My High Withered: The Platypus Reads Part XLIX

Sadly, my heavy teaching load this year is not conducive to much else in my life. This has meant that many of my literary musings have not been expressed in as detailed a form as I would have liked. With that apology, let me attempt to fulfill my promise to weigh in on "Wuthering Heights."

To begin with, I think that "Wuthering Heights" suffers from the "Milton Problem;" that it does such a good job of picturing evil that readers are tempted to think that it is an apologetic for vice. I don't mind being in the company of John Milton (who, btw. there is plenty of reason to acquit of the charge of Arianism) but, sadly, I don't think I'd want to be in company of Byron and Blake as far as literary opinions go. Put simply, when someone with strong religious principles writes a book, I have a hard time believing that there is really some sort of satanic "back-masking." They may have made some errors, as do we all, or they may have miscalculated the effect the work would have on their audience, but I have a hard time believing that devout and intelligent writers (shy of hypocrisy) could be "of the devil's party without knowing it." In that light, I have a hard time believing that "Wuthering Heights" is meant to glorify the relationship between Heathcliff and Catherine.

Re-reading the book, the above interpretation also seems to jar with the actual work. I just can't find any evidence in the text that the author means for their affair to be anything other than wicked and disastrous both to the couple and everyone around them. Even the suggestion that Heathcliff and Catherine's ghosts haunt the moors doesn't strike me so much as a reconciliation as an echo of Dante's inferno where the lustful are eternally blown upon the winds. It seems more like a curse than a vindication.

So what is the book about? I don't have a definitive answer, but I think I can discern two themes.

The first is that "Wuthering Heights" plays with the idea of the "insider." Ellen Dean is always trying to work her way to the "inside" of events. Catherine's ghost is trying to get inside the house. Heathcliff and Catherine view the lavish but flawed lifestyle of the Lintons through a window. Lockwood is brought into the the events of the story by his visit to the Heights and by chats with Ellen Dean. In each case, the one trying to get "inside" is punished for the intrusion. Ellen Dean suffers all manner of hardships for her prying. Catherine's ghost has its fingers crushed by Lockwood and is forcibly kept out. When Heathcliff and Catherine have a peep at the Lintons, Heathcliff is thrown out and Catherine is mauled by a dog. Lockwood is attacked by dogs, treated with the height of bad manners, and finally catches a months-long illness as his reward for prying. All this seems to amount to a warning against the desire to be an "insider," or, as Lewis would say, to belong to an "inner ring."

The second theme seems to focus on our response to pain. The harsh treatment that Heathcliff receives fuels his bitter and resentful spirit. Catherine responds to pain by attempting to control everything about her suroundings. When this control is denied her, she goes insane. Linton responds to pain by becoming trecherous and sadistic, while Cathy settles for withdrawing into imperious disdane. Hareton lives in a state of denial. Ellen seems to keep a good cheer, and so comes through. Lockwood simply runs away. Edgar Linton seems to be improved by pain. Marrying Catherine seems to beat the spoiled softness out of him and by the time he meets his end, he seems to be something like a real, if deeply grieved, man. In addition, Lockwood's intervention allows Cathy and Hareton to turn away from focusing on their individual grievances and draw together to thwart Heathcliff's plans and find true happiness. The moral seems to be that the way we respond to pain shapes our characters. We can either use our pain as an excuse for moral corruption, or we can allow it to purify us of our faults and so begin to develop real virtue.

Given that C. Bronte, an intelligent and deeply moral writer, endorsed "Wuthering Heights" as strongly as she did, I find it hard to see the work as a justification of "doing anything for love." Moreover, a careful read of the book seems to militate against this view. Instead, what we find is a condemnation of the desire to be an "insider," and an admonition to allow our pains to sanctify us and not to use them as a justification for vice. That's about as anti-Byronic as it gets.

The Platypus Closes the Generation Gap

As technology advances at a dizzying pace, popular culture follows suit. The fast pace of change in the modern world leads to a widening of what we call the "generation gap;" that difficulty members of separate generations have in communicating with each other because of differing sets of culturally conditioned formative experiences.

This year marked my ten-year highschool reunion. That's enough to put me in a completely different world from the generation I now teach. Speaking bluntly, I can remember a time before the internet: they can't. That being the case, I am always glad when I can find common ground with my students.

Square-Enix's habit of re-releasing all their great games from the 90's has been a huge windfall in working with my 10th graders. Right now, they're in the midst of discovering "Chrono Trigger" and the Final Fantasy series. This means that when they're geeking out, or trying to share something they're enthusiastic about, I can relate. It's a small thing, but that ability and willingness to relate earns untold capital in the classroom.

Why talk about video games in an educational context? Aren't they just a waste of time? There are actually several good answers to these questions, but I will only address one in this post. In order for students to learn, they have to establish a bond of trust with their teacher. I run into this barrier time and again; students simply do not trust adults in authority positions. The best way to overcome that barrier of distrust is to show that you're willing to hear students' concerns and interests (I usually do this during lunch or passing period so that class can be devoted to the material at hand). If the teacher doesn't show at least a willingness to listen to what the student cares about, no matter how trivial it may seem, then the student sees no need to reciprocate. The goal, of course, is not to leave them in their small hobbies and interests, but once their trust is earned to show them the excitement and interest of the larger world. Study the classics, and you will see just this pattern of pedagogy. Socrates must go down to meet his students before he can attempt to draw them up. In the gospel of John, Christ must first descend through the incarnation before he can be lifted up and "draw all men to (Him)."

The Platypus Likes PIxar

Thought for the day:

With the exception of Pixar, why is anime so much better than American animation?

Ok, so that question needs a lot of clarifying, but it's something I've been tossing around this past week.

Withering Highs: The Platypus Reads Part XLVIII

The next book in the queue for the year is Mary Shelley's "Frankenstein." However, while I'm gearing up to teach that, I have begun reading the next selection, "Wuthering Heights."

"Wuthering Heights" is not exactly a relaxing novel. In the main, it makes you want to shout or commit some act of violence. How Heathcliff survives as long as he does without getting shot in the face is a testament to the overall placidity of the English character and the fervent dedication of the author to her work. In spite of its stress-inducing tendencies, however, "Wuthering Heights" is a favourite high school reading.

Prior to this read through, I only had vague impressions of the novel left over from college. Then, I believe I had to polish the book off in something like a week or two and then discuss it for six evidently less than memorable hours. I don't remember disliking it at all, but the book only left a smattering of impressions. Taking a little more time this time, "Wuthering Heights" is beginning to sink in. I'm still in the middle of the novel, so it will take some time before I can finish it and completely gather my thoughts, but it's definitely turning out to be another one for the list of "High School Book Worth Re-Reading."

Use the Platypus, Luke!

George Lucas has spent the last decade revisiting and completing his prior work. For the most part, these attempts have been ill-received. While he's on a roll, however, there is one film that I wouldn't mind him revisiting: "Willow."

What can I say? I like "Willow." The film was never as big as Star Wars or Indiana Jones, but it was a decent bit of imaginitive fantasy. "Willow" uses all sorts of fantasy cliches without feeling like a mere re-imagining of "The Lord of the Rings." That, in itself, is something. Sure, there's halflings and trolls, but that's about it. The rest is Lucas' typical mish-mash of myth, pulp, and Americana. There's nothing very deep, but it was a fun movie. That's Lucas at his best -fun.

Given the past decade, I'm not sure how much we can expect from the creator of Star Wars. If Lucas did revist the world of "Willow" we could probably anticipate something in the vein of "The Phantom Menace." Just the same, I think I'd like to see him give it a try.

Platypus Pastimes

Thoughts from a weekend of art and entertaiment:

1. What are Mike Mignola's religious views? Del Torro's ex-Catholicism has been highly fruitful for his movie-making career, and he dumps a lot of it into the "Hellboy" movies. Mignola's work contains some strong Catholic undercurrents and I know that he helped out Christian comic book author Doug Tenaple (sp?). I can't wait until we get to see where he's going when volume 9 comes out.

2. Everything Pixar does seems to be some sort of commentary on the Imago Dei or, at the very least, what it means to be human.

3. The endings of Hayao Miyazaki's movies are often a tad confusing to an American audience, but man are they worth it if you take the time to do an extra viewing or two. I wish Disney could divest themselves of their California-American worldview and do some stuff that was as deep and meaningful as the movies that come out of studio Ghibli.

4. Sci-fi is alive and well, but the space program is on the verge of mothball-dom. Why is that?

Here and Everywhere? The Platypus Reads Part XLVII

Once you accept Hamlet as the archetypal modern hero (or anti-hero), you begin seeing him everywhere. Case in point, my wife and I were watching "Phantom of the Opera" the other night. There's a line toward the end of the movie where the Phantom sings: "Down once more to the dungeon of my dark despair; down once more to the prison of my mind." All I could think of was Hamlet's line to Guildenstern and Rosencranz: "I could be bounded in a nutshell and count myself king of infinite space, were it not that I had bad dreams." Here, once more, was the star-crossed prince, slighted and overlooked, falling back within his own mind to recreate the world as a play, with himself as the main character, and wreck his revenge. Of course Christine is no Ophelia, and that alters the whole course of the story.