(#50) / Pride and Prejudice / by Jane Austen / (Book)

Opening

Bibliographic Information:

Pride and Prejudice / by Jane Austen

ISBN-10: 0-486-28473-5 / Dover Publications  

p. 262 / $2.00 (Retail)

1813 (Original) / 1995 (Reprint)

Body of Content 

Summary: The novel Pride and Prejudice centers around the courtships and marriages of the Bennett sisters – numbering five in total – Jane, Elizabeth, Mary, Catherine, and Lydia.  Elizabeth Bennett represents the chief protagonist.  The novel starts with a bachelor – Mr. Bingley – looking for a partner to marry – visiting various social events.  His good friend, Mr. Darcy accompanies him – but Elizabeth immediately forms an ill disregard for the friend.  She is prejudiced against him.  But circumstances cause Elizabeth to visit his household attending to another friend who is sick.  Mr. Darcy misperceives her intentions.  The Bennett parents worry about all of their daughters’ futures – as a married life to a wealthy gentlemen is the chief aim of many British females at the time – as a necessary means to secure their future.  Another man, Mr. Collins asks for the hand of Elizabeth – but surprisingly, she declines his offer of marriage.  If Elizabeth does not marry Mr. Collins, then who will she marry?       

Critique: [Spoiler Alert] Novels are based upon building tension to “the climax” of the novel – the zenith of the story’s actions – before the story produces “falling action” to the novel’s conclusion.  But before the climax, it is not uncommon for multiple pivot points to stand as major markers within the story, which help build the tension – serving to complicate and/or resolve narrative issues up to that point.

One of these early pivot points occurs in the form of a letter – or more directly, upon Elizabeth reading a letter written to her by Mr. Darcy.  In the earlier parts of the novel, she had held a prejudice against him for various reasons – causing her to hold a resentment and cautionary attitude towards him.  After his role in breaking up her sister’s engagement, the prejudice only hardened.  Then, the letter came (p. 133).  In the letter, Mr. Darcy explains his actions – how he actually protected Elizabeth’s sister and the Bennett family from a playboy of a prodigal – from Mr. Bingley. 

Elizabeth’s thoughts and attitudes towards Mr. Darcy soften after reading that letter – and the letter itself stands as an early pivot point – which redirects the rest of the novel – towards a conclusion not possible without the inclusion of the handwritten correspondence.

Teaser: “Love is afoot – love is amiss – pray tell of this love!”  

Information about the Author: Jane Austen lived a few centuries removed from modern times – born in 1775 and dying at the age of 41 in 1817.  A famous author of British descent, Austen wrote a handful of novels including the aforementioned Pride and Prejudice, along with Emma, Mansfield Park, and Sense and Sensibility (Wikipedia, 2011).  Her works continue to spawn modern redactions in both literature and cinema including the satirical book Pride and Prejudice and Zombies and the recent film The Jane Austen Book Club.  Actual adaptions of her works are still popular – particularly Pride and Prejudice.  

Her themes often are comedic in nature – center on the perspectives of women – set against middle-class or affluent classes within English society – and deal with relationships, marriage, 
and/or courtship (Wikipedia, 2011).

Supplemental Material

Genre: Drama / Romance / Humor

Curriculum Ties: History – Victorian era, social customs, English history

Booktalking Ideas: 1) How does courtship compare to modern dating? 2) “Have you ever had to tread over a sibling while pursuing a shared love interest?”  

Reading Level: Women are more interested in the title – with readership including ages 15-18.

Challenge Issues and Defense: Some adult situations and content – overall, though, a pretty safe title.

Personal Reasons for Inclusion: I actually like this book – which is a rare circumstance, given my chromosomal predispositions.  

Last Thoughts

References:

Wikipedia. (2011). Jane Austen [Webpage]. Retrieved from

http://en.wikipedia.org/wiki/Jane_Austen

Listening to (Music):

Artist – Beethoven / Album – “Symphony #9” 

(#35) / The Lion, the Witch, & the Wardrobe (Chronicles of Narnia Series) / by C. S. Lewis / (Book)

Opening

Bibliographic Information:

The Lion, the Witch, & the Wardrobe (Chronicles of Narnia Series) / by C. S. Lewis

ISBN-13: 9780064471046 / HarperCollins Publishers

p. 224 / $6.99 (Barnes & Noble)

1950

Body of Content

Summary: In this novel – the first in the series written by the author, but the second chronologically in the series – Lewis tells the story of four young siblings – of Lucy, Edmund, Susan, and Peter – who stay in a mansion in the English countryside – in order to avoid the city bombing during WWII.  In this mansion, they soon discover a magical wardrobe that leads to an even more magical kingdom.  They encounter various talking animals – a fawn, some beavers, etc. – who tell them that their kingdom is under the spell of the White Witch – stuck in a perpetual winter – but that the siblings’ arrival could change the events of their world.  The animals long for the return of their true king, Aslan – and when he does return – the children must face the prospects of all that they have heard of this magical place.  

Critique: C. S. Lewis’ tale is basically an allegory for the death of Jesus Christ – with Aslan the Lion as the messianic translation.  According to this Narnia novel, Aslan’s death acts as a sacrifice – corresponding to the atonement model dealing with substitutionary atonement.  Theologians have long asked the question – “how” exactly is Jesus’ death meaningful?  Various explanations – or “atonement models” – have been submitted over the centuries by scholars and theologians to articulate doctrines attached to the personhood of Jesus Christ.

What is interesting is that Lewis chooses the “substitutionary atonement” model – which in itself is the view popular within the last few centuries – and overall, provides a very Western way of looking at the issues – but it is not the only explanation given – nor is it the dominant view throughout church history. 

I wonder what the Chronicles of Narnia would look like – particularly how the story of the Witch vs. Aslan would play out differently – or what the outcomes of the children’s lives would look like – if Lewis had chosen another atonement model as the basis for his work – if he had chosen the “Christus Victor” model – or the “Ransom Theory” – or the “Satisfaction Theory” – or the more recently lobbied “Betrayal Model”. 

All of these models could work within the Narnia story – but doing so would require different approaches to character development, a different literary climax, and subsequently an altered denouement.  While such a proposal – of altering the basis for a work – seems a little far-fetched, the novel’s chief purpose is to explain the meaning of Aslan.  Lewis takes – what I would call the safe route – by electing to use the substitutionary model.  A more creative and clever rendition could have occurred if the novel utilized some of the other atonement models.  This is not a fault of Lewis’ work – but at the least, I wish to expose a basic assumption on Lewis’ part – that, for him, the substitutionary model is chief.         

Teaser: Four British youngsters enter a land of fantasy and magic – and they find themselves at the heart of an ancient struggle.

Information about the Author: C. S. Lewis was an English author and professor at Oxford – teaching classes dealing with literature – particularly those dealing with medieval literature and mythologies.  The famed author was also friends with J.R.R. Tolkien, as they both taught at the same university.  Lewis credits Tolkien as a key person in his conversion to Christianity. 

Lewis’ works include many apologetic and religious books, including Mere Christianity, The Screwtape Letters, A Grief Observed, The Space Trilogy, The Great Divorce, along with seven entries into the Narnia canon.    

Supplemental Material

Genre: Christian Fiction / Fantasy

Curriculum Ties: Religion – allegory, mythology  

Booktalking Ideas: 1) Can four brave, young souls sway the outcome of an epic battle between good and evil? 2) What role does the story’s setting during WWII affect other aspects of the storytelling process?

Reading Level: The Narnia books follow the “two under rule” – where a library collection should also have resources that fit two years below the marketed range.  And in this manner, the book is likely read by 12-15 year-old teens.

Challenge Issues and Defense: The religious, allegorical content could offend some parents – particular if held in a public school.  The best defense is to have a wide range of fantasy titles – from various worldviews – including the Golden Compass book from His Dark Materials series by Philip Pullman – which basically, by the author’s own admission, is an allegory for atheism.

Personal Reasons for Inclusion: The book represents a lighter title within the fantasy genre.

Last Thoughts

References: n/a

Listening to (Music):

Artist – Hans Zimmer / Album – “The Dark Knight (Movie Soundtrack)” 

(#31) / War of the Worlds / by H. G. Wells / (Book)

Opening

Bibliographic Information:

The War of the Worlds / by H. G. Wells

ISBN-13: 978-1453603802 / William Heinemann

p. 138 / $6.95 (Amazon)

1898

Body of Content

Summary: The War of the Worlds is a science fiction tale – written as a first-hand account of an Englishman who finds himself at the center of an alien invasion.  While the book is set in late 19^th-century England, mysterious observations on the surface on Mars lead to equally mysterious meteors falling outside London.  From the craters, alien machinery emerges – particularly the giant tripod machines which sweep through the urban settings.  Although the aliens are only seen briefly – and never develop conversations with the Earth inhabitants – their intentions are clear when they begin destroying human civilization and feeding upon people.  The narrator, along with his countrymen, attempts to flee the carnage.  Travelling with his wife, they must flee from a host of dangerous situations in the hopes of finding peace in an increasingly unstable and chaotic world.  

Critique: Few novels deal with characters that are not given names.  But Wells provides a story that is deplete of formal names.  The reader never learns the narrator’s name – though, when the filmmaker’s recently adapted the book to the big screen, Tom Cruise took the narrator’s role as “Ray Ferrier”.

The namelessness of the human characters points to two central themes in the book – 1) the shared agony and fate felt by the characters as a common race at the hands of the alien invaders – 2) and on a more metaphorical level, the trend of imperialism to treat the native peoples indiscriminately.

The aliens in the novel change the environment of the Earth to fit their own purposes.  Such an act mirrors British imperialism, where the local environment became a source of plunder – as resources were shipped back to England – and the selection of crops came from royal decisions instead of local necessities.  The Wars of the Worlds is a science fiction novel – but it contains a measure of social implications – as a commentary on clashes between differing human cultures.          

Teaser: Martians have landed on Earth.  One man seeks to save all that holds dear.  

Information about the Author: Wells wrote many famous science fiction-themed novels including The Island of Doctor Moreau, The Shape of Things to Come, The Invisible Man, and The Time Machine.  A British citizen, Wells was born in 1866 and died in 1946.  After a few odd jobs – including working as an assistant to a chemist – Wells studied biology at the Normal School of Science after winning a scholarship.  Wells came from a humble family – and after graduation – money woes continued to follow him.  He actually married his cousin – Isabel Mary Wells – but the marriage dissolved after a handful of years.  Wells would later marry a former pupil under his tutorage – Amy Catherine Robbins – though she died in 1927, leaving Wells as a widow for the remainder of his years (A&E, 2011).

Wells increasingly wrote and spoke on issues related to social welfare and socialism – with decidedly political tones.  Fellow Englishman and contemporary G. K. Chesterton alluded to Wells’ change in literary direction, saying “Mr. Wells is a born storyteller who has sold his birthright for a pot of message” (Wikipedia, 2011).   

Supplemental Material

Genre: Science Fiction / Adult Crossover

Curriculum Ties: History – imperialism, technology

Booktalking Ideas: 1) Did you know that the book was performed on the radio as a theatrical play. 2) Why do you think H.G. Wells is considered such a hallmark fixture of modern science fiction lure? And what place does War of the Worlds play in the debate? 

Reading Level: A crossover title, Wells’ novel fits well with teens interested in science fiction.  It would take a more advanced reader to detect the political overtones – mostly readable by late teens – 16-19.  

Challenge Issues and Defense: The book is a crossover title – so as a general rule – some parents may want the library to put the book in the adult section versus the YA section.  As one of Wells’ main works, the book is a classic – helping challenges based on the historical acclaim of the title.

Personal Reasons for Inclusion: Even though this is an adult title, I read this crossover book in 8^th grade.

Last Thoughts

References:

A&E Television Networks. (2011). H.G. Wells [Webpage]. Retrieved from

http://www.biography.com/people/h-g-wells-39224?page=3

Wikipedia. (2011). H. G. Wells [Webpage]. Retrieved from http://en.wikipedia.org/wiki/H.g._wells

Listening to (Music):

Artist – Brave Saint Saturn / Album – “So Far From Home” 

(#25) / Around the World the 80 Days / by Jules Verne / (Book)

Opening

Bibliographic Information:

Around the World the 80 Days / by Jules Verne

ISBN-13: 978-1936594610 / Tribeca  

p. 152/ $6.66 (Amazon)

Reprint 2004 / Original 1873

Body of Content

Summary: Phileas Fogg is a well-off Englishman who takes a bet from equally affluent friends.  The bet centers on a recent newspaper article which boldly states that rail improvements in India make it possible for a traveler to circumnavigate the world within 80 days.  His friends respond to the impossibility of the task, while Fogg holds the venture as viable.  After the settling of a handsome wager of 20,000 pounds, Fogg leaves London, England – traveling east.  As the story unfolds, Fogg must take railroad, steamboats, and even pack animals in his attempt to reach his home country within the 80-day wager.  But Fogg does not travel alone – as a personal assistant by the name of Jean Passepartout accompanies him.  As the clock ticks, Fogg must literally race around the world in an adventure that few people will ever attempt.   

Critique: While the novel is somewhat dated – having technology and customs set in the latter half of the 19^th century – the work still is a readable title – and a classic, too.  As the themes of travel, geography, and culture dominate the text, these themes bear interest, though, across a wide demographic.  Currently, CBS contains two reality TV shows – both long-term success over the better part of a decade – in Survivor and The Amazing Race.  The latter title is a modern-day adaption of the Verne’s novel – though with more emphasis on performing various feats, quests, games, tasks along the circumnavigation.  Also, the global contest is a personal contest – not only against the clock – but against other competitors – i.e. other teams.

Great literature embodies universal themes and invites copycats.  While The Amazing Race is a well-run show on its own merits, it does owe homage to the premise of Verne’s older work.  And both titles attempt to explore humanity as much as they explore the natural world – often doing so at the same time.          

Teaser: Phileas Fogg attempts to travel around the world.  But with the deadline looming, can he make good on his adventurous wager?

Information about the Author: Jules Verne was a French author during the 19^th century and early 20^th century – mostly writing in the science fiction genre.  Adam Charles Roberts termed Verne “The Father of Science Fiction” – alongside two other greats (Gernsback and Wells) in his work, The History of Science Fiction (2007, p. 48).   

His notable works include A Journey to the Center of the Earth, Twenty Thousand Leagues under the Sea, The Mysterious Island, and The Archipelago on Fire (Wikipedia, 2011).  Many of his works focus on technology and modes of transportation – from balloons – to submarines – even to spaceships.  Overall, the author is heralded as the second most translated author throughout the world – only trailing mystery writer Agatha Christie (Wikipedia, 2011).  

Supplemental Material

Genre: Adventure / Historical Fiction

Curriculum Ties: Sociology/History – culture, travel, transportation modes, imperialism

Booktalking Ideas: 1) If you were to travel around the world, what person(s) would you decide to travel with?

Reading Level: The novel is a shorter work.  It allows more readers into the book given a low entry-level grammar, writing style.  The book is easily appropriate for younger teens (13-16).

Challenge Issues and Defense: The book is not very objectionable – but given the timeframe – as Verne wrote it in the late 19^th century – it represents some cultural and historical assumptions of imperialism.  The classic stature of the book helps a librarian defend it.  Any archive of Western culture likely contains Around the World in Eighty Days.  

Personal Reasons for Inclusion: This is a literary classic – and I included it for the purposes of adding more classics to the project.  The ending to the novel, in particular, represents a must-read experience for any teenager.

Last Thoughts

References:

Roberts, A. (2007). The History of Science Fiction. New York, NY: Palgrave Macmillan.

Wikipedia. (2011). Jules Verne [Webpage]. Retrieved from http://en.wikipedia.org/wiki/

Jules_Verne

Listening to (Music):

Artist – Live / Album – “Live at the Paradiso (Amsterdam)”  

(#22) / Beneath the Wheel / (authored) by Hermann Hesse & (translated) by Michael Roloff / (Book)

Opening

Bibliographic Information:

Beneath the Wheel / (authored) by Hermann Hesse

ISBN-13: 978-0312422301 / Picador

p. 192 / $11.25 (Amazon)

Reprint 2003 – Original 1906

Body of Content

Summary: The story revolves around Hans Giebenrath and his education.  Residing in a sleepy, German town, Giebenrath’s potential as a studious student is discovered early in his life.  Testing well, the student’s scores allow him to attend a prestigious seminary in Maulbronn – for the purpose of entering the ministry.  Upon arriving at the school, a character foil emerges in the friendship of Hermann Heilner – who lacks the same discipline and self-purpose that Giebenrath embodies.  Inspired by his friend, and eventually overburdened by the course work, Giebenrath drops out of school – after suffering a mental breakdown.  Returning to his home town, he feels like an outcast.  The question becomes how can the once prized pupil find himself after personal failure – and will Giebenrath return to the academic road carved out for him or pursue something more mundane?

Critique: While later decades define the problem novel by examining the drug culture – or by looking more closely at topical issues like abortion, suicide, or drunk driving – the work Beneath the Wheel is in many ways a problem novel.  It is not so much a re-definition of the literary genre as much as it is a coming-of-age story with tragic overtones.

In the work, the “problem” is the school culture – rigid and disciplined – which seeks academic success over personal contentment and happiness.  The instruction is narrow and topical – it does not serve the purposes of self-actualization.  In the early parts of the novel, the main character deals with sickness and ailment – much due to the mental overexertion required by his coursework – and neglect for his physical well-being.  Family members and teachers in the novel are not evil, seditious people – but they do spur the main character to continue in his studies – which only leads to more tests – more examinations – more studying – more academic responsibilities.  The student’s mental breakdown – resulting in his release from schoolwork and return to home life – is a statement about the school culture – more than anything else.  The ending, in particular, highlights the failures of the system – and although it predates the modern educational system – it does show that many of the same flaws (depersonalized education, academic over holistic education) still reside in education today in the West.

Beneath the Wheel may not fit the definition of a problem novel – by modern definitions – but it feels like one.  The novel is about the school culture that produces tragedy as much as it is about a tragic character.   

Teaser: A student pursues the vocational path chosen for him; but he begins to doubt his path when he meets a more whimsical student.

Information about the Author: Hermann Hesse is a European writer – with German heritage on his father’s side and French Swiss lineage on this mother’s side.  Born in the late 19^th century, he wrote his works in the first half of the 20^th century.  Disappointed with German nationalism and the violent wars of the First, and later of the Second, World War, Hesse abandoned his German citizenship in 1923, in favor of Swiss citizenship.

Hesse married twice – with failing health near the end of his life – dying in 1962.  Several years earlier, Hesse received the Nobel Prize for Literature in 1946.  Hesse major works include Siddhartha (1922), Der Steppenwolf (1927), and a collection of political entries titled Krieg und Frieden (1946) – translated as War and Peace (Hesse, 1946).  

Supplemental Material

Genre: Historical Fiction / Drama / Adult Crossover

Curriculum Ties:  Education – vocations, career advice, school methodology

Booktalking Ideas: 1) What would you do – if others wanted something for your life that you (yourself) have doubts about? 2) Why would a book a hundred years removed from the present still have impacts and relevancy with the modern educational system?

Reading Level: This title is an adult crossover – but the younger age of the protagonist – late teens/early twenties – plus the vocational themes, where characters must decide about work, education, and life, etc. – place this book as a reading choice for later teens – juniors and seniors – as they start to make decisions that will shape the rest of their life.  

Challenge Issues and Defense: There is some sexuality in the book, along with some alcoholic occasions.  The ending of the book could represent a place of contention.  The book is a strong work by a well-known European author.  The book is easier to defend, thus, on the merits of the overall work and the author.

Personal Reasons for Inclusion: The work is a thoughtful book on the vocational choices that shape lives.  It was a book that surprised me.  

Last Thoughts

References:

Hesse, H. (1946). Autobiography [Webpage]. Retrieved from http://www.nobelprize.org

/nobel_prizes/literature/laureates/1946/hesse-autobio.html

Listening to (Music):

Artist – needtobreathe / Album – “Daylight”