Hermann Hesse, The Glass Bead Game (Magister Ludi), 1943. Trans. Richard and Clara Winston, 1969.

The Glass Bead Game was a revelation to me in high school: it was a tome that made sense of life, that drew me toward academia and study in what I now know was a dramatically over-idealised way. Given its importance to the earlier me, I’m surprised that, until this fall, my copy has been sitting on shelves, un-reread, the story only half-remembered.

Hesse’s novel follows Joseph Knecht, a young man who is so dedicated to his music that he is plucked from his virtually un-described normal life and sent to the elite schools in Castalia—the region where the real scholars are made. Hesse follows Knecht’s career through two sets of schools, and then into the “order” of scholars and his leadership position in the order. You now know almost everything that “happens”: this story is about ideas, and the reader experiences debates between characters and musings on knowledge, politics, social responsibility, the proper role of study to the state, and more.

There are some peculiar features to this book. I read it as a sort of gedankenexperiment, an attempt to dream as near-to-possible a utopia as might exist, complete with the challenges it would face in relating to the “real” world. The form of the book is also unusual: it’s almost an anthology. It begins with an introduction to the glass bead game (the central conceit of the book and Castalia, the game is an elaborate formal way of representing the inter-relationship of various aspects—well, of all aspects—of knowledge*), and continues with a dry, academic biography of Knecht with a tone that Hesse deliberately writes in a way that skirts close to hagiography. Then we have the poems Knecht wrote as a student, followed by three of his gedankenexperiments: imagined lives he might have lived in other times and places in the world. We learn much about Castalia, and it seems awfully close to the monastic scholarship ideal (so the scholars can have affairs in their youths, sure, but otherwise they’re celibate, and there’s a disturbing absence of women that is hard not to read as misogynistic in this era—strange that teenage me wasn’t disturbed or upset by that absence/misogyny). In fact, it veers so close that it’s really only possible to distinguish it because of an extended section of Knecht’s career when he’s sent to be a game tutor to a leading Benedictine monastery, to advance Castalia’s hopes of permanent relations with the Vatican.

It’s not a book one would pick up to be riveted by story, but in the extended character study, Hesse reveals in Knecht both an idealist and an ideal. We’re asked both to empathize with the kenosis of true scholarship and civic identity (reinforced by an opposing pair of friend and mentors: Tegularius, whom Hesse based on Nietzsche, who sees little of such responsibilities; and Father Jacobus, based on Jakob Burckhardt, who is the ideal monk and scholar. The universality of the individual’s struggle between these poles is revealed not just in Knecht, but also through Knecht’s ‘secular’ non-Castalian friend, Plinio Designori). We’re forced to engage with just how much an individual has an obligation to be true to himself, and at what cost, when part of society. It’s a theme we see in much of Hesse’s work, but in The Glass Bead Game it plays at a nearly constant fortissimo, unmuted by a need for story.

Just what did teenage me see in this book? I think it likely that I saw in it, in a way that I could articulate nor fully comprehend at the time, a paradox I couldn’t then resolve between creativity and scholarship, and found myself drawn to a place and milieu where I imagined I would be free to live in a way that could explore that paradox. Now, that’s a misreading of the book—Castalia and Knecht show little freedom from the world I remember in high school—but it’s what I half-remembered, before I reread The Glass Bead Game. It also explains why I was so fascinated by the I Ching after reading the book for the first time, given its allusive and elusive way of making sense of what is to come that functions in a book as a symbol of that paradox.

I’m less sure, outside of what’s certainly a more nuanced reading, what I got out of my reengagement with the text. There remains something seductive about the utopia of Castalia, and a slim desire to emulate Knecht (and a wishing that I lived his self-discipline!); at the same time, I find myself more intrigued by the gulf Hesse depicts between scholarship and the world: Castalia can exist after a long, nightmare-like period of war and desolation, but it’s an ill-understood beacon to the rest of the world: a place to be vaguely proud of in a nebulous way, without having any sense of what it’s actually for or about. Despite being on the other side of the “Age of the Feuilleton”, a time when people were more interested in crosswords and diversions than real learning, Castalia is more what lets the rest of the world claim they’ve moved past that age than the epitome of a shift of culture. Hesse’s prophetic (not forecasting, but prophecy à la the Hebrew Scriptures, warning of a loss of purpose, understanding, and right-living) depiction of the world is no less true of our time than it was of a world in the throes of the Second World War—and will likely continue to go unheard.

* Perhaps it was my fascination with the game that led me to become as fond as I am of the work of Northrop Frye: the game imagines that all aspects of human knowledge may be studied as a system, and that the interrelations may be displayed: this is strikingly close to Frye's concept of a verbal universe with a structure that it is the critic's job to study, describe, and comment upon.

John Green, Paper Towns, 2008.

I stayed up too late a week ago to finish the book; it makes sense that I’d stay up too late tonight, writing a blog entry about it.

It’s much like Green’s other books, in terms of its energy, pacing, and careful reimagining of the bildungsroman. The main character, Quentin, is caught up one night in helping Margo-- the next-door neighbour whom he adores—with pranks and revenge… only to be dismayed by her disappearance the next morning. As high school draws to a close, he follows a trail of clues to find her--and dragging along with him the usual odd assortment of supporting characters (who struggle with their own -issues and who challenge Quentin to do some substantive work to grow up).

The conceit of the book—the concept of a paper town itself—is clever and intriguing, and doesn’t overtake the plot. In some ways, the book is stronger than Green’s other efforts: the plotting is tighter and less contrived, exposition is handled more neatly, and the characters are more plausible as people (I’d argue some in both Looking for Alaska and An Abundance of Katherines are better as ideas than as characters).

It’s a fun and funny book, deeply enjoyable, and reveals (as does his earlier work) a truth about Green: he’s a good teacher. He’s the sort of engaging, clever, funny, sweet guy who cares deeply about topics and wants to share them. What impresses me most about Paper Towns is that Green is getting better and better at integrating that truth about himself with his deep desire to tell stories that people want to read (and blog about) late into the night.

John Green, Looking for Alaska, 2005.

So. Because I like Jonathan Coulton, I discovered Molly’s ukulele playing on YouTube (her screen name is sweetafton23). So I subscribed to Molly, and a little while ago, watched her video of playing a nerdfighter’s show at the Seattle Public Library. This video, in turn, allowed me to discover the charming John & Hank Green and their Brotherhood 2.0 project. (It also helped me to discover the marvellous song stylings of Ms. Julia Nunes, whose music is stuck in my head of late.) Having discovered John & Hank, I thought I’d give John’s writing a try.

I read Looking for Alaska first, which is a well wrought novel. It’s the story of a young man named Miles Halter, who goes off to boarding school seeking the “Great Perhaps” and who makes friends with other amiable eccentricities (Miles' own eccentricity is a remarkable knowledge of people’s last words). It’s very clearly a bildungsroman, with some of the shortcomings of that particular literary genre—specifically, a fair bit of exposition by a religious knowledge teacher at the school which introduces some concepts of Christianity, Buddhism, and Islam (perhaps hardly surprising given Green’s double major in English and Religion). While these expository bits drag a bit, it’s less notable than similar chunks in most bildungsromans that I’ve read. They’re well integrated with the plot, and do add to it, but they’re a big part of why I see this novel as more of a YA title than something more literary. The plot itself revolves around a tragedy at the school: the book’s two sections are entitled “Before” and “After.”

I’m glad I picked it up and read it. It’s clever, funny, and eminently enjoyable—and I can see why it appeals strongly, both to the nerdfighter community and beyond.

J.K. Rowling, Harry Potter and the Deathly Hallows, 2007.


Do you not know what happens in the book yet? If you don't want to know, don't read this blog entry. I'm not much for summarizing plot, but I'm not going to conceal it. Deal with your own issues elsewhere.

This blog entry is in two parts.

Part I: The book itself.
A writer to Salon commented that Rowling's prose is sturdy. It's unexceptional, but it's fun and it suits the purpose. It's not Tolkien, and it's not art. It is quite entertaining, though. An associate writes that much of the book is filler, as Ron and Hermione and Harry wander through England without a real plan. It's dull. Note to JKR: not having an editor? Dumb idea on your part. There are moments of levity, but most of the book is an attempt to be as well-done with the chapter ending cliff-hangers as is a novel by Dan Brown; Rowling doesn't do it as well. Harry's death is poorly written; the train station scene ludicrous. The entire situation lacks the pathos needed. The fights through the climax are fine, but I have the sense that characters were introduced in other books so I'd care that they're killed off now; with few exceptions, I was not much moved. Ho hum.
The part which I found baffling was the postlude set 19 years into the future, with a happily married Harry, complete with three kids. I recognize that some people aren't happy unless they know everything turns out well, but the postlude was just silly.
The book is quite good for children's pulp.

Part II: Spoiler silliness

Right. Anyone remember the beginning of Romeo and Juliet?

Chor. Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Whose misadventur'd piteous overthrows
Doth with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
And the continuance of their parents' rage,
Which, but their children's end, naught could remove,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.

The eminent playwright begins the play by telling you EVERYTHING that will happen. I don't remember people being upset about this when Luhrman's version was splashed on movie screens across the globe. Yet, for the last months, there has been inch after inch of copy filled with news of the embargo on this book. Who's been feeding spoilers? There's surely a special hell for those people!

I have no sympathy for this crap. What happens is never as important as how it happens. Little Nell dies, people. So does Smike. If you missed it being telegraphed when they were first introduced, it doesn't matter. The HOW matters, and that's the point of the sonnet I've quoted above. I've grown weary of the idea that knowing what happens "spoils" what is to come. That's just not the way books have ever worked for me. /rant.

Benjamin Constant, Adolphe, first version published in 1816.

The eponymous protagonist falls in love with Ellenore, a woman who is the secure mistress of Comte de P.--; he woos her, and she leaves the Count. The two characters are then unhappy until Ellenore’s death.

That’s actually how short Constant’s supposedly semi-autobiographical novel seems. There’s little action. Nearly every word is Adolphe reflecting on what is happening, rather than him describing the plot. There are moments of great beauty, but I found it hard at times to connect with the musings because they were often so detached from the plot. Adolphe speaks, time and again, of his weakness, and his inability to break things off with Ellenore, but most of those words felt forced to me, and lacked much in the way of passion. I do think a better than passing understanding of how society worked in the time period might well help me the better to connect, but this novel seems more ripe for a good Merchant Ivory film adaptation than for me to reread it, slight though it was.

David Mitchell, Black Swan Green, 2006.

Despite internship pressure, despite the busy-ness of Holy Week, I finished a novel that I thought was going to take me a lot longer to read. Black Swan Green is, you see, brutal. It is brilliantly written; it is a compelling read. Its sharply accurate portrayal of childhood, though, is brilliant.

The story is part general bildungsroman and part künstlerroman. Describing it that way might well frighten off people who have been forced to read too many of such things—ah, Wilhelm Meister, and your apprenticeship!—but Mitchell’s story of Jason Taylor as he moves from childhood to a more adult view of the world, and into someone who begins to take his art seriously—is fresh and entirely enjoyable.

It’s told from Taylor’s perspective, complete with daydreams, nightmares, and musings. The nasty pecking order of middle school, and bullies, and the sheer miserable-ness of other miserable people combined to bring back repressed memories in myself, which floods may well explain why I found it a brutal book to read. Taylor falls in love, watches the turmoil in his family, and tries to make sense of what it is to want to read and to write when such things are “gay”—and how desperately, madly, does he want to fit in and to be popular! Yet given opportunities for advancement, he rejects them when they conflict with his own developing moral sense. Jason’s the kind of kid you’d be happy to call your own: earnest, and trying to do the right thing. You just wouldn’t want him to have to go through his travails.

I’m making it sound like a dire book, but it’s infused as well with a gentle, self-deprecating humour. I can’t recommend it highly enough; Black Swan Green is a wonderful book, and one I’d like to see widely read.