Tag Archives: William Shakespeare

“Fahrenheit 451” 60 Years Later: “Why do we need the things in books?”

“Sometimes writers write about a world that does not yet exist,” Neil Gaiman begins his Introduction to the 60th Anniversary Edition of Ray Bradbury’s Fahrenheit 451:

This is a book of warning. It is a reminder that what we have is valuable, and that sometimes we take what we value for granted….

People think—wrongly—that speculative fiction is about predicting the future, but it isn’t; or if it is, it tends to do a rotten job of it….

What speculative fiction is really good at is not the future but the present—taking an aspect of it that troubles or is dangerous, and extending and extrapolating that aspect into something that allows the people of that time to see what they are doing from a different angle and from a different place. It’s cautionary.

Fahrenheit 451 is speculative fiction. It’s an “If this goes on…” story. Ray Bradbury was writing about his present, which is our past.

Like Margaret Atwood’s In Other Worlds, Gaiman’s clarification about the purposes of science fiction/speculative fiction builds a foundation for reading (or re-reading) Fahrenheit 451 as well as for considering why Bradbury’s novel on book burning endures.

Sixty years ago in October 1953, Fahrenheit 451 was published. In the fall of 2013, the novel reads as an eerie crystal ball—despite Gaiman’s caution: the pervasive Seashells like iPod earbuds, wall-sized monitors and reality TV.

Yet, upon re-reading this anniversary edition, I am less interested in Bradbury’s prescience about technology and its role in isolating humans from each other, and reminded—as Gaiman suggests—of what matters.

Fahrenheit 451: 60th Anniversary Edition

The enduring flame of Fahrenheit 451 is perfectly stoked by Gaiman, in fact:

A young reader finding this book today, or the day after tomorrow, is going to have to imagine first a past, and then a future that belongs to that past.

But still, the heart of the book remains untouched, and the questions Bradbury raises remain as valid and important.

Why do we need the things in books?…Why should we read them? Why should we care?…

Ideas—written ideas—are special….

This is a book about caring for things. It’s a love letter to books, but I think, just as much, it’s a love letter to people….

Yes, Gaiman is a writer’s writer so he is naturally suited to understand Bradbury as well as marvel at the magic of Fahrenheit 451. But there is more.

This anniversary edition includes not only Gaiman’s new Introduction but also a concluding section—History, Context, and Criticism. The opening piece by Jonathan R. Eller explains, “Bradbury virtually lived in the public libraries of his time.” And later in a transcript of an audio-introduction, Bradbury adds:

When I left high school, I began to go to the library every day of my life for five, ten, fifteen years. So the library was my nesting place, it was my birthing place, it was my growing place. And my books are full of libraries and librarians and book people, and booksellers. So my love of books is so intense that I finally have done—what? I have written a book about a man falling in love with books.

Here, I think, another important connection between Gaiman and Bradbury highlights why Fahrenheit 451 endures: Both men are readers, the type of readers who love the idea of books, love specific books, and recognize the human dignity represented by the free access to books.

Like Bradbury, then, Gaiman has a life-long love affair with libraries:

Another way to destroy a child’s love of reading, of course, is to make sure there are no books of any kind around. And to give them nowhere to read those books.

I was lucky. I had an excellent local library growing up. I had the kind of parents who could be persuaded to drop me off in the library on their way to work in summer holidays, and the kind of librarians who did not mind a small, unaccompanied boy heading back into the children’s library every morning and working his way through the card catalogue, looking for books with ghosts or magic or rockets in them, looking for vampires or detectives or witches or wonders. And when I had finished reading the children’s’ library I began on the adult books.

They were good librarians. They liked books and they liked the books being read. They taught me how to order books from other libraries on inter-library loans. They had no snobbery about anything I read. They just seemed to like that there was this wide-eyed little boy who loved to read, and would talk to me about the books I was reading, they would find me other books in a series, they would help. They treated me as another reader – nothing less and more – which meant they treated me with respect. I was not used to being treated with respect as an eight year old.

But libraries are about Freedom. Freedom to read, freedom of ideas, freedom of communication. They are about education (which is not a process that finishes the day we leave school or university), about entertainment, about making safe spaces, and about access to information.

I worry that here in the 21st Century people misunderstand what libraries are and the purpose of them.

For those of us who share this love of books and the “[f]reedom to read, freedom of ideas, freedom of communication,” then, that Fahrenheit 451 endures is both wonderful and chilling.

If the novel had been published October 2013, I suspect it could have just as easily been applauded as a stark mirror of our present disguised as a futuristic dystopia:

“Jesus God,” said Montag….Why doesn’t someone want to talk about it! We’ve started and won two atomic wars since 2022! Is it because we’re having so much fun at home we’ve forgotten the world? Is it because we’re so rich and the rest of the world’s so poor and we just don’t care if they are? I’ve heard rumors; the world is starving, but we’re well fed. Is it true, the world works hard and we play? Is that why we’re hated so much?

And then Montag recalls a brief encounter with an old man:

The old man admitted to being a retired English professor who had been thrown out upon the world forty years ago when the last liberal arts college shut for lack of students and patronage.

Fahrenheit 451 ends with Montag as a criminal on the run who finds himself on the outskirts of the town among refugees, mostly outcast professors.

If a reader picks up Bradbury’s novel today, and then turns to her iPad to read the online blog The Answer Sheet at The Washington Post, she may read this:

The discussion of why the humanities matter has picked up steam since The New York Times published a piece last week suggesting that even some top institutions are increasingly anxious about the proliferation of STEM (science, technology, engineering and math) majors.

Meanwhile, they report a declining interest in topics like French literature.

Only eight percent of students now major in the humanities, according to the American Academy of Arts & Sciences, down from a peak of more than 17 percent in 1967. The trend is worrisome, and plenty of college presidents have come to the defense of the humanities; views of all kinds have since been published….

Tolstoy endured. Will the liberal arts?

From Aldous Huxley to Ray Bradbury to Neil Gaiman—and countless authors and readers alike along the way—Fahrenheit 451 should leave us all with Shakespeare ringing in our ears:

Miranda: O wonder!
How many goodly creatures are there here!
How beauteous mankind is! O brave new world,
That has such people in’t. (William Shakespeare, The Tempest, Act V, Scene I, ll. 203–206)

Fahrenheit 451 remains a warning we need to heed, but likely won’t—once again: Be careful what brave new world we allow to happen when we aren’t paying attention.

Medicating ADHD in the Brave New World of High-Stakes Accountability

Miranda: O wonder!
How many goodly creatures are there here!
How beauteous mankind is! O brave new world,
That has such people in’t.

—William Shakespeare, The Tempest, Act V, Scene I, ll. 203–206

—–

Utopias seem much more attainable than one may have previously thought. And we are now faced with a much more frightening thought: how do we prevent their permanent fulfillment?…Utopias are attainable. The way of life points towards them. But perhaps a new century will begin, a century in which intellectuals and the educated class will find means of preventing utopias, and we will return to a non-utopian society, which may be less perfect, but will offer more freedom.

—Nicolas Berdiaeff

My love of science fiction (SF) has its roots firmly in Marvel comic books from the 1970s and the SF novels of Arthur C. Clarke and Niven/Pournelle. When I became acquainted with what teachers called “good” and “real” literature, I was immediately drawn to George Orwell and Aldous Huxley as anointed SF writers.

As an adult, I am the sort of SF reader who treasures Kurt Vonnegut and Margaret Atwood, and if I am pushed, I have to admit I value Orwell more as an essayist than novelist and always enjoyed Huxley’s Brave New World over 1984—believing both works are brilliant, but preferring BNW as a reader.

The opening passages are two foundational quotes behind the message of BNW, the Shakespeare the source of the title and the Berdiaeff a nod to Huxley’s parody of utopian fiction.

In his Foreword to the Perennial Classic edition of BNW, Huxley explains:

But Brave New World is a book about the future and, whatever its artistic or philosophical qualities, a book about the future can interest us only if its prophesies look as though they might conceivably come true….The theme of Brave New World is not the advancement of science as such; it is the advancement of science as it affects human individuals. (p. ix)

Beyond purpose, Huxley continues, speculating about “A really efficient totalitarian state”

would be one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced, because they love their servitude. To make them love it is the task assigned, in present-day totalitarian states, to ministries of propaganda, newspaper editors and schoolteachers….The great triumphs of of propaganda have been accomplished, not by doing something, but by refraining from doing. Great is truth, but still greater, from a practical point of view, is silence about the truth. (p. xii)

SF, at its best, however, is not predictive, but cautionary; as Neil Gaiman has reminded us, “The world doesn’t have to be like this. Things can be different.” Thus, Huxley warns:

Round pegs in square holes tend to have dangerous thoughts about the social system and to infect others with their discontents….In conjunction with the freedom to daydream under the influence of dope and movies and the radio, it will help to reconcile his subjects to the servitude which is their fate….Indeed, unless we choose to decentralize and to use applied science [1], not as the end to which human beings are to be made the means, but as the means to producing a race of free individuals, we have only two alternatives to choose from: either a number of national, militarized totalitarianisms…or else one supra-national totalitarian. (pp. xiii, xiv)

And then, Huxley conclude: “You pays your money and you takes you choice” (p. xiv).

The speculative and cautionary possibilities found in SF rarely come to fruition in the real world in the dramatic ways of novels or films (or in the somewhat looney ways political factions rant and rave in public discourse). So it seems likely that we are apt never to listen or to act in ways that we should and could.

Huxley, I think, was in many ways speaking to this—“The Not-So-Hidden Cause Behind the A.D.H.D. Epidemic”:

Between the fall of 2011 and the spring of 2012, people across the United States suddenly found themselves unable to get their hands on A.D.H.D. medication. Low-dose generics were particularly in short supply. There were several factors contributing to the shortage, but the main cause was that supply was suddenly being outpaced by demand.

The number of diagnoses of Attention Deficit Hyperactivity Disorder has ballooned over the past few decades. Before the early 1990s, fewer than 5 percent of school-age kids were thought to have A.D.H.D. Earlier this year, data from the Centers for Disease Control and Prevention showed that 11 percent of children ages 4 to 17 had at some point received the diagnosis — and that doesn’t even include first-time diagnoses in adults. (Full disclosure: I’m one of them.)

That amounts to millions of extra people receiving regular doses of stimulant drugs to keep neurological symptoms in check. For a lot of us, the diagnosis and subsequent treatments — both behavioral and pharmaceutical — have proved helpful. But still: Where did we all come from? Were that many Americans always pathologically hyperactive and unable to focus, and only now are getting the treatment they need?

Probably not. Of the 6.4 million kids who have been given diagnoses of A.D.H.D., a large percentage are unlikely to have any kind of physiological difference that would make them more distractible than the average non-A.D.H.D. kid. It’s also doubtful that biological or environmental changes are making physiological differences more prevalent. Instead, the rapid increase in people with A.D.H.D. probably has more to do with sociological factors — changes in the way we school our children, in the way we interact with doctors and in what we expect from our kids.

As disturbing as this is, the final paragraph of this article may be the most significant:

Today many sociologists and neuroscientists believe that regardless of A.D.H.D.’s biological basis, the explosion in rates of diagnosis is caused by sociological factors — especially ones related to education and the changing expectations we have for kids. During the same 30 years when A.D.H.D. diagnoses increased, American childhood drastically changed. Even at the grade-school level, kids now have more homework, less recess and a lot less unstructured free time to relax and play [emphasis added]. It’s easy to look at that situation and speculate how “A.D.H.D.” might have become a convenient societal catchall for what happens when kids are expected to be miniature adults. High-stakes standardized testing, increased competition for slots in top colleges [emphasis added], a less-and-less accommodating economy for those who don’t get into colleges but can no longer depend on the existence of blue-collar jobs — all of these are expressed through policy changes and cultural expectations, but they may also manifest themselves in more troubling ways — in the rising number of kids whose behavior has become pathologized.

The rise of ADHD diagnoses and medications has run concurrent to the accountability era in education, sharing the same thirty-year history. O brave new world of high-stakes accountability and the ADHD medication needed to make the students love their servitude to the tests…

[1] Paul Boyle, “A U.K. View on the U.S. Attack on Social Sciences,” Science, 341 (August 16, 2013), p. 719.