Review: Fathers and Sons

Fathers and Sons by Ivan Turgenev

My rating: 5 of 5 stars

He has no faith in princeeples, only in frogs.

Turgenev has a reputation of being a novelists’ novelist—admired by such fastidious readers as Gustave Flaubert, Henry James, and Joseph Conrad—and now I can see why. Though quite different in temperament, he reminds me of Jane Austen or E.M. Forster in his seamless mastery of technique and his delicate touch. Apart from the epilogue (a 19th century staple), this novel makes do with very little of the cranking plot mechanics used by so many Victorian novelists. Rather, Turgenev weaves naturalistic scenes together in such a way that the plot, though orderly indeed, is tactfully concealed, like a skinny mannequin under a billowing dress.

But what is most impressive about this book is that, amid the sweetly flowing prose and the keen descriptions, Turgenev has inserted one of literature’s great characters: Bazarov, the nihilist (a term he popularized). On the one hand, Bazarov is the quintessential insufferable college graduate, pointing out the flaws in society without suggesting any remedies. On the other hand, unlike most of these brave young souls, Bazarov is actually a man of genius with an oddly compelling worldview. At the very least he has charisma. And history has only made Bazarov more fascinating. He is, by turns, a proto-Bolshevik and a proto-existentialist—calling for revolution amid the absurdity of existence. Turgenev must have been quite the observer to so effectively anticipate the political and intellectual revolutionaries of the coming century.

Turgenev’s winning touch is his ability to make the reader switch sympathies. At times Bazarov is little more than an arrogant lout; yet at other moments he is admirable and almost heroic; and at still others he is pitiable and deeply human. The same goes for every other character. Arcady’s uncle, Paul, is exemplary in this respect: a man of elegance, tact, and civility, who is at times commendable and at times an outrageous buffoon. Few novelists have such an prodigious ability to render complex yet believable personalities. In sum, the very fact that Turgenev wrote a novel about generational conflict that managed to deeply offend both fathers and sons shows the truth of his portrayals. This is a classic in every sense of the word.

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Review: As You Like It

As You Like It by William Shakespeare

My rating: 5 of 5 stars

As You Like It is unquestionably my favorite of Shakespeare’s comedies. This is mostly due to the love story being, for once, rather enjoyable. In the majority of Shakespeare’s works I find the romantic relationships to be, at best, an easy engine to move the plot along, or a ready vehicle for the poet’s sallies. Seldom do I find myself in sympathy with the lover or the beloved, mostly because Shakespeare’s most lovable or fascinating characters—King Lear, Iago, Hamlet, Falstaff—are usually not of the amorous sort.

But Rosalind is a great exception, for she is both fascinating and lovable. It is very easy for me to sympathize with Orlando’s passion; and though Orlando is no match for Rosalind in wit or wisdom, he is brave, kind, and loyal. As in any Shakespeare play, the lovers expend their great verbal acuity upon one another; though here, for once, the barbs are purely benign, the relationship free of secret malice. For Rosalind and Orlando, raillery becomes a way of showing affection and of keeping attraction alive; and theatricality is not use to deceive or to ensnare, but to enchant.

Shakespeare set his play in the fictitious forest of Arden, thus suggesting a kind of pastoral romance. But the mood of the play is subtly anti-pastoral. Silvius, the poor love-sick shepherd, represents the original pastoral tradition of pinning lovers in an original Eden; thus he speaks exclusively in nauseating verse. Rosalind, by contrast, expresses herself in prose; and her love is never pinning or pathetic, but playful. I would say that ‘play’ characterizes her whole attitude towards life. She does not, like Silvius, fall victim to her emotions; nor does she, like Jacques, cynically deny her feeling. Instead, she indulges in her feelings while staying one step ahead of them, turning every genuine drama into a game. In the process she gives us a model for how to be madly in love without being maddeningly dull.

What else need be said? The plot is absurd and flimsy, of course. Jacques and Touchstone are excellent counterpoises to Rosalind, though neither half so delightful. The music and the natural setting help to make the play itself, like the forest of Arden, a space of escape and delight—a transitional space, where the norms of society are inverted or suspended, and from which we return refreshed and subtly transformed. At the very least, it is impossible for me to watch this play and remain in a sour mood.

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Review: Howards End

Howards End by E.M. Forster

My rating: 5 of 5 stars

It is the little things one bungles at. The big, real ones are nothing when they come.

The last time I reviewed a novel by E.M. Forster, I wound up blubbering with praise; and now I find myself in similar circumstances. As with A Passage to India, I find Howards End exemplary in every respect: the themes, characterization, the prose, the pacing, the plot. I ought also to mention Forster’s versatility. Though rarely funny, Forster is capable of romantic lyricism, gritty realism, and flighty philosophy. Most convincing of all is his control. Nothing is overdone or heavy-handed—which requires a mixture of technique and taste. While exploring social problems, one never feels that the novel is being unduly interrupted; while constructing a character into an archetype, one never feels that the individual is lost; and the story, though carefully plotted, rarely feels predictable or contrived.

Yet Forster is not a great novelist for his skill alone. He is great because of his insight. More than any novelist I know, Forster is able to connect the inner with the outer life (which is the theme of this novel, and the source of its most famous quote: “Only connect”). Forster is able to show, in other words, how social and economic circumstances breed characters; and how even intelligent and well-meaning characters fail to escape the bounds of their class and nation. He shows, for example, how the money inherited by Margaret and Helen allows for their mental freedom; how Mr. Wilcox’s life of business molds him into a well-meaning shell; and how, despite his best efforts, Leonard Bast cannot help but be shaped by his poverty.

However, if the novel has a message, it is this: even if the inner life is powerless to change material circumstances, it is ultimately the more important aspect of life. This is because, when a tragedy strikes, and mere business acumen or worldly knowledge will not suffice, it is emotional fortitude that is required. Mr. Wilcox has a sort of false strength—a fragile ego he hides behind, a sort of masculine bluff which is easily shattered. Margaret, by contrast, is able to endure tragedies because of her self-knowledge. She is not afraid of the darker aspects of her mind; thus she can look with equanimity upon herself and others, accepting their flaws while seeing their potential. This is what Forster means by “connect”: connecting “the beast” with “the monk”—that is, admitting one’s desires instead of hiding behind a false screen of decency. Only so can we achieve self-knowledge.

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Review: Marianela

Marianela by Benito Pérez Galdós

My rating: 5 of 5 stars

Benito Peréz Galdós is yet another of those Spanish authors whose wide fame in their own language is equalled by their wide obscurity elsewhere. In Spain his reputation as a novelist is second only to Cervantes; and yet the English translation of this book, one of his most famous, is out of print. This is a shame, since Galdós was a writer of rare gifts, a fountain of stories written in beautiful prose. In many ways he is reminiscent of Lope de Vega: both a critical and popular success, whose celebrity did not get in the way of his output. For like the golden age playwright, Galdós was extremely prolific. Apart from his few dozen—and often lengthy—social-realist novels, he wrote five series of historical novels, forty-six novels in all, covering the 19th century in Spain. Dickens was a slug by comparison.

This book is about Marianela, called La Nela, an orphaned, “deformed” adolescent who lives in the mining country in Cantabria. She is described as having spotty skin, thin hair, a malproportioned face, and most notably an underdeveloped body for her age. She is the “lazarillo,” or guide, to Pablo, a blind young man from a rich family. The two fall in love, and share many passionate sentiments on their walks together. But then the brilliant doctor, Teodoro Celepín, comes to visit Pablo, examines him, cures his blindness, and, well, Marianela’s life gets considerably worse. It is a simple story with a tragic arc.

For me the outstanding quality of Galdós’s writing is his prose. It is elegant but readable, balanced but energetic. Though there were many words scattered about that I did not understand, I never felt lost; to the contrary, I read quickly, avidly, completely sucked into the story in a way that is rare for me with Spanish books. As with many novelists, there are two main registers of Galdós’s writing on display: scene-setting description and dialogue. Galdós excels at both. The conversations between La Nela and Pablo, though sentimental in a way that only enamored teenagers can be, was totally convincing. And his description of the desolate, charred, and barren landscape of the mines is an excellent example of how a scene can contribute to the narrative of a book:

El vapor principió a zumbar en las calderas del gran automóvil, que hacía funcionar a un tiempo los aparatos de los talleres y el aparato de lavado. El agua, que tan principal papel desempeñaba en esta operación, comenzó a correr por las altas cañerías, de donde debía saltar sobre los cilindros. Risotadas de mujeres y ladridos de hombres que venían de tomar la mañana [beber aguardiente] precedieron a la faena; y al fin empezaron a girar las cribas cilíndricas con infernal chillido; el agua corría de una en otra, pulverizándose, y la tierra sucia se atormentaba con vertiginoso voltear, todando y cayendo de rueda en rueda hasta convertirse en fino polvo achocolatado.

And in English:

The steam began to hiss in the boilers of the big car, which operated the workshop equipment and the cleaning machines at the same time. The water, which played such a principal role in this operation, began to run through the high pipes, where it had to jump over the cylinders. The guffaws of women and the barks of men who came to take the morning [drink aguardiente] preceded the task; and at last they begun to turn the cylindrical sieves with a hellish shriek; the water ran from one to the other, spraying and splashing, and the dirty earth was tormented with dizzy turning, rolling and falling from wheel to wheel until it became a fine chocolate powder.

Few authors could provide such a gripping description of an industrial process and also present us with a character as memorable as La Nela. She is self-contained but selfless, self-willed but self-abnegating, intelligent but ignorant, a person who was given nothing and so expects nothing, but whose isolation caused her to form a novel perspective. Her notion of the world is pagan; she sees things in mythical, poetic categories that lead everyone around her to chastise her for being unchristian. Her tragedy, like so many, is the plight of undeveloped potential; in other circumstances, she may have done remarkable things; but being born poor, orphaned, and “ugly” has confined her to being a guide.

I have said all this in praise of Galdós prose, his scene-setting, his characterization, but of course there is more to this story. Thematically, this book is also quite rich—the relation between inner and outer sense, between inner and outer worth, the relation between knowledge and love—but I will not get into that. This book was too enjoyable to belabor it with heady analysis. To conclude, this novel has convinced me that Galdós is a master of the craft. I am eager to devour more of his books.

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Review: Don Quixote

Don Quijote de la Mancha: puesto en castellano actual íntegra y fielmente por Andrés Trapiello by Miguel de Cervantes Saavedra

My rating: 5 of 5 stars

“I know who I am,” replied don Quijote, “and I know who I can be…”

I bought this book under the sway of a caprice which, if it were not too hackneyed to say so, I would call quixotic. This was two years ago. I was in the royal palace in La Granja de San Ildefonso, near Segovia. I had just toured the palace—one of the finest in Spain—and was about to explore the French gardens, modeled after those in Versailles, when I encountered the gift shop. Normally I do not buy anything in gift shops, since half of it is rubbish and all of it is overpriced. But this book, this particular volume, called out to me and I obeyed.

It was a foolish purchase—not only because I paid gift-shop prices, but because my Spanish was not anywhere near the level I needed to read it. And at the time, I had no idea I would be staying in Spain for so long. There was a very good chance, in other words, that I would never be able to tackle this overpriced brick with Bible-thin pages. At least I left myself some hope. For this is not the original El ingenioso caballero don Quijote de la Mancha—written in Spanish contemporaneous with Shakespeare’s English—but a bastardization: its style diligently modernized by the writer Andrés Trapiello. Even with this crutch, and even with an additional two years of living in Spain, this book was a serious challenge.

Before charging headlong into the thickets of criticism, I want to say a word in praise of Trapiello’s edition. Cervantes’s Spanish is not as difficult as Shakespeare’s English, but it still foreign enough to prove an obstacle even to native speakers. I know many Spaniards, even well-read ones, who have never successfully made it through El Quijote for this very reason (or so they allege). Trapiello has done the Spanish-speaking world a great service, then, since he has successfully made El Quijote as accessible as it would have been to its first readers, while preserving the instantly recognizable Cervantine style. And while I can see why purists would object to this defacement of hallowed beauty, I would counter that, if ever there were a book to painlessly enjoy, it is El Quijote.

To get a taste of the change, here is Trapiello’s opening lines:

En un lugar de la Mancha, de cuyo nombre no quiero acordarme, vivía no hace mucho un hidalgo de los de lanza ya olvidada, escudo antiguo, rocín flaco y galgo corredor. Consumían tres partes de su hacienda una olla con algo más de vaca que carnero, ropa vieja casi todas las noches, huevos con torreznos los sábados, lentejas los viernes y algún palomino de añadidura los domingos.

And here is the original:

En un lugar de la Mancha, du cuyo nombre no quiero acordarme, no ha mucho tiempo que vivía un hidalgo de los de lanza en astillero, adarga antigua, rocín flaco y galgo corredor. Una olla de algo más vaca que carnero, salpicón las más noches, duelos y quebrantos los sábados, lentejas los viernes, algún palomino de añadidura los domingos, consumían tres partes de su hacienda.

Now, undeniably something is lost in the transition. Cervantes’s “duelos y quebrantos” (lit. “aches and pains”), for example, is undeniably more evocative than Trapiello’s “huevos con torreznos” (eggs with bacon); but without Trapiello I would have no idea what Cervantes meant. It is also worth noting how similar the two are; Trapiello has taken care to change only what he must.

Onward to the book itself. But I hesitate. The more I contemplate this book, the more I think that a critic must be as daft as the don and as simple as his squire to think he can get to the bottom of it. Cervantes was either extremely muddle-headed or fantastically subtle, since this book resists any definite conclusions you may try to wring from its pages. Perhaps, like many great books, it simply got out of the author’s control. Just as Tolstoy set out to write the parable of a fallen woman and gave us Anna Karenina, and as Mark Twain set out to write a boys’ book and invented American literature, it seems Cervantes set out to write a satire of chivalric romances and produced one of the great works of universal art. It is as if a New Yorker cartoonist accidentally doodled Guernica.

The key to the book’s enduring beauty, I think, is Cervantes’s special brand of irony. He is the only author I know who can produce scorn and admiration in the same sentence. He is able to ruthlessly make fun of everything under the sun, while in the same moment praising them to the heavens. The book itself embodies this paradox: for it is at once the greatest rejection of chivalric romance and its greatest embodiment—an adventure tale that laughs at adventure tales. There is no question that Cervantes finds the old don ridiculous, and he makes us agree with him; yet by the end, Quijote is more heroic than Sir Galahad himself.

The central question the books asks is whether idealism is noble or silly. There is no question that the Knight of the Sorrowful Countenance is a hilarious figure. But do we laugh at his expense, or at our own? Is his idealism pathetic, or is it our realism? The book resists both horns of this dilemma, until finally we must conclude that we are all—dreamers and realists alike—equally ridiculous. For we all reside in a social world whose rules only exist in our beliefs and in our actions, a world which we create but do not design. It is only Quijote who seems to realize (however unconsciously) that, by changing the script, we can recreate the world. And he does. By the time we get to Part Two, everyone is playing along with Quijote.

Even so, I am not able to go so far as Miguel de Unamuno, and consider Quijote a sort of messiah. I do not think Cervantes’s irony permits this. For Quijote truly is out of touch, and frequently gets pummeled for it. And even when his fantasy inspires others to play along, and to help him create his new world, they never do so for disinterested reasons. Some, including Sancho, play along for gain; others do so to control or to help Quijote; and most do it just to have some fun at his expense. This is the dilemma faced by all revolutionaries: they have the vision to see a better world, the courage to usher it in with their actions, and the charisma to inspire others to follow them; but most worldlings chose to play along for ulterior motives, not for ideals; and so the new world becomes as corrupt as the old one. To put this another way, Quijote’s problem is not that he is out of touch with the social order, but that he is out of touch with the human heart.

Much of the greatness of this book lays in the relationship between the don and his squire. Few friendships in literature are so heartwarming. Sancho, in his simplicity, is the only one who can even partially meet Quijote in his new world—as a genuine participant in Quijote’s make-believe. Of course, Sancho is not free from ulterior motives, either. There is the island he is to rule over. But the longer the story goes on, the more Sancho believes in his master, and the less he pursues material gain. We are relieved to see that, when finally offered his island, the squire comes running back to the don in a matter of days. As the only two inhabitants of their new world, as the only two actors in their play, they are homeless without one another.

It is useful to compare Shakespeare’s and Cervantes’s method of characterization. As Harold Bloom points out, Shakespeare’s characters are most truly themselves when they are alone, soliloquizing. When together, on the other hand, even close friends and lovers never seem to communicate perfectly, but talk past each other, or talk for their own benefit, or simply show off. But don Quijote and Sancho Panza are most truly themselves when they are with each other; they draw one another out and spur one another on; they ceaselessly bicker while remaining absolutely loyal; they quibble and squabble while understanding one another perfectly. When they are separated during Sancho’s sojourn on the island, the reader feels that each has lost more than half of himself. For my part, though I am not sure it is more “realistic,” I find Cervantes’s friendship more heartening than the bard’s. Though they begin as polar opposites, the squire and the knight influence one another as the story progresses, eventually coming to resemble one another. This beats Romeo and Juliet by a league.

What strikes most contemporary readers of this ur-novel is its modernity. Formally, Cervantes is far more daring than his Victorian successors. This is admittedly more apparent in Part Two, when Cervantes has his characters travel around a world where Part One has already been published and read widely, and where the spurious Part Two by Alonso Fernández de Avellaneda (a pseudonym) has just been released. This leads to self-referential tricks worthy of the coolest postmodernist: the duo encountering readers of the prequels and commenting on their own portrayal. Another daring touch was Cervantes’s use of the Arabic historian Cide Hamete Berengeli—whose Arabic book, found on the streets of Toledo, he is merely transcribing into Castilian—which allows him to comment on the text he is writing: praising the historian’s scrupulous attention to detail and skipping over boring sections in the “original.”

All this is done, not merely to be clever, but to reinforce the sense of infinite irony that pervades the text. The gap opened up by these tricks is what gives Cervantes room to be so delightfully ambiguous. As the authorship is called into question, and as the characters—who are imaginative actors to begin with—become aware of themselves as characters, the sense of a guiding intelligence crafting the story becomes ever more tenuous. The final irony, then, is that this self-referential irony does not undermine the reality of the story, but only reinforces it. In Part Two, especially, the characters leap from the book into reality, becoming both readers and writers of themselves—so real, indeed, that we risk repeating the don’s error of mistaking the book with reality.

Having said all this in praise of El Quijote, I should mention some of the book’s flaws. These are mostly confined to Part One, wherein Cervantes inserts several short novelas that have, for the most part, aged poorly. At the time there was, apparently, a craze for pastoral love stories involving shepherds and shepherdesses, which nowadays is soppy sentimental trash. One must also admit that Cervantes’s was a very mediocre poet, so the verse scattered throughout these pages can safely be skipped. On the whole, though the book’s most iconic moments are in Part One, Part Two is much superior and more innovative.

Part Two is also far sadder. And this is the last ambiguity: the reader can never fully decide whether to laugh or cry. Tragedy and comedy are blended so deeply together that no emotional response seems adequate. I still have not decided with any certainty how I feel or what I think about this book. All I know is that I wish it could go on forever—that I could read another chapter of don Quijote’s and Sancho Panza’s adventures for the rest of my life. To reach the end is unbearable. Don Quijote should live eternal life. And he will.

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Review: Romeo and Juliet

Romeo and Juliet by William Shakespeare

My rating: 4 of 5 stars

ROMEO: Peace, peace, Mercutio, peace!
Thou talk’st of nothing.

MERCUTIO: True, I talk of dreams,
Which are the children of an idle brain,
Begot of nothing but vain fantasy,
Which is as thin of substance as the air
And more inconstant than the wind.

My memories from my high school literature classes are largely a blank. Books held no interest for me. I spent one year skipping my classes completely. And when I did drag myself to class, I almost never did the reading. A quick look through the Cliffnotes the night before was usually enough to pass the exam—which inevitably consisted of a bunch of multiple-choice questions about plot details, and short-answer questions of ‘analysis’ that could easily be fudged by some clever-sounding nonsense.

We occasionally ‘acted-out’ plays in class. This was normally a cue to space-out while my classmates labored through Shakespeare’s language, and hope the teacher didn’t call on me. I liked to day-dream about videogames and action movies. Shakespeare, I thought, was stuffy boring nonsense, hopelessly cliché and old-fashioned. But despite my apathy, one moment of Romeo and Juliet did manage to worm its way into my memory. This was Mercutio’s enormous, phantasmagoric monologue about Queen Mab:

She is the fairies midwife, and she comes / In shape no bigger than an agate stone / On the forefinger of an alderman, / Drawn with a team of little atomi / Over men’s noses as they lie asleep. / Her chariot is an empty hazelnut made by the joiner squirrel or old grub, / Time out o’ mind the faries’ coachmakers; / Her wagon-spokes made of long spinners’ legs; / The cover of the wings of grasshoppers, / Her traces of the smallest spider web, / Her collars of the moonshine’s watery beams, / Her whip of cricket’s bone, her lash of film, / Her waggoner, a small grey-coated gnat, / Not half so big as a round little worm / Prick’d from the lazy finger of a maid; / And in this state she gallops night by night / Through lovers’ brains, and then they dream of love…

The speech goes on much further, describing how the Queen “gallops ov’e a courtiers’ noses” and “driveth o’er a soldier’s neck,” filling their dreams with vain fantasies. I am sure that I didn’t understand even half of it; what is an agate stone, an alderman, or an atomi? But the speech is so exuberant, and interrupted the play’s action so pointlessly (or so it seemed), that I couldn’t help being interested. Yes, I was actually interested in Shakespeare for a moment, and found myself wondering what this fairy queen, so decorously bedecked, had to do with this ridiculous story of love.

I admit that, even now, I find it hard to love this play. It has has become such a ubiquitous cultural reference-point that reading it is rather like seeing the Mona Lisa in person—seeing an icon that is already so relentlessly seen that it is almost impossible to unsee and see afresh. But this is hardly the play’s fault, or Shakespeare’s. Indeed, it is a mark of supreme merit that we can hardly speak of the passions of romantic love without these two lovers coming to mind; and, though we laugh at these outbursts of adolescent passion in our more cynical moments, there is hardly anything more simple and sublime in love poetry than Juliet’s declaration:

My bounty is as boundless as the sea,
My love as deep: The more I give to thee
The more I have, for both are infinite.

A few months ago, I was given a bilingual copy of this book, in English and Italian, from a thoughtful friend who traveled to Verona. I myself was lucky enough to have gone to Verona when I was back in high school, the very same year that I was skipping all my English classes.

I remember getting off the bus, still jetlagged and dazed, but feeling elated and happy in sunny winter’s day. I looked at the stony ruin of the Verona Arena and thought of gladiators wielding tridents and swords. Back then I even knew some Italian—long since forgotten, from lack of both interest and practice—which I was learning in school. So it seems a fitting testament to my misspent youth to quote from this most romantic of plays in that most romantic of languages:

Oh, Romeo, Romeo, perché sei tu Romeo?
Rinnega tuo padre e rifiuta il tuo nome,
o, se non vuoi, giurami solo amore,
e non saró piú una Capuleti.

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Review: Tools for Teaching

Tools for Teaching: Discipline, Instruction, Motivation. Primary Prevention of Classroom Discipline Problems by Fredric H. Jones
My rating: 5 of 5 stars

Have you ever looked at the work kids turn in these days and wondered, “What will happen to this country in the next 50 years?” When you watch Larry sharpen his pencil, you know that the future is in good hands. It’s inspirational.

Last year I switched from teaching adults to teaching teenagers. Though I’m still teaching English, the job could hardly be more different. With adults, I could focus entirely on content; my students were mature, intelligent, and motivated, so I could think exclusively about what to teach them, and how. With kids, I am dealing with a classroom full of energetic, distracted, unruly, loud, and sometimes obnoxious humans whose main motivation is not to fail the upcoming exam. They’re not there because they want to be, and they would always inevitably rather be doing something else.

This probably makes me sound jaded and disenchanted (and I hasten to add that I actually have a lot more fun teaching kids, and my students are great, I swear!); but the fact is inescapable: when you’re teaching in a school setting, you need to worry about classroom management. Either you will control the kids, or they will control you.

It is the hope of every beginning teacher, myself included, to manage through instruction. We all begin with the same dream: to create lessons so dynamic, so enriching, so brilliant, and to teach with such charisma and compassion, that misbehavior isn’t a problem. But this doesn’t work, for two obvious reasons. For one, we don’t have unlimited control of the curriculum; to the contrary, our room to maneuver is often quite limited. And even with complete autonomy, having interesting lessons would be no guarantee of participation or attention, since it only takes one bored student to disrupt, and only one disruption to derail a lesson.

Even if you’re Socrates, disruptions will happen. When they do, in the absence of any plan, you will end up falling back on your instincts. The problem is that your instincts are probably bad. I know this well, both from experience and observation. Our impulsive reaction is usually to nag, to argue, to preach, to bargain, to threaten, to cajole—in other words, to flap our mouths in futility until we finally get angry, snap, yell, and then repeat the process.

But no amount of nagging creates a motivated classroom; and no amount of speeches—about the value of education, the importance of respect, or the relevance of the lesson to one’s future—will produce interested and engaged students. In short, our instinctual response is inefficient, ineffective, and stressful for both teacher and students. (Again, I know this both from experience and observation.)

Some strategies are therefore needed to keep the kids settled and on task. And since teachers are chronically overworked as it is—the endless grading and planning, not to mention the physical strain of standing in front of classes all day—these strategies must be neither too complex nor too expensive. To the contrary, they must be relatively straightforward to implement, and they must save time in the long run.

This is where Fred Jones comes in. Fred Jones is the Isaac Newton of classroom management. This book is nothing less than a fully worked out strategy for controlling a room full of young people. This system, according to him, is the result of many hundreds of hours of observing effective and ineffective teachers, trying to analyze what the “natural” teachers did right and the “unnatural” teachers wrong, and to put it all together into a system. And it really is systematic: every part fits into every part, interlocking like the gears of a bicycle.

This makes the book somewhat difficult to summarize, since it is not a bag of tricks to add to your repertoire. Indeed, its main limitation—especially for me, since I’m just assistant who goes from class to class—is that his strategies cannot be implemented piecemeal. They work together, or they don’t work. As a pedagogical nomad who merely helps out, I am not really in a position to put this book into practice, so I cannot personally vouch for it.

Despite this, Jones manages to be utterly convincing. The book is so full of anecdotes, insights, and explanations that were immediately familiar that it seemed as if he was spying on my own classrooms. Unlike so many books on education, which offer ringing phrases and high-minded idealism, this book deals with the nitty-gritty reality of being a teacher: the challenges, frustrations, and the stress.

The main challenge of classroom management—the problem that dwarfs all others—is to eliminate talking to neighbors. Kids like to talk, and they will talk: when they’re supposed to be listening, when they should be working, whenever they think they can get away with it. This is only natural. And with the conventional classroom approach—standing in the front and lecturing, snarling whenever the kids in the back are too loud—talking to neighbors is inevitable, since the teacher is physically distant, and the kids have nothing else to do.

Jones begins by suggesting board work: an activity that each student must start at the beginning of class, something handed out or written on the board, to eliminate the usual chaos that attends the beginning of the lesson. He then goes into detail about how the classroom should be arranged: with large avenues to the teacher can quickly move around. Movement is key, because the most important factor that determines goofing off is physical proximity to the teacher. (This seems certainly less true in Spain, where people are more comfortable with limited personal space, but I imagine it’s quite true in the United States.)

This leads to the lesson. Jones advocates a pedagogical approach that only requires the teacher to talk for five minutes or less at a time. Break down the lesson into chunks, using visual aids for easy understanding, and then immediately follow every concept with an activity. When the kids are working, the teacher is to move around the classroom, helping, checking, and managing behavior, while being sure not to spend too much time with the students he calls “helpless handraisers”—the students who inevitably raise their hands and say they don’t understand. (To be clear, he isn’t saying to ignore these students, but to resist the impulse to re-teach the whole lesson with your back turned to the rest of the class.)

This leads to one of the main limitation of Jones’s method: it works better for math and science than for the humanities. I don’t see how literature or history can be broken down into these five-minute chunks without destroying the content altogether. Jones suggests frequent writing exercises, which I certainly approve of, but it is also hard for me to imagine teaching a lesson about the Spanish Reconquest, for example, without a lengthy lecture. Maybe this is just due to lack of imagination on my part.

When it comes to disruptions, Jones’s advice is refreshingly physical. The first challenge is remaining calm. When you’re standing in front of a crowd, and some kids are chuckling in the back, or worse, talking back to you, your adrenaline immediately begins to flow. Your heart races, and you feel a tense anxiety grip your chest, intermediate between panic and rage. Before doing anything, you must calm down. Jones suggests learning how to relax yourself by breathing deeply. You need to be in control of your emotions to respond effectively.

Then, Jones follows this with a long section on body language. The way we hold our bodies signals a lot about our intentions and our resolve. Confidence and timidity are things we all intuitively perceive just from looking at the way someone holds herself. How do you turn around and face the offending students with conviction? How do you signal that you are taking the disruption seriously? And how do you avoid seeming noncommittal or unserious?

One of the most brilliant sections in this book, I thought, was on dealing with backtalk. Backtalk can be anything, but as Jones points out, it usually takes a very limited number of forms. Denial is probably the most common; in Spanish, this translates to “Pero, ¡no he hecho nada!” Then there is blaming; the student points her finger at her neighbor, and says “But, she asked me a question!” And then there is misdirection, when the offending student says, “But, I don’t understand!” as if they were in a busy intellectual debate. I see all these on a daily basis. The classic mistake to make in these situations is to engage the student—to argue, to nag, or to scold, or to take their claim that they “don’t understand” at face value. Be calm, stay quiet, and if they keep talking move towards them. Talking back yourself only puts you on the same level.

The penultimate section of the book deals with what Jones calls Preferred Activity Time, or PAT. This is an academic activity that the students want to do, and will work for. It is not a reward to hold over their heads, or something to punish the students with by taking it away, but something the teacher gives to the class, with the opportunity for them to earn more through good behavior. This acts as an additional incentive system to stay on task and well behaved.

The book ends with a note on what Jones calls “the backup system,” which consists of the official punishments, like suspension and detention, that the school system inflicts on misbehaving kids. As Jones repeatedly says, this backup system has been in place for generations, and yet it has always been ineffective. The same small number of repeat offenders account for the vast majority of these reprimands; obviously it is not an successful deterrent. Sometimes the backup system is unavoidable, however, and he has some wise words on how to use it when needed.

Now, if you’ve been following along so far, you’ll have noticed that this book is behaviorist. Its ideas are based on control, on incentive systems, on input and output. As a model of human behavior, I think behaviorism is far too simplistic to be accurate, and so I’m somewhat uncomfortable thinking of classroom management in this way. Furthermore, there are moments, I admit, when the job of teaching in a public school feels more like working in a prison than the glorious pursuit of knowledge. Your job is to keep the kids in a room, keep them quiet and seated, and to keep them busy—at least, that’s how it feels at times. And Jones’s whole system can perhaps legitimately be accused of perpetuating this incarceration model of education.

But teachers have the choice of working within an imperfect system or not working. The question of the ideal educational model is entirely different from the question this book addresses: how to effectively teach in the current educational paradigm. Jones’s approach is clear-eyed, thorough, intelligent, insightful, and eminently practical, and for that reason I think he has done a great thing. Teaching, after all, is too difficult a job, and too important a job, to do with only idealism and instinct as tools.

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Review: Anna Karenina

Anna Karenina by Leo Tolstoy
My rating: 5 of 5 stars

“Anna Karenina,” my friend told me, “is one of the few books that have influenced how I live my life from day to day.”

This statement touches on a question I often wonder about: Can reading great fiction make you a better person? I don’t mean to ask whether it can improve your mental agility or your knowledge of the world, for it undoubtedly does. But can these books make you kinder, wiser, more moral, more content? The answer to this question is far from self-evident. And maybe we should be doubtful, when we consider how many disagreeable Shakespeare fans have probably existed. Nevertheless, I suspect that most of us are inclined to say yes, these books do improve us. But how?

Here are my answers. First, many great works of fiction tackle the moral question directly: What does it mean to be good? How do you live a good life? What is the point of it all? Dostoyevsky is the exemplary author in this respect, who was intensely, almost morbidly, preoccupied with these questions. Second, great fiction often involves a social critique; many well-known authors have been penetrating guides into the hypocrisies, immoralities, and stupidities of their societies. Dickens, for example, is famous for spreading awareness of the plights of the poor; and Jane Austen performed a similar task in her novels, though much more quietly, by satirizing the narrow, pinched social rules the landed gentry had to abide by.

Finally, we come to great literature’s ability to help us empathize. By imagining the actions, thoughts, feelings, desires, and hopes of another person—a person perhaps from a different time, with different values—we learn to see the world from multiple points of view. This not only helps us to understand others, but also helps us to understand ourselves. And this is important, since a big part of wise living (in my experience at least) involves the ability to see ourselves from a distance, as only one person among many, and to treat ourselves with the same good-natured respect as we treat our good friends. And the master of empathy is undoubtedly Leo Tolstoy.

Leo Tolstoy was a contradictory man. He idolized the peasants and their simple life, and he preached a renunciation of worldly riches; and yet he maintained his aristocratic privileges till the end of his life. He considered marriage to be of enormous importance in living a moral life, and yet his relationship with his wife was bitterly unhappy and he ended up fleeing his house to escape. And as Isaiah Berlin pointed out in his essay on Tolstoy’s view of history, he yearned for unity and yet saw only multiplicity in the world. I can’t help attributing this contradictoriness to his nearly supernatural ability to sympathize with other points of view, which caused him to constantly be pulled in different directions.

This is on full display in Anna Karenina, but I can’t discuss this or anything else about the book without copious spoilers. So if you are among the handful of people who don’t know the plot already, here is your warning.

Like so many authors, Tolstoy here writes about a “fallen” woman who ends up in a bad situation. But unlike anyone else, Tolstoy presents this story without taking any clear moral stance on Anna, her society, her betrayed husband, or her lover. It is, for example, close to impossible to read this simply as a parable of the immoral woman getting her just desserts. What was Anna supposed to do? She would have condemned herself to a life of unhappiness had she stayed with Karenin. And it can hardly be said that she was responsible for her unhappy marriage, since marriages in those days were contracted when women were very young, for reasons of power and wealth, not love. Tolstoy makes this very clear, and as a result this book can be read, in part, as a feminist critique of a society that severely limits the freedom of women and condemns them to live at the mercy of their fathers and husbands.

But this is not the whole story. If it is impossible to read this book as a parable of an immoral wife, it is equally impossible to read it as the heroic struggle of a wronged women against an immoral society. Anna is neither wholly right nor wrong in her decision. For in choosing to abandon her husband, she also chooses to abandon her son. Admittedly, it was only the social rules that forced her to make this choice, but the fact remains that she knowingly chose it. What’s more, unlike in Madame Bovary, where the deceived husband is not a sympathetic character, Tolstoy brings Karenin to life, showing us an imperfect and limited man, but a real man nonetheless, a man who was deeply hurt by Anna’s actions.

A similar ambiguity can be seen in the relationship between Anna and Vronsky. Tolstoy never makes us doubt that they do truly love one another. This is not the story of vanity or lust, but of tender, affectionate love—a love that was denied Anna for her whole life before her affair. For his part, Vronsky is also neither wholly bad nor good. He wrongs Karenin without any moral scruples; but his love for Anna is so deep—at least at first—that he gives up his respectability, his position in the military, and even his good relationship with his family to be with her. I cannot admire Vronsky, but it is impossible for me to condemn him, just like it is impossible for me to condemn Anna or Karenin, for they were all making the choices that seemed best to them.

The final effect of these conflicts is not a critique of society nor a parable of vice, but a portrayal of the tragedy of life, of the unhappiness that inevitably arises when desires are not in harmony with values and when personalities are not in harmony with societies.

The other thread of this book—that of Levin and Kitty—is where Tolstoy tells us how to be happy. For Tolstoy, this involves a return to tradition; specifically, this means a return to rural Russian tradition and a concomitant shunning of urban European influence. Levin and Kitty’s happy life in the countryside is repeatedly contrasted with Vronsky and Anna’s unhappy life in the city. Levin is connected with the earth; he knows the peasants and he works with them, while Vronsky only associates with aristocrats. Levin is earnest, provincial, and clumsy, while Vronsky is urbane, cosmopolitan, and suave. Kitty is simple, unreflecting, and pure-hearted, while Anna is well-read, sophisticated, and passionate.

The most obvious symbol of Europeanization is the fateful railway. Anna and Vronsky meet in a train station; Vronsky confesses his love to Anna in another train station; and it is of course a train that ends Anna’s life. Levin, by contrast, catches sight of Kitty as he sits in the grass in his farm, while Kitty goes by in a horse-drawn carriage. Anna and Vronsky travel to Italy to see the sights, while for Levin even Moscow is painfully confusing and shallow.

This contrast of urban Europe with rural Russia is mirrored in the contrast of atheism with belief. Like Dostoyevsky, Tolstoy attributed the growing disbelief in Christianity to the nefarious influence of the freethinking West. In Tolstoy’s view—and in this respect he’s remarkably close to Dostoyevsky—Russians were mistaken to gleefully import European technologies and modes of thought without paying attention to how appropriate these new arrivals were to Russia. Both Tolstoy and Dostoevsky wanted Russia to develop its own path into the future, a path that relied on an embrace of the Christian ethic, not an attempt to fill the vacuum left by religion with socialism and science.

The final scene of this novel—where Levin renounces his old free-thinking ways and embraces Christianity—is the ultimate triumph of Russia over Europe in Levin’s soul. But this is where the book rings the most hollow for me. For here Tolstoy is attempting to put up one mode of life as ideal, while his prodigious ability to see the world from so many points of view makes us doubt whether there is such a thing as an ideal life or one right way of viewing the world. At least for me, Tolstoy’s magnificent empathy is the real moral lesson I have taken away from this book. His insights into the minds and personalities of different people is staggering, and I can only hope to emulate this, in my own small way, as I fight the lifelong battle with my own ego.

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Lotz in Translation

Saving the world—one long, pretentious blog post at a time.

Tag: Literature

Review: Fathers and Sons

Review: As You Like It

Review: Howards End

Review: Marianela

Review: Don Quixote

Review: Romeo and Juliet

Review: Tools for Teaching

Review: Anna Karenina