaust literature in the first place, but it would be a desert island book for me even if I didn’t do what I do for a living. One of the key testimonies of the 20th century, it is the book I recommend when people ask me what they should read to learn about the Holocaust.

I’ve taught the book often enough (12-15 times, I’d say) that I thought it might be worthwhile to offer a sense of how I teach it, usually over three 50-minute class periods. Not enough time, but what can you do, there’s so much other material to get to, plus I typically spend two more days on two important essays by Levi, which gives me some extra time to squeeze in a few more bits of the memoir. By the way, the book I am calling Survival in Auschwitz is really called If This is a Man. (Readers in the UK know it under that title.) Unfortunately, for all the predictable reasons (sales, expectations of what American readers want from a text, etc), Levi’s US publishers changed the title. It’s one of the great publishing travesties, but since that’s what it’s come to be known in the US, that’s the title I use in class. Plus we can have a useful conversation about the differences implied by the titles.

What follows is likely more useful for those who have read the book. If you haven’t, I hope you will. It’s not long, and it’s really powerful.

Over the years I’ve varied my teaching approach, partly to keep things fresh and partly because my ideas about the book have changed. (Not fundamentally, but the more time you spend with a book the more clearly you see how its parts fit together.) But despite those refinements, I’ve always spent a lot of time on two chapters. They are central to Levi’s project, and they’re what I’ll talk about in this post, adding a second one about some of the other topics I like to get to.

The first of the two chapters is called “The Drowned and the Saved,” which is Levi’s way of distinguishing between two types of prisoners. For whatever reason, the alpine Levi, born and raised in Turin, always used water metaphors to conceptualize the fate of the Nazis’ victims. He uses the terms sinking and touching bottom when speaking of death in the camps. He gives the name “the drowned” to those who are not dead yet, but will be soon. Even if physiologically alive they are mentally and spiritually dead. They are barely human. In the argot of Auschwitz, the drowned are Musselmänner, Muslims. (The term in no way refers to actual Muslims; scholars still don’t know where the term came from, though some speculate it is connected to the concept of submission that is one of the pillars of Islam. But this would be a terrible distortion of what Muslims mean by that term.) No prisoner could live much more than three months on the rations they were given without succumbing, without drowning. Only those who could find a way to cheat the system, to gain some small privilege that will result in an extra half slice of bread, an extra ration of soup had a chance of surviving.

When he talks about “the saved,” Levi does not mean the elect. The saved are not better than the drowned. In fact, in an essay written much later, Levi argued they were in fact worse, because they had to have compromised their morals in some way. He does not exempt himself from this charge. (Students struggle with this. They really want Levi to be saying that the saved are morally superior: in this way, they reflect our culture’s poor understanding of Darwin, who was describing not prescribing when he spoke of the survival of the fittest.)

We spend a long time on Levi’s distinction, not least because it preoccupied Levi his whole life. I want students to figure out Levi’s attitude to the drowned. To that end, I ask them to close read this sentence:

All the musselmanns who finished in the gas chambers have the same story, or more exactly, have no story; they followed the slope down to the bottom, like streams that run down to the sea.

I’ll begin by asking, What are the implications of this metaphor? If that doesn’t generate anything useful, I’ll break it down. Why do streams go to the sea? Gravity, someone will say. That’s just the way it is, says another. It’s the nature of the universe. It’s natural. What, then, is the implication of these answers for our understanding of the drowned? Is it in their nature to drown? Is Levi describing something like fate? Is the universe just made for them to succumb? If so, what about Levi’s many claims that chance was the main determination of who survived? Is Levi judging the drowned?

Later passages make it clear that he is not. Take this resonant, stern assertion:

If I could enclose all the evil of our time in one image, I would choose this image which is familiar to me: an emaciated man with head dropped and shoulders curved, on whose face and in whose eyes not a trace of a thought is to be seen.

What he judges is the universe in which it is natural for the drowned to sink to the bottom, which is to say, the universe of the camps. That last sentence is further evidence of a tendency we will by this point in our conversation already have talked about, namely, how highly Levi values thought and reason. To be able to reason is to be human. But to reason in the camps is painful—it reminds the prisoner of all he has lost. That is the ambivalence of the camp infirmary: it spares prisoners from the back-breaking labour for a time (assuming they recover), but it gives them the opportunity to reflect on what has happened to them.

An even more complex consideration of the double-edged quality of reason lies at the heart of the book’s most magisterial chapter, “The Canto of Ulysses,” the second I emphasize. (In recently learned from Ian Thomson’s biography of Levi that he wrote it in a single 30-minute lunch break at his first job after returning home to Turin.) Here Levi submits reason to the most intense and consequential scrutiny.

“The Canto of Ulysses” concerns Levi’s relationship with his work kommando’s Pikolo, a young man named Jean. A Pikolo (also known as a Pipel) was a kind of messenger boy/mascot selected by the Kapo or head of the commando. (Kapos were themselves prisoners, but almost always criminals or sometimes political prisoners.) A Pikolo was typically a teenage boy, who was often used sexually by the Kapo; either way, he had a higher status than ordinary prisoners and received certain privileges. Jean’s full name was Jean Samuel: after the war, he and Levi maintained a decades-long friendship. Jean, an Alsatian, speaks French and German equally well. Mindful of the importance of languages in the camps, he asks Levi, on a day when he has selected the older man to accompany him from the work site to the kitchen to fetch the day’s cauldron of soup, to teach him some Italian. The chapter describes what counts as an idyll in Auschwitz. The task takes about an hour, in which the two men are free from hard labour and the threat of punishment.

Levi makes the unusual decision—which Samuel later said bemused him at the time—of granting Jean his wish by reciting for him a canto from Dante’s Inferno. He readily admits he does so more for himself than for Jean: being able to turn his mind to the foundational text of Italian literature imbues him with new life. But the canto Levi chooses—in class I pass out a copy of the relevant section, as only some lines are quoted in the chapter, and in the process offer a quick summary of Dante’s aims and achievement in the Divine Comedy—is surprising.

In the poem, Dante is surprised to find Ulysses in Hell (as opposed to in Limbo with other virtuous pagans). What, he wonders, has Ulysses done to deserve this fate? Ulysses answers by telling the story of how, having escaped the enchantments of Circe, he goaded his men into sailing across the Mediterranean, through the straits of Gibraltar and past the edge of the known world. He trespassed the boundaries of human accomplishment—and was punished for that audacity. Levi makes a clear parallel between the expedition he and Jean are making and Ulysses’s own, which the wily Ithacan launched in a rousing speech: you are men, and thus made for wisdom, he tells the sailors, mere beasts of burden. The canto matters to Levi because the story it tells “has to do with us two, who dare to reason of these things with the poles for the soup on our shoulder.”

They are not the oxen they appear to be. In using the phrase “dare to reason,” Levi echoes the Latin sapere aude, dare to know, the credo of Enlightenment philosopher Immanuel Kant. Even this early in the semester, students hunger for a positive moment. They welcome the message that humanity can’t so easily be destroyed.

To complicate this wishful thinking, I assign an activity in which half the students make connections between the excerpt from Dante and Levi’s chapter, and other half close the chapter’s final paragraph in order to figure out how it’s related to what’s come before. In pushing them past the obvious comparisons between the rousing Ulysses and the valiant camp inmates, I focus on how Ulysses gets his men to do what he wants. (They are rightly reluctant.) The poem says that his speech about how knowing is central to being human is an example of zeal. We consider the ambivalence of this word, which can be used as much to condemn as to praise. Zeal is almost always too much. It’s irrational (think of the way we use “zealot”). What I want students to see how reason is compromised by the very intensity with which it’s upheld. Ulysses is irrational in his praise of reason. Think about our own culture’s unreasoning and often unreasonable belief in the importance of science and technology, of progress, of improvement. It’s not that these are fictions. It’s that they are hollowed out when they are fetishized. This contradiction is important, because too often the Holocaust is taken to be an aberration from Western culture, when it is, if not its logical conclusion, completely in keeping with the way the West has thought about the world.

That’s why the chapter’s final paragraph, which is set off from what’s come before by a break, is so important. Levi and the Pikolo have reached the kitchen before their language lesson can be completed. Their idyll is over; the reality of camp life returns:

We are now in the soup queue, among the sordid, ragged crowd of soup-carriers from other Kommandos. Those just arrived press against our backs. ’Kraut und Rüben? Kraut und Rüben.’ The official announcement is made that the soup today is of cabbages and turnips: ’Choux et navets. Kaposzta és répak.’

‘And over our heads the hollow seas closed up.’

The last line is Ulysses’s description of his expedition’s fate. This language resonates with the references to sinking and drowning I mentioned earlier. Levi’s language (“sordid, ragged”), his description of the crowd that swallows the two men, putting paid to their conversation about Dante, and his use of foreign languages to talk not about poetry but about food combine to return is to reality. What matters is what’s in the soup today. But what about that final line from Dante. Should we read it as a final irony, a dismissal of what Levi and Jean have achieved? Or as an insistence, however faint, that poetry (and human accomplishment more generally) can persist? What does it mean to describe the press of starving men in the language of Dante? Does it elevate the scene? Does it denigrate Dante? Does the scene even need elevation?

Our difficulty in answering these questions—a result of the text’s complexity, nuance, and appreciation of paradox—challenges any consoling beliefs about the human spirit.


Next time, notes on some of the other questions I ask in teaching Survival in Auschwitz.

4 thoughts on “Teaching Survival in Auschwitz (I)

  1. What a fabulous post, Dorian: I love the combination of insights into Levi’s book and pedagogical explanations – catnip to me, as you might expect. I’m looking forward to part 2.

    • Thank you! I really appreciate that. I’m trying to figure out how to turn this sort of material into a larger project–unsuccessfully so far! But I’m enjoying getting some of this down.

  2. Pingback: Teaching Survival in Auschwitz (II) | Eiger, Mönch & Jungfrau

  3. Pingback: Primo Levi: A Centenary Celebration | Eiger, Mönch & Jungfrau

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s