Lowry's Giver and Orwell's 1984: Significant Parallels

A great deal of controversy surrounds Lois Lowry’s novel The Giver. The controversy varies depending on the topic. Ironically many people believe the novel should be censored. “The irony of censorship attacks on the novel is that The Giver dramatizes the plight of an individual living in a society that censors its peoples’ language, emotions, and behaviors” (Lord). First, parents throughout the country believe the book should be banned from schools due to adult themes. Next, many feel the book has too many similarities to other books about dystopian societies. Finally, because Lowry chose to leave the ending up to the reader, people tend to overlook the positive message that can be taken from such a book. Whether it be due adult themes, similarities to dystopian societies, and the ambiguous ending, we must decide for ourselves whether The Giver should be removed from school shelves.

Though it is true there are adult themes throughout the book such as infanticide, euthanasia, the broken down family unit, and censorship; the book can be used as a tool to teach young adults about the world around them. Lowry wrote the novel specifically for young adults. However, it is argued the language and visualizations Lowry chose to use is horrifying and disturbing to young adults. However, as a society, we must not forget that many of our fairy tales were originally just as horrifying and disturbing in order to teach valuable lessons to young adults. For instance in Hansel and Gretel, the youngsters did not conquer the witch and return to their grief stricken father. In fact the story was written to warn children not to wander off in the woods, for they did not know what could be awaiting them. It could have been a hungry witch as in Hansel and Gretel, a starving wolf dressed up as your grandmother as in Little Red Riding Hood, or even a rapist waiting for a fair maiden to fall asleep for him to ravish as in Sleeping Beauty. Just as these stories provided valuable lessons to the youth of centuries past, The Giver provides a valuable lesson to the young adults of today.

In today’s society people scream for more and more governmental control of what our young adults are exposed to. Lowry’s novel has gone under much scrutiny because parents are afraid of the adult themes. Depending on a person’s viewpoint, infanticide is not present in the United States (some may argue abortion is infanticide); neither is euthanasia. However, because infanticide and euthanasia is still practiced in other cultures throughout the world, it is important that young adults construct their own viewpoints of the brutal practice. To Jonas and the others in his community, infants were released into “Elsewhere.” Unless the person’s job was to release an individual, they were left oblivious to the true meaning of “release.” When Jonas’ father releases the smaller twin, he lacks the apprehension most readers would expect if told to kill a newborn child. This scene is one of the most scrutinized scenes in the novel. “Would-be censors object to the scene because it is so graphic, and because it transforms Jonas’s once beloved father into a cold-blooded murderer” (Lord). However, without scenes like these, young adults would be left to wonder why emotions are so important to an individual. If the emotions are stripped away from society in such a manner, there could be another excepted massive holocaust as seen in Nazi Germany.

Furthermore, the breakdown of the family unit is one other criticized theme in the novel. The government chooses the family units, relationships are never consummated, and the children are assigned to certain parents. Jonas’ world is void of grandparents as well. Because the parents are removed from their children, as they become adults, they are not allowed contact with their grandchildren. Family values and memories are not passed down through the generations as they are done today. This leads to the lack of individuality that Jonas’ society is all about, or as they call it “sameness.” Jonas the Receiver and the Giver are the only people in the community that hold on to the memories that give wisdom. Because everything is nearly perfected in organization, people are left with no control of their own destinies. They have no choices to make because committees have made all of those choices for them. Too much governmental power is what the constitution has been written to prevent. People must learn at a young age they have choices to make throughout their own lives. Every choice that the child makes affects his or her future. The best way to teach a child how important it is to have the right to make choices on their own is to give them examples of societies where one’s destiny is not in their own hands. A society where individuals have lost control, which may be painted as utopian societies; however, they are, in fact, dystopian societies in which control is left to a Totalitarian regime.

The similarities between Jonas’ community and the dystopian communities in other novels is also reason for controversy surrounding The Giver. Lowry’s novel can be viewed as George Orwell’s 1984 for young adults, because of the many similarities between the two books. Patty Campbell states, “At first it seems to be an autocratic state – an impression that is given credence by Orwellian images such as the rasping voices that chastise from ubiquitous speakers.” This is very similar to the chastisement Winston Smith receives during the lack of his full attention to his physical jerks. However, the main differences between the two societies is the loudspeakers in The Giver do not single individuals out; whereas the voice from the telescreen screamed, “Smith!...6079 Smith W! Yes, you! Bend lower, please! You can do better than that. You’re not trying. Lower, please!” (36). Another similarity is the Receiver possesses memories that society wanted to forget, and Winston possesses memories the Party wants rewritten and forgotten. Furthermore, rule breakers are released in The Giver. However, rule breakers in 1984 are not allowed death, but they are forced to release their identities, thoughts, and ideas. Then they are forced into conformity or “sameness.”

Additionally, the two novels have the biblical allusion of life, death, and resurrection. Jonas is the different from everyone else during his life, but does not call attention to his gift to see beyond. Like everyone else, he takes a pill to suppress his stirrings; Jonas lives in his community of people just as everyone else does. When Jonas first becomes the receiver, he looses the identity, which was forced upon him. Jonas loses his innocence and becomes aware of the society around him. This is the death of his sameness; and Jonas is resurrected as an individual who makes his own memories, and is the salvation of his community. Likewise, Winston’s life death and resurrection story is similar as Jonas’s, but at the same time, it is completely opposite. Winston begins as a freethinker with ideas that could save his community. Like Jesus, his ideas and lifestyle is dangerous to the totalitarian regime that controls the populous. Therefore, he is spiritually executed and forced to conform to the masses. In the end Winston is resurrected as the shell of the man he once was. He is left with no emotion and a sense of helplessness. The reader does learn, however, the citizens in The Giver did chose their way of life; but because the memories and histories are kept from them, the reader is left to wander if they made the choice willingly or if the choice was forced upon them as in Winston’s case. After all, Jonas himself wonders how much he has been told is the truth, or how much of it may be the lies individuals are allowed to tell. It is confusing why people fear novels, which warn against the horrors and atrocities one may face in a dystopian society. Perhaps it is due to the violent themes these societies suggest. However, there are only two ways people can learn about the horrors and atrocities of dystopian societies. They either learn from first hand experience, or they learn from reading. In order to prevent such atrocities from happening in the future, it is crucial that young adults learn about them when they are young.

Another source of controversy is the ambiguous ending Lowry has given to her story. “Lowry refuses to provide a tidy ending” (Campbell). This leaves the readers to draw their own conclusions about the ending. Either readers feel Jonas and Gabriel died, or readers are more optimistic and believe that Jonas and Gabriel found their happy ending. They were accepted into a family like the memory of the Christmas gathering. The vague ending has caused people to believe young adults will be distraught if they feel the young adults have passed away. Because there are many Biblical allusions throughout the novel, it can be assumed if Jonas and Gabriel died, they entered the Kingdom of Heaven.

As mentioned before, Jonas is the savior of his community. He is given a gift to see beyond, which no one else has. Also, Gabriel’s name leads readers with a Christian background to believe the infant is a messenger sent to deliver revelations to Jonas. Without Gabriel’s attachment to Jonas, the meaning of release may not have been fully revealed to Jonas. Gabriel’s impending release announced the resurrection of Jonas as the savior of his community. Finally, the name Jonas is a variation of Jonah, who was called by God to “Go to the great city Nineveh and preach against it, because its wickedness has come up before me” (Jonah 1:2). Like Jonah, Jonas is scornful of the wickedness in his community. Because preaching against their ways would mean release for Jonas, the only way he can help them is to leave them with their memories so they can become whole again, so they can feel again. The Biblical undertones to The Giver supports the idea this novel is appropriate for young adults. One way people can strengthen faith in other people is to challenge that faith. This book can be used as a tool to strengthen Christian faith in young adults.

So, is The Giver an appropriate novel for schools? It seems many values and morals can be taught from reading the book. The book is written in a manner that leaves questions open in the reader’s mind; thus, it teaches them to think for themselves. Furthermore, Lowry’s novel is appropriate to teach young adults how important the choices they make for themselves are toward their own future. Unlike George Orwell’s 1984, the novel is appropriate for the younger adults, because they, too, need to learn the world is not as picture perfect as they may believe. This notion can light a spark in young adults’ minds, which can lead the way for the freedom of people who are oppressed or wrongfully executed. Furthermore, the book does not harm Christian faith in young minds. In fact it can strengthen that faith. This novel can challenge the minds of the readers. Therefore, it should not be removed from schools. The purpose of sending young adults to school is for them to learn about the world around them. It is just as crucial for young adults to learn the world around them is filled with injustices, as it is for them to learn the world can be a just place. The way young adults learn is by challenging their minds, not sheltering them.

Works Cited

Campbell, Patty. “The Sand in the Oyster.” The Horn Book Magazine. Vol. LXIX.6: Nov.-Dec. 1993: 717-721.

Holy Bible, The. New International Version. Grand Rapids, Michigan: The Zondervan Corporation, 2005.

Lord, Elyse. “The Giver.” Novels for Students. Gale Research: 1998.

Lowry, Lois. The Giver. New York: Delacorte, 1993.

Orwell, George. 1984. New York: Signet Classics, 1977.

The Winds Which Stir Antonio

Though it does not play the most important role in Bless Me, Ultima by Rudolfo Anaya, wind does play a significant part in the story. Throughout this coming of age story, important changes become predictable through the wind. This symbol is used as both a foreshadowing tool, as well as a metaphor. When Anaya, mentions “wind,” the reader can rest assured that the story’s protagonist, Antonio is about to experience an event that will leave an impression on his soul. The type of wind that Antonio speaks of can also predict the nature of such events. The winds that stir Antonio strip away his innocence and help him to realize that he is in control of his destiny. They lead to spiritual growth and understanding. These winds gave Antonio a deeper understanding and knowledge than his peers.

In the first chapter, Anaya refers to the wind on two different occasions. The first is during the birth of Antonio, when his parents’ families feuded over the future of the newborn. However, when Antonio first meets Ultima, Anaya uses the wind in a more significant manner. To Antonio, this meeting was the beginning of the changes that were to come. He says, “She took my hand, and I felt the power of a whirlwind sweep around me” [italics mine] (12). From this point on, Antonio began to see the world in a new and exciting way.

Unfortunately, the winds in Bless Me, Ultima do not always bring forth enjoyable changes for the young boy. Though the wind brings changes that cause positive spiritual growth, they tend to do so in a more ominous manner. In chapter six, Antonio describes the dark, evil power of the wind or dust devils. All of Antonio’s acquaintances know the unnatural, evil power of these vicious winds; therefore, they ward the devils off with “the sign of the cross.” Out of curiosity, Antonio purposely does not ward off the dust devil and says after he was struck by the wicked wind, “its evil was left imprinted on my soul” (55). Afterward, Antonio takes his first step toward losing his innocence. He now enters school where he begins his long, tumultuous quest of learning.

More innocence is lost as Antonio’s family learns of a curse that has been put on an uncle, Lucas. He had happened upon the Trementia sisters, known witches, celebrating their black mass. During this encounter, the wind was dreary and cold, which gives a sense of death. The winds are just as menacing as Pedro, Antonio, and Ultima travel to free Lucas from his curse. All around the trio, a brutal dust storm violently rips through the landscape. The skies are dark. This gives the reader with an impending sense of doom and wickedness. The events that followed signified an important turning point in Antonio’s life. This was when Antonio first began to question God and his faith. Antonio could not understand how Ultima had the power to free Lucas from his curse, but God did not. This moment caused a struggle between faith and magic that would follow Antonio throughout the book. Another important event that lead to significant change and reinforced the struggle between magic and faith was the death of Narciso. Before his death, Narciso challenged the blizzard, or, in order to warn his friend, Ultima, of Tenorio’s threat on her life. This cold, fierce, blinding north wind was symbolic for the death that was soon to follow. However the death that coincided with the blizzard was not only the death of Antonio’s friend, but also the symbolic death of his admiration of his older brother Andrew.

Though other winds blow throughout the book, the winds in the final chapter bring an end to this particular journey in Antonio’s life. The winds here bring forth peace and clarity.  His father, for the first time, allows Antonio to be free to choose his future. He tells the young boy that he is descended from people “who held the wind as brother, because he is free” (247). His father goes on to tell him that his mother is from the earth and the two are often “at odds” with one another. Furthermore, the final winds in Bless Me, Ultima are mournful and serene, and they are even found in Ultima’s final words. She tells Antonio he will be able to find her in the gentle winds of the evening (261). This final change and final mention of the wind had brought Antonio closer to maturity than his peers. It left him stripped from his innocence and in control of his future.

Works Cited

Anaya, Rudolfo. Bless Me, Ultima. New York: Grand Central, 1972.

Gerard Manley Hopkins

“God’s Grandeur”

THE WORLD is charged with the grandeur of God.
  It will flame out, like shining from shook foil;
  It gathers to a greatness, like the ooze of oil
Crushed. Why do men then now not reck his rod?
Generations have trod, have trod, have trod;        5
  And all is seared with trade; bleared, smeared with toil;
  And wears man’s smudge and shares man’s smell: the soil
Is bare now, nor can foot feel, being shod.

And for all this, nature is never spent;
  There lives the dearest freshness deep down things;        10
And though the last lights off the black West went
  Oh, morning, at the brown brink eastward, springs—
Because the Holy Ghost over the bent
  World broods with warm breast and with ah! bright wings.

“The Windhover” 

To Christ our Lord

I CAUGHT this morning morning’s minion, king-
  dom of daylight’s dauphin, dapple-dawn-drawn Falcon, in his riding
  Of the rolling level underneath him steady air, and striding
High there, how he rung upon the rein of a wimpling wing
In his ecstasy! then off, off forth on swing,        5
  As a skate’s heel sweeps smooth on a bow-bend: the hurl and gliding
  Rebuffed the big wind. My heart in hiding
Stirred for a bird,—the achieve of; the mastery of the thing!

Brute beauty and valour and act, oh, air, pride, plume, here
  Buckle! AND the fire that breaks from thee then, a billion        10
Times told lovelier, more dangerous, O my chevalier!

  No wonder of it: shéer plód makes plough down sillion
Shine, and blue-bleak embers, ah my dear,
  Fall, gall themselves, and gash gold-vermillion.

“Carrion Comfort”

NOT, I’ll not, carrion comfort, Despair, not feast on thee;
Not untwist—slack they may be—these last strands of man
In me ór, most weary, cry I can no more. I can;
Can something, hope, wish day come, not choose not to be.
But ah, but O thou terrible, why wouldst thou rude on me        5
Thy wring-world right foot rock? lay a lionlimb against me? scan
With darksome devouring eyes my bruisèd bones? and fan,
O in turns of tempest, me heaped there; me frantic to avoid thee and flee?

Why? That my chaff might fly; my grain lie, sheer and clear.
Nay in all that toil, that coil, since (seems) I kissed the rod,        10
Hand rather, my heart lo! lapped strength, stole joy, would laugh, chéer.
Cheer whom though? the hero whose heaven-handling flung me, fóot tród
Me? or me that fought him? O which one? is it each one? That night, that year
Of now done darkness I wretch lay wrestling with (my God!) my God.

Analysis

To Hopkins, God is the creator and the savior of man. He is the power, truth, beauty, and answer. Also to Hopkins, God is all around man, even if they do not notice Him.

“The world is charged with the grandeur of God. / It will flame out, like shining from shook foil; / It gathers to a greatness, like the ooze of oil / Crushed. Why do men then now not reck his rod?” (“God’s Grandeur;” lines 1-4) 

Hopkins uses an electrical current and oil as metaphors for the power, beauty, and majesty of God. The power, beauty, and majesty have been infused through the entire world. Most men do not see or feel the “grandeur” of God, though it is there. Because they do not see him, these men ignore God.

And for all this, nature is never spent; / There lives the dearest freshness deep down things; / And though the last lights off the black West went / Oh, morning, at the brown brink eastward, springs—

Because the Holy Ghost over the bent / World broods with warm breast and with ah! bright wings. (“God’s Grandeur”) 

Despite the destruction of the world due to the Industrial Revolution, nature still exists because of God. The beauty and power of God can be found in nature because it is an indication of God’s existence, more like a manifestation. God creates life even in the darkest recesses of the world.

“daylight’s dauphin” (“The Windhover;” line 2) 

Hopkins use of daylight is a metaphor for God. Daylight is known in many cultures as a giver of life, because without sunlight, life cannot be sustained. For Christians, God is the giver of life. Without God, life cannot be sustained.

Why? That my chaff might fly; my grain lie, sheer and clear. / Nay in all that toil, that coil, since (seems) I kissed the rod, / Hand rather, my heart lo! lapped strength, stole joy, would laugh, chéer. / Cheer whom though? the hero whose heaven-handling flung me, fóot tród / Me? or me that fought him? O which one? is it each one? That night, that year / Of now done darkness I wretch lay wrestling with (my God!) my God. (“Carrion Comfort;” lines 9-14) 

Regardless of all of Hopkins’ suffering, he accepted God. His acceptance has made him happy and strong. Though he still suffers and questions his faith, God still rescued him, and beauty is still around him. God is his answer, his truth.

Hopkins’ poetry all seems to have the same underlying theme. The three poems assigned reflect man’s struggle with God. In “God’s Grandeur,” Hopkins admits that not all men are believers, and some who do believe, ignore God. These same assumptions can be made about man in today’s society. Paganism and Wicca are on the rise, as is the claims of Atheistic beliefs. These shifts in religious beliefs are evidence of man’s struggle with God.