The First-Class Passenger (Another Fun Chekhov Story)

Somewhere along my writing journey I remember someone saying there were only 36 dramatic situations from which all stories are built. It may have been a fiction writing class in college, or perhaps a writers' conference, but the number 36 stuck with me and I decided to see if I could find that source.

As it turns out Georges Polti, wrote a book in 1895 called The Thirty-Six Dramatic Situations (Les trente-six situations dramatiques) in which he argued that there are only 36 fundamental dramatic situations.

Digging deeper, it seems that Polti was expanding on an idea associated with the 18th-century Italian playwright Carlo Gozzi, who claimed there were only 36 tragic situations. Goethe later noted that Schiller had tried to find more than 36 but could not even reach that number. Polti’s list (supplication, deliverance, crime pursued by vengeance, pursuit, disaster, revolt, adultery, etc.) became a classic reference for writers and dramatists.

All this to say that I wonder if one of those plot situations might have been something akin to serendipity of the kind demonstrated in Hitchcock's Strangers on a Train. This is what came to mind as I revisited a hilarious Anton Chekhov story that I enjoyed perhaps three or four decades ago called "The First-Class Passenger." (Some translations call it "A First-Class Passenger." While being an entertaining read it also leaves readers with a few morsels of thought food.

Here are the opening two paragraphs.

A FIRST-CLASS passenger who had just dined at the station and drunk a little too much lay down on the velvet-covered seat, stretched himself out luxuriously, and sank into a doze. After a nap of no more than five minutes, he looked with oily eyes at his _vis-a-vis,_ gave a smirk, and said:

"My father of blessed memory used to like to have his heels tickled by peasant women after dinner. I am just like him, with this difference, that after dinner I always like my tongue and my brains gently stimulated. Sinful man as I am, I like empty talk on a full stomach. Will you allow me to have a chat with you?"

It's a perfect setup. Two characters have been introduced. They both come from the money class. Velvet seats, private compartment. The first has had too much to drink and in his self-introduction he admits to a habit of loquaciousness. That is, Chekhov is letting the reader know that this story is about to become a monologue, and the reader, like the man who shares this compartment, is pretty much trapped into going along for the ride. 

The first gentleman does have the courtesy to ask for permission, and the man sharing his vis-a-vis is apparently most agreeable.

As it turns out the first-class passenger is an engineer who has built bridges and aqueducts, written technical papers and made significant contributions to science. But it irks him that as he nears the end of his career, that he is still an unknown, whereas people with superficial talents are celebrated. 

The irony is that this engineer has some major accomplishments under his belt, but was bitter because what drove him initially--and perhaps throughout his career--was the longing for public recognition, that is, fame.

There was a time when fame was the domain of generals, political figures and movie stars. Over time, hoever, a shift was taking place and an astute Andy Warhol keyed in on it suggesting that in the exploding mass-media culture of his time, 15 minutes of global fame was within reach of everyone. 

We've seen it with our own eyes. Obscure individuals fool Penn & Teller, or win America's Got Talent or Jeopardy or a hundred other game shows and they become momentary stars. In most cases the attention is shallow, mass-produced, and short-lived.

Warhol would likely not have been surprised to see how all this evolved into reality TV, TikTok, Reels and viral internet spots.

GETTING BACK TO OUR STORY, it's a relatively short piece and though it can be found in a number of standard anthologies, here's the fastest way to find and enjoy it.

https://www.readbookonline.org/readOnLine/1018/ 

When all is said and done, what gives your life meaning? 

The Cuban Revolution Didn't Happen in a Vacuum

A few thoughts about Castro and the Cuban Revolution.

Context is everything. Without understanding the circumstances surrounding an event, an idea, or a decision, we risk missing its meaning.

Throughout my life I've heard pundits rail against Castro and communism. But if you live long enough and read widely enough, you'll eventually realize that to understand anything you have to probe a little deeper. To understand how a communist dictator came to power 90 miles from our border, you have to ask questions; you have to be curious. 

What happened? And why did it happen?

The Cuban Revolution of 1959 did not emerge in a vacuum. Fidel Castro came to power in a country where political corruption, economic inequality, American influence, and increasingly brutal repression had undermined the legitimacy of the existing government.

The name Batista meant little to me when I was young other than he was supported by the U.S. government. I can't even recall ever knowing or hearing his full name until researching this today. Fulgencio Batista. Whenever he was mentioned it was Batista, like Madonna or Dylan or Beck, Bono and Prince. Unlike the others, the name Batisita rolled off the tongue like a slur. And it's one of the ironies of the Cuban Revolution that the guy we (the USA) propped up helped create the conditions that ushered Castro into power. 

Batista was a force in Cuban politics from the 1930s and served as an elected president from 1940 to 1944. In 1952 he returned to power through a military coup. With presidential elections approaching and Batista facing an uncertain electoral future, he overthrew President Carlos Prío Socarrás and established military rule.

The coup interrupted Cuba's constitutional government and discredited peaceful political competition. Batista subsequently relied on manipulated elections, restrictions on opposition activity, and the security forces to maintain power.

At this point, and when your read further, tell me if it doesn't feel like an echo of the musical Cabaret? 

For Castro, who had been pursuing a political career, the coup became a powerful justification for armed resistance. Before long Batista's police and military became instruments of terror. As opposition intensified, Batista's government increasingly resorted to arresting and imprisoning political opponents, often without due process. Torturing suspected revolutionaries and political prisoners became part of the game. Killing opposition activists and leaving bodies in public places was designed to intimidate others. (cf. The Real Reason They Punish Horse Thieves.)

The censoring of newspapers and suspending constitutional protections also contributed to a growing desire for change. Add the fact that even though Cuba was prosperous, the prosperity was not evenly distributed. Urban professionals and wealthy Cubans enjoyed lifestyles comparable to those in the United States. Meanwhile, many rural families lived without adequate sanitation, electricity, medical care, or dependable employment. 

Nevertheless, the vibe in Cuba dark, menacing, and thinking people were privately questioning. What next?

Because of the Cold War, the Eisenhower admonistration maintained diplomatic recognition, economic ties, and military assistance for most of that period, viewing Batista as an anti-communist partner protecting U.S. business interests. American businesses, deeply embedded in Cuba, adopted a "see no evil, hear no evil, speak no evil" attitude regarding the abuses of the Batista regime. U.S. interests were involved in sugar, utilities, manufacturing, transportation and other industries. Profits were good, investments were paying off. And after hours, Havana was one of Latin America's most glamorous cities, a Vegas of the Caribbean. What's not to like? 

There were, however, American leaders who spoke out against what was going on in Cuba. Senator Wayne Morse of Oregon was one of the most consistent congressional critics. He described Batista’s government as a vicious police state that liquidated opponents and objected strongly to U.S. military aid. Another vocal critic was the Senator from Massachusetts, John F. Kennedy. He characterized support for the regime as backing one of the bloodiest and most repressive dictatorships in Latin American history and linked it to broader economic exploitation of Cuba. Some conspiracy theorists state that this conviction, and his later interference with the Bay of Pigs Invasion, was the catalysts for JFK's assassination in 1963.

In summary, it's pretty clear why so many Cubans--including middle-class professionals, students, intellectuals, and businesspeople--initially welcomed Castro's movement. Families, professionals, and ordinary citizens who might never have supported communism increasingly wanted Batista removed. Ultimately, most wanted a restoration of constitutional democracy. They were not seeking a one-party communist state. 

In the end, they got what they wanted, the end of Batista's beastly reign. But they also got more than they bargained for.

TO BE CONTINUED

Almost Wordless Wednesday: The Music Scene

 Part One: Martin Guitar Factory, Nazareth PA

Part Two: Closer to Home

Be sure to read this week's tribute to Todd Eckart in The Reader

The West Theatre is back in business. Great shows being 
lined up, movies and concerts.Visit thewesttheatre.com

 

Related Links

Martin Guitar Factory (my blog post)
https://www.martinguitar.com/about/visit-us/

The Dance of Winged Lovers (A Poem)

The Dance of Winged Lovers

On the forest floor I lay
beneath a canopy of boughs

a pair of lovebirds alight 
in the treetops above

in silence I watch
and listen with delight

soft trills in the breeze
yielding to chirps and chatters

signalling readiness 
preceding their courtship ritual

of clicking crooning whistles  
and mutual preening

in preparation for their
breathtaking dance

this feast of affection
voluntarily yielding to

a double helix corkscrew descent
and I the lone witness

to their synchronized duet

* * * 

Poem inspired by a vivid memory from a hiking trip along the Athens hillsides one lazy afternoon above the Hocking River. The forest was alive, but one must be still to fully experience its treasures.  

The Escalating Student Protests in France

We are finding out that what looked like a neglected house a year ago is in fact a ruin.— Vaclav Havel

It's sad to watch the destruction taking place in France right now.

October 17

🚨🔥 FRANCE IS BURNING 🔥🚨

The historic Limoges Town Hall — a 140-year-old neo-Renaissance masterpiece, classified monument, symbol of the French Republic — has been set on fire and largely DESTROYED.

Masked rioters during the 17 October cost-of-living protests blocked the A20 highway, torched multiple police cars, smashed windows, stormed the building, and set the ground floor ablaze. Flames reached the roof. The campanile collapsed. Two-thirds of the façade is gone. Firefighters fought the inferno with ladder trucks while a municipal employee wept in the street.

“Cultural enrichment.”
“Peak diversity.”

“Full tolerance.”

This is what it looks like.

A 143-year-old city hall reduced to a smoking ruin while shops get looted.

October 17

The entire roof of Limoges City Hall has collapsed.
Inaugurated in 1883, the historic building survived two world wars but now faces severe damage amid violent protests in France.

Oct 14

Dr J Morgan

One commentator living in France stated the protests are isolated & most of France is still peaceful. IDK.

Have you seen the signs ..

@nytimes

@washingtonpost and 

@Reuters

Have all carried fake news on the protests…

All carrying similar messages..

It’s a sign that the backers of these protestors are getting desperate…

Otherwise why have these papers not carried dozens of articles on the discontent spreading in France, Belgium, Germany, Netherlands, Sweden etc… 

Europe is breaking down… the fissures are way too apparent… the informal meeting in Lake Cuomo a few days back of many European heads of state certainly came to very strong anti-immigrants policies !!!

* * * * * 

I REACHED OUT TO A FRIEND IN FRANCE  FOR HIS TAKE

I'm happy that the youth is finally reacting, and I think that resistance by any means becomes necessary when we reach the point when the elites choose oppression and clearly wish to wipe out the ordinary people. I'm happy to be in a country where there's still resistance against all the evil that took over the world. I hope there will be growing resistance here against neofascism and technofeudalism.

The dire lack of perspectives of the youth due to new technologies and climax disasters, which I observe, the increasing inequality, the lack of fraternity, all that saddens me deeply, it feels like I live in a world that has stopped caring.

This is how I see it today. Stay well my friend. 
Gabriel

* * * * *

WHAT FOLLOWS IS AN IMAGINARY INTERVIEW USING EXCERPTS FROM STATEMENTS ON X.com

EN: What sparked the unrest in France in early October 2026, and how did it escalate?
Guy Mercier: Student blockades began in late September over teacher shortages, overcrowded classes, and crumbling school buildings. They quickly spread to hundreds of high schools (reports of 400–500 affected or closed in part). Violence followed: schools were set alight or ransacked (at least two dozen), projectiles and fireworks were used, and clashes with police erupted. More than 850 people were injured—roughly 600+ officers, about 190 students, and 78+ teachers or staff—with thousands arrested, many minors. 

Marine Le Pen and government sources described it as organized riots, not ordinary protests, with La France Insoumise (LFI) and far-left proxies accused of stoking the action. Intelligence briefings to a crisis meeting reportedly called it “an operation organised by LFI and its proxies.” Mélenchon publicly backed the mobilizations, compared them to May 1968, and urged supporters to stand between students and police while condemning the police response.

EN: Who has been prominent in the streets, according to eyewitness and critical accounts?

GM: Critics, including French commentators on X, highlighted groups of second- and third-generation migrant youth, often carrying Palestinian or Algerian flags, using slogans such as “Allahu Akbar,” “wallah,” or “wesh,” and engaging in arson, attacks on teachers and firefighters, and defiance of authority. One widely shared speech contrasted this with orderly Christian youth gatherings the previous weekend and called the scenes the early stages of civil war driven by Islamization and left-wing instrumentalization. Official tallies and videos showed masked or older participants at some sites who did not appear to be local students. Broader European context includes parallel student unrest in Brussels and now Albania, and preemptive UK lockdowns around migrant arrivals, amid fears of contagion.

EN: Why do some observers reject the mainstream framing of pure “classroom conditions”?

GM:Michael Shellenberger and others note heavy state funding of French media (Culture Ministry aid of €204.7 million in 2023 to outlets including Le Monde, L’Humanité, and Libération; substantial public support for AFP) and European commitments under the UN Global Compact for Migration that discourage coverage that appears as intolerant of migration. They argue schools receive more per-pupil funding than in earlier decades and that a longstanding left-Islamist political alliance is exploiting grievances. Progressive defenders and some local voices insist the core issues are underinvestment, inequality, and legitimate youth anger at a failing welfare state, with isolated violence exaggerated.

Open questions remain. How much of the violence is driven by organized far-left and Islamist networks versus spontaneous student frustration? Will the injuries, arson, and political accusations accelerate support for stricter anti-riot laws or immigration controls ahead of 2027 elections? Can European governments restore order and public trust without further polarizing societies already strained by high public spending, debt, and demographic change? What's the endgame for the protesters?

* * * * *

"France may lack the political will or economic conditions to meet the protesters’ legitimate demands. If that is the case, the French state itself has failed. It is impossible to know what lies ahead, but education will certainly shape the 2027 national elections. Other Western nations should restore accountability to local government before their citizens, too, must take to the streets to demand it."
--Trey Dimsdale, Senior Editor of Law & Liberty at Restoring the West 

What is your take on these events?

The Origin of Universities

Peterhouse Chapel, Cambridge--1284

Like all things people have created, there was a time when universities did not exist. At a certain point in time, under certain conditions, new things emerge. Examples abound: television, electricity, mass production, railroads, space travel, modern jazz and also universities. 

Universities, as we know them today, began in Europe during the High Middle Ages, evolving out of older cathedral and monastic schools. The very first university was the University of Bologna, founded in Italy in 1088, followed closely by the University of Paris around 1150 and the University of Oxford by 1167.

The word "university" comes from the Latin universitas magistrorum et scholarium, which roughly translates to a "community of masters and scholars." Originally, these institutions were essentially scholastic guilds. In Bologna, foreign students formed a guild to protect themselves from local price-gouging and legal vulnerabilities, actually hiring their own professors. In Paris, the university grew as a guild of masters or teachers overseen by the church.

These early universities were granted special legal protections, autonomy, and privileges by popes and emperors, which allowed them to govern themselves, hold their own courts, and grant degrees. Students, who were all considered clerics, focused on the seven liberal arts: the trivium (grammar, rhetoric, and logic) and the quadrivium (arithmetic, geometry, music, and astronomy). After completing these foundational studies, they could move on to advanced faculties like law, medicine, or theology, which was considered the highest and most prestigious field of study in medieval universities—often called the "Queen of the Sciences."

In other words, Christianity played a foundational role in the birth of the modern university, particularly in medieval Europe between the 11th and 13th centuries. 

Many of the assumptions underlying the university—that truth is worth pursuing, reason is a legitimate instrument of discovery, education has moral significance, and knowledge should be preserved and passed from one generation to the next—were vigorously cultivated by Christian scholars. Though Christianity did not invent intellectual inquiry, medieval Christianity did help create the institutional framework that transformed intellectual inquiry into the enduring university system.

What makes this history especially interesting is that the university developed within a religious civilization that believed the pursuit of knowledge was not merely useful but a way of understanding God's creation. 

Europe in the 12th century experienced a massive influx of translated ancient Greek and Arabic texts, including the works of Aristotle, Euclid, and Avicenna. Cathedral schools could no longer handle this explosion of new knowledge, creating a demand for these permanent, specialized institutions dedicated to higher learning and intellectual debate. Thus was born the the idea of the University.

Christian scholars like Augustine and Thomas Aquinas not only helped preserve and transmit classical learning, they supplied a philosophical justification for such studies.

The point of this brief essay is to counter the notion that the Middle Ages were Dark Ages. While some scholars equate Enlightenment with casting off the repressive shackles of Christianity, they often fail to appreciate the scholars who held firm to a Biblical worldview as foundational in their passionate pursuit of learning. 

EdNote: In an upcoming post I will acknowledge some of the awful things that were carried out in the name of religion.

Related Links

Math Circle 9: Clocks - Heritage of the Christian Faith (Part One)

Math Circle 9, Clocks as a Reflection of a Worldview (Part Two)

Did the Federal Reserve Make the Great Depression Worse?

One of the most memorable scenes in Frank Capra's classic film It's a Wonderful Life occurs when George Bailey, played by Jimmy Stewart, confronts a crowd of frightened depositors demanding their money.

The stock market has crashed. Banks are failing. Panic is spreading. Everyone wants to withdraw their savings before it's too late.

Bailey tries to explain that their money isn't sitting in a vault somewhere. It's been lent to their neighbors to build homes and businesses. If everyone demands their money at once, the whole system collapses.

It's a powerful scene because it illustrates something fundamental about how banking liquidity and community economics. Banks depend on trust. When that trust disappears, even a financially sound institution can find itself in serious trouble. 

During the early years of the Great Depression, scenes like this played out across America. Thousands of banks failed, wiping out savings and cutting off the credit that businesses and families depended upon. As lending dried up, businesses closed, workers lost their jobs, and the economic downturn became a national catastrophe.

But here's an interesting question: Was this a failure of capitalism, or was something else going on? Economist Milton Friedman offered a provocative answer.

In his landmark 1963 book, A Monetary History of the United States, co-authored with Anna Jacobson Schwartz, Friedman argued that the Federal Reserve was largely responsible for turning a serious recession into the Great Depression.

1933 run on a bank in New York

The Federal Reserve had been established in 1913, partly to prevent precisely the kind of banking panic depicted in Capra's film. It had the power to provide emergency funds to banks, support the financial system and keep money circulating. Instead, the Fed failed to respond adequately as banks collapsed and the nation's money supply contracted by roughly one-third between 1929 and 1933. 

That was a pretty radical drop. At a time when businesses desperately needed credit and families needed money to survive, the supply of money circulating through the economy was shrinking dramatically.

The result was a downward spiral. Bank failures reduced lending. Reduced lending meant less spending. Less spending meant fewer jobs. And fewer jobs meant more defaults and additional bank failures. Down, down, down it goes, where it stops nobody knows.

Friedman didn't claim that capitalism was perfect or that the stock market crash was insignificant. His argument was that the Federal Reserve failed to prevent a monetary collapse that made an already serious situation vastly worse.

In 2002, future Federal Reserve chairman Ben Bernanke acknowledged this failure while honoring Friedman on his 90th birthday. Addressing Friedman and Schwartz, he said, "Regarding the Great Depression ... we did it. We're very sorry. ... We won't do it again." This was quite an admission.

Economists continue to debate the relative importance of monetary policy, excessive debt, the gold standard and other causes of the Depression. Nevertheless, Friedman fundamentally changed how economists understood the catastrophe.

Sadly, when it comes to economics, very few Americans have had a single class on how economies work or how wealth is generated. As a result, most people are easily manipulated by rhetoric, though I'm sliding off topic and will end with by circling back to George Bailey.

George understood something the Federal Reserve failed to adequately address: When confidence disappears and everyone demands their money at once, an entire community can suffer.

The larger lesson is also worth remembering. When an economic system breaks down, we should be careful about where we assign responsibility. Sometimes what appears to be a failure of free enterprise may also be a failure of the institutions established to keep it functioning.

If interested in taking a deeper dive into the factors that contributed to the Great Depression, check out the Federal Reserve History (from which some of this info was extracted).