Driving may well be the biggest psy-op in modern history. The car has often been depicted as the symbol of freedom, the ability to go wherever one pleases – to emancipate oneself from the circumstances they find themselves in, and to strike up a new existence elsewhere. There’s a reason they talk of the ‘open highway’. Maybe in America this imagery resonates. After all, America has the size necessary for road trips to take you to genuinely isolated places. But America is America, and Britain is Britain. If you woke up at a random place on the British Isles, you could walk in any direction and find a marker of civilisation and follow it to safety before you were seriously close to death.
This fact is part of Britain’s charm, we really are the national equivalent of The Shire. A place where just the natural landscape lends itself to safety. Our island status makes it easy to defend, and our size allows us to grow, but not isolate ourselves from one another. Considering this, there really is no escape from civilisation in Britain. This may well be why exploration and adventure are such a large part of our culture: the only way to experience these things was to leave the country.
These facts make cars not so much a freedom, but a restriction. There is no ‘open road’ in Britain, just congested highways and country lanes that were fit for horses and carriages, not Land Rovers and BMWs. Driving in modern Britain means going from your box apartment to your box office, all facilitated by your box car. What do you get for the privilege of this freedom? More paperwork, bills, and another thing to look after. These are just the personal costs, the social costs are much greater. Huge swathes of land have to be taken up to facilitate cars. Roads are just the beginning, parking, driveways, motorways and car-related services such as petrol stations and garages all take up space that could otherwise be allocated for residential use. Cities such as Rome enchant those who visit because they were structured around the human and not the car. The streets of Rome have natural, organic arcs to them which obscure the street ahead. Cars don’t do well with too many turns, and so roads become long stretches that give the eyes nothing to feast upon but the gruelling monotonous journey ahead, often accompanied by ‘humorous’ bumper stickers or, God forbid, billboard emblazoned with advertisements – turning your commute into an advertisement break between your diminishing private life, and your gruelling work life.
So what should replace the roads? Surely we still need all of the creature comforts of the modern world, and if we don’t have roads between towns or within them, we can’t have any trade. First and foremost, people will not simply sit in their homes and starve because the A419 has been ripped up and they cannot reach a Tesco. Where there’s mouths to feed, there’s money to be made, and a new wave of farm-to-table markets would be incentivised to emerge locally. Now that walking is the main way of navigating towns and cities, commerce has to spread out to accommodate. No longer will there be massive central hubs of consumption, but small decentralised centres catering to the bespoke needs of communities on the most elemental level. For transport between these centres, the newfound cash not spent on road maintenance can be used to build trams to move people between these different centres allowing cross-pollination of consumers without the homogenisation of products that comes with shoving those products in vans and moving them across towns.
Of course, there are those goods which simply cannot be manufactured locally, and certain goods like fish are quite obviously not easy to come by if you’re not on the coast. To this end, a massive expansion and upgrade to the railways is needed. Expansion to offset the now-defunct road freight industry, and upgrades to ensure timely delivery of goods. This would mean moving away from much of the Victorian-era railway, but returning In full force to the Victorian-era spirit of industrialisation and progress. Rail freight is often cheaper per-mile than road freight, and allows for quick loading and unloading of containers, rather than manual loading and unloading from the back of lorries.
In order for rail to dominate the British landscape, the failures of the British state can no longer be tolerated. It shouldn’t take a decade to open a railway for public consultation, only to downscale it before any serious construction has taken place. Instead, a reactive and dynamic centralised infrastructure is required that clears out the dead weight who would stand in the way of a new vision of Britain – one in which the countryside is reclaimed from the concrete mess of roads, and the rewilded landscape tears past the window of your maglev as you travel from Plymouth to Edinburgh in four hours, rather than ten.
However, the removal of roads doesn’t require the end of private travel. Instead, we can simply take paramotors to the skies and fly to any number of open fields. Paramotors are statistically safer than cars, and can go at around 60mph. Private travel in Neo-Britain would mean the removal of box cars to open skies, overlooking a renewed landscape. For those who prefer to remain grounded, the reclaimed land doesn’t need to be privatised, it can be kept public and traversed by anyone who rents a quad bike and decides to drive through the wilderness to visit their friend a town over, or anyone who just wants to to ramp around the countryside for the day.
Roads are an ugly blight on Britain, they turn a once green and beautiful isle into a grey, dead landmass full of grey, dead people. They facilitate a society built around machinery and not around the character of the people who compose it. There are those who want to end the growth of technology where it stands. These people will lose out to those who wield the weapon of tech. There are also those who wish to simply allow tech to override their humanity. Indeed, we see this in the fact most of our cultural events (including Project 22) are experienced through a screen. Instead, I propose a third way: that technology is a tool in the hands of those who wield it, and through a great strength of will, we can adapt it to the world we live in. We ought not to see technology as an escape from nature, nor as a means to become stewards of nature. We are a part of nature, and must shape ourselves and our societies to work in tandem with it. To that end, we must rip up the roads.
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John Galt, Tom Joad, and other Polemical Myths
Just about the only titles by Ayn Rand I’d feel comfortable assigning my students without previous suggestion by either student or boss would be Anthem or We the Living, mostly because they both fit into broader genres of dystopian and biographical fiction, respectively, and can, thus, be understood in context. Don’t get me wrong: I’d love to teach The Fountainhead or Atlas Shrugged, if I could find a student nuanced (and disciplined) enough to handle those two; however, if I were to find such a student, I’d probably skip Rand and go straight to Austen, Hugo, and Dostoevsky—again, in part to give students a context of the novelistic medium from which they can better understand authors like Rand.
My hesitation to teach Rand isn’t one of dismissal; indeed, it’s the opposite—I’ve, perhaps, studied her too much (certainly, during my mid-twenties, too exclusively). I could teach either of her major novels, with understanding of both plot and philosophy, having not only read and listened to them several times but also read most of her essays and non-fiction on philosophy, culture, art, fiction, etc. However, I would hesitate to teach them because they are, essentially, polemics. Despite Rand’s claiming it was not her purpose, the novels are didactic in nature: their events articulate Rand’s rationalistic, human-centric metaphysics (itself arguably a distillation of Aristotelian natural law, Lockean rights, and Nietzschean heroism filtered through Franklin, Jefferson, and Rockefeller and placed in a 20th-century American context—no small feat!). Insofar as they do so consistently, The Fountainhead and Atlas Shrugged succeed, and they are both worth reading, if only to develop a firsthand knowledge of the much-dismissed Rand’s work, as well as to understand their place in 20th-century American culture and politics.
All that to say that I understand why people, especially academics, roll their eyes at Rand (though at times I wonder if they’ve ever seriously read her). The “romantic realism” she sought to develop to glorify man as (she saw) man ought to be, which found its zenith in the American industrialist and entrepreneur, ran counter to much that characterized the broader 20th century culture (both stylistically and ideologically), as it does much of the 21st. Granted, I may have an exaggerated sense of the opposition to Rand—her books are still read in and out of the classroom, and some of her ideas still influence areas of at least American culture—and one wonders if Rand wouldn’t take the opposition, itself, as proof of her being right (she certainly did this in the last century). However, because of the controversy, as well as the ideology, that structures the novels, I would teach her with a grain of salt, not wanting to misuse my position of teaching who are, essentially, other people’s kids who probably don’t know and haven’t read enough to understand Rand in context. For this fact, if not for the reasoning, I can imagine other teachers applauding me.
And yet, how many academics would forego including Rand in a syllabus and, in the same moment, endorse teaching John Steinbeck without a second thought?
I generally enjoy reading books I happened to miss in my teenage years. Had I read The Great Gatsby any sooner than I did in my late twenties, I would not have been ready for it, and the book would have been wasted on me. The same can be said of The Scarlet Letter, 1984, and all of Dostoevsky. Even the books I did read have humbled me upon rereading; Pride and Prejudice wasn’t boring—I was.
Reading through The Grapes of Wrath for the first time this month, I am similarly glad I didn’t read it in high school (most of my peers were not so lucky, having had to read it in celebration of Steinbeck’s 100th birthday). The fault, dear Brutus, is not in the book (though it certainly has faults) but in ourselves—that we, as teenagers who lack historical, political, and philosophical context, are underlings. One can criticize Atlas Shrugged for presenting a selective, romanticized view of the capitalist entrepreneur (which, according to Rand’s premises, was thorough, correct, consistent, and, for what it was, defensible) which might lead teenagers to be self-worshipping assholes who, reading Rand without nuance, take the book as justification for mistaking their limited experience of reality as their rational self-interest. One can do much the same, though for ideas fundamentally opposed to Rand’s, for The Grapes of Wrath.
A member of the Lost Generation, John Steinbeck was understandably jaded in his view of 19th-century American ideals. Attempting to take a journalistic, modern view of the Great Depression and Dust Bowl from the bottom up, he gave voice to the part of American society that, but for him, may have remained inarticulate and unrecorded. Whatever debate can be had about the origins of Black Tuesday (arguably beginning more in Wilson’s Washington and Federal Reserve than on Wall Street), the Great Depression hit the Midwest hardest, and the justifiable sense that Steinbeck’s characters are unfair victims of others’ depredations pervades The Grapes of Wrath, just as it articulates one of the major senses of the time. When I read the book, I’m not only reading of the Joad family: I’m reading of my own grandfather, who grew up in Oklahoma and later Galveston, TX. He escaped the latter effects of the Dust Bowl by going not to California but to Normandy. I’m fortunate to have his journal from his teenage years; other Americans who don’t have such a journal have Steinbeck.
However, along with the day-in-the-life (in which one would never want to spend a day) elements of the plot, the book nonetheless offers a selectively, one might even say romantically, presented ideology in answer to the plot’s conflict. Responding to the obstacles and unfairness depicted in The Grapes of Wrath one can find consistent advocacy of revolution among the out-of-work migrants that comprise most of the book. Versus Rand’s extension of Dagny Taggart or Hank Rearden’s sense of pride, ownership, and property down to the smallest elements of their respective businesses, one finds in Steinbeck the theme of a growing disconnect between legal ownership and the right to the land.
In the different reflections interpolated throughout the Joads’ plot Steinbeck describes how, from his characters’ view, there had been a steady divorce over the years between legal ownership of the land and appreciation for it. This theme was not new to American literature. The “rural farmer vs city speculator” mythos is one of the fundamental characteristics of American culture reaching back to Jefferson’s Democratic Republicans’ opposition to Adams’s Federalists, and the tension between the southwest frontiersman and the northeast banker would play a major role in the culture of self-reliance, the politics of the Jacksonian revolution onward, and the literature of Mark Twain and others. Both sides of the tension attempt to articulate in what the inalienable right to property inheres. Is it in the investment of funds and the legal buying and owning of land, or is it in the physical production of the land, perhaps in spite of whoever’s name is on the land grant or deed? Steinbeck is firmly in the latter camp.
However, in The Grapes of Wrath one finds not a continuation of the yeoman farmer mythos but an arguable undermining of the right to property and profit, itself, that undergirds the American milieu which makes the yeoman farmer possible, replacing it with an (albeit understandable) “right” based not on production and legal ownership, but on need. “Fallow land’s a sin,” is a consistent motif in The Grapes of Wrath, especially, argue the characters, when there are so many who are hungry and could otherwise eat if allowed to plant on the empty land. Steinbeck does an excellent job effecting sympathy for the Joads and other characters who, having worked the soil their whole lives, must now compete with hundreds of others like them for jobs paying wages that, due to the intended abundance of applicants, fall far short of what is needed to fill their families’ stomachs.
Similarly, Steinbeck goes to great pains to describe the efforts of landowners to keep crop prices up by punishing attempts to illegally grow food on the fallow land or pick the fruit left to rot on trees, as well as the plot, narrowly evaded by the Joads, to eradicate “reds” trying to foment revolution in one of the Hoovervilles of the book (Tom Joad had, in fact, begun to advocate rising up against landowners in more than one instance). In contrast to the Hoovervilles and the depredations of locals against migrant Okies stands the government camp, safely outside the reach of the local, unscrupulous, anti-migrant police and fitted out with running water, beneficent federal overseers, and social events. In a theme reminiscent of the 19th-century farmers’ looking to the federal government for succor amidst an industrializing market, Steinbeck concretizes the relief experienced in the Great Depression by families like the Joads at the prospects of aid from Washington.
However, just as Rand’s depictions of early twentieth-century America is selective in its representation of the self-made-man ethos of her characters (Rand omits, completely, World War I and the 1929 stock market crash from her novels), Steinbeck’s representation of the Dust Bowl is selective in its omissions. The profit-focused prohibitions against the Joads’ working the land were, in reality, policies required by FDR’s New Deal programs—specifically the Agricultural Adjustment Act, which required the burning of crops and burying of livestock in mass graves to maintain crop prices and which was outlawed in 1936 by the Supreme Court. It is in Steinbeck’s description of this process, which avoids explicitly describing the federal government’s role therein, where one encounters the phrase “grapes of wrath,” presaging a presumable event—an uprising?—by the people: “In the souls of the people the grapes of wrath are filling and growing heavy, growing heavy for the vintage.” Furthermore, while Rand presents, if in the hypothetical terms of narrative, how something as innocuous and inevitable as a broken wire in the middle of a desert can have ramifications that reach all the way to its company’s highest chair, Steinbeck’s narrative remains focused on the Joads, rarely touching on the economic exigencies experienced by the local property and business owners except in relation to the Joads and to highlight the apparent inhumanity of the propertied class (which, in such events as the planned fake riot at the government camp dance party, Steinbeck presents for great polemical effect).
I use “class” intentionally here: though the Great Depression affected all, Steinbeck’s characters often adopt the class-division viewpoint not only of Marx but of Hegel, interpreting the various landowners’ actions as being intentionally taken at the expense of the lower, out-of-work, classes. Tom Joad’s mother articulates to Tom why she is, ultimately, encouraged by, if still resentful of the apparent causers of, their lot:
“Us people will go on living when all them people is gone. Why, Tom, we’re the people that live. They ain’t gonna wipe us out. Why, we’re the people—we go on.”
“We take a beatin’ all the time.”
“I know.” Ma chuckled. “Maybe that makes us tough. Rich fellas come up an’ they die, an’ their kids ain’t no good, an’ they die out. But, Tom, we keep a-comin’. Don’ you fret none, Tom. A different time’s comin’.”
Describing, if in fewer words than either Hegel or Marx, the “thesis-antithesis-synthesis” process of historical materialism, where their class is steadily strengthened by their adverse circumstances in ways the propertied class is not, Mrs. Joad articulates an idea that pervades much of The Grapes of Wrath: the sense that the last, best hope and strength of the put-upon lower classes is found in their being blameless amidst the injustice of their situation, and that their numbers makes their cause inevitable.
This, I submit, is as much a mythos—if a well-stylized and sympathetically presented one—as Rand’s depiction of the producer-trader who is punished for his or her ability to create, and, save for the discernible Marxist elements in Steinbeck, both are authentically American. Though the self-prescribed onus of late 19th- and early 20th-century literature was partially journalistic in aim, Steinbeck was nonetheless a novelist, articulating not merely events but the questions beneath those events and concretizing the perspectives and issues involved into characters and plots that create a story, in the folk fairy tale sense, a mythos that conveys a cultural identity. Against Rand’s modernizing of the self-made man Steinbeck resurrects the soul of the Grange Movement of farmers who, for all their work ethic and self-reliance, felt left behind by the very country they fed. That The Grapes of Wrath is polemical—from the Greek πολεμικός for “warlike” or “argumentative”—does not detract from the project (it may be an essential part of it). Indeed, for all the license and selectivity involved in the art form, nothing can give fuel to a cause like a polemical novel—as Uncle Tom’s Cabin, The Jungle, and many others show.
However, when it comes to assigning polemics to students without hesitation, I…hesitate. Again, the issue lies in recognizing (or, for most students, being told) that one is reading a polemic. When one reads a polemical novel, one is often engaging, in some measure, with politics dressed up as story, and it is through this lens and with this caveat that such works must be read—even (maybe especially!) when they are about topics with which one agrees. As in many things, I prefer to defer to Aristotle, who, in the third section of Book I of the Nicomachean Ethics, cautions against young people engaging in politics before they first learn enough of life to provide context:
Now each man judges well the things he knows, and of these he is a good judge. And so the man who has been educated in a subject is a good judge of that subject, and the man who has received an all-round education is a good judge in general. Hence a young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character; the defect does not depend on time, but on his living, and pursuing each successive object, as passion directs.
Of course, the implicit answer is to encourage young people (and ourselves) to read not less but more—and to read with the knowledge that their own interests, passions, neuroses, and inertias might be unseen participants in the process. Paradoxically, it may be by reading more that we can even start to read. Rand becomes much less profound, and perhaps more enjoyable, after one reads the Aristotle, Hugo, and Nietzsche who made her, and I certainly drew on American history (economic and political) and elements of continental philosophy, as well as other works of Steinbeck and the Lost Generation, when reading The Grapes of Wrath. Yet, as Aristotle implies, young people haven’t had the time—and, more importantly, the metaphysical and rhetorical training and self-discipline—to develop such reflection as readers (he said humbly and as a lifelong student, himself). Indeed, as an instructor I see this not as an obstacle but an opportunity—to teach students that there is much more to effective reading and understanding than they might expect, and that works of literature stand not as ancillary to the process of history but as loci of its depiction, reflection, and motivation.
Perhaps I’m exaggerating my case. I have, after all, taught polemical novels to students (Anthem among them, as well as, most recently, 1984 to a middle schooler), and a novel I’ve written and am trying to get published is, itself, at least partially polemical on behalf of keeping Shakespeare in the university curriculum. Indeed, Dostoevsky’s polemical burlesque of the psychology behind Russian socialism, Devils, or The Possessed, so specifically predicted the motives and method of the Russian Revolution (and any other socialist revolution) more than fifty years before it happened that it should be required reading. Nonetheless, because the content and aim of a work requires a different context for teaching, a unit on Devils or The Grapes of Wrath would look very different from one on, say, The Great Gatsby. While the latter definitely merits offering background to students, the former would need to include enough background on the history and perspectives involved to be able to recognize them. The danger of omitting background from Fitzgerald would be an insufficient understanding of and immersion in the plot, of Steinbeck, an insufficient knowledge of the limits of and possible counters to the argument.
Part of the power and danger of polemical art lies in its using a fictional milieu to carry an idea that is not meant to be taken as fiction. The willing suspension of disbelief that energizes the former is what allows the latter idea to slip in as palatable. This can produce one of at least two results, both, arguably, artistic aberrations: either the idea is caught and disbelief is not able to be suspended, rendering the artwork feeling preachy or propagandistic, or the audience member gives him or herself over to the work completely and, through the mythic capability of the artistic medium, becomes uncritically possessed by the idea, deriving an identity from it while believing they are merely enjoying and defending what they believe to be great art. I am speaking from more than a bit of reflection: whenever I see some millennial on Twitter interpret everything through the lens of Harry, Ron, and Hermione, I remember mid-eye-roll that I once did the same with Dagny, Francisco, and Hank.
Every work of art involves a set of values it seeks to concretize and communicate in a certain way, and one culture’s mythos may be taken by a disinterested or hostile observer to be so much propaganda. Because of this, even what constitutes a particular work as polemical may, itself, be a matter of debate, if not personal taste. One can certainly read and gain much from reading any of the books I’ve mentioned (as The Grapes of Wrath‘s Pulitzer Prize shows), and, as I said, I’m coming at Grapes with the handicap of its being my first read. I may very well be doing what I warn my students against doing, passing judgment on a book before I understand it; if I am, I look forward to experiencing a well-deserved facepalm moment in the future, which I aim to accelerate by reading the rest of Steinbeck’s work (Cannery Row is next). But this is, itself, part of the problem—or boon—of polemics: that to avoid a premature understanding one must intentionally seek to nuance their perspective, both positively and negatively, with further reading.
Passively reading Atlas Shrugged or The Grapes of Wrath, taking them as reality, and then interpreting all other works (and, indeed, all of life) through their lens is not dangerous because they aren’t real, but because within the limits of their selective stylization and values they are real. That is what makes them so powerful, and, as with anything powerful, one must learn how to use them responsibly—and be circumspect when leading others into them without also ensuring they possess the discipline proper to such works.
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It’s probably a good time to re-colonise Shakespeare
The Renaissance was a spectacular time for literature, arts, and anatomy. The sheer wealth of geographical expansion reinvigorated Europe and invited it to explore, research, and discover. This period was crucial for the conflict between religion and knowledge, a subject thoroughly explored in Doctor Faustus. The Italian Renaissance especially brought forward many crucial questions about life and death, religion, exploration and other issues.
But this is no longer at the forefront of Renaissance studies. The calls for decolonisation have been sounding for quite a while and it’s slowly becoming a subject mainly discussed by right-wing self-proclaimed pseudo-intellectual political commentators. Is it still worth talking about? It might be.
Many students join the English departments armed with an entire collection of Shakespeare’s works and a copy of Doctor Faustus, anticipating learning all there is to know about Renaissance in literature.
Well, those students would be sorely disappointed. The loudest calls for decolonisation have been coming from The Globe, the first Shakespearian theatre. On the very front of their website, we can see ‘Anti-Racist Shakespeare’ in big red letters. When looking at their blog entry from August 2020, a completely innocuous and not totally coincidental date, the quote from Professor Farah Karim-Cooper sheds a lot of light on what’s happening with Shakespeare:
As the custodians of Shakespeare’s most iconic theatres, we have a responsibility to talk honestly about the period from which he emerged and challenge the racist structures that remain by providing greater access to the works and demonstrating how Shakespeare speaks powerfully to our moment.
This is fascinating, as this then led to many movements to decolonise the literary genius. Universities advise students to listen to a podcast about the importance of ‘decolonising Shakespeare’ and the first lecture is basically a lesson on why Shakespeare is not universal and must be redefined.
The lecture material encourages students to look out for ‘colonial oppression’ and invites students to not only decolonise Shakespeare but also the Renaissance. Put your Marlowe in the rubbish, the reading list is now filled with race-related, women-related plays, geared not at looking into the genuine literary wealth of Shakespeare, but at intersectionality. The anti-Semitism in The Merchant of Venice is barely visible under the colossal shadow of the potential ‘queerness’ within the novel. The patriarchy and the search for something that isn’t there take precedence over trying to uncover important truths.
The lecturers may find it laughable that some people oppose decolonisation. They seem to be engaging in strawman ‘oh does that mean that we’re not going to teach Shakespeare? Of course not!’ But that’s not the point.
I think that if we’re tearing down statues in Bristol and across the US, Shakespeare is potentially one of the cultural statues that could come down
Professor Ayanna Thompson, ‘Shakespeare Teachers’ Conversation’
If universities endorse the above message, what signal are they sending to their students? Of course, they may laugh trying to explain that it doesn’t mean literally tearing down Shakespeare, but the point stands. What they are trying to do is to reconstruct the existing understanding of Shakespeare and re-create it in order to accommodate people who hate them.
Shakespeare was a white Anglo male and lived during the beautiful age of colonial expansion. No one should be worried about saying this one way or another. There’s nothing wrong with it either. I personally believe that Doctor Faustus is a far more important novel than ‘The Masque of Blackness’ by Ben Jonson who wrote quite a dull play about black people searching for the land where they can become white and beautiful.
I understand that this is supposed to make the students uncomfortable and convince them to engage critically with the racism in the past; but don’t we all already know this? Isn’t it much more productive to focus on the plays that could relate better to contemporary issues? Apparently not.
Midsummer Night’s Dream is apparently about patriarchy and The Merchant of Venice is gay. The problem with academia these days is not that there are modules that are ideological; no, the ideology very easily just seeps into everything. There is no way out anymore – most academics are left-wing so naturally their modules will be geared in that direction also. This wouldn’t be an issue as this has been happening for aeons. The problem is that this then creates a whole army of impressionable young people whose main focus will be the discussion on intersectionality and race when there is so much more that Shakespeare can offer. The only way to circumvent it is to rediscover the truths that Renaissance literature has to offer. Reject intersectionality and race and embrace tradition.
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Ride (read) or Die: 2023 Book Report (Part I)
Following on from last year’s experiment of attempting to read at least 10 pages of a book a day to increase my reading, I found it thoroughly enjoyable and wished to continue my reading journey in 2023. About halfway through last year, a friend of mine suggested to me that the 10 pages target could be detrimental to my overall reading, as it would encourage me to simply put the book down after just 10 pages (something I later realised it was doing). This year, I chose to do away with the 10 pages target and have decided to just make a pledge to read every day. In the first week of the year, I have already read considerably faster than last year, so I think perhaps my friend was on to something.
I also realised, reading back on last years review scores, that I was a very generous reviewer. I think this was because I did not have enough experience to know what made a book good or bad. I hope that my reviews can be more reflective of the overall reading experience this year.
Book 1: Brave New World by Aldous Huxley
Read from: 01/01/2023 to 08/01/2023
Rating: 4/5
When I was about 12 years old, I read 1984. Perhaps a bit too young to fully grasp the meaning of the book, I was still obsessed by it. I fell in love the ‘alternative history’ genre, which is why I am so surprised that I did not read this book sooner. Aldous Huxley’s ‘Brave New World’ gave me a great deal of nostalgia for my younger reading days. It brought back that same feeling of intrigue and dread which I had felt whilst reading Orwell’s work.
The book is set in the distant future, about 600 years after Henry Ford developed the assembly line and mass production. Ford is revered as a sort of semi-deity amongst the population, who regularly use his name instead of ‘God’. A society which praises stability and predictability above all else, no one knows of passion or love, no one is born naturally (instead being birthed through artificial methods), and a rigorous caste system is enforced by making some people stupid, and some people clever during the artificial birth process – alphas sit at the top, and epsilons at the very bottom. Children are ‘conditioned’ to be extremely comfortable with the roles they have been given in life, and to actively avoid intermingling and seeking activities the controllers of the world deem wrong. Sex is easily acquired, and children are encouraged to engage in ‘erotic activities’ with each other from a very early age. People live shorter but considerably happier lives with little to no unpleasant experiences, and regularly take ‘soma’, a near perfect drug with no hangover or negative side effects.
One of the main characters of the book, Bernard Marx, is a misfit. A designated Alpha, he is considerably shorter than his peers, and has been marked out because of this (as shortness is linked to being a member of a lower caste). He doesn’t understand why he is unhappy with the system around him, but he feels uneasy about it. For example, he has a strong attraction to another alpha, Lenina Crowne, but doesn’t understand why. He is skirting along the fringes of ideas like monogamy and chastity but can’t quite explain why he would want this.
Bernard takes Lenina to a ‘Savage Reserve’ (an area designated as not worth developing), and accidentally meets with a man called John who, through no fault of his own, has been stuck on this savage reservation, with the actual savages, since birth. Bernard takes the savage back to civilisation to attempt to learn more from him and his strange ideas about love, modesty, romance, and passion.
I really enjoyed the literary devices employed by Huxley in the book. His writing style is straight forward and relatively easy to follow. Sometimes it felt a bit too straight forward, however, with only one predictable twist and an ending which felt a bit flat and unexciting. Still, however, it was a pleasant read which conveyed the stories message (that a world free from want and sacrifice is not necessarily a good one) in a way that was subtle and very interesting. Overall, a book that I would thoroughly recommend.
Book 2: Storm of Steel by Ernst Junger
Read from: 08/01/2023 to 14/02/2023
Rating: 5/5
This book was given to me by a very good friend. He had, by some miracle, found this 1941 copy in a second-hand bookshop. Knowing that I was desperate to get my hands on an original translation copy of Storm of Steel before I had sullied myself by reading a more contemporary translation, he bought it for me to read.
What a superb book. What a fascinating read. Ernst Junger takes us on an incredible journey through his experiences in the first world war as a young officer in the German army with immense attention to detail and a spectacular writing ability. Alongside his more general accounts of the fighting, Ernst interweaves his own thoughts on the state of warfare, the reasoning behind conflict, and the virtue in soldiering. Ernst does not shy away from declaring that taking part in the first world war was one of the most foundational and important experiences of his life. He seems to have genuinely enjoyed his time as a soldier and was sincerely disappointed at Germany’s surrender. His rationale behind these beliefs are interesting, and he goes in to great detail to explain his personal philosophy around conflict, and why he believes that soldiering is inherently a good thing.
Not only does Ernst make haste to convince you of the benefits of being a soldier, but he also goes into detail to describe what makes a good person, or more specifically, a good man. Ernst talks a lot of honour, courage, and honesty in his writing. He speaks of his enemies, the English and French, in high esteem, and tells the reader that he tried to keep his own men in good standards. He discusses the importance of valour and of dying with courage (he himself never surrendered and was wounded multiple times). His philosophy on this is very interesting and has been a very jarring counter to the mainstream ‘war is bad’ angle that is taken by other accounts of World War One.
The general structure of the book is good. Ernst tries to remain as consistent as possible with his timing and pacing. However, due to the nature of a book about a war, it is not always possible to keep pacing at a consistent rate. This is understandable and does not detract from the book. Just be aware that there are moments when nothing is happening which are suddenly punctuated by moments in which everything seems to be happening.
I would thoroughly recommend this book to anyone interested in the first world war. It has been an exciting and amazing read which has proven to be a favourite of the year so far. Thank you again to my friend Andrew for buying it for me, I appreciate it very much.
Book 3: The Metamorphosis by Franz Kafka
Read from: 14/02/2023 to 19/02/2023
Rating: 3/5
I only know about this book from various niche references and jokes on twitter. I assume this is one of those books that is compulsory for American High School students to read (as they seem to be the type most frequently discussing it online and in the review sections). The concept of the story interested me – a man becoming a bug, how absurd? But I really had no bias going into this book. I normally understand at least a little bit about the books I am reading before I read them, but I had absolutely no clue what I was getting into when I read this.
Kafka is known for his absurdist and transformative pieces of work, and I can understand why this short story has become his most famous. The book focusses on the story of Gregor Samsa, a travelling salesman who wakes up one morning to discover he has transformed into a giant bug. You would assume at this point that more context would be given, but no. Kafka doesn’t supply us with anything else – only the knowledge that Gregor is now a bug and must live as a bug. Being the sole breadwinner for his parents and sister, his metamorphosis causes immediate problems for all of them, and forces his relatives to actually go out and find work in order to support themselves for a change. All while this is happening, Gregor is stuck at home and simply crawls around, as a bug would. Gregor becomes completely dehumanised whilst his family struggle and cope with their new situation, eventually not even being referred to as ‘Gregor’ but simply as a monster.
The book’s theme is heavily centred on the idea of dehumanisation and alienation. Gregor is beloved and revered by his parents and sister because he earns a very good salary and keeps them well. As soon as he is no longer able to do that (Kafka using the transformation into a bug as a metaphor for ‘becoming useless’) his family still care for him but grow to despise him as they are forced to take up all of the work that he once did to support them. His family, however, do become stronger without him. Suddenly forced into the ‘real world’ again matures them all. His father takes up a respectable job and literally becomes stronger and healthier. His sister matures and develops into a ‘full woman’, and his mother is able to cope with the grief and stress of life at home again in a less pathetic way. Overall, the experience is not entirely bad for the family. Kafka is using this to reflect how dependence can make a person weak, and having the rug finally pulled from under them can improve their lot.
The book is extremely short and can be read in a few hours if you were really desperate to finish it. Kafka is know for his novellas and short stories, and this is no exception. Overall I liked the book but I felt no great connection to it. It was ‘fine’. I often found myself bored by it and couldn’t be bothered to continue reading. Kafka’s writing style is not my favourite in this piece of work. Overall I would recommend it (especially if you want to get the kudos for reading a classic novella in a short amount of time), but I would say that you shouldn’t expect something breath-taking, its an alright book. I hope the next few short stories I read of his are a bit more engaging.
Book 4: In the Penal Colony by Franz Kafka
Read from: 19/02/2023 to 19/02/2023
Rating: 4/5
I only own this book because my copy of ‘The Metamorphosis’ came with it as well (along with ‘The Judgement). Kafka’s stories are very short, so it makes sense that they would bundle them all together like this, and I am glad that I can get a few different stories all together in one book.
This story is a very narrow one. A nameless visitor to a nameless penal colony is being shown around a piece of equipment by a nameless officer whilst a nameless soldier and a nameless condemned man watch on. The officer goes on to explain that this piece of equipment is a torture and execution device which was created by the penal colony’s previous commandant who is now dead. The officer laments the condition of the machine and says that executions have become very unpopular after the commandant’s death, and he is the sole advocate for it now (with promises that a silent majority still agrees with him).
The officer is desperately excited to explain how the machine works in excruciating detail. He is extremely persistent in explaining to the visitor why it is so important and why it is an effective method of punishment.
The overall meaning of this book is difficult to grasp specifically, but can be read in different ways. It can be potentially read as a critique of totalitarianism, with the officer taking the law into his own hands and becoming a tyrant. The book can also be read as an analogy to the Old and New Testament (the old commandant being an analogy for God in the Old Testament and the new commandant being an analogy for God in the New Testament). Another common reading of the book is that it is a critique of carrying out acts which no longer have meaning or relevance to the bitter end – few people like the machine, so why does the officer continue to use it?
This book is very short and can be comfortably read in a day. I preferred this book to The Metamorphosis. I am not sure why, I just felt more inclined to want to read it. The flow of the story is more readable, and I found the characters and their plots more engaging, hence the 4 out of 5 star rating instead of a 3. If you’re looking for a short classic, I would recommend it.
Book 5: The Judgement: A Story for F. by Franz Kafka
Read from: 19/02/2023 to 20/02/2023
Rating: 4/5
Much like the previous book, I only read this because it was at the back of my copy of ‘The Metamorphosis’. This is a very short story, the shortest of the three that I have read so far. Owing to that, please don’t expect a long review as there is not a great deal to talk about.
The book is very narrow and focusses on only two main characters, a son and his father. The son is in the process of inviting his friend, who lives in Russia, to attend his wedding. His father, who is clearly senile and afraid of being forgotten by his son, has a very strange reaction to this – initially claiming he doesn’t know the Russian friend, before finally admitting that he does know him and then claiming that he, in fact, is a far better friend to the Russian than his son is.
It is difficult for me to explain this book more fully without giving too much away, as it is such a short story. But I do find it very odd. Kafka’s style of writing and his general themes continue to boggle and confuse me, but I am glad for this – it is quite refreshing to read things which are so absurd and strange.
The more I read his work, the more I become interested in Kafka. When I first started reading him, I was quite put off. I found his style very rough and difficult to ease in to. But, after getting more acquainted with his work, I’m actually starting to enjoy the lunacy. I have a much better grasp on what ‘Kafkaesque’ means now, and I would be more than happy to read more of his work in the future.
Overall, a good book which can be read in less than an hour. If you were interested in getting into Kafka, this is a good one to start with given its shortness. After doing some research, I also discovered that Kafka himself thought that this was one of his best pieces of work – yet another reason to read this if you wanted to ‘get into’ Kafka.
This is the first installment in a three-part series. Follow The Mallard for part two!
