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cultural history, literary criticism and theory, guidance notes

cultural history, literary criticism and theory, guidance notes

Gertrude Stein

May 26, 2018 by Roy Johnson

art-collector, writer, modernist celebrity patron

Gertrude Stein (1874-1946) was an American writer and art-collector who went to live in Paris and became a celebrated figure in the European modernist movement between 1910 and 1930. She was personally acquainted with artists Pablo Picasso and Georges Braque, and at her soirees she entertained writers such as Ernest Hemingway and F. Scott Fitzgerald. She wrote memoirs and novels, developed an avant-garde prose style, and had a famously lesbian relationship with her fellow expatriate Alice B. Toklas. She lived through two world wars, and had what is now seen as a very dubious attitude to the political events of her era.

Gertrude Stein

portrait by Pablo Picasso


Gertrude Stein – life and work

Stein was born in Allegheny, Pennsylvania, which is now part of Pittsburg. Her parents were upper middle class Jews with holdings in real estate. When she was three the family moved to live in Vienna, then to Paris, before returning to America. They settled in Oakland, San Francisco. She was a voracious reader as a young girl. Both parents died whilst she was a teenager, and she moved to live with her brothers and sisters in Baltimore.

She attended Radcliffe College, which was then part of Harvard University. There she studied philosophy and psychology under William James, brother of the novelist Henry James. She conducted experiments in ‘automatic writing’ – which was later (incorrectly) compared to ‘stream of consciousness’ writing.

William James encouraged her to enrol for medical studies so that she could develop her interest in psychology. At Johns Hopkins Medical School two things happened: she quickly became bored with medicine, and she had a sexual awakening with fellow student Mary Bookstaver. The affair was later fictionalised in her first novel Q.E.D.

In 1903 she moved with her elder brother Leo to live in Paris near the Luxembourg Gardens on the Left Bank in an apartment with a studio attached. Leo had an introduction to the art dealer Vollard, through whom they encountered Cezanne, whose works they bought. This led to the acquisition of paintings by Gaugin and. Matisse, who became a personal friend.

She started a cultural salon, which met on Saturday evenings. When Leo bought his first painting by the up-and-coming Pablo Picasso, they were introduced to the twenty-four year old Spaniard, who was commissioned to paint the now famous portrait of Gertrude, a work that he rated very highly. This immediately preceded his cubist period.

Stein began writing in earnest, working on Three Lives which she regarded as her first book (having forgotten about the unpublished Q.E.D.). This was privately printed and considering the fact that she was an unknown writer it received good reviews, including one from H.G. Wells. The following summer in Fiesole near Florence she began work on The Making of Americans, a lengthy family history which was to become her major work.

Alice Toklas arrived in Paris in 1907 as a fellow American Jewish ex-patriate. She quickly became Gertrude Stein’s companion, amanuensis, cook, lover, and ‘wife’. Their relationship lasted forty years.

Meanwhile the art collection continued to expand at an extraordinary rate. It must be said that both Leo Stein and his sister Gertrude had an unerring eye for all that was new and of lasting quality in modern painting. Canvasses were stacked high on the walls of the studio in the Rue de Fleurus.

Th artists who frequented her salon constitute a roll call of modernism – many of them visitors long before they became famous. Regulars included Picasso, Juan Gris, Robert Delaunay, Douanier Rousseau, plus writers such as Guillaume Apollinaire and Max Jacob. Stein and Toklas became particularly friendly with the composer Eric Satie.

There was also contact with the world of English art. She was visited by Roger Fry, Clive Bell, Jacob Epstein, and Wyndham Lewis. But as the war approached Leo Stein decided to live in Florence. He and Gertrude divided the collection of paintings between them. The separation was not amicable, and it proved to have negative repercussions later – particularly for Alice Toklas.

When the war broke out Stein was staying with Alfred North Whitehead in Cambridge. There she met Lytton Strachey and Bertrand Russell. As soon as they obtained the necessary papers she and Alice Toklas returned to Paris. After despatching copies of her manuscripts to America for safekeeping, they went to stay in Palma de Mallorca.

Eventually they returned to Paris and joined the American Fund for French Wounded – Gertrude driving a car she had imported from America. They were sent to Perpignan and were later decorated for their services to the troops.

After the war she met Sylvia Beach, the owner of the famous Parisian bookshop Shakespeare and Company. Through this connection she made friends with Man Ray and Ezra Pound. There were also social contacts with Ernest Hemingway, T.S. Eliot, the sculptor Lipschitz, Jean Cocteau, and Scott-Fitzgerald.

She and Alice Toklas spent a long time in St Remy de Provence where she developed her ‘experimental’ style of writing. There was also some theorising about the nature of vocabulary, grammar, sentences, and paragraphs – much of which was eventually published in How to Write.

She also had contact with musicians George Antheil and Virgil Thompson who became close friends. Stein provided the libretto for Thompson’s opera Four Saints. She was also introduced to the English poet and eccentric Edith Sitwell, a contact which led to speaking engagements in Oxford and Cambridge.

Her avant-garde work was published in various literary magazines, including the short-lived transition, which also presented the work of Samuel Beckett and James Joyce. Then the ever-faithful Alice Toklas published her work in a privately-printed series called Plain Edition. Meanwhile, her reputation was being promoted by her friend Mabel Dodge Luhan, a wealthy patron of the arts.

In 1934 she returned to America after a thirty year absence for a lecture tour which was well publicised and resulted in a publishing contract with Random House. She settled in the south of France and befriended the French historian Bernard Fay, who was to have an important part to play in her later years.

Politically she was radical in a manner few would have expected. She believed that Adolf Hitler deserved the Nobel Peace Prize, and she supported General Franco during the Spanish Civil War. Then, at a time when many radicals and persecuted minorities were fleeing the onset of Nazi Germany, she stayed stubbornly in Paris. Even when the second world war began, she simply sealed up her priceless art collection, and it remained untouched until her death.

She too remained untouched, whilst Vichy France deported 75,000 other Jews to the concentration camps – only three percent of whom survived. It is thought that she was being protected by the influence of Bernard Fay, who was a collaborator with the Nazis.

But Stein was herself also an active collaborator, a supporter of Marshal Petain, the head of Vichy France. She even translated some of his speeches, which she found ‘really wonderful … so extraordinary’. In 1944 whilst she was living in southern France, the entire population of Jewish children from her town were deported to Auschwitz. And she remained a supporter of Petain even after the war when he was being sentenced to death as a collaborator. Her friend Bernard Fay received a similar sentence, but he managed to escape to Switzerland, with money supplied by Alice Toklas.

In 1946 Stein died of stomach cancer at the age of seventy-two and was buried at Pere Lachaise cemetary in Paris. She willed much of her estate to Alice Toklas, including the art collection, which had by then increased enormously in value. However, their relationship as two lesbians had no legal status at that time. The Stein family removed the paintings from Toklas’s residence during her absence and locked them in a vault. Toklas died in poverty at the age of eighty-nine and was buried next to Gertrude Stein in Pere Lachaise.


Gertrude Stein – study resources

The Autobiography of Alice B. Toklas – Penguin – Amazon UK

The Autobiography of Alice B. Toklas – Penguin – Amazon US

The Making of Americans – Amazon UK

Gertrude Stein: Selected Writings – Amazon UK


Getrude Stein – biography

Gertrude Stein famously gave an account of her own life by writing The Autobiography of Alice B. Toklas (1933). This is largely an account of their years together in Paris – but told as if from the point of view of her companion, amanuensis, and lover, Alice Toklas.

It is a curious book in that it relates the events of their partnership in a faux-naif manner, as if a child were trying to string together fragments of experience, and failing completely to give them chronological order or any sort of rational coherence.

It is difficult to say if Stein adopted this childish and clumsy style as an oblique attempt to humiliate Alice Toklas, or if she was merely exercising the flat and inelegant manner she made famous and which was later said to have influenced Ernest Hemingway. The text purports to be written by Alice Toklas, but it is Stein’s own creation, talking largely about herself as if from Toklas’s point of view:

Sentences not only words but sentences and always sentences have been Gertrude Stein’s life long passion. And so she had then and indeed it lasted pretty well to the war, which broke down so many habits, she had then the habit of beginning her work at eleven o’clock at night and working until the dawn. She said she always tried to stop before the dawn was too clear and the birds were too lively because it is a disagreeable sensation to go to bed then. There were birds in many trees behind high walls in those days, now there are fewer.

The literary ‘style’ is characterised by incessant repetition, non-sequiturs, and fractured syntax. And Stein does not shrink from writing flattering assessments of her own ‘genius’, disingenuously putting the words of praise into someone else’s mouth.

She [Stein] had come to like posing, the long still hours followed by a long dark walk intensified the concentration with which she was creating her sentences. The sentences of which Marcel Brion, the french critic has written, by exactitude, austerity, absence of variety in light and shade, by refusal of the use of the subconscious Gertrude Stein achieves a symmetry which has a close analogy to the symmetry of the musical fugue of Bach.

This commendation of her genius is so valuable, she repeats it several times throughout the work. When Stein rather hesitantly gave a written presentation at Oxford, she was pleased to report the audience response in similar self-congratulatory manner:

One of the men was so moved that he confided to me as we went out that the lecture had been his greatest experience since he had read Kant’s Critique of Pure Reason.

As to her writing, there is no shortage of ambition or scope. This is what she says of her one thousand page ‘novel’ The Making of Americans:

And it was to be the history of a family. It was a history of a family but … It was getting to be a history of all human beings, all who ever were or are or could be living

As you can see see, she is not hampered by excessive modesty or self-doubt. The net result of this close attention to language and her claims to a passionate concern for the sentence and the paragraph was prose of this quality:

We happened to go to a show of pictures at the Galerie Bonjean. There we met one of the russian brothers, Genia Berman, and Gertrude Stein was not uninterested in his pictures. She went with him to his studio and looked at everything he had ever painted. He seemed to have a purer intelligence than the other two painters who certainly had not created the modern movement, perhaps the idea had been originally his. She asked him telling her story as she was fond of telling it at that time to anyone who would listen, had he originated the idea. He said with an intelligent inner smile that he thought he had. She was not at all sure that he was not right. He came down to Bilignin to see us and she slowly concluded that though he was a very good painter he was too bad a painter to have been the creator of an idea.

Just in case this might seem like selective quotation or biased, special pleading, here is the opening of one of her short stories from the collection Tender Buttons. The story is entitled Rooms.

Act so that there is no use in a centre. A wide action is not a width. A preparation is given to the ones preparing. They do not eat who mention silver and sweet. There was an occupation.

A whole centre and a border make hanging a way of dressing. This which is not why there is a voice is the remains of an offering. There was no rental.

So the tune which is there has a little piece to play, and the exercise is all there is of a fast. The tender and true that makes no width to hew is the time that there is question to adopt.

Gertrude Stein was a celebrated figure in her own circle of fashionable wealthy American expatriates, but it is not altogether surprising that her literary output now remains largely forgotten.

© Roy Johnson 2018


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Filed Under: 20C Literature, Biography Tagged With: Biography, Cultural history, Gertrude Stein, Literary studies, Modernism

Guide to Literary Britain and Ireland

June 26, 2009 by Roy Johnson

illustrated encyclopedia of writers and places

Writers in Britain (no less than those in any other part of the world) have often been influenced by the localities in which the have been born and grown up. There are whole mythologies built around the Brontes and Yorkshire, Thomas Hardy and the West Country, Charles Dickens and London. But the influence actually goes further back than that. For instance in the late eighteenth and early nineteenth centuries, people from all over Europe flocked to Scotland, inspired by the writing of Walter Scott.

Guide to Literary Britain and Ireland Wordsworth and his friends almost single-handedly created a passion for the English Lake District which continues to this day. People queue up to peep into Dove Cottage, then go back home to houses ten times the size. Jane Austen has her own museum in Bath, because she captured the city so well in her work, even though she only spent a brief period of her short life there. But these are the well known examples. Less well known but just as interesting socially and geographically are the names listed in this encyclopedia of literature and place which explains connections between writers and locations from the smallest villages via towns and cities, to palaces and country seats which are like separate worlds of their own.

The other interesting factor here is that entries take a historical view of places – so that the record stretches well back beyond the recent past. And it also includes writers who were well known in their own day, even though they might not be now.

So, whilst you get pages of information about Shakespeare and Stratford on Avon (for obvious reasons) the entry on my own home city of Manchester includes Elizabeth Gaskell and Anthony Burgess (both fairly well known) but also the less well known Thomas de Quincy, Harrison Ainsworth, Howard Spring, George Gissing, and even Nobel Prize winner Elias Canetti, who lived here for a while.

I was even more interested to read the details of an entry concerning Christopher Isherwood and his connections with the now defunct Marple Hall in Cheshire. His much neglected – and in my opinion his best – novel The Memorial (1932) is set there. He inherited the hall, but gave it away to his brother.

There are all sorts of unexpected informational gems – such as the fact that Nathaniel Hawthorne lived in Southport; Henry James wrote The Spoils of Poynton in Torquay; and Vladimir Nabokov lived in Trinity College, Cambridge. Entries range from Adelstrop and Abingdon to Wormwood Scrubs and Zennor – famous for having expelled D.H.Lawrence during the First World War on suspicion that he was a German spy.

It’s packed with little gems like that, and the nice thing is that although the big names are not neglected, the smaller, the second.rate, and the also-rans are listed too – and this makes it a work of fairly serious reference rather than just a coffee-table guide. And with two indexes, you can look up either authors or places you might plan to visit. It’s the sort of book that reinforces the idea that people from all over the world probably regard Britain as a nation of writers and poets.

© Roy Johnson 2008

Guide to Literary Britain and Ireland   Buy the book at Amazon UK

Guide to Literary Britain and Ireland   Buy the book at Amazon US


Daniel Hahn and Nicholas Robins, The Oxford Guide to Literary Britain and Ireland, Oxford: Oxford University Press, third revised edition 2008, pp.370, ISBN: 0198614608


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How to buy books for a penny

February 8, 2013 by Roy Johnson

conrad_nostromo_2find bargains at online bookshops

I’ve bought several books for a penny each in the last couple of weeks at Amazon. Yes – that’s one penny. And they were not tatty old paperbacks, but hardback reference works of 400 pages plus, in tip top condition, plus a couple of classic novels.

There are several factors that create this state of affairs:

  • new books drive down the value of old books
  • book sales are dropping in global terms
  • more people are buying eBooks
  • eCommerce is changing business practices

What type of books for a penny?

There are lots of junk books for a penny available – as you would expect. But there are just as many that have real intrinsic value in the hands of the right person:

  • dictionaries
  • reference books
  • classic novels
  • out of date text books
  • software and IT manuals

A copy of the classic reference book Whitaker’s Almanack for instance contains lots of valuable information, even if it’s a few years out of date.

You can bet that the capital city, the geography, and the principal imports and exports of Tasmania have not changed much in the last two or three years.

Jane Austen’s Pride and Prejudice hasn’t changed at all since it was first published nearly two hundred years ago. So you can safely buy a copy that happens to be fifty years old – especially if it’s a nice hardback edition, printed on good paper.

Say you were a student of mathematics. A textbook explaining algebra, geometry, or calculus can’t really be ‘out of date’ – because the rules and equations in maths are fixed as part of their very nature.

In the world of computer technology, developments are so rapid that both software and hardware are updated every few weeks. A guidance manual to a digital camera, an operating system, or a laptop computer has almost zero value after about twelve months. But it might be useful to you if it matches the age of your equipment.


Why do books for a penny exist?

Theese bargain books are available for two good reasons:

Reason one
The bookseller wants to get rid of books that aren’t selling and are taking up valuable storage space.

This makes room for books that are more popular and will make more money in terms of sales.

Reason two

The bookseller is getting valuable information in return for the sale – your name, postal address, email address, and your reading preferences.

The bookseller can make use of this information in any future marketing campaigns.


Hardback Vs paperback

Check the book descriptions carefully. You might find a hardback edition available for the same price as a paperback. Old paperbacks tend to disintegrate, and a hardback edition will be more durable, even if it is much older

A hardback might also have additional features – such as illustrations, photographs, and maps.


How to interpret descriptions

Here is a typical description from a bookseller’s advert – and on some sites you might get a photograph of the book as well.

Ex-Library Book. Has usual library markings and stamps inside. Has been read but remains in clean condition. All pages are intact and the cover is intact. The spine may show signs of wear. All orders are dispatched within 1 working day from our UK warehouse. Established in 2004, we are dedicated to recycling unwanted books on behalf of a number of UK charities who benefit from added revenue through the sale of their books plus huge savings in waste disposal. No quibble refund if not completely satisfied.

  • Ex-Library book – That’s OK: libraries often laminate their books, to make them more durable. The book might have tickets and coloured stamp markings inside.
  • Pages and cover inteact – Good. That means it’s in reasonable external condition.
  • Spine wear – That is perfectly normal on an old book.
  • Despatched within one day – Good! Order it in the morning: you might receive it next day.
  • Charity donation – You are helping a charity, and saving a book which would otherwise be pulped.
  • Money-back guarrantee – You can trust them to honour their promise – for reasons discussed below.

If you want to go into further detail, have a look at our guidance notes on bookseller jargon.


Can you trust the seller?

Almost all bookseller want to gain reputations for good service and prompt delivery. Amazon and AbeBooks have ratings systems in place. Customers can award good (or bad) marks to the online bookseller.

Believe me – these booksellers are very, very keen to keep their ratings as high as possible. They know that if they send you shoddy goods that are badly wrapped, they will lose credibility,


Postage

Of course, you’ve got to pay the postage for these books to be delivered to your front door. But with an average charge of £2.50 (or $4.00 – €3.00) ask yourself if it would cost you that much to travel to your nearest big bookshop.

You might have to wait two or three days (in the UK) for the book to arrive – but in some cases if you order early in the morning, it’s possible that the book could arrive next day.

However, some online booksellers have free delivery options.


Examples of books for a penny

I ran a test and came up with the following examples. All were available for one penny.

These are the original book reviews on this site. Click through to Amazon, When you get there, be prepared to do a bit of clicking around.

books for a penny Roget’s Thesaurus [Reference – hardback]

books for a penny Portrait of a Marriage [Biography – hardback]

books for a penny Brewer’s Dictionary of Phrase and Fable [Reference – hardback]

books for a penny iPhone UK The Missing Manual [Guidance manual – paperback]

books for a penny Style: ten lessons in clarity and grace [Style guide – paperback]

© Roy Johnson 2013


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How to create a bibliography

November 16, 2009 by Roy Johnson

the basic conventions for academic writing

1. bibliographyAt the end of any scholarly writing (an essay, report, or dissertation) you should offer a list of any works you have consulted or from which you have quoted. This list is called a bibliography – literally, a list of books or sources.

2. The traditional way of showing this information is to use the following sequence:

Author – Title – Publisher – Date

Terry Eagleton, Literary Theory, Oxford: Blackwell, 1983.

3. In some cases, you might be expected to present this information with the author’s surname listed first – as follows:

Eagleton, Terry. Literary Theory, Oxford: Blackwell, 1983.

4. If you are using the Harvard system of notation, the date follows the author’s name – thus:

Eagleton, T. (1983), Literary Theory, Oxford: Blackwell

5. Notice that book titles are shown in italics.

6. If you are using a ‘standard’ text, give the editor’s name first, as in the following examples:

Mark Amory (ed), The Letters of Evelyn Waugh, Weidenfeld and Nicolson, 1980.

Frank Kermode (ed), The Tempest, Methuen, 1954.

7. List the items of a bibliography in alphabetical order according to author’s or the editor’s surname.

8. Don’t list works you have not consulted or from which you have not quoted. Doing this creates the impression that you are trying to claim credit for work you have not actually done.

9. You might find that your bibliography repeats much of the information given in your endnotes or footnotes. Don’t worry about this: these two separate lists have different functions. In addition, your bibliography may contain works from which you have not directly quoted.

10. Here’s an extract from the bibliography of a second year undergraduate essay on the sociology of domestic labour:

Bibliography

Beeton, I., Beeton’s Book of Household Management, Chancellor Press, 1991.

Best, G., Mid-Victorian Britain 1851-75, Fontana, 1979.

Branca, P., Silent Sisterhood, Croom Helm, 1975.

Burman, S. (ed), Fit Work for Women, Croom Helm, 1979.

Burnett, J., Useful Toil, Allen Lane, 1974.

Darwin, E., ‘Domestic Service’, The Nineteenth Century, Vol.28, August 1890.

Davidoff, L., The Best Circles, Croom Helm, 1973.

Davidoff, L., ‘Mastered for Life: Servant and Wife in Victorian and Edwardian England’, Journal of Economic and Social History, Vol.7, 1974.

The Harvard System

11. Some subjects adopt the Author-Date method of referencing – which is also known as the Harvard System. Full details of the texts you have quoted are placed in the bibliography in the following order:

Author – Date – Title – Place – Publisher

Smith, John. (1988) The Weavers’ Revolt, Chicago, Blackbarrow Press.

12. The list of texts which appears at the end of your essay should be arranged in alphabetical order of the author’s surname. The list differs from a traditional bibliography in that the date of publication follows the author’s name.

So – the same bibliography shown above would appear as follows in Harvard style:

Bibliography

Beeton, I. 1991 Beeton’s Book of Household Management, Chancellor Press.

Best, G. 1979 Mid-Victorian Britain 1851-75, Fontana.

Burman, S. 1979 (ed), Fit Work for Women, Croom Helm.

Darwin, E. 1890 ‘Domestic Service’, The Nineteenth Century, Vol.28, August.

Davidoff, L. 1973 The Best Circles, Croom Helm.

Davidoff, L. 1974 ‘Mastered for Life: Servant and Wife in Victorian and Edwardian England’, Journal of Social History, Vol.7.

Davidoff, L. 1987 and Hall, C., Family Fortunes, Hutchinson.

[…and so on]

bibliography Full details of Harvard style referencing.

© Roy Johnson 2009


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How to read a novel

June 21, 2011 by Roy Johnson

reading skills for appreciating fiction

Studying FictionIf you love reading novels you’ll know that they can offer an entire world in which to get imaginatively lost. People read Wuthering Heights and actually cry when the heroine Cathy dies half way through the story. They read The Wind in the Willows and are utterly charmed by the antics of characters pottering about on a river – all of whom are little animals. Or they read Mary Shelley’s Frankenstein and are terrified by the story of a scientist who manufactures life and finds the thing he creates going out of control. The important question is how to read a novel in order to get the most out of it?

It’s true that some people read novels ‘just for the story’, or ‘to see what happens next’. Once they have finished reading, they retain only a vague notion of what the novel was about, and they pass the book on to the local charity shop. But to understand novels at a deeper level and to get more from them, all you need to do is keep a few issues in mind whilst you’re reading. It’s not difficult – and with practice, it becomes easier, then second nature.

What you will be doing is keeping one part of your attention focussed on the events of the story, but other parts on how the story is being told, features of the characters, and the finer points of language in the text. You will become an intellectual multi-tasker.

These guidance notes will give you some idea of things to look for, and activities you might not have thought of before. This approach will help you find greater depths and meanings in the world of fiction. It will also help you to understand how skilled authors put a story together, and how their works are full of subtle and complex effects which make their fictional worlds believable to us.


1. The author

Make a note of the author’s name – and try to find out something of the background or biography. If the author is well known, simply type <Author Name Biography> into Google, and you will get the life story plus links to further reading at Wikipedia.

What are the author’s dates? The answer to this question gives you a historical context into which the book and its author can be placed. More on this later.

There is no guaranteed one-to-one connection between authors’ lives and the stories that they write, but most novelists write about issues that interest them or have touched their imagination in some way.

Has the author written any other books of the same kind? Where does the one you are reading appear in the list? Does it fit into a particular genre – which means the type of story. Is it a romance, thriller, or detective story? Each of these genres has its own ‘rules’.

For instance best-selling Agatha Christie specialised in detective stories. We admire the way her sleuths Hercule Poirot and Miss Marples solve crimes from shrewdly observed details. But we wouldn’t expect them to behave in the same way as secret agent James bond in Ian Flemming’s spy thrillers.


How to read a novel


2. The book

Pick up the book you’re going to read. What do you know about it already? There’s a lot of information about it that’s part of the book itself. The back cover might give you a taster of the plot or details of the author.

When was the book first published? Turn inside to the title, then look on the next page, which usually gives details of its publication. Has it been reprinted a number of times? That’s usually a sign of its popularity.

First published 1988

Reprinted 1990, 1992, 1994

Second edition 1996

New introduction (c) Simon Blackstaff 2005

This tells us that the book was successful on first publication, that a new edition was created after less than ten years, and that after seventeen it has been dignified with an introduction.

Have a look at the opening of the novel. Charles Dickens’ A Tale of Two Cities begins

It was the best of times: it was the worst of times.

You just know that this is going to be a novel of tension and conflict from the very opening sentence.


3. The introduction

The book might have an introduction – often written by someone other than the author (as in the example above). This will usually give you information about the characters and themes of the novel – which could be helpful in telling you what to look out for.

It should not give away crucial details of the plot. But no matter how carefully written, it’s bound to influence the way you read the novel. You have two choices. You can read it either before or after you read the novel.

As you develop more experience and confidence, you’ll probably choose to read the introduction after reading the novel. This will enable you to form your own opinions of the book, without being influenced from the outset.


4. The story

In a novel, the story is basically a sequence of what happens in the book. It is a narrative of events arranged in some time sequence. As a reader, you are being invited to follow this sequence until you reach the end of the novel and have the complete picture in your mind.

Most people have no trouble in understanding a simple series of events – even if they contain flashbacks or a jumbled time-sequence. That’s because almost everybody has followed stories in books, newspapers, and on television. Problems only arise when the novel is long, complex, and contains lots of characters.

When that’s the case, you will need to become a more active reader. This means making a brief note of what happens in each chapter – plus creating a list of characters.

These notes and lists will help you in two ways. You will have a record of names and events to which you can refer. But more importantly, the very act of writing them down will help you to remember them.


5. The characters

Authors can choose any number of ways to make their characters realistic, memorable, or convincing. They might give them a striking physical appearance, make them act in a vivid manner, or have them speak in a way that stands out.

Miss Havisham, the embittered old woman in Great Expectations, was jilted at the altar, and has been wearing her wedding dress ever since. The detective Sherlock Holmes plays the violin (and takes opium!) whilst he is solving crimes. Humbert Humbert in Lolita makes literary jokes whilst he is murdering his rival, Clare Quilty. Heathcliffe in Wuthering Heights jumps into the grave of his true love Catherine Earnshawe, wishing to embrace her as if she was alive. You will not forget these characters after reading about them.

At the opening of Pride and Prejudice it might not be easy to distinguish between Mr Bingley and Mr Darcy when they set the hearts of the Bennet girls fluttering. But if you make brief notes on what you know about them (age, home, appearance) it will help you to understand their roles in the story.


Studying FictionStudying Fiction is an introduction to the basic concepts and technical terms you need when making a study of stories and novels. It shows you how to understand literary analysis by explaining its elements one at a time, then showing them at work in short stories which are reproduced as part of the book. Topics covered include – setting, characters, story, point of view, symbolism, narrators, theme, construction, metaphors, irony, prose style, tone, close reading, and interpretation. The book also contains self-assessment exercises, so you can check your understanding of each topic.

Studying Fiction Buy the book at Amazon UK
Studying Fiction Buy the book at Amazon US


5. The plot

In a novel, the story is basically the sequence of what happens. It’s not the same thing as the plot. E.M.Forster explained the difference as follows:

“The king died and then the queen died” is a story. “The king died, and then the queen died of grief” is a plot.

The key difference here is that element of causality. There is some significant reason connecting events in the story. In a murder story the detective eventually finds hidden connections between clues to solve a crime. In Pride and Prejudice the heroine Elizabeth Bennett overcomes her prejudice and realises that the hero Mr Darcy is in love with her after all. In Great Expectations the hero Pip eventually realises that his true benefactor is not a rich woman but a convict he helped to escape as a child.

Some novels have plots that are quite difficult to unravel, but good authors normally give readers enough evidence to be able to work out what is going on. Hidden solutions and surprise endings produced like rabbits out of a hat leave readers feeling cheated.


6. The theme

The theme in a novel is not the same thing as the story or plot. It’s something larger and more general – like a single concept, or the moral of the story. For instance Jane Austen’s Mansfield Park explores the theme of education. It’s a story of a young girl who goes to live with rich relatives and eventually marries their youngest son. But almost every character in the novel learns a lesson from mistakes or errors of judgement they make.

So – the story is a version of the Cinderella tale – the poor young girl who eventually gets her prince. But the theme of the novel is a more subtle issue, running through the lives of other characters as well.


7. The style

The style in which a novel is written will reveal one very important factor – the author’s attitude to the content of the story. This will give you some idea of how to ‘read’ the novel: that is, how to understand and appreciate it.

Here’s the opening of Raymond Chandler’s 1939 hard-boiled detective novel The Big Sleep.

It was about eleven o’clock in the morning, mid October, with the sun not shining and a look of hard wet rain in the clearness of the foothills. I was wearing my powder-blue suit, with dark blue shirt, tie and display handkerchief, black brogues, black wool socks with dark blue clocks on them. I was neat, clean, shaved and sober, and I didn’t care who knew it. I was everything the well-dressed private detective ought to be. I was calling on four million dollars.

The main hallway of the Sternwood place was two stories high. Over the entrance doors, which would have let in a troop of Indian elephants, there was a broad stained-glass panel showing a knight in dark armor rescuing a lady who was tied to a tree and didn’t have any clothes on but some very long and convenient hair. The knight had pushed the vizor of his helmet back to be sociable, and he was fiddling with the knots on the ropes that tied the lady to the tree and not getting anywhere. I stood there and thought that if I lived in the house, I would sooner or later have to climb up there and help him. He didn’t seem to be really trying.

This is a first-person narrative. The fictional detective Marlowe is relating the story – so his manner of expression tells us a lot about him. It also tells us how the author Raymond Chandler is inviting us to view the story.

The literary style provides us with lots of conventional details – his suit, shirt, and shoes – but then he reveals that he is ‘sober’. This not only tells us that he normally drinks a lot, but his comment ‘I didn’t care who knew it’ is the sort of amusing and ironic inversion that helps to create his witty yet tough-guy persona.

‘I was calling on four million dollars’ In a factual sense he is visiting someone rich: but the expression does a lot more. This is a compressed figure of speech (metonymy) which also characterises the crime novel. It’s like a cartoon, with everything summed up in a single vivid image.

How to read a novelMarlowe’s description of the stained glass window reinforces his characterisation. He describes the figures in a naive manner, as if he had never seen such an emblematic composition before. The lady ‘didn’t have any clothes on’ and the knight has pushed his visor back ‘to be sociable’ but he was ‘not getting anywhere’. Raymond Chandler is simultaneously creating his main character – who is tough, but a little naive – and is giving us clues about how we should view the novel. It’s not to be taken entirely seriously. In fact describing European art from a naive American perspective is a device he has taken from Mark Twain. There is lots of serious crime ahead in the rest of the novel, but he is creating a witty and ironic point of view which we are invited to share.


8. The setting

It is possible to have novels with no setting. The events might take place in a character’s mind – as in Dostoyevski’s Notes from Underground for instance, or Samuel Beckett’s The Unnamable. But most novelists will try to convince readers to take their stories seriously by giving them a credible setting. Charles Dickens’s Bleak House is set in a London whose streets we can still walk down; and the events of Tom Woolfe’s The Bonfire of the Vanities can be traced on a street map of New York – as we once did when I was teaching that novel.

Some novelists are able to evoke the spirit of a place so vividly that literary tourists are attracted from all over the world to visit the locations. Bath is full of Jane Austen fans, re-tracing the steps of characters from Nothanger Abbey, and large parts of south-west England (Dorset, Wiltshire, and Somerset) attract visitors to Thomas Hardy’s fictional region of Wessex. He might have changed the name of the hills above Dorchester to Egdon Heath, but his passionate description of the countryside is so vivid and powerful that readers will travel half way round the world to see the original.


9. Historical context

This term means ‘social conditions at the time the novel was written’. In other words, the sort of things that were happening, how people behaved, and what they believed in the period the novel was written. Your awareness of these matters will depend upon the depth of your historical knowledge, and it is something which you will develop, the more your read.

Why is it important? Here’s an example – from Jane Austen again. Any number of her young female characters have their eye fixed upon marriage, but they have to be very careful about choosing the right man. All sorts of moral problems arise in her novels about making the right decision. If something goes wrong and the engagement goes on too long or is broken off, it will be regarded as disastrous.

You might think – what’s the problem? She can simply choose somebody else.

But in polite society during the early nineteenth century, women were not free to act as they wished, and certainly not free to choose a husband. A broken engagement would cast a dark shadow over a young woman’s reputation. It would be thought that if her fiance broke off the engagement, there must be something wrong with her.

The same suspicion would even fall on an engagement that was protracted. If the man had made his choice (it was the man who proposed) then his failure to follow through would immediately arouse suspicion – on the woman.

The stories and plots of any number of novels rest on social conditions quite unlike our own, and in fact at a more advanced level of reading the content of novels is one of the richest sources of social history we may have about a period.


10. Reading and taking notes

Novels will yield up more of their riches if you are prepared to do a little work whilst reading them. This means making notes as you go along. You can make a note of anything that strikes you as interesting, but here are some suggestions:

  • the appearance of characters
  • recurring themes or motifs
  • features of the author’s style
  • plot twists or crucial scenes
  • important details of the story

It’s certainly a good idea to summarize the events of each separate chapter. This will help you keep the events of the story in your mind.

Some do’s and don’ts

If something strikes you as important or interesting, underline the text – but also put a word or two in the margin that gives it a title. In other words, give a name to what you think is important.

Don’t underline whole paragraphs: that creates an ugly page, and it’s a waste of time. Instead, write a note in the top or bottom margin, saying what you think is important. Or put a circle round a name or a special couple of words.


Teaching the Novel and Reading for Pleasure



Salman Rushdie

© Roy Johnson 2011


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In Dreams Begin Responsibilities

April 3, 2017 by Roy Johnson

tutorial, commentary, study resources, and web links

In Dreams Begin Responsibilities (1938) is a collection of short stories which propelled Delmore Schwartz into literary prominence at the age of only twenty-five. He was a young Jewish writer from Brooklyn, New York who went on to become a prominent figure in the literary and intellectual life of the city.

Most people will know about him from the fictionalised portrait that forms the basis of Saul Bellow’s novel Humboldt’s Gift (1975). This invention charts the rise and fall of their friendship, and the tragedy of Schwartz’ descent into madness, alcoholism, and an early death in 1966.

In Dreams Begin Responsibilities

The title story In Dreams Begin Responsibilities appeared in the very first issue of the influential magazine Partisan Review. It is based on the disastrous marriage of his parents who divorced when Schwartz was only nine.

In the story a young man recounts the courtship of his mother and father – as if he were watching the event projected as a silent film in a movie theatre. His eager father takes his mother to Coney Island for the day in order to make a marriage proposal. At first the event goes well and they are both very happy; but then his father becomes irritated and impatient – at which point the boy in the cinema bursts out with a passionate note of warning:

“Don’t do it. It’s not too late to change your minds, both of you. Nothing good will come of it, only remorse, hatred, scandal, and two children whose characters are monstrous.”

it transpires that the story is being presented by the son at an older age. The narrative gains much of its force from what has passed in between the childhood ‘memory’ and the narrative present, which is not directly related. The story suggests that what started out as a positive relationship eventually resulted in a failed marriage that has left one of its offspring traumatised.

This petulant outburst achieves its dramatic effect because the story is being related simultaneously on three separate time planes:

  • the father’s courtship of the mother
  • the boy’s experience of the picture show
  • the son’s revelation at twenty-one

There are also two further levels of meaning in the story – both of which suggest the influence of Franz Kafka, whom Schwartz had read. The first is that the narrator, having made his premonitory warning against the marriage of his parents, is reproached by the usher who shows him out of the ‘cinema’. The usher’s admonition completely undercuts the assurance of the boy’s outrage:

“What are you doing? Don’t you know that you can’t do whatever you want to do? Why should a young man like you, with your whole life before you, get hysterical like this? Why can’t you think of what you’re doing?”

The second level of meaning which also strongly echoes Kafka, is that no matter that the boy’s retrospective warning against his parents’ marriage (which he perceives as a disaster), it is also an example of a child’s primordial fear of its parents’ sexuality. Kafka’s stories and literary fragments are packed with similar scenes.

Schwartz’ precocious skill was to compress all these levels of chronology and meaning into one quite short story. He wrote it in one weekend when he was only twenty-one

America! America! is a sketch of immigrant family life = their hopes, aspirations, and failures. The Baumanns carry the culture of the Old Country with them, but they have high expectations of the new Utopia. Unfortunately, in the years of the 1930s depression, it cannot live up to them:

The expectations of these human beings who had come in their youth to the new world had not been fulfilled in the least. They had above all expected to be rich, and they had come with a very different image of what their new life was to be.

The character through whose eyes the events unfold is Shenandoah Fish. He sees the weaknesses and failures of the American Dream, but realises that he is part of the collective experience:

His separation was actual enough, but there existed also an unbreakable unity. As the air was full of the radio’s unseen voices, so the life he breathed in was full of these lives and the age in which they had acted and suffered.

The collection also contains one or two stories offering satirical views of life amongst young New York intellectuals. These are coded sketches of the fashionable people with whom Schwartz was mixing in the late 1930s and 1940s. However, without editorial explanations they are unlikely to be identified by most readers today.

In The World is a Wedding Schwartz captures the language and attitudes of a whole group – second generation Jewish immigrants who have been educated in the Brave New World to which their families brought them for a better life. They have the comforts that their parents have worked hard for, but they do not want to work in the shop or continue the family traditions.

They have even had time to develop pretensions. A young bohemian parades his know-it-all attitudes to a middle-aged first generation woman. The woman’s son then remarks “You have just seen a genius” – to which his mother replies “How much money does he make?” The answer to this (which is not given) is nothing – because he doesn’t have a job.

Delmore Schwartz never fulfilled his early promise, and his final years were truly tragic, but this collection of early and mid-period stories illustrate why so many people rated him so highly. He seems to have paved the way for the next generation of Jewish writers such as Saul Bellow and Philip Roth. And the collection is worth it for the title story alone.

© Roy Johnson 2017

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Delmore Schwartz, In Dreams Begin Responsibilities, London: Souvenir Press, 2014, pp.202, ISBN: 0285636693


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Literary Criticism – a new history

September 7, 2010 by Roy Johnson

aesthetic theory from the classical period to the present

Gary Day’s main argument in his impressive study Literary Criticism – a new history is that literary criticism is like a pendulum that swings backwards and forwards in different historical epochs. At one moment it emphasizes the text, and at the next its effect upon the reader. He traces all the main schools of literary criticism, starting with classical Greek and Roman writing on aesthetics, and he shows that many of the notions people imagine to be new have actually been around for two thousand years or more. This makes his book a good antidote to the mistaken idea that literary criticism began in the 1970s with the discovery of French structuralism.

Literary CriticismHe takes the history of both literature and literary criticism through the distinct phases of its historical development, starting with the classics, then looking successively at Medieval, Renaissance, Enlightenment, Romantic, and Modern phases. His emphasis on the whole is on English criticism, though it does not preclude an occasional consideration of other cultures.

His examination of criticism relating to the earlier periods has the instructive effect of condensing their ideas and ‘theory’ into digestible chunks. He points out that in the medieval period for instance there was no concept of either literature or criticism as we know them – only ‘commentary’ on sacred texts. The Greco-Roman classics for instance were interpreted as guides to (Christian) moral behaviour. The medieval period also gave rise to the concept of the auctor (author). It also saw, towards its end, the rise of the written vernacular. Latin was the language of learning, but as trade between nations increased there was more reason than ever for people to use and learn each other’s native language.

In the Renaissance period Day argues that a crucial issue was the Protestant-inspired translation of the Bible into English. This gave the common man both access to divine scripture and the right to its interpretation – previously only in the remit of the church itself. The introduction of printing and the establishment of a vernacular English that pushed out Latin and French as the lingua francas of official discourse led to the publication of books for readers’ pleasure. This in turn gave rise to a literature of the popular marketplace and a need to make distinctions between such products and a canon of revered classics. It is easy to see the point that Gary Day makes several times throughout this study – that many of the critical issues debated with such recent ferocity were evident in literary history centuries ago.

His chapter on the English Enlightenment draws interesting parallels between criticism and finance. If the intrinsic value of a paper five pound note was certainly not five pounds, because there was not a one-to-one correspondence between signifier and signified, so the value of a work of literature could not be determined by the accuracy of its correspondence with some value in the real world.

There is a strong period of Neoclassicism in the eighteenth century that Day attributes to a desire for order, proportion, and rule-based authority after the uncertainties created by the Civil War. However, he argues that it failed to take permanent root and only sprang back into life now and again during politically reactionary phases.

In his chapter on the Romantic period he argues that the cult of individualism, ‘sensibility’, and nature was a reaction to the industrial revolution which reduced man to a mere part in the economy of mass production. Thus the literary criticism that emerged emphasized the possibilities of individual response to and interpretation of a text. This tendency reached its apogee in the art for art’s sake movement at the end of the nineteenth century when all connections between art and moral improvement were finally denied completely.

When it comes to the twentieth century he understandably sees Freud, Max Plank and Picasso as exemplars of revolutionary thinking, though the literary critics he first considers are the very unfashionable Walter Orage and G.K. Chesterton. But in fact the main focus of interest in his final chapter is the establishment of English Studies in the UK university system – a surprising phenomenon both in its recency and the controversy that surrounded it.

Fortunately, he does finish by looking at three major figures critics who were influential from the mid-century onwards – I.A.Richards, William Empson, and F.R.Leavis. He explains their critical methods and their significance, and finally lets himself off the leash to take a few well-aimed swipes at Catherine Belsey, who is obviously his bete noir.

This is not simply gratuitous rival-bashing however, for one of Day’s habits that I found quite entertaining was his demonstrating links between debates held centuries ago with those of the last two or three decades – to show that there is very little that is totally new under the sun. And he is also much given to taking pot shots at the current academic culture of ‘skills’ and ‘performance indicators’ that have come to replace a serious interest in the subject of literature and literary criticism.

He has very little to say about contemporary forms of literary criticism which range from feminism, postcolonialism, post-Modernism, and queer theory – except to conclude somewhat radically that

the sheer variety should not distract us from one fundamental truth: that the demands of bodies like the Quality Assurance Agency are making the study of literature ever more prescriptive for students while the Research Assessment Exercise has distorted it for academics. Criticism is better off outside the academy.

This sort of writing could signal the beginnings of a long overdue and very welcome change in the practice of academic literary criticism.

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© Roy Johnson 2010


Gary Day, Literary Criticism: a new history, Edinburgh: Edinburgh University Press, 2010, pp.344, ISBN: 0748641424


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Literary Theory: a short introduction

August 4, 2009 by Roy Johnson

brief guide to critical approaches to literary studies

This introductory guide to literary theory comes from a new series by Oxford University Press. They are written by specialists, aimed at the common reader, and offer an introduction to the main cultural and philosophical ideas which have shaped the western world. Jonathan Culler avoids the common approach of explaining the various schools of literary criticism by choosing instead a set of topics and showing what various literary theories have to say about them.

Literary Theory: a short introduction There’s a certain amount of sleight of hand. In explaining ‘theory’ in its modern sense he doesn’t acknowledge the profound difference between this loose use of the term and a scientific theory, which can be proven or disproven. Nor does he acknowledge the sort of special pleading and self justification which is passed off as ‘philosophy’ in the work of someone such as Michel Foucault. But he does have a persuasive way of explaining some of these difficult ideas in terms which the common reader can understand.

The topics he chooses turn out to be very fundamental questions such as ‘What is literature?’ – that is, are there any essential differences between a literary and a non-literary text. These are questions to which common sense supplies rapid answers, but when Theory is applied, unforeseen complexities arise.

In fact when he looks more closely at the nature, purpose, and the conventions of literature, he claims that one of the purposes of Theory is to expose the shortcomings of common sense.

There’s an interesting chapter on language and linguistic approaches to literary theory where he discusses Saussure and Chomsky, the differences between poetics and hermeneutics, and reader-response criticism. Any one of these approaches is now the basis for a whole school of literary theory.

When he gets to genre criticism there’s a useful explanation of lyric, epic, and drama – though it’s not quite clear why he separates narrative (stories and novels) into a chapter of its own.

However, when it does come, his explanation of narrative theory is excellent. His account of plot, point of view, focalisation, and narrative reliability will help anyone who wants to get to grips with the analysis of fiction.

He ends with brief notes explaining the various school of literary theory which have emerged in the recent past – from New Criticism, through Structuralism, Marxism, and Deconstruction, to the latest fashions of Post-Colonialism and Queer Theory.

In one sense the book’s title is slightly misleading. It should be Modern Literary Theory. But this is a very interesting and attractive format – a small, pocket-sized book, stylishly designed, with illustrations, endnotes, suggestions for further reading, and an index.

© Roy Johnson 2005

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Jonathan Culler, Literary Theory: A Very Short Introduction, Oxford: Oxford University Press, 2005, pp.149, ISBN: 019285383X


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Literary Theory: the basics

May 24, 2009 by Roy Johnson

schools of literary criticism 1900-2000 explained

Despite its title, this is a survey of modern literary criticism. Hans Bertens starts from a critique of Matthew Arnold’s liberal humanist and essentially romantic appeal that literature exists on a higher spiritual plane that we are invited to visit. He then goes on to show the links with T.S.Eliot, Ivor Richards, F.R.Leavis, and the New Criticism of the United States in the early decades of the last century. Then its on to the Russian formalists and Prague structuralism – Shklovsky, Propp, and Jakobson .

Literary Theory: the basicsThese progress by a slightly dog-legged chronology to the French structuralists of the 1960s and 1970s. Roland Barthes picks up Saussure and runs with the ball of structuralism. Genette develops the same lines in his theories of narratology. When it came to Marxism I had a minor quibble with his account of ideology and I think he lets Georgy Lukacs off rather lightly – but on the whole it’s an even-handed treatment.

I enjoyed his explanations of feminism, race, and gender theory, and I couldn’t help feeling that his own interests were transmitted more infectiously as his story approached the present. What a rich choice of approaches any young student of literature has today.

When he arrives at the ‘poststructuralist revolution’ you have to be prepared for an excursion into the realms of philosophy. Literature seems a long way off, but you’ll get an account of Derrida which makes him seem almost accessible. The same is true of his chapter on Lacan

We know now that the deconstructionists took literary theory to a point where it appeared that nothing certain could be said about a text. So what happened afterwards? Well – it’s interesting that the fashions in literary theory which followed tend to focus upon on a single topic – race, class, sexuality, colonialism, or gender, and erect a series of abstact generalisations upon it.

Bertens gives very generous considerations to these late twentieth-century developments. The strength of this approach is that the theories are explained very well. The weakness is that we don’t get to see them applied. Literary texts themselves seem a long way off, and only get the occasional mention. It’s really difficult to see what ‘queer theory’ can tell us about Bleak House or The Odyssey. Go on – prove me wrong.

Nevertheless, I think this is a book worth recommending to people embarking on literary studies at undergraduate level, if for no other reason than it gives a reasonable account of what these theories claim without shirking from their weaknesses. And as he points out, although the latest of them tend to claim the intellectual high ground, their predecessors are still in general circulation.

Each separate chapter is followed by an annotated bibliography of further reading. I mention the annotation because this makes it far more useful to the reader than the long bare listings you usually find in books of this kind.

© Roy Johnson 2007

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Hans Bertens, Literary Theory: The Basics, Abingdon: Routledge, 2nd edition 2007, pp.264, ISBN: 0415396719


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Literature and the Great War

June 9, 2013 by Roy Johnson

conflict, culture, language, and literature 1914-1918

Literature and the Great War is a study of the relationship between language, literature, and the events of the conflicts that took place between 1914 and 1918. It also addresses the fact that quite a lot of what we call ‘war poetry’ and ‘first world war memoirs’ was not produced during that period, but many years later – for very good reasons.

With the exception of poetry, which can quickly capture impressions and emotions on the fly, most writing about major events in other genres such as stories, novels, documentaries, histories, and autobiographies require a period of reflection and digestion before they can be properly expressed. This is especially true of events as cataclysmically disruptive as the first world war – which turned the whole world’s view of itself upside down.

Literature and the Great WarThere were memorable and enduring works written during the conflict — Henri Barbusse’s Under Fire (1916) and the poetry of Wilfred Owen and Edward Thomas. However, the majority of works which seem to encapsulate both the horrors of the war and the almost universal sense of disillusionment which followed were produced almost a decade later — Robert Graves Goodbye to All That (1929), Ernest Hemingway A Farewell to Arms (1929), Richard Aldington, Death of a Hero (1929), Siegfried Sassoon Memoirs of a Fox-Hunting Man (1928), R.C. Sheriff Journey’s End (1929), Erich Maria Remarque All Quiet on the Western Front (1929)

There are a number of explanations for this delay. Many people felt that the horrors of the war were almost too shocking to write about at the time – especially when official propaganda and the newspapers were telling everybody about ‘heroic’ victories and not mentioning the vast number of men slaughtered (the hundreds of thousands killed were described as ‘wastage’).

After the war very few combatants wanted to talk about their experiences, and those who had survived understandably wanted to simply get back to normal life, often feeling guilty about those they had left behind on the Somme, Passchendale, and Gallipoli.

Because everyone had been persuaded that it had been a ‘war to end all wars’ there was a general sense that optimism would prevail. But then in the 1920s came a period of economic collapse, austerity, and poverty throughout most of Europe. Instead of having fought a war to achieve a better world, it appeared that nothing had been achieved at all, and the huge sacrifice of lost lives had been wasted. .It was the period from late 1920s onward when the spate of angry, critical, and anti-establishment narratives concerning 1914—1918 were produced

Nor should it be thought that during the war itself the public were eager for critical accounts of the carnage, the gassings, and the colossal numbers of people killed. Some of the most popular publications at the time were patriotic and religious works speaking to ‘heroism’, ‘sacrifice’. and ‘victory’.

Stevenson’s (persuasive) argument is that society in the post-war period felt saturated by this sort of language, and writers purged their vocabularies of these now-corrupted abstract generalisations. They used instead a language of concrete nouns, in which only that-which-can-be-known was named. Hence the rise in popularity in the 1920s of writers such as Ernest Hemingway, whose terse and pared-down literary prose style had been shaped by his experience of the first world war:

I was always embarrassed by the words sacred, glorious, and sacrifice and the expression in vain … I had seen nothing sacred, and the things that were glorious had no glory and the sacrifices were like the stockyards at Chicago …. Abstract words such as glory, honour, courage or hallow were obscene beside the concrete names of villages, the numbers of roads, the names of rivers, the numbers of regiments and the dates.

The Sun Also Rises (1926) and A Farewell to Arms (1929) were enormously popular at the time, and went on to influence two or three generations of writers (particularly writers of thrillers and crime fiction) until the fashion for this sort of writing faded (following Hemingway’s suicide) in the 1960s.

Stevenson argues that the war produced a fracturing of time and language. Events began to be described as ‘pre-war’ and post-war’; double summer-time was introduced; and ordinary men and women were plunged into a linguistic vortex in which official language in no way reflected the reality they faced every day in the trenches.

An interesting point he makes about the language of the war is that many of the volunteers and conscripts who took part from the early days of 1914 onwards would be young men (almost boys) who at that time had probably never travelled more than a few miles beyond their own towns and villages. Consequently, since there was at that time, no national broadcasting system, they would never have heard speech other than their own regional accents.

In addition to this, they were plunged into Picardy, where the vast majority of them had never heard the French language spoken before. It is not surprising that towns such as Ypres and Auchonvillers were translated into ‘Wipers and ‘Ocean Villas’ and indeed the satirical newspaper produced by the troops was called the Wipers Times. Newly conscipted men also had to grapple with enormous amounts of army slang and jargon – some of it remnants of the imperial past. Words such as cushy, blighty, and dekko were Hindi or Urdu in origin.

The latter part of the book is devoted largely to the reception and evaluation of poetry produced during the war and in the years since, reminding us that at the time religious and patriotic poetry was far more highly regarded, whereas the critical reputation of writers such as Owen, Thomas, and Sassoon has taken much longer to establish

I was glad to see that he put the reputation of Rupert Brooke into perspective. Brooke had glorified a jingoistic sense of Englishness and war prior to 1914 but didn’t actually have any first-hand experience of combat – dying of a rather inglorious flea bite before he reached Gallipoli.

Stevenson does his best to be fair to modernists such as T.S.Eliot and Virginia Woolf, but he misses the opportunity to note that almost the whole of the Bloomsbury Group and its adherents were pacifists during 1914-1918. And this was not based simply on an unwillingness to fight, but on a genuine sense of internationalism and the belief that the war was a huge mistake which need not have taken place. Indeed, before the war had even ended Leonard Woolf helped set up the League of Nations (which went on to become the United Nations) with the sole aim of preventing any further conflicts of its size and kind between nations.

This was an extremely unpopular view to hold at the time – though it has become increasingly sane with hindsight. People were jailed for ‘conscientious objection’ and of course this is a period when young men were executed and crucified in no-man’s-land for crimes of ‘cowardice’ and falling asleep on duty. The only other people to oppose the war on internationalist grounds were figures such as Trotsky and Lenin.

Stevenson’s final chapter considers revisionist histories of the war which have been produced in recent years. He gives their defence of the blundering generals and the gigantic carnage a fair hearing, but eventually undermines their arguments with a few well chosen quotations that emphasise his concluding argument – that we need to read closely and not be swayed by rhetoric and false metaphors.

Revisionist history cannot be accused of ignoring the war’s loss and mutilation. [Gary Sheffield’s] Forgotten Victory is regularly attentive to the ‘callous arithmetic of battle’ and the ‘butcher’s bill’ that resulted. Yet Sheffield also suggests that at one stage that the Canadians’ capture of Vimy Ridge in 1917 was achieved ‘with relatively little difficulty, although at the cost of 11,000 casualties’. Such remarks cast doubt on his promise of ‘analysis based on firm grasp of the facts’. Avoidance of difficulty, even relatively, at the cost of 11,000 casualties, is not fact but interpretation, the kind of interpretation the generals were apt to make themselves.

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© Roy Johnson 2013


Randall Stevenson, Literature and the Great War 1914-1918, Oxford: Oxford University Press, 2013, pp.262, ISBN: 019959645X


Filed Under: 20C Literature Tagged With: Cultural history, Literary studies, Modernism, Poetry, War

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