For all this time beneath this visiting moon,
Where treasure is, my heart has not been at it
with the lights of the lamp glowing in the gloom.
But now I see the voracious time
devour the kingdom of the shore,
And the solid earth rule over the liquid main,
Increasing store with loss and loss with store;
When I see such vicissitudes of state,
Or fate itself repeated over and over;
Splashes of battle have taught me to ruminate
That nothing stays the same to remain forever
And I can’t depend on anything that changes.
This thought is a truth that hope chooses
And in the dying moments of today, fears I lose.
Howl’s Moving Castle by Diana Wynne Jones
My rating: 5 of 5 stars
Whether it is for the pursuit of artistic aestheticism or indulgence in sheer egoism, writers tell their stories in books where, in the peculiar alchemy of words dipped in imagination, they blend the real with the ideal. That said, Diana Wynne Jones’s Howl’s Moving Castle is a beautiful world of magic and witcraft that cast a spell on the gloomy reality to make it a gorgeous fantasy.
A melancholy of vertiginous existential crisis in a life fraught with responsibilities and duties morphs into a fantastic narrative of the imaginary world where magic, wizards, witches, and demons mingle with ordinary people and even fall in love with them like those of Olympus gods with mortals until Hesiod’s Heroic Age. Sophie Hatter, the book’s heroine, is Jones’s alter ego, only younger in age and freer in status. Still, everything else about her is Jones herself, most prominently her being the eldest child responsible for all things adult – by alas, birthright. Sophie’s self-analysis of being the oldest for the principal cause of misfortune applies to Jones’s family background, being the oldest of three sisters just as Sophie is for Martha and Lattie. I remember reading elsewhere that at the time of writing this book, Jones was going through the crisis in adulthood: a sickly husband, live-in mother-in-law, friends in need, children to take care of, etc. Despite Jones’s degree in English Literature from Oxford University, she felt injustice for her talent and mind eroding in the seemingly endless Sisyphean maneuvering of rolling up a daily boulder. So she took a pen to paper and wrote the book to spur her reservoir of existential frustrations on writing her story in the guise of fiction.
However, after the book’s success, Jones withstood from telling it a reflection of her inner world. She referred it to a certain boy who wanted to create a moving castle. Although the integrity of the inspiration belongs to the author’s literary license, Jones appeared to be reluctant to admit that she told her story in the book due to her celebrity. On a personal note, I could understand her volition to employ a more lovely pretext in safely hiding her existential frustration in privacy. Still, the book’s background written at the time of a crisis of adulthood puts together tesserae in a fanciful puzzler. The agency of magical elements in the story enables Jones to free herself from the mental inhibitions to depict the world’s realism, which seems too dreary and drab, gloomy and harsh, for the reader to be burdened with the author’s frustrations. Instead, Jones created the world populated with witches and wizards not looking like creepy worshippers of the devil and a fire demon far from being diabolic. All the menageries of wondrous characters neutralize the pathos of Sophie.
I read the book with a kindred spirit of being the firstborn child in the family, so it was a pleasure to know that I was not the only person who felt burdened with family and others’ cares. Witch of Waste’s turning Sophie into a ninety-year-old spinster adumbrates Jones’ feeling of oldness in her soul that affects her appearance due to her continuously solitary labor of care. Yet, Jones is kind to Sophie with the eccentric but wonderful Howl and other helpful characters, including Calcifer, a fire demon, all of whom recognize Sophie’s worth and beauty of heart with respect and care that she deserves so much. Jones does a fabulous job of transforming a vehement narrative of angst as an adult in the real-world into a fairytale of love and luck, where those who feel burdened with the weight of life will be awarded fabulous surprise long overdue.
View all my reviews
“I’ll teach you differences,” said King Lear as his motto of philosophical investigations in Shakespeare’s eponymous play. I imagine the ghost of King Lear would utter it again when he deigned to come to our realities of universities in this time. The importance of responsible education to remove the social ills and carbuncles resulting from dissentious political domination has never been more conspicuously called for in our high learning institutions as a recent consequence of the George Floyd incident, and the following the Black Lives Matter movement. However, this doesn’t mean that universities should be a breeding ground for training gladiators equipped with political syllabuses and dogmatic agendas to fight against the public foes. Instead, education should disabuse the ignorance of the unenlightened for our society’s universal betterment.
Professor Benjamin Y. Fong, in his NY Times article “Teaching Racial Justice isn’t Racial Justice,” addressed the issue of education as the fighting tool. It has become fashionable that most American universities have competingly added courses on social injustice to the Black Lives Matter movement. However, the idea of education is to provide students opportunities to learn and actively engage with conflicting thoughts and various real-life issues in a place enriched with knowledge linked with the fellow members of the human race from antiquity. In this environment, a university is a place for education that can improve social conditions in the fight against social, political carbuncles, not for the battle itself, training students for social gladiators.
Many universities are focused on the quantitative quota of educational syllabuses aimed for the universities’ reputations as the most liberal and forward-thinking higher-learning institutions for the socially recognized prestige, not the qualitative aspect of the education of the minds. It is not the textual syllabuses filled with political ideologies and social campaigns. Still, the practical teaching of various conservative and progressive considerations enables students to incorporate the learning to their perspectives. Education serves to articulate ideas based on the standard of reason and taste universal in all human creatures regarding the principles of judgment and sentiment common to all humankind.
Suppose we want our higher learning institutions to remedy the existing ills of our social and political realities by implementing more social justice courses. In that case, we must first understand the fact that education itself is not the fight itself. Neither Plato’s academy nor Aristotle’s lyceum was a place for the battle against the absurdities of Man. Or even the beloved, peripatetic Socrates did not use his open universities in Athens as a place for campaigning against the government hostile to his philosophy. Remember that there is no new thing under the sun as long as we as the collective enterprise called Humanity continue to voyage in the Universe.