Category Archives: Book Club

Remains of the Day: Downtown Abbey Fans Take Note

Imagine a book about a butler. A butler on a road trip. In the 1920s. Remembering his time being a butler. Polishing the silver. Straightening the pantry. Dealing with inconstant maids and footmen. You’d think: this book can’t be that exciting. Because butlers and descriptions of floral arrangements are not that exciting. Because your standards of good books are dictated by the ratio of exciting to explosion. But you don’t need to imagine much because you’ve been watching Downtown Abbey for the last five years and you’re already sold on the impossibly fascinating quality of finding yourself in a changing society: shifting understandings of class and gender, fading attachment to the aristocratic standards of manner and decorum. You already appreciate how enthralling it can be to extrapolate the upheaval of a society through close observation of a handful of characters as they attempt – unsuccessfully – to hold on to their traditions, expectations for decorum and propriety.

The question then shifts from will you be interested (you absolutely will – this is a (perhaps unexpectedly) enthralling read) to why is the story so engrossing? What is it about The Remains of the Day that had this reader utterly absorbed? Kazuo Ishiguro’s novel follows Stevens, a classic butler trained for the height of 19th century aristocratic estates, as he finds himself without friends, family or meaningful employment (his beloved Lord has been disgraced and he finds himself in the employ of a (gasp) American), when the best years of his life are behind him and he is made to confront the question of what has given – and gives – his life meaning. As Stevens putters his car across the English countryside we likewise meander through his memories, recalling his years with Lord Darlington. More than memories, we explore with Stevens his ideas about what makes for great service, the behaviours and attitudes of living with ‘dignity,’ the sisyphean struggle to adapt not simply a personality, but an identity, to a changed political and social landscape.

For this reader the most fascinating questions Stevens mines are those related to labour. He fiercely defends a life led in service of others, the deferral of desire and autonomy to a benevolent and wiser master and the subsumption of choice or opinion to those of the wiser ruling class – the force of his defense suggesting the precarity of the beliefs, safeguarded up by his staunch refusal to entertain their vulnerability.  Stevens sees value in his job – which to him is not a ‘job’ at all, but an identity and life – of serving others, always and necessarily serving, never questioning, never doubting the paternal protection of his Lord. We are meant to question this unshakable faith, meant to see his abnegation of love for Ms Keaton, his deferral of desire, his ambition to be the finest butler of the greatest dignity as not apathy but a blindness to his own subjugation. That ultimately leaves him alone and lonely, without a sense of place or purpose.

Of course the obvious argument is that we read (and watch Downtown Abbey) with such attention because we find ourselves in a moment of similar change. Offered the opportunity to challenge accepted categories (most notably for the novel) of class, we continue to generate excuses for the continuation of our own service, rationales for a status quo that does not benefit the majority but is nevertheless defended because it promises stability.

So think what you will about a book about a butler taking a road trip. And then read it. And be blown away. But not so blown away that you have to change. Because nobody wants that.

 

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Filed under Book Club, British literature, Fiction, Prize Winner

My Brilliant Friend

2014-09-13 16.48.27I listen to a lot of podcasts: Longform, This American Life, Radiolab, Slate Political/Cultural/DoubleX Gabfest, Wait wait don’t tell me, Hardcore History, The House, Pop Culture Happy Hour, Planet Money… (& Serial, duh, but back before it was cool, double duh). And most of these podcasts include some kind of ‘recommendations’ section where the hosts will suggest something they’re enjoying and think listeners might enjoy too. Most of the time the suggestions are cultural objects (occasionally they’re hilarious (and lazy) suggestions like ‘nutmeg,’ or ‘leggings’.) But in the past year Elena Ferrante’s Neapolitan series (beginning with My Brilliant Friend) has been recommended on almost all of them. There’s only so many times a book can be suggested before you feel like you’re ignoring a fated read. So I coopted their recommendations as my own and urged  *my* brilliant friend S. read with me. And then my other brilliant book club friends, too.

So we’ve all be reading it and I’m anxious to hear what these smart women have to say about the book. Because that’s what reading My Brilliant Friend taught me: that we don’t trust our own sense of what we like, or don’t like, or want, or don’t want, half as much as we trust that of our friends.

Back it up – what’s the book about? Written by an Italian author, the novel is set in a working class Naples in the 1960s-ish (I’m guessing a bit on the date). It follows two young girls, Elena and Lila as they mature themselves and in their friendship. Narrated by Elena, the novel focuses on their development from school girls to sexually mature women in the midst of changing social and economic conditions. The novel explores fascinating questions in friendship: how does friendship change when one friend gets married? when one friend has access to (much) more money than another? when one has sex?  [I’ll admit that when this description (or something like it) was offered to me in all of these recommendations I thought *yawn* but the books (at least the first) are well worth the read.]

In the particular setting of Naples the significant division between the two friends is access to education. Both Elena and Lila begin in school together, but as they age only Elena’s family has the resources (and sees the value) in continuing to send Elena to school. While both girls achieve extraordinary academic success, Elena views Lila as naturally intellectually curious (Lila teachers herself Greek!) and sees herself as an academic-imposter, succeeding only by virtue of her proximity to Lila.

The extent of Elena’s envy for Lila bothered me (and S.), at least bothered me at first. I assured myself that I’d never harboured such feelings of jealousy for any of my friends… But the more I considered their relationship I saw that in the envy of Lila’s beauty and her intellectual gifts Elena doesn’t desire something she doesn’t also have (Elena’s potentially untrustworthy narrative includes unimpeachable evidence of her academic success in the form of report cards) – rather she desires the confidence she assumes Lila has, she wants to feel like she’s good enough and to believe it.

Putting thematic questions aside, the book has a complex and nuanced narrative voice as this reader struggled to decide whether to trust Elena, or how far to trust her. Having been in my own 13 year old mind, I can assure you it’s not a  trustworthy place: perceptions of self are necessarily skewed. The novel manages this narrative tension through balancing Elena’s self-depracting, self-loathing perception against demonstrable outward evidence countering this view. Reminding us of the thematic issue of how much we assume we are (the only) deficient one, or that every one else (*cough* Lila) has their shit together. When… they don’t.

As if to prove it – I was tempted to write “It says something about my reading habits in the last four months that S., who had her first baby in the summer, finished the first book before me.” As if it was a contest about reading. Or friendship. Or life. (but isn’t it?)

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Reading while teaching; Teaching what you read

If you do an image search for ‘teaching’ and ‘reading’ (as I just did), you get lots of pictures of the quote “If you can read this, thank a teacher.” So you modify your search terms (because who wants a treacle quote to being their blog post) to “teaching english university” and you get pictures of lecture halls and students with their hands raised. Because that’s what teaching looks like (on Google at least): a classroom with a teacher, students and some kind of learning going on (hopefully). What you don’t find when you do an image search is a picture of the teacher (me) buried in articles, reference books and webpages frantically preparing for a class. And not reading other things. And making my book club read a book I’ve already read so that I don’t have to read something new. And placing books on hold at the library for the winter break when I’ve promised myself a reward of reading all the things I’ve wanted to be reading, but haven’t had the time to (or more properly the reading energy – more on that to come).

In my more desperate moments I convince myself I haven’t read anything since September. Untrue! I’ve reread the novels assigned for the course (The Book of NegroesIndian Horse and In the Skin of a Lion) and read dozens of texts surrounding these novels (and I read a collection of essays on motherhood *The M Word* before bed, but I didn’t blog about it because essays and I just didn’t). Surely this preparatory work ‘counts’ as reading?

Why then, when I’m teaching what I read, does it not feel like reading? It’s not quite that it feels like work (though it *is* work), it’s more that it feels like their are two tracks of running simultaneously: the reader and the teacher. The reader-me is paying attention to formal elements, to the experience of reading, to making connections. The teacher-me is paying attention to passages that might be included in a lecture or on an exam, to anticipating questions from students, to imagining how to present complex ideas in ways that will be engaging and enriching. It takes energy – “reading energy” – to read on these two tracks.

I probably sound like I’m complaining; I’m not complaining. Much of the time it’s exciting to be doing this work. To plan lessons that will invite students to analyze and to support their enthusiasm for reading (and they are brilliantly engaged and lively students). Some of the time it’s exhausting and frustrating. All of the time it’s a privilege: to be in the classroom, to work with the students, to have the opportunity to teach.

The real effect though is to limit my reading energy for books outside of what I’m teaching. Is it that I’m getting older and just don’t have the same energy? Because in my PhD I read for ‘work’ and then I read for ‘not-work.’ I did the 100 book challenge in the year I wrote my dissertation! So what is it about *teaching* what I read that, for me, makes it so much harder to eek out the time/energy to read-for-me?

As I consider whether to teach again next semester (or ever again!), I place high on my pro/con list the loss of reading-for-me.  To help me decide, my analytic-minded partner, S., generated a spreadsheet ranking different pro’s and con’s. When asked how much it mattered to me whether I had energy to read other things, I ranked it the highest as a con for teaching. I miss one-track reading.

So I’ve started reading something just for me. I’m reading Elena Ferrante’s *My Brilliant Friend* with S. (the other S. – my brilliant friend, S.). I’m hoping that in what remains of the semester I can find a pace that lets me read this way. And if I can’t? What do I do? Blog-readers-who-are-also-teachers: what do you do? How do you create the space for different ways of reading? Teach me your ways.

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Station Eleven: Why are you having a baby when the world is ending?

I’ve wanted a baby since my lady bits started twitching in my late twenties. I’ve been asked – and had trouble replying – why I want a baby. It’s a good question, and one we (collective humanity we and my partner-and-me-we) should probably be able to answer before we go ahead and have one. Enter me reading Emily St John Mandel’s (excellent) Station Eleven and feeling ever more sure that the world as we know it is ending, and that having a baby is… [enter your adjective]: risky, selfish, hopeful, terrifying, absurd, brave. Sure, when I was born in the 80s my parents must have felt a similar sense of foreboding: the Cold War threat of nuclear annihilation probably made it feel pretty scary to have a kid. And without the same frame of reference, I can’t be sure, except the arrival of disasters brought on by global warming makes the ‘threat’ not a possibility, but a reality.

So what does my baby-end-of-the-world-angst have to do with Station Eleven? The book narrates the post-apocolyptic world of a mix-matched cast of characters for whom the mantra “Survival is Insufficient” prompts them to not just survive, but to make and appreciate art, to maintain friendships and romances, and to form complicated relationships with ideas of past and future. It also gave this reader the scope and space to consider the [enter your adjective] of being a parent in any world, the massive responsibility and the abnegation of self called for by culture and circumstance (am I more or less likely to have a baby now? Time will tell).

With characters scattered in time and geography, the novel moves back and forward as readers are invited to piece together the events surrounding the collapse and the journies and connections of different characters (much, I might add, as one of these characters might be positioned to try to make sense of their world). We witness a magnificiently drawn setting of winter Toronto (really, not since the mostly wretched The Night Circus have I enjoyed a setting quite so much) and scenes along the north-east seaboard of North America (less brilliant than that of Toronto). Our characters are a little uneven in how successfully they’re drawn, but for the most part their motivations are well grounded in past events and rich personalities. (I would add that the narration of the lives of these characters ‘before’ the collapse is excellent – our knowledge of the imminanent end to their existence through the juxtaposition of their present adds urgency and poignancy to already great narration).

The past is captured in the creation and curation of the “Museum of Civilization” – an effort on the part of a few characters to preserve the history of the world that was lost, and to teach future generations about the cultures destroyed through their objects. The Museum is contrasted with characters who have ‘lost’ memories of the first years after the collapse. A sense that while remembering and presevation is a critical part of rebuilding culture, so too, an active forgetting (of the violence and isolation, we presume) is required for the same.

The future gestured to at the end of the novel is one of an expansion of connectivity (the lights go on again), the spread of ideas (the creation of a newspaper) and expanded travel (the networks of roads grow). It is a future, though, predicated on the tenacity and hope of its populace. The willingness of each character individually, and the groups collectively, to learn from one another and to trust one another (as in newspaper interviews and expansions of communities).

More than the (truly excellent) video game The Last of Us, the TV series The Walking Dead and the host of other post-apocolyptic futures we’ve encountered in recent years, Station Eleven calls on us to consider not only the everyday marvels and luxuries that surround our priviledged lives, but the threads of civilization that make a human life worth living: art, community, a connection to the past, a sense of hope for the future.

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Filed under Bestseller, Book Club, Fiction, Mystery, Prize Winner, Reader Request