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22 pages 44 minutes read

Bernard Malamud

The First Seven Years

Fiction | Short Story | Adult | Published in 1950

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Themes

The American Dream

The American Dream is the notion that working hard is enough to secure one’s place and the future of one’s children in the United States. The American Dream is a myth (a defining concept) in the sense that it shapes the way people think about class and the process of becoming American for people who are not presumed to be American (immigrants, racial minorities, and ethnic minorities, for example).

Especially during the early twentieth century, there was an assumption that individual effort would allow even immigrants like Feld to accrue enough money to secure the future of their children. Indeed, Feld is motivated to work himself to the point of having two heart attacks in order to afford Miriam the chance to go to college or at least secure the interest of Max, a man Feld imagines will be the perfect husband to vault Miriam into the middle class. Feld’s notion of material success as the sum of what success means is called into question when Max proves to be a boring, materialistic man who is unable to maintain Miriam’s interest, and again when Sobel manages to woo Miriam through books and the power of his words scribbled on the pages of those books. The implication of what happens to each of these characters is that there is something lacking in the American Dream when it comes to shoring up connections to others.

Feld is the character who most directly grapples with the meaning of hard work and success. Part of the challenge for Feld’s pursuit of the American Dream is that he has an inconsistent notion of what hard work is and how it should be rewarded. Feld initially identifies Max as a potential suitor for Miriam solely on the basis of his knowledge that Max is a “peddler’s son” who is not likely to follow in his father’s footsteps because he is a “college boy” (Paragraph 1) and thus likely to be upwardly mobile. Feld sees education as a status marker that can transcend Max’s working-class background, in other words. The men Miriam encounters in her workplace are not fit suitors in Feld’s mind because they are merely “loudmouthed salesmen and illiterate shipping clerks” (Paragraph 3). Max does slip momentarily in Feld’s estimation because he is studying to be an accountant instead of a “higher profession” (Paragraph 45) such as doctoring or lawyering, but Max gains this esteem back when Feld realizes that money men garner respect in America. For Feld, Max’s financial potential trumps what he learns of Max’s character.

One of the ironies of the story is that Feld initially fails to recognize the value of Sobel, a man whose ability to survive the Holocaust and work ethic show grit. Sobel is a hard worker, deeply committed to the pursuit of knowledge and self-improvement through reading, and he’s absolutely trustworthy. He is an ideal suitor and a known quantity, but Feld nevertheless overlooks him because Sobel is too much like Feld. Feld, in other words, wants his daughter to move up the class hierarchy by marrying a man who is different from her father. Feld is forced to surrender his status seeking on behalf of his daughter once he realizes that her potential happiness with a kindred spirit like Sobel is more important to her than her father’s dreams for her.

The Meaning of Education

In Jewish communities, religious education and (later) secular and cultural education were central to Jewish and Jewish American identity. All of the key characters who have speaking parts in the story value education, but their disagreements about what makes one educated lead to conflicts.

For Miriam, education doesn’t necessarily happen in a formal setting. She gains her education by reading books and has no interest in going to college. Education is also a social activity for Miriam, one mediated through an exchange of books with Sobel. Like Miriam, Sobel sees ideas and books as key ways of grasping an education. For Sobel, the motivation to learn is simply “to know” (Paragraph 61). Gaining knowledge for its own sake is a priority for him, so much so that books are the few objects in quantity in his poor boardinghouse room. Miriam and Sobel’s shared sensibilities about the notion of education make them an ideal potential pair.

Feld and Max are on the other side of the debate about education. Feld sees education as a status marker that he associates with upward class mobility: Max is likely to become a respected professional once he finishes studying accounting and is therefore a fit potential mate for Miriam. Feld is bewildered by the notion that Sobel reads just for the joy of it because he is, as he says, “a practical man” (Paragraph 1) and a “business man” (Paragraph 7) who so loves his daughter that he intervenes in her romantic life to secure her financial future. He is devasted when the dates with Max prove a failure and when he is forced to recognize the case for a man like Sobel as a husband for Miriam.

Max is a character who doesn’t get much development in the story, but the indirect characterization we get from Miriam is that having a formal education is not enough to make him a good human being. The resolution of the story is one about love, but it is also one in which Feld, the protagonist, concedes that intangibles trump the material when it comes to living a moral and happy life. Malamud’s message is that education, along with concepts of success, aren’t necessarily standard. 

Materialism as Lacking Insight

The characters’ conflicts over what it means to be educated are rooted in an overarching debate about whether material things are more important than intangibles. There are at least two approaches to materialism in this story.

Miriam, Sobel, and Miriam’s mother (who presumably sticks by her husband despite their financial struggles out of something other than a desire to be prosperous) choose love and emotion over tangibles like money and the status that comes with it. Max is studying to be an accountant, a person whose job it is to quantify things in material terms. His lack of “soul” and single-minded focus on “things” (Paragraph 49) are repugnant to Miriam, who labels him as a “materialist” (Paragraph 47) who is unworthy of her love.

Mediating between these two poles of what is important in life is Feld, who self-identifies as a man who deals in tangibles but is forced to recognize the importance of intangibles. Feld thinks he is a clear-sighted, practical man, but he misses obvious indications about his daughter and Sobel’s attraction for each other and that Max is a lout who cannot possibly love his daughter. Malamud clarifies these things the reader through Max’s comments about Miriam’s picture, by Miriam’s views on education, and by Sobel’s diligence in a low-paying job. Feld cannot see the signs because he’s too focused on making his daughter upwardly mobile. Malamud uses this dramatic irony to suggest that a focus on materialism causes people to lack pivotal insights into relationships and the world’s deeper meanings. Conversely, Sobel’s wish simply “to know” contrasts this materialistic blindness. We get the sense that the non-materialists in the text can “see” more than the materialists, in-tune as they are to different concepts of education and success.

It would be a mistake, however, to consider Feld a mere materialist like Max. Feld is a hard worker and only wants the best for his daughter. He works himself to the bone for his family, resulting in two heart attacks in five years. This is a man who loves his family deeply and will sacrifice himself to secure a future for them. He is also a profoundly moral man who overcomes his blindness to the worth of Sobel and surrenders his own dreams for his daughter because he recognizes at the last that love, his daughter’s happiness, and Sobel’s need to be connected to others after having survived the Holocaust are worth more than material success.

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