All is Not Well

I have been writing much less frequently, for the simple reason that I find I have nothing much to say, perhaps because it’s been a busy summer filled with outdoor activities and a new puppy, or because I’ve been in reading rather than writing mode. I used to push myself to write here in order to present material, as a kind of gift, to my readers. That was before I realized that my readers are ephemeral, ghost-like entities who may or may not exist in the real world. Since that realization, I’ve not only given up on gift-giving of this sort, but also actively discouraged (if you can count de-linking this blog from Facebook as discouragement, which I do) readers from finding The Tabard Inn. I did this originally in a fit of pique, but now I believe that it was a healthy thing to do, and the sum total of this paragraph is this: if you have somehow found this blog and are reading it now, you are one of the few, the special–not to mention the exceedingly strange–people who actually read what I write. So thank you for that. I think.

Anyway, I have something to say this morning, which explains this post. Having seen an advertisement for Mona Awad’s new novel All’s Well (Simon and Schuster), I decided to read it, and even convinced a friend (thanks, Anne!) to read it as well. And now I’m moved to write about it, not because it’s good, but because I hate it.

Fair warning: the book may indeed be very good, so don’t look upon this as a bad review. After fifty-odd years of reading critically, after a career in teaching literature at the college level, after immersing myself in the world of books and reading for my entire life, I find I no longer have any confidence in my own judgments on literary works. I mean, I know that I personally think Tintern Abbey is one of the greatest pieces of writing ever written, just as I know that I personally love pretty much any book by Dickens or any Bronte (but not Anthony Trollope, who can sometimes be a huge arschloch)–but I don’t know if that constitutes great literature, or something that other people will enjoy or find value in. I seem to be entering a period of extreme intellectual solipsism, which is worrisome, yet not too worrisome considering all the crap that’s going down in the world at this point in time.

So, to continue, I hated All’s Well for several reasons. First, and most intensely, because Awad does what I have tried to do in the two novels I’ve written: identified a literary subtext and play a textual game of cat-and-mouse with it as I develop the characters, setting, and plot. For Effie Marten, it was of course Jane Eyre; for Betony Lodge, it was Far From the Madding Crowd, or perhaps The Woodlanders, or any of several Thomas Hardy novels (other than Tess of the D’Urbervilles or Jude the Obscure–I know enough to leave those two novels alone). Seeing someone else do what I’ve tried to do with uneven success sets my teeth on edge, which may not be charitable of me. To be honest, I don’t think Awad was any more successful than I was, and maybe that’s the problem.

It bothers me, too, that Awad chose a Shakespeare play (or really two, perhaps even more) as a subtext, not because Shakespeare is inviolable or holy, but because she spins her novel out of the most pedestrian, superficial reading of All’s Well That Ends Well possible. I have long held the opinion that most Shakespeare plays are monumentally misunderstood by modern audiences, a fact that is exacerbated and perhaps even caused by the fact that the plays are by and large mis-titled. The Merchant of Venice, for example, is not about the Merchant Antonio–it’s more about Shylock, or even Portia, than it is about Antonio. Is Othello about Othello or about Iago? Julius Caesar seems to focus much more on Brutus than it does on Caesar, who is killed fairly early in the play. As for the comedies, the titles are simply throwaway phrases designed to get attention.

When I used to teach Shakespeare, I would tell my students that the plays we studied could be boiled down to one word. This may or may not be true, but it is a good way to get students into reading and understanding a Shakespeare play. I’ll give a few examples below, but it’s important to realize that there is no one “right” word to describe a play. You can use this method like a tool–something like a slide rule or a kaleidoscope to lay over each play, dial up a word suggested by the play, and get to work interpreting it.

Much Ado About Nothing: Interpretation

The Merchant of Venice: Gambling

Romeo and Juliet: Obedience

Whether this method works or not isn’t the issue here. What matters to me with respect to Awad’s novel is that she picks the limpest, flimsiest interpretation of All’s Well That Ends Well possible. Granted, it is a problematic play (though I disagree with the tendency to call it a “Problem Play,” as if, like an unruly child, this label can explain everything and short-circuit any attempt to make sense of it). The whole plot, in which the heroine Helena falls in love with the idiotic but presumably handsome Bertram, who rejects her until the last line of the play, is pretty distasteful and downright stupid. But that, I would argue, is not the point of the play. Rather, I believe the play is about how Helena empowers herself in a patriarchal system, ending up in a far more powerful position by using the very tools of patriarchy to do so, while also helping other women “beat” patriarchy at its own game on the way. Granted, this limited victory is nowhere near as satisfying as it would have been had Helena smashed patriarchy to smithereens and performed a wild dance upon its writhing body parts, but that kind of action was simply not possible in the world depicted by Shakespeare. Helena, I’d argue, did the best she could in the world she found herself in.

So, to get back to Awad’s novel, my biggest problem with the novel is that it rests on a sophomoric interpretation of the play. And so, what I thought would be a witty and erudite use of All’s Well that Ends Well became a kind of albatross that made me wince while reading the book. In other words, I thought I might be getting Shakespeare ReTold (a really fine set of retellings of five plays produced by the BBC), but instead I got a mashup of Slings and Arrows plus “The Yellow Wallpaper.” It felt cobbled together, and, frankly, kind of pointless. In the end, Awad uses a kind of trick to grab her readers’ attention, then spins off into a tale that is full of sound and fury, but ultimately signifying nothing.

That, however, seems to be how I see a great deal of contemporary literature these days, full of sturm und drang but ultimately useless in my trek through life. As I said above, I don’t have the confidence or the desire to argue that my approach is the correct one–rather, I question my own judgment, wondering whether I’m the only one who feels this way. And so, rather than push my own view of this novel, I’m satsified to register my own objections to it here, acting like King Midas’s barber, who whispered that his employer had donkey ears into a hole in the ground just because he had to tell someone his grand secret.

Donkey ears? That would be A Midsummer’s Night Dream, wouldn’t it?

Everything You’ve Been Taught to Think about Shakespeare Is Probably Wrong

From http://www.poetryfoundation.org/harriet/2013/07/to-be-or-not-to-be-notes-on-the-ongoing-shakespeare-authorship-debate/
From poetryfoundation.org

After teaching an intensive Shakespeare class week, I have to admit it: Shakespeare is difficult. It’s hard to understand the plays and poems he wrote, but apparently, it’s of the utmost importance that we all do—after all, knowledge of Romeo and Juliet and Julius Caesar is what separates the educated from the uneducated in the United States. That’s why we make our high school students spend so much time on these plays: we want them to be educated and knowledgeable about their culture, and Shakespeare is about as cultured as you can get in high school.

There’s only one thing wrong with this picture, which is just about everything.

I’m not going to get into the argument that plagued higher education a generation ago, when scholars argued about whether it really was important for students to know and understand the plays of a dead white male that were written about a time long past. You can read about that debate here, if you’re interested in it. Today, I’m not concerned about whether we study Shakespeare at all, but rather about the ways in which Shakespeare is distorted to fit into the high school curriculum.

There are several reasons for this distortion. First of all, the study of Shakespeare in American high schools is fraught with shame, and this shame has nothing to do with the content of the plays (although we will talk more about that in a moment). Think back to your high school days–if you’re a high school teacher, think back to the last time you had to teach Shakespeare. In all likelihood, there were parts of the play you did not understand. Whether it was the difficult language or the confusing character names (really Shakespeare? Grumio and Gremio in the same play?), or the convoluted plot, there was something you just didn’t get. When this happens, as it does all the time, even with college professors and scholars, we tend to cover it up, ignore it, pray that no one asks questions about it. As far as Shakespeare goes, we are taught early on to play the emperor’s-new-clothes game. If we don’t advertise the fact that we don’t get the play, don’t understand the language, and don’t see why Shakespeare is so important, then maybe we can pass for a truly educated person. The problem with this is that while high school students aren’t incredibly quick to understand Shakespeare, they are very quick to identify our discomfort, and it distances them from the pleasure of reading and understanding Shakespeare.

Secondly, high school is apparently not a suitable place to study Shakespeare–hence the censorship that Shakespeare must undergo in order to make the plays fit for consumption. All of Shakespeare’s plays deal with sexuality in one form or another–every single one of them. We are hypocrites when we say that teenagers should understand Shakespeare all the better for this but refuse to identify the truly raunchy parts of the plays for them, passages which go unnoticed because of the archaic language and difficult references. A poem like Venus and Adonis is, after all, intensely erotic, pretty much soft-core porn, and would engender numerous complaints if it were placed on a high school syllabus. Until we can deal effectively with the problem of censorship in our high schools, Shakespeare will continue to be despised by our students. High school will continue to be, in the words of a wise student of mine, where Shakespeare goes to die. (Thanks, Jordan!)

But maybe you are one of the lucky ones. Maybe you made it through high school and even college without conceiving a distaste for Shakespeare. Congratulations! But even so, you may still face a serious problem with Shakespeare, and that’s that most of his plays are completely misunderstood today. Here are just a few examples: Julius Caesar, which we all suffered through in 10th or 11th grade, is not about Julius Caesar, a throw-away character who dies before the play is even half over. And Mark Anthony is not the hero of the play, as he is so often made out to be: he is a wretched opportunist who capitalizes on his patron’s murder. The play is really about Brutus; it’s about how difficult it is to respond to tyranny in a truly humane and civilized way. Likewise, Romeo and Juliet is not just a play about love; rather, it’s really about rebellion. I don’t think we are meant to feel heartsick about the ending of the play, as we do about its modern counterpart, West Side Story. The ending of the play should, if done correctly, make us feel angry at the insipid young lovers and the utter waste of life they leave scattered in their reckless–and rebellious–wake.

Not to put too fine a point on it, Shakespeare has been taught all wrong for too many years. Whether it’s worthwhile to study works from a period and a culture so distant from ours is up for debate, but surely  it cannot be right to study them in a way that distorts their true meaning, fostering disdain, shame, and disinterest among so many of us. As for me, I look forward to a time when we can openly admit our confusion about Shakespeare, when we can be honest about the raucous and delightfully filthy language in his plays, and when we can challenge the stale interpretations that have been handed down to us, replacing them with our own outrageously creative readings.