Ask for The More

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Thistles in an olive grove. ‘A tough life needs a tough language’  J Winterson

For Jo, the Crossing Sweeper

I’m thinking ‘Why Great Literature?’ and I am thinking of Jo, the Crossing Sweeper. Jo, orphan street-boy, at the heart of Dickens’ great novel Bleak House.

Great, great I say, despite the fact that it’s patchy and there’s stuff I don’t like in it. Great because it tries for the biggest of pictures, top to bottom, the whole shebang, and it ties everyone together in one flailing mess and says, we’re all in it together.

‘I don’t know nothing,’ says Jo. No one looks after him, and he has to look out for himself as best he can. He can’t read or write. There isn’t a happy ending.

Great, I say, because it makes me cry when Jo dies, when Esther faces her smallpox-marked face in the mirror for the first time, when I feel the piteous waste of Lady Dedlock’s life.  Great because ridiculous Sir Leicester Dedlock does love that woman and is human, not merely a cut-and-paste stereotype, as I might have wanted him to be, so I could more easily class-hate him, when, after his stroke and having learned of her running away, he writes on a slate, ‘full forgiveness’.

The stuff I don’t like – I’ll not go into it – I ignore. Because I want the great. I am hungry for the great, for that which is more than me, bigger than me, better than me. If I only read books which encompassed what I already know and like, what would be the point? The point – for me – is growth, is to be the more. When I founded The Reader it was to take books which offer ‘more’, books often referred to as ‘great literature’, to people who didn’t already have it.

Sounds very nineteenth century – posh ladies taking religious tracts to the poor –  as here in Chapter 8 of Bleak House, ‘In The Bricklayers Cottage’:

I was glad when we came to the brickmaker’s house, though it was one of a cluster of wretched hovels in a brick-field, with pigsties close to the broken windows and miserable little gardens before the doors growing nothing but stagnant pools. Here and there an old tub was put to catch the droppings of rain-water from a roof, or they were banked up with mud into a little pond like a large dirt- pie. At the doors and windows some men and women lounged or prowled about, and took little notice of us except to laugh to one another or to say something as we passed about gentlefolks minding their own business and not troubling their heads and muddying their shoes with coming to look after other people’s.

Mrs. Pardiggle, leading the way with a great show of moral determination and talking with much volubility about the untidy habits of the people (though I doubted if the best of us could have been tidy in such a place), conducted us into a cottage at the farthest corner, the ground-floor room of which we nearly filled. Besides ourselves, there were in this damp, offensive room a woman with a black eye, nursing a poor little gasping baby by the fire; a man, all stained with clay and mud and looking very dissipated, lying at full length on the ground, smoking a pipe; a powerful young man fastening a collar on a dog; and a bold girl doing some kind of washing in very dirty water. They all looked up at us as we came in, and the woman seemed to turn her face towards the fire as if to hide her bruised eye; nobody gave us any welcome.

“Well, my friends,” said Mrs. Pardiggle, but her voice had not a friendly sound, I thought; it was much too businesslike and systematic. “How do you do, all of you? I am here again. I told you, you couldn’t tire me, you know. I am fond of hard work, and am true to my word.”

“There an’t,” growled the man on the floor, whose head rested on his hand as he stared at us, “any more on you to come in, is there?”

“No, my friend,” said Mrs. Pardiggle, seating herself on one stool and knocking down another. “We are all here.”

“Because I thought there warn’t enough of you, perhaps?” said the man, with his pipe between his lips as he looked round upon us.

The young man and the girl both laughed. Two friends of the young man, whom we had attracted to the doorway and who stood there with their hands in their pockets, echoed the laugh noisily.

“You can’t tire me, good people,” said Mrs. Pardiggle to these latter. “I enjoy hard work, and the harder you make mine, the better I like it.”

“Then make it easy for her!” growled the man upon the floor. “I wants it done, and over. I wants a end of these liberties took with my place. I wants an end of being drawed like a badger. Now you’re a-going to poll-pry and question according to custom – I know what you’re a-going to be up to. Well! You haven’t got no occasion to be up to it. I’ll save you the trouble. Is my daughter a-washin? Yes, she is a-washin. Look at the water. Smell it! That’s wot we drinks. How do you like it, and what do you think of gin instead! An’t my place dirty? Yes, it is dirty – it’s nat’rally dirty, and it’s nat’rally onwholesome; and we’ve had five dirty and onwholesome children, as is all dead infants, and so much the better for them, and for us besides. Have I read the little book wot you left? No, I an’t read the little book wot you left. There an’t nobody here as knows how to read it; and if there wos, it wouldn’t be suitable to me. It’s a book fit for a babby, and I’m not a babby. If you was to leave me a doll, I shouldn’t nuss it. How have I been conducting of myself? Why, I’ve been drunk for three days; and I’da been drunk four if I’da had the money. Don’t I never mean for to go to church? No, I don’t never mean for to go to church. I shouldn’t be expected there, if I did; the beadle’s too gen-teel for me. And how did my wife get that black eye? Why, I give it her; and if she says I didn’t, she’s a Lie!”

He had pulled his pipe out of his mouth to say all this, and he now turned over on his other side and smoked again. Mrs. Pardiggle, who had been regarding him through her spectacles with a forcible composure, calculated, I could not help thinking, to increase his antagonism, pulled out a good book as if it were a constable’s staff and took the whole family into custody. I mean into religious custody, of course; but she really did it as if she were an inexorable moral policeman carrying them all off to a station- house.

Ada and I were very uncomfortable. We both felt intrusive and out of place, and we both thought that Mrs. Pardiggle would have got on infinitely better if she had not had such a mechanical way of taking possession of people. The children sulked and stared; the family took no notice of us whatever, except when the young man made the dog bark, which he usually did when Mrs. Pardiggle was most emphatic. We both felt painfully sensible that between us and these people there was an iron barrier which could not be removed by our new friend. By whom or how it could be removed, we did not know, but we knew that. Even what she read and said seemed to us to be ill-chosen for such auditors, if it had been imparted ever so modestly and with ever so much tact. As to the little book to which the man on the floor had referred, we acquired a knowledge of it afterwards, and Mr. Jarndyce said he doubted if Robinson Crusoe could have read it, though he had had no other on his desolate island.

We were much relieved, under these circumstances, when Mrs. Pardiggle left off.

The man on the floor, then turning his bead round again, said morosely, “Well! You’ve done, have you?”

“For to-day, I have, my friend. But I am never fatigued. I shall come to you again in your regular order,” returned Mrs. Pardiggle with demonstrative cheerfulness.

“So long as you goes now,” said he, folding his arms and shutting his eyes with an oath, “you may do wot you like!”

Mrs. Pardiggle accordingly rose and made a little vortex in the confined room from which the pipe itself very narrowly escaped. Taking one of her young family in each hand, and telling the others to follow closely, and expressing her hope that the brickmaker and all his house would be improved when she saw them next, she then proceeded to another cottage. I hope it is not unkind in me to say that she certainly did make, in this as in everything else, a show that was not conciliatory of doing charity by wholesale and of dealing in it to a large extent.

She supposed that we were following her, but as soon as the space was left clear, we approached the woman sitting by the fire to ask if the baby were ill.

She only looked at it as it lay on her lap. We had observed before that when she looked at it she covered her discoloured eye with her hand, as though she wished to separate any association with noise and violence and ill treatment from the poor little child.

Ada, whose gentle heart was moved by its appearance, bent down to touch its little face. As she did so, I saw what happened and drew her back. The child died.

“Oh, Esther!” cried Ada, sinking on her knees beside it. “Look here! Oh, Esther, my love, the little thing! The suffering, quiet, pretty little thing! I am so sorry for it. I am so sorry for the mother. I never saw a sight so pitiful as this before! Oh, baby, baby!”

Such compassion, such gentleness, as that with which she bent down weeping and put her hand upon the mother’s might have softened any mother’s heart that ever beat. The woman at first gazed at her in astonishment and then burst into tears.

Presently I took the light burden from her lap, did what I could to make the baby’s rest the prettier and gentler, laid it on a shelf, and covered it with my own handkerchief. We tried to comfort the mother, and we whispered to her what Our Saviour said of children. She answered nothing, but sat weeping – weeping very much.

When I turned, I found that the young man had taken out the dog and was standing at the door looking in upon us with dry eyes, but quiet. The girl was quiet too and sat in a corner looking on the ground. The man had risen. He still smoked his pipe with an air of defiance, but he was silent.

An ugly woman, very poorly clothed, hurried in while I was glancing at them, and coming straight up to the mother, said, “Jenny! Jenny!” The mother rose on being so addressed and fell upon the woman’s neck.

She also had upon her face and arms the marks of ill usage. She had no kind of grace about her, but the grace of sympathy; but when she condoled with the woman, and her own tears fell, she wanted no beauty. I say condoled, but her only words were “Jenny! Jenny!” All the rest was in the tone in which she said them.

I thought it very touching to see these two women, coarse and shabby and beaten, so united; to see what they could be to one another; to see how they felt for one another, how the heart of each to each was softened by the hard trials of their lives. I think the best side of such people is almost hidden from us. What the poor are to the poor is little known, excepting to themselves and God.

We felt it better to withdraw and leave them uninterrupted. We stole out quietly and without notice from any one except the man. He was leaning against the wall near the door, and finding that there was scarcely room for us to pass, went out before us. He seemed to want to hide that he did this on our account, but we perceived that he did, and thanked him. He made no answer.

Ada was so full of grief all the way home, and Richard, whom we found at home, was so distressed to see her in tears (though he said to me, when she was not present, how beautiful it was too!), that we arranged to return at night with some little comforts and repeat our visit at the brick-maker’s house. We said as little as we could to Mr. Jarndyce, but the wind changed directly.

Ah, the danger of becoming Mrs Pardiggle, with her tracts for babbies. I wanted to avoid that, because the drunk man who gives his wife a black eye is certainly not a babby. What would he recognise, I wonder, what book would work for him? Or perhaps clean water would be a better starting place?

In the first group I read a short story, ‘Schwartz’, by Russell Hoban. Read it – it’s hard to find, but seek it secondhand in an out of print collection of Hoban oddments called The Moment Under The Moment. I took a poem along with in case things went pear-shaped and the poem was ‘Crossing The Bar’ by Tennyson. The poem exploded with reality and there were tears. From my point of view, all was well. After a few weeks, Frank, an ex-welder from Birkenhead said to me, ‘Jane, when are you going to bring out the good stuff?’

The good stuff?

‘Yes,’ he replied, ‘What the posh-nobs have – Shakespeare, Tolstoy, all that.’

Frank thought I was holding back, which in a sense I was, but soon after he made his request we started reading Othello in that group. Couldn’t recommend it more highly. Lots to talk about and more than that – new thoughts, or old thoughts, put into words for the first time. ‘Put out the light, and then put out the light…’

I’ll read Iago, said a woman in the group, one week when I begged for help with the reading, I was married to that bastard for twenty seven years.

*

Then there’s Jay (not his real name), a twelve year old boy in a foster placement, unable to read or write. Well, he’s not on the streets like Dickens’ Jo, is he? He’s not bouncing from pillar to post. We have a social care system, we have Ritalin, don’t we?

What do you usually do, Jay?

Go down the shops, hang out.

We were working on a summer project in which we were reading The Unforgotten Coat and making a Guide to Our City.

What’s a guidebook? asks Jay.

A book about what people could do here, what they might want to see, where they might want to go.

Here? Said Jay, incredulous.  S’just alkies, innit?

Why shouldn’t Jay have Great Literature, works of art, that will make his experience bigger? Given a choice (which he isn’t, because his family and me and you, that’s to say, society and education, have all failed him and he has no choices, especially not about reading) but say he had achoice, at the moment he wouldn’t choose to read anything.

So I’m not thinking about choice, I’m thinking about primitive modelling: I love reading books, copy me. If that’s what I’m doing, it matters that the books are ones I genuinely love. Why? Jay will feel the love, and like the Bricklayer’s family, he’ll smell  the fake if I don’t.  But I must choose something I love that Jay might get interested in – it’s no use me taking him Bleak House or Othello first off. Yet it can’t be a book for a babby, because Jay is no babby. I’ll take picture books probably, but complex ones, so a twelve year old with violent and desperate experiences of life won’t feel insulted. But I’m not taking a World of Warfare comic, because Jay probably already knows about them. And yet no one has ever read to him and school he’s been out of the classroom a more than in it. So I started with I Want My Hat Back, great pictures, totally witty, a story of terrifying murderous rage, with more emotions than a psychologist’s office.

*

Who decides what is ‘great’?  The person having the experience, of course.

So much depends on the Reader Leader, who must try to choose something that will offer a great experience to their group members. You choose beyond your comfort zone, for yourself, but with your group in mind, because way beyond any format, any type of reading, any structure, is the truly recognisable reality of something new happening as we read. Do you love it? Does it take you somewhere you haven’t been? That’s it. That’s the more.

 

 

 

King Baby Rules!

Top Reads 2016

King Baby by Kate Beaton (Walker Books)

The Dear One @BIGpicturebooks put this terrific book in my hand on a recent visit to Walker Books HQ.  I’ve never seen a poor Walker book  so I happily accepted, along with a slice of  the wonderful cake she’d bought in for our meeting.

D, Anton, Cake and books at Walkerctc75zqw8aafxu4

But I didn’t read it until the following weekend when my  family was visiting and I thought, ‘I’ll try it out on Chester.’

Chester is five and has a tiny  baby sister, Agnes.

I’ve only once or twice* seen a book read with such appetite. We stayed there, where we started, on the kitchen floor, reading it once, twice, three times, each time Chester’s eyes seemed held, almost despite himself, to the pages, his body shuddering with small laughter. It was the uneasy, rather adult, laughter of surprised recognition.

Yes, they do adore you!

And yes! Babies do demand a lot of their attention!

And – hmm, yes, the gap of consciousness between me and those misunderstanding adults!

And –  huh – what a lots of mess a baby makes!

And I, mother of two and grandmother of four, was laughing too. That maniacal ego! That  utterly preoccupying determination to be more, oh, I recognised it all right. Six times my offspring over I recognised it.

Kate Beaton has made a tremendous book, a real contender for this reader’s no.1 Book of the Year spot. Especially good for exhausted parents expecting their second baby, but everyone with any kind of  memory of anyone’s early childhood will recognise this all too human, all too fleeting human reality. Top read!

 

*I have written about one of those reading occasions in The Reader magazine and will reprint it here sometime.

 

Meg, Mog and Middlemarch

Photo on 13-09-2013 at 06.14

The Institute of Education’s recent report into Reading for Pleasure  indicates that reading for pleasure between the ages 10-16 affects cognitive power, giving readers better results even in non-language based subjects such as maths. The study allows for socio-economic influences, and seems to point to reading for pleasure as a greater indicator of educational success that whether or not your parents went to university. It looks as if it comes down, causally, down to increased vocabulary. Or is that a outcome of something else?

I was delighted to receive a copy of the draft report from Dr Alice Sullivan, and I’m looking forward to giving it my full attention over the coming weekend. My initial scanning glance set a couple of thoughts off . First, is it about vocabulary – greater power to communicate – or is that a sign of some other, deeper, structural  development? Need to read the paper properly to see what  the researchers are saying. and  secondly,  do we have to call it reading for pleasure? I have reluctantly accepted this misnomer for  years, simply because there seems no other word or phrase for it. But ‘pleasure’ is not good enough. I read pleasure as ‘trip to Alton Towers’ (though have to admit, I’ve never been). But reading is more like ‘expedition to Kilimanjaro’. Would you call that order of experience ‘pleasure’? Pleasure may be in it, but there is also trial, testing, pain, failure, exhilaration, defeat, new start, amazing sights, bleakness, terror, joy etc. Alton Towers is  a cheap simulacrum. So what is the  word for what we do when we read  hard stuff ? And why, uncompelled, would anyone read the hard stuff?

For more than twenty-five years, while I was studying and teaching literature, my job was to read, to think about what I had read, and to talk to people about that. It’s a terrible thing to admit, but I struggled to imagine why readers found it difficult to get into reading complex books, and sometimes thought it a failure of will: they just didn’t really want to. But here I am, wanting to reread George Eliot for the first time in seven or eight years, and finding it difficult to concentrate: hard paragraphs in Middlemarch shout less than the need to sort new staff contracts. I am going to have to devise some regular daily plan for attentive reading, because these days, like most other adults, I haven’t got the concentration at the end of the day.

You might say, why bother? Isn’t the active life as important as the contemplative? Yes, and having founded The Reader Organisation – a great experiment involving people and books – I am choosing the active during this part of my life, and enjoying it, too. All the same I am beginning to feel the need for some element of the contemplative life. It might come from meditation, or study, or prayer or perhaps even as the by-product of a very long walk, but contemplation’s serious thinking, imagining and feeling also arises in the course of reading a complex novel or epic poem. This accosting kind of thought is a natural function of being human: babies and small children are concentrating in this way most of the time – building thought-models of reality.

On the mantelshelf I have two brass cauldrons, about the size of small tangerines, gently dented by three generations of play. They have a minutely serrated rim, which you only become aware of when you pick them up. Holding one now, running my finger around that rim, I re-feel the pleasure I had in those serrations when the cauldrons sat on my grandparents’ mantelpiece. I also feel a sense of the mild fear I had of the legs of the things: sharp fat brass pencil points. Sniffing them, I remember their thin, high-metallic smell and I am back in the living room of my grandparents’ house, where we went after school for tea and stories and toast. We often had the light off, to save electricity. In the dark, the cauldrons shone in the light thrown by the coal fire.

That kind of relation to those cauldrons is what the great human scientist George Eliot is talking about in The Mill on The Floss, when Tom comes home from his boarding school for the first time, and enjoys the vivid return of things that have always been there:

The happiness of seeing the bright light in the parlour at home, as the gig passed noiselessly over the snow-covered bridge; the happiness of passing from the cold air to the warmth and the kisses and the smiles of that familiar hearth, where the pattern of the rug and the grate and the fire-irons were ‘first ideas’ that it was no more possible to criticise than the solidity and extension of matter.

This is hard writing because it requires us to actively participate, not simply to absorb. As modern readers, we generally read too fast: but here you need to read as you would in a book of scientific thinking, Freud or Darwin. You need to concentrate and slow down and come alive to it. Look at that seamless passing from a child’s reported experience, ‘seeing the bright light… the snow-covered bridge… warmth and kisses’ to the complicated thought about the nature of a child’s experience:

the pattern of the rug and the grate and the fire-irons were ‘first ideas’ that it was no more possible to criticise than the solidity and extension of matter.

If you don’t actively follow these words as you read, you will soon be lost. From the description of Tom loving being home, George Eliot brings in a hypothetical general law of human being: what surrounds us in early childhood sets a pattern which lasts into adult life. We may choose other rugs, other fire-irons when we are older, but we are built up out of the feelings that we attached to those early objects and experiences of our childhood:

There is no sense of ease like the ease we felt in those scenes where we were born, where objects became dear to us before we had known the labour of choice, and where the outer world seemed only an extension of our own personality; we accepted and loved it as we accepted our own sense of existence and our own limbs … And there is no better reason for preferring this (particular thing) than that it stirs an early memory; that it is no novelty in my life, speaking to me merely through my present sensibilities to form and color, but the long companion of my existence, that wove itself into my joys when joys were vivid.

There is wonderful sense of what contemporary thinkers would call ‘wellbeing’ here: a sense of a unified life where feelings and objects and time are bound together in one person, through joy. I would never choose to buy these cauldrons in a shop. They do not speak to me ‘through my present sensibilities to form and color’; they are not my style. I love them partly because they are mixed with memories of my grandparents, of the fire, and the toast and their love, of things I felt when my joys ‘were vivid’. They give me that elusive thing: wellbeing.

I am now the grandmother who has these cauldrons on her mantelpiece. My grandson (two years, nine months) is in the bath playing with a plastic tea-set. This is a creative experimental process and Leo is full of earnest concentration as he tries to float the cups and fill them with water, as he watches the water pass effortlessly through a sieve but less effortlessly through a small colander. His favourite word at the moment is ‘more!’ He wants things repeated ad infinitum because he needs to see them many times in order to establish them as realities, strong possibilities, likelihoods in his mind. This is a sort of scientific enquiry.

But it is time to get out. The water is getting cold, his fingers are beginning to shrivel, and the adults want to eat supper in adult peace, after he has gone to bed. None of that matters to Leo. When I suggest ‘out’ he’s still enjoying this fabulous experiment. He cries out in frustration and distress, ‘Not yet! Not yet!’

‘Not yet’ is a language spell that allows him to hold back the reality principle for a moment and continue what he is doing – and sometimes it works. But not now: our needs are more pressing; we want to eat.

He’s furious when I lift him out, screams ‘Not yet! Not yet!’ over and over and finally subsides into body-racking sobs as his mother and I rub him down and get his pyjamas on. When we are in the bedroom, I offer a story and the sobs stop: suddenly everything is different.

We open the book. It’s one of Jan Pienkowski’s Meg and Mog stories. The witch and her cat are making a spell but something is going terribly wrong. There are explosions. ‘Where’s Mog?’ I ask him and he points to the cat. ‘Where’s the cauldron?’ Leo points to the cauldron. ‘What’s Meg putting in the cauldron?’ I ask him and he recites the list of spell ingredients. He is altogether caught up in the discovered world.

In the bath-experiment, Leo was actively manipulating objects and forces – water, gravity, plastic. While part of his intelligence was involved in creating the experiment, part was engaged in observing it and another part in thinking about it. But with the book there is nothing for him to do physically, the concentration is total: all his energy goes into the observing and thinking about what he is observing. The book it is all here: the pictures and words present a created universe with experiments going on (as in George Eliot). What we have to do – our part – is to observe, meditate, reflect. Well, my dear reader, Leo in the bath is a model of a person living a life in the world. You are busy. Things happen, you try to work them out, a lot’s happening at once, some of it incomprehensible. Only part of your mind can ever be on the experience because most of your mind is doing, making, acting. And without the thinking, meditative self it is finally just chaos: we must think.

The book is a selective, ordered model of reality. It is easier to see here: things slow down; we can concentrate on one thing at a time. This may be the key aspect of reading and the reason that the read-aloud, shared reading we have developed over the past 13 years at The Reader Organisation, (whole books read aloud slowly over time in a group) is so powerful. It allows us to be here now, to keep a concentrated mindfulness going. If I were reading Middlemarch in a Get Into Reading group with other concentrated people, I would be getting a lot more out of it than I am on my sleepy own late at night.

The next day when we are lighting the sitting room fire (coal, real fire, sticks and paper), Leo looks up and sees one of the brass cauldrons – notices it for what must be the first time.

‘Cauldron?’ he says, as if to himself.

‘Cauldron,’ he says again as if checking the brass reality with his mental image from the last night’s book. Then again, more confidently, he asserts: ‘Cauldron.’ reaching for it now. I can see he is remembering Meg and Mog. I observe his fingers touch the serrated edge. He looks at the coal and mis-guesses brilliantly ‘Coal-dron’. He’s not right but he is making his world, an active presence, made more active by the book. Making me more active, too: I do not know the etymology of ‘cauldron’. I look it up.

What Leo has done: read a book, thought about it deeply, not really understood it all (because he did not know what a cauldron was in actuality) but he has got from that experience a template, a shape, a map, a set of pointers about life. Going back into life, he is able to recognise something he learned in the book (cauldron). He has been a creative reader and he has experienced a bigger reality because of the book. This is exactly what is happening, albeit in a more complex way, to me as I read George Eliot. That section about Tom coming home in The Mill on the Floss cleared a space in me and filled it with a thought-shape which was later filled out by Leo and cauldron. Books go forwards into our experience as well as backwards: they anticipate things you might know or understand later as well as things you know now, which is why we should all read books that are too hard or too old for us sometimes.

The New Economics Foundation has formulated 5 Ways to Wellbeing. One of them is ‘Take Notice’. Books build our capacity to do that. I must make more time for reading.

 This post is a slightly extended version of an article that appeared in The Reader No.37 (Spring 2010)

 

http://www.thereader.org.uk/

http://www.neweconomics.org/projects/five-ways-well-being

http://www.skyarts.co.uk/video/video-jan-pienkowski-on-the-book-show/

 

 

 

Not Now, Bernard

Literature, it’s an amazing technology: one person can transmit across time and space to another. You use these strings of signs – letters, words, sentences – on paper or screen or even by voice and they go directly into someone else’s inner world and start acting and reacting there. It is the most precise way we have of transmitting, sharing and thinking about the human experience.

That is why it is important that the study of literature is not the study of history or culture or philosophy, although all those disciplines have a part to play in understanding what it is to be human. Studying literature is trying to understand what writers say and testing their understandings against our own. It’s a thing in its own right. Here’s an example.

Some boys aged 8-11 are in a library, looking at books in a bored, desultory, careless way. These boys do not much see the point of literature. They do not like reading and do not feel it has much to do with them. They are mostly not very competent readers. They have lost confidence and don’t feel any personal need to master the skill. Why would you bother? Soon, many of these boys will stop seeming to care about school altogether.

Now an adult is reading to them, Not Now Bernard, by Dave McKee. It is an excellent work of fiction, and the form in which it arrives – strong visual images, hard hitting and witty language, powerful and convinced reading by the adult, helps the boys take it seriously long enough for something to happen. Bernard is in a foul mood and no one is taking any notice of him. In the garden a monster eats Bernard and he returns to the house, biting Bernard’s father on the leg, and suddenly all the boys are paying attention.

This is literature at work.

Every boy among them has wanted to bite some adult on the leg, has needed attention, has been ignored in kindly, normal ways as well as, in some cases, in sadder, less usual, ways. The boys, though they might be considered far too old for this book, which could be aimed at preschool or other very young children, have been drawn into attentiveness. The book has touched a spot:  the boys are variously moved or interested or amused. Something in them is responding to something in the book, with mild shock, with laughter, they are pointing, re-reading, asking questions that are both emotional and intellectual – ‘Is Bernard really eaten?’ ‘Why doesn’t his Mum and Dad see him?’ ‘He is the Monster!’

This act of reading opens a meditative, contemplative space (I say that, though here in this primary school library, the room is also noisy and chaotic). Together the book and the reader are creating a mental, an emotional space, in which one may think, as it were, through a focussed lens, about real experience.

For each of these boys will have experienced something like the Bernard story – every child among us knows ‘not now’ – but only the lucky boys, with adults who stop to talk, who help them build positives out of what might otherwise be negative experiences, will have the language and the emotional literacy to master the ‘not now’ experience. This is in a small way what literature is for. It is to record our otherwise unintelligible experience and give it back to us in ways we can understand and make part of ourselves. It stands for other humans. It passes on important human messages. These messages are not always, not even usually, writ large. They are, in the best books, subtle, multi-layered, and complex. But the next time a boy calls for this teachers attention, if she calls back ‘not now, Bernard!’ everyone will understand a great deal more about the situation than they did before they had read the book.

The suffering, naughty, amused adult mind of this story is a model which these boys might not have if there were no transitional object of contemplation, no sharing: no book. If no one had read it to them.

In this sense literature is a practical, day-to-day, human technology. The book is, in this case of Not Now, Bernard, a sort of caring, witty adult. But of course, the very boys who do not get much attention from or time with an attentive, space-creating adult, are most likely the very same boys who do not have a copy of Not Now Bernard. These are the boys who do not go on weekly visits to a public library, the boys who have not mastered the technical skills of reading, the boys who are disengaging with education before they’ve left primary school.

That’s why it’s important that we concentrate on building reading for pleasure with children, and that we face up to the fact that that has to be done, in most cases, by one human sitting down with some others and sharing books. And that costs time.

Shall we do it now, or not now? Don’t make me bite you on the leg!

Donate to the Reader Organisation’s work with children here. £5.00 will help to buy a copy of Not Now Bernard, or another great book. £50 will help to train a volunteer to read it with the boys. £5000 will put a Reader in Residence in a school once a week.

 

 

 

New Year, Same Old

photo

I don’t remember if I actually set out last New Year with any resolutions – in my second half century I am finally beginning to understand the hard fact that  there is no new start – but if I had formulated any aims for 2012 they would have been the same old resolutions I’ve been making and failing to achieve for decades : read every day, write every day, walk every day, don’t eat too much, think more, be kinder. When I’m in a self-confident, self-forgiving mood, which is a great deal of the time,  the apparently inevitable return of the same old problems doesn’t bother me too much:  any human life is  a work in progress, and an organic work at that, so I allow plenty of leeway and don’t make myself suffer unnecessarily. Or as  W.B.Yeats more eloquently says in Dialogue of Self and Soul;

I am content to follow to its source

Every event in action or in thought;

Measure the lot; forgive myself the lot!

When such as I cast out remorse

So great a sweetness flows into the breast

We must laugh and we must sing,

We are blest by everything,

Everything we look upon is blest.

Hhmhm, but no.  I can’t go that far – neither the measuring nor the forgiving. I love the brio of that third line  but I don’t believe in it, not for me. I cannot ‘measure the lot’  partly because I fear I would not  be able to  ‘forgive myself the lot!’ But  I would like that sweetness, and I enjoy the feeling, when it comes, of being ‘blest by everything,/everything we look upon is blest.’  I get that feeling a lot when I go outside and walk in the woods or on the beach – which is an easy hit if I can stretch the hours of daylight to accommodate it. Harder is finding time with my two grandsons, hours away in Cambridge and London. How lovely it was to spend time with them over Christmas. That’s my mother-in-law Sheila in the background, 85 years old and doing the washing up, as she always does on any family occasion.

Making bread with grandson Chester
Making bread at Christmas

As someone who has grown out of  what sometimes seems to have been a completely chaotic family, drenched at many levels in human failure, that simple feeling of ‘blest’ in a moment like the one in the photograph can be hard to accept.

But do I mean accept? I don’t think so: I accept it very, very gladly.

I mean something more like: it is hard to hang on to the knowledge that  there will be good, simple and lovely, and that it can arise from pain, and worse. I mean it is hard to believe in the possibilities of ‘blest’. Not that I don’t, just that it is hard, almost unnatural.

Two books I have been reading  have made me think about this these last few days. The second is the excellent Vintage Classics anthology,  Dickens At Christmas – where I’m reading The Haunted Man, a  long short story Brian Nellist has been recommending to me for months. I haven’t finished this yet, so I’ll come back to it. The first book that made me think about this was my Boxing Day read, Wonder by R.J. Palacio (Bodley Head)

I thought I wouldn’t like it – too American, too modern, too fashionable… but I was wrong on all counts. This is America at  its naive best,  the believing, decent, humane America of Little Women or It’s A Wonderful Life. Or to push it a bit, it’s a child’s version of dear wonderful George Saunders who is taking humane and decent and refashioning it for our hard-hearted times. But more of George another day (though don’t wait, rush over to The New Yorker and read  his exceedingly moving story The 10th of December: go now! )

But I’ll turn back to Wonder. It took me half an hours concentrated reading to get into it, and then  I was away. I read half the book on Christmas night and the rest on Boxing Day morning. Hankies are definitely required and more than once.

This is a family survival story. Auggie has a rare genetic disorder that means his face is extremely badly deformed. ‘I won’t describe what I look like,’ he tells us on page one. ‘Whatever you’re thinking, it’s probably worse.’ Most humans flinch when they see him.  Auggie has been home-schooled,  mainly because  he has spent most of his life  in hospital having operations, but partly, we assume,  because his parents have held off the  dreaded moment of  letting him enter the outside-family-world. They always knew how hard it was going to be. But now his parents are suggesting that, aged 10, he should  go to school. The novel tells how  Auggie, his parents and his, sister Via, her boyfriend Justin and Auggie’s peers and teachers survive this difficult year.  It’s harrowing but massively uplifting and the  two things are subtly intertwined : you are not reading propaganda on how to live with disability, you are reading a meditation on good and evil in the universe. Always an interesting place to be.

I won’t tell the story. I just want to point out the novel’s  tremendous emotional and psychological powers. The story is told from numerous points of view and R.J. Palacio is good at uncovering multiple meanings through many layers of experience. She is smart, intellectually and emotionally and  you sense a lot of serious adult reading has helped her to build up the layers she so carefully lays open for us. Here’s Auggie’s sister’s boyfriend, Justin.

Doesn’t that make the universe one giant lottery, then? you purchase ticket when you are born, and it’s all just random whether you get a good ticket or a bad ticket, it’s all just luck.

my head swirls on this, but then softer thoughts soothe, a like a flattened third on a major chord. no, no, it’s not all random, if it really was all random, the universe would abandon us completely. and the universe doesn’t. it takes care of its most fragile creations in ways we can’t see. like with parents who adore you blindly. and a big sister who feels guilty for being human over you. and a little gravelly-voiced kid whose friends have left him over you. and even a pink-haired girl who carries your picture in her wallet. maybe it is a lottery, but the universe makes it all even out in the end . the universe takes care of all its little birds.

I thought of  the New Testament, and I’d bet a pound that  R.J. Palacio was doing the same when she wrote that sentence. (Are not two sparrows sold for a farthing? and one of them shall not fall on the ground without your Father. Matthew 10.29 ) But I wondered hard, as I read, as the book had asked me to, is this true or false? I thought also of Dickens, writing in Bleak House, ‘the universe makes a rather indifferent parent’  – Dickens,  that neglected child who knew with every ounce of his human body that if anyone was going to love and care for the neglected it was going to have to be another human being.  I know children who have harder lives than anyone would like to imagine here, now, in England. Is the Universe going to look after them?  It is easy to reach  for apparent realism of  ‘probably not’ and then stumble on to unbelief.  You need to take that extra leap of faith a great writer like Dickens always takes. Probably not the universe, but Mr Jarndyce or Aunt Betsy or little Dorrit, or some human soul will.

This thoughtful novel doesn’t take any easy routes, and so we find that Justin has done his growing up in a very different family:

My mom and dad got divorced when I was four and they pretty much hate each other. i grew up spending half of the week in my dad’s apartment in chelsea and the other half in my mom’s place in brooklyn heights. i have a half brother who’s five years older than me and barely knows I exist. for as long as i can remember i’ve felt like my parents could hardly wait for me to be old enough to take care of myself. ‘you can go to the store by yourself.’ ‘here’s the key to the apartment.’ it’s funny how there’s a word like overprotective to describe some parents, but no word that means the opposite. what word do you use to describe parents that don’t protect enough? underprotective? neglectful? self-involved? lame? all of the above?

Olivia’s family tell each other ‘i love you’ all the time.

I can’t remember the last time anyone in my family said that to me.

By the time I go home, my tics have all stopped.

Love is like the  Higgs Boson, isn’t it? You gotta look for it to find it. And if you don’t believe, you don’t look. First principle – believe. Round we go again. Make the same old resolution to keep looking,  be a believer.

Books are one way of learning to believe against the harder offers of one’s sometimes brutal direct experience.  You get someone else’s brutal direct experience and while it’s not your story, if it’s a half decent book, you recognise it. And the book may hold possibilities of which you hadn’t dreamed. This book is more than half decent. It’s good. Probably better if you find an intelligent and somewhat troubled child to read it to, but it surely can stand alone, however old you are. Read it and weep. You’ll be made to think and you’ll laugh too  –  that’s the wonder of it.

We must laugh and we must sing,

We are blest by everything,

Everything we look upon is blest.