(#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”

(#21) / Romeo and Juliet / by William Shakespeare / (Book)

Opening

Bibliographic Information:

Romeo and Juliet / by William Shakespeare

ISBN-13: 978-0140620931/ Bookworm /

p. 160/ $7.19 (Amazon)

Reprint 1994 / Original – circa 1595

Body of Content

Summary: Romeo & Juliet is a play centered on two teenagers from rival families – set in Italy.  The play is within the genre of tragedy – as the ending finds such a tragic turn.  Friends and family repeatedly make attempts – in both word and action – to keep the two title characters from seeing each other.  Filled with sword fights and romantic lines of poetry, Shakespeare crafts a drama filled with action and love.  Romeo first attends a banquet – in hopes of meeting the lovely Rosaline.  As the night unfolds, Romeo instead falls smitten for Juliet – despite the family issues. The couple marries in secret in an attempt to hide their love from their families.  But as the story continues towards its conclusion, both Romeo and Juliet may have to sacrifice too much – for the hope of love.   

Critique: Shakespeare’s drama still carries relevancy for many teens.  Romeo & Juliet contains many themes – but certainly, the lure of forbidden love is among them.  Teenagers can relate to this theme – as often times their dating choices may not reflect the desires of their parents.  Such instances usually do not carry the drama – or even necessary, the ultimatums – to the same extent as Shakespeare’s classic.  Still, even within the 20^th century, segregation carried the expectation of a restriction – that black and white Americans should not date/marry.  On a larger front, the taboo or restrictions on relationships may center on ethnic, racial, linguistic, economic, political, religious, etc. “reasons”.  And teenagers – caught between childhood and adulthood – face a world that may not share their worldview.

Romeo & Juliet holds that tension throughout its narrative – how two rival families kept two lovers from loving.  Since love is a social enterprise, it seems that culture often puts limitations to it.  The drama is one of Shakespeare’s most famous – perhaps in part due to a universal theme – forbidden love.      

Teaser: “How far would you go in the quest to find true love?”

Information about the Author: Shakespeare is an English writer and playwright – having lived in the late 16^th and early 17^th centuries.  He was married to Anne Hathaway – with whom he had several children.  His father, John, held a municipal position in the town of Straford-upon-Avon.  His mother, Mary, came from a land-owning family.  His father’s employment allowed for William’s education – though he would never go to the university after grammar school (A&E, 2011).

Shakespeare wrote many plays for dramatic reenactment – many of which still receive attention on modern stages and film adaptions. Some of his comedies include A Midsummer Night’s Dream, The Taming of the Shrew, and Twelfth Night; meanwhile, some of his histories include Henry VI and Richard III; further, some of his tragedies include Hamlet, Julius Caesar, MacBeth, and King Lear (Wikipedia, 2011).

Supplemental Material

Genre: Romance / Historical Fiction / Classic

Curriculum Ties: History – Italian history / English – vocabulary, etymology, poetry 

Booktalking Ideas: 1) Two rival families feud – while two rival members choose to pursue love 2) Why do you think Romeo and Juliet receives such attention in pop culture – as opposed to his other works?

Reading Level: Primarily for ages 14-16. Interest level may rise to upper high school – but this book would have difficulty sliding to younger ages like students in junior high with the arcane vocabulary.

Challenge Issues and Defense: The book does contain some language – though it is often in the crass vernacular of several centuries past.  The book is a classic – and one dearly attributed to Shakespeare.  With those credentials, the book usually receives a pass.

Personal Reasons for Inclusion: Like many teenagers, this Shakespearean work represented my first reading experience of the English author.

Last Thoughts

References:

A&E Television Network. (2011). William Shakespeare [Webpage]. Retrieved from

http://www.biography.com/people/william-shakespeare-9480323

Wikipedia. (2011). William Shakespeare [Webpage]. Retrieved from

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

Listening to (Music):

Artist – Plumb/ Album – various playlists