Archive for the 'writing' Category

Maryanne Wolf: Proust and the Squid

July 2, 2020

91T9T2C1FjL._AC_UY218_     Something prompted me to return to this fascinating book on what happens to the brain when we learn to read, or indeed, if for various reasons we have difficulties with the process, such as dyslexia. It probably never occurs to us that, although we are born with brains wired for us eventually to develop speech, this is not true of reading or writing, processes that every human needs to learn from scratch. The open architecture of the brain allowed the possibility of humans developing writing and reading…

And then we must take into account the transformative power of these last two achievements on humans and their societies, compared with those which are only oral.

Wolf explains pretty clearly – to this lay and unscientific reader – the astonishing complexity of the processes which take place in the human brain, first in the process of learning to read, and then, when we are readers, in the processing of the texts we read.

Initially, humans developed representative and repeatable signs which could be learned, and eventually derived more sophisticated alphabets where the complete array of sounds could be mapped onto signs or letters. It was fascinating to discover that the human brain functions differently if it has to process ideograms in languages like Chines or letters in languages like ours. Equally, the regularity of an alphabet in the way it maps sounds to writing can lead to earlier fluency in reading: English orthography does not help us here!

There are more interesting historical and philosophical questions for us to reflect on, too: did the alphabet, leading to reading and writing, liberate humans from the hard work involved in sustaining an oral tradition (remembering everything and ensuring it was all passed down accurately through the generations), and thereby allow more complex thought? It may be that writing changed the way we think…

Apparently Socrates was very wary of reading and the written word, feeling that it was dead (thoughts and ideas frozen by being committed to paper), inflexible (once written down it is canonised, in a way) and that it destroys memory (look, for instance, at how little we expect school students to memorise texts such as poems nowadays). And, ironically, Socrates’ thoughts only survive for us now over two millennia later because Plato wrote them down…

Wolf is also very interesting on problems with reading – those often grouped together conveniently under the general heading ‘dyslexia’ – again seeking to explain what happens differently, often much more slowly, in the brains of those faced with such difficulties. It becomes very technical, although to realise that there are differences in how dyslexia affects people according to their language I found very interesting, and I also realised how helpful some of this material would have been early on in my career as a teacher.

There are implications in all of this for our future, which Wolf does not neglect: what changes may be being wrought in the human brain at this very moment with the move from printed to digital text, and the different ways that text can now be used and consumed? She contrasts immediacy with critical effort, and I think that this is an important area for further reflection and consideration; there is a certain kind of ease in the use of digital text which makes me ‘uneasy’. I can recall being unnerved when students used to say to me – of an older generation used to remembering and recalling things at will – “Oh, I don’t need to learn/ know that, because I can look it up…” Where might that lead our species, eventually?

Can a novel be too long?

May 10, 2020

A brief exchange with a friend a propos of my previous post about the length of Neal Stephenson’s novels has had me thinking about the length of novels in general. Of course, there is the thing about their having to be a certain number of pages nowadays to fit in easily with the printing process, but that’s not what I mean. And let’s set Dickens to one side, as we know he wrote by the yard for serialisation and cash…

I suppose the real question is, does the novel really need all those words? And so one has to consider the writer’s purpose and intentions, and to recognise that those may be very different from our own expectations or demands. Tolstoy’s War and Peace is the longest novel I’ve read; I think I’ve read it three times, and enjoyed it each time. Some readers have questioned the need for the lengthy philosophical section with which Tolstoy concludes the novel; for me it is an intrinsic part and thought-provoking reflection on the story he has finished telling. And the novel itself is both a panorama of Russian society and a fictionalised history of one of the major episodes of Russian history. Shortened, it would not be the same thing at all, and I think the same might be said about Middlemarch, which may perhaps be seen as an English novel with a similar scope. In other words, these two novels need to be as long as they are for the reader to be fully immersed in the worlds fictionally created, and to be able to appreciate that the author is doing more than just story-telling.

I had to study the first volume of Marcel Proust’s A la Recherche du Temps Perdu when I was at university. I read it a couple of times; it was decent enough, and the narrative technique interesting enough to engage me at the time. I remember being astonished at the lengthy and perfectly-formed sentences and the effect they had on one’s consciousness as I worked my way through a page or so to the end of one of them. I was full of intention to read the rest of the sequence, bought and read the first half of volume two, and gave up, never to return to it (this was over 40 years ago now). Why? What went wrong? What was different? In the end I couldn’t make myself interested enough in Proust’s characters and their fates. He was presenting a much narrower section of society, of the world, and not one that I cared that much about. His scope was completely different from Tolstoy’s, for instance. But that doesn’t mean that the books were too long, and that I might have succeeded with a Reader’s Digest-style adaptation, a “condensed book”.

I’ve made myself read a fair amount of Thomas Pynchon. V was interesting enough, as was Gravity’s Rainbow; Mason & Dixon I liked and it’s been on my re-read pile for at least ten years; Against the Day was a useful gap-filler during a bout of pneumonia, but I don’t have the urge to revisit it. These are long novels, but also rather rambling and shapeless, and it is hard to avoid a feeling that the writer is indulging something, and I found it hard to be bothered to find out what. Is there somewhere an urge in American writers to have the size of their novels match the size of the country? Moby Dick was a passable read, once; Don De Lillo’s Underworld irritated the hell out of me for being so long and I was angry with myself for giving in to the blandishments of reviewers and wasting my money on it. It’s almost as if there’s a conscious effort to write the ‘Great American Novel’ rather than to write a good novel and for it to turn out to be judged great much later on. But once again, I’m not sure that editing would have improved any of these…

Fantasy and SF is a different kettle of fish, perhaps. Readers are looking to immerse themselves in a completely different world; pure escapism? And there is the marvel of a good writer’s imagination in play as well, here, for they are creating a world, a setting from scratch that must make us want to stay there and leave our humdrum ordinary world behind. Tolkein’s Lord of the Rings saw me through a bad, three-day bout of the ‘flu some forty years and more ago. I really enjoyed it, but it’s never called me back. The doorstopper in the field that I have returned to several times is Austin Tappan Wright’s Islandia, a utopian novel of some 1000 pages which I have always found gripping, although I will admit to occasionally wishing the romance sections had been edited a little. Why does it grip me so much? Because here is a writer thinking at great length about how the world might be a much better place. A utopian novel doesn’t need to come in at a thousand pages, but this one works at that length for me.

I’m realising that I don’t know anywhere near enough about the process of editing and what an editor actually does when they work with an author on a novel. A novel has always appeared to me to be a writer’s personal creation, although obviously mediated by the country and society and times they lived in and numerous other factors too, and so I have maybe naively thought that there wasn’t a lot for an editor to do. Perhaps one of my readers can enlighten me? Once upon a time in a previous existence I did know an editor for one of the major UK publishers, but did not have this conversation with her…

In the end I feel OK about respecting an author’s creation as s/he allows it to emerge in final published form; I’ll read it and either like it or not, and on the basis of that will either feel called to read it again one day, or not. I’m back with what I used to say to my students: there’s no law that says you have to like a novel or a poem (or indeed any work of art). What you need to be able to do is articulate what it is you like or don’t like about it, and ideally support your view with evidence…

On the joys of teaching English

March 7, 2019

Every now and then, I remember I was a teacher once. When I meet up with former colleagues who are still working, I sigh with relief that I don’t have to return to school for training days, and listen to the ‘leadership team’ witter on about targets and initiatives and I don’t know what else, and I feel briefly sorry for those who still do have to… I also remember how different it was on the following day, when the students returned and the real work of a teacher began again – how much I loved it!

Things that I really enjoyed: reading books together in class. That was still possible in secondary school and we all loved it: reading around the class, sometimes everyone in turn, sometimes volunteers, sometimes me. We could and did pause to discuss all sorts of things: plot, character, language, how a writer tells a good story, why x happens and not y, why a writer does things a certain way and not another. All kinds of opportunities for different kinds of writing arose at various points in a novel. And everyone could express opinions about all sorts of things, practising listening and responding, learning to argue, and to support opinions with evidence…

Sometimes I would get students to present a book they had recently read to the class: a brief introduction and then read out a carefully chosen extract; explain what their opinion of the book was, and why, and finally take questions from their class-mates. Not everyone found this easy, but I felt, from a very early stage in my career as a teacher, that good speaking and listening skills were probably going to be of much greater use and importance to my students in the future than writing skills…

When we got on to individual talks to the class, we had a great time: choose your subject, and give an illustrated five-minute presentation to the class, then take questions. It was often an astonishing confidence-building exercise for students who were not very strong at English, as they used the opportunity to be experts in their own field in front of the class. As time went by, health and safety curtailed their choice of options somewhat, and having livestock in the classroom sometimes presented management issues… but I always learned lots, and I know the students did, too. I still think the best ever talk came from a GCSE student who was a keen fencer: she spoke confidently and demonstrated her skills effectively, using a male student whom she didn’t very much like as her opponent for the practical parts of her talk: he took it all in very good part. The talk filled an entire 40-minute lesson; nobody was bored, and she naturally received full marks for her efforts.

Discussions and also formal debates featured regularly, and I had an understanding with students that no topic was off-limits as long as they could approach it sensibly and maturely, and respect others’ different opinions and their right to express them: you were allowed to disagree as long as you did it respectfully and explained your reasons… I can only remember a couple of occasions in nearly thirty years when it was necessary to close down a discussion because some could not manage these rules.

Of course, students had to write, as well as speak and read. One of my favourite activities came out of reading The Adventures of Tom Sawyer with Year 8 students (age 12-13). If you can make the book work, it’s a real challenge for them: nineteenth-century language and behaviour and dealing with issues of race, childhood, schooling and lots more. The book has everything: truanting, running away from home, a murder, romance, getting lost in a cave, finding a real fortune… and there is an amazing writing opportunity immediately after the murder: produce the front page of the town paper the day after that event. There’s writing the story, editing and improving it, working out how much the reporter can know and find out, compared with what Tom and Huck have seen, and then you can go into an IT suite and they can design and produce and print their front page.

The skills of essay-writing come to the fore as students approach public examinations, and over the years I evolved a tactic which they seemed to find effective and helpful: the whole class together would plan an essay. I’d take them through the entire process stage-by-stage, from analysing the title and working out what an examiner might expect, through brainstorming and then organising and sequencing their ideas, followed by selecting evidence, and then crafting an effective introduction and conclusion. It would all appear on the whiteboard, colour-coded with different pens; we could pause the process and discuss any aspect of it that anyone wanted to, and we could also time the different parts of the activity so that students could work out how they might effectively allocate their time in an exam room. We needed a good double lesson – 80 minutes – to do the whole thing, and if time allowed, the last thing was to practise and discuss a range of opening sentences. It was pretty exhausting for all or us: the class being attentive and working against the clock, and me, controlling and managing everything so it all came together in the allocated time.

I used to enjoy giving work back to students. I’ve read some unbelievable nonsense lately about re-marking and triple marking and written dialogue between teacher and student and thought to myself, ‘How can any of that be justified in terms of time?’. Although I wasn’t particularly proud of it, my semi-illegible handwriting did me favours; I regularly did write lengthy and detailed comments and advice on students’ work, and they often had to work quite hard to decipher my runes. They asked each other first and when that failed, called me over: they actually wanted to know what I’d written, and I could briefly expand and clarify. And, of course, there were extra oral comments as I gave work back, perhaps reading out particularly good bits before I hurled exercise books back across the room towards their owners…

A good deal of being a teacher – an English teacher, certainly – is about being an actor, as perhaps you have deduced from the above: confidence builds up over time, as does the very necessary ability to be reflective and critical of what happens in your classroom, and to adapt and modify when circumstances dictate.

I particularly loved working with sixth-formers, for they really kept me on my toes; even if I knew my stuff – and I did – I never knew from what angle their questions or comments might come. Keeping one step ahead of them was exhausting, as well as very satisfying. They got special treatment in some ways: we were a little less formal with each other, and we always set the room out in a circle to create a seminar-style atmosphere, as well as to emphasis equality, rather than use the serried ranks of desks or tables that larger classes required. There was tea and mince pies at Christmas, too. Practical criticism – working with unseen texts – was what I liked most of all, feeling more and more the enabler rather than the teacher as the two years of the course ticked away and they all in their different ways became more perceptive and confident as interpreters and critics of literature…

There is no better profession – and I think that word is so important, and so under-respected nowadays – than teaching. I have been very fortunate in my life’s work.

Back home

September 11, 2018

The blog has been quiet for the last two weeks because I have been on my travels, to the south of France. When I’m away, I usually hatch a few ideas for new posts, so the following topics are likely to appear over the coming weeks: thoughts about the Romans, and about their empire something on Latin; reflections on photography – I came back with about 600 pictures! Reading, teaching, travelling, good English, the internet, sex in literature, the joys of teaching… it’s good to get away but it’s also good to be home, and I’m looking forward to getting back to writing.

Watch this space.


On writing creatively…or not

May 23, 2018

It’s taken me a very long time to realise that I’m a writer. I spent years training students and teaching them the craft of writing, how to organise their ideas, how to choose their words carefully, how to spell and punctuate correctly to enhance communication, that I lost sight of the fact that I write too. I’ve written this blog for more than five years now and WordPress informs me I’ve written the equivalent of several novels’ worth of posts… I’ve written a couple of literature study guides and am completing a third. I used to review science fiction for an academic journal, and I used to write for the students’ union newspaper when I was at university. And I’ve written countless essays, a dissertation and a thesis… all a very long time ago.

What I’ve never done, at least not since I was at school, is write creatively, write a story or a descriptive piece. I’ve no desire to write poetry, it’s not something I aspire to, but lately I have started to wonder about trying to be creative and where I might start if I did pluck up the courage to dip my toe in the water. There are creative writing groups out there, but then I’d have to expose myself to others’ gaze, and I’m not sure I’m ready for that… How do I make a start, and how do I decide whether it’s worth it?

It strikes me that descriptive writing might possibly be an extension of some of the various travel pieces I’ve produced, and I’m aware that I’ve always liked taking photographs, often taking time and effort to get exactly the effect I want… maybe there’s a way in to writing there. But fiction? Years ago, I thought I was interested in trying to write some science fiction, having studied the genre for so long, but I never did: the ideas and the inspiration never came. Getting started on something new always seems difficult…

On blogging

May 22, 2018

I’ve been blogging seriously for over five years now, so I step back to take stock of what I’ve been up to and what I’ve actually achieved. Nearly seven hundred posts, enough words written for several novels. Posts about individual books, novels, plays and poems. Posts on more general topics, to do with aspects of literature and teaching. Posts about my travels, about the Great War, and lots more besides.

I’ve enjoyed writing them, otherwise I wouldn’t have bothered. And now I’ve got myself into a sort of routine, where I find I’m thinking more critically about a book as I read it, and often jotting down short notes about what I’ll write about. Sometimes an idea for a more general piece will pop into my mind as I read, or when I’m awake in the night, and I’ll start jotting down my thoughts; eventually it will be time to write it up, if there’s enough to say. So there’s a kind of mental discipline here, I feel: I read more carefully and critically, and make myself try and give coherent shape and form to my ideas. There is also the thought of all that complex electrical activity in my brain not going entirely to waste…

I write each piece using my notes, revise it carefully, and look for a picture of the book’s cover to illustrate it, if the post is about a particular book.

I have getting on for 300 followers, either via facebook or direct subscribers. Not that many, I think, but then I realise my subject-matter and my approach is a fairly serious one. I get upwards of a couple of thousand visitors a year; not that many really. Some posts get lots of readers, some only a couple, some none at all, I fear. I’m astonished at the ones visitors flock to – Theodore Kroger’s The Forgotten Village seems to head the list at the moment, closely followed by Derek Guiton’s A Man That Looks on Glass. The first is an obscure memoir set in revolutionary Russia, the second is part of a dialogue about the future direction of the Religious Society of Friends. Amazing what search engines will do…

I haven’t had that many comments on what I’ve written, and sometimes this saddens me; I wonder if it’s because I come across as too knowledgeable, or my reading and thoughts are too obscure, or the way I express my opinions tends to preclude comment or discussion. I’ve long wanted to engage in dialogue with more of my readers; I’m grateful for the comments that do develop into an exchange, and I like it when people disagree with me, take issue and argue – I think my former students would back me up here… Anyway, to those of you who do comment, whether to agree, disagree, or offer a different perspective on what I’ve said – thank you.

Philip Pullman: Daemon Voices

April 8, 2018


A writer writes about his craft, his inspirations, and how he works: fascinating, in the same way that Ursula Le Guin doing just that was fascinating. He doesn’t disappoint in the way he writes, either – there’s more of the fluent clear language and sentence-crafting that one experiences in his novels. Pullman is a very readable writer, accessible, communicating effectively. You may think, well, yes, he would, but that’s not always the case…

He’s very strong and forthright on a writer’s responsibilities, fascinating on how stories work, and challenges literary theorists. He writes about his experiences as a teacher and rages against the insanities and inanities of our ‘National Curriculum’. He’s forcefully and coherently atheist, anti-God; this I found quite challenging myself, and though I appreciated his stance, decided to continue to differ with him there…

Out of his atheism there arises a sense of wonder: for Pullman, the more we discover, the more wondrous the universe seems to be, an approach which chimes in with my own ever since my childhood excitement at looking at the skies and learning about other worlds.

Clearly I was looking for further understanding of the genesis of, and intentions behind, the Dark Materials trilogy, and I was not disappointed. There was a detailed personal response to Milton‘s Paradise Lost, and how the Fall story and his anti-religious stance worked together to create a story in which the Fall was a good thing: the loss of innocence and a knowledge of good and evil is what makes us human; that knowledge of evil does not imply that all humans therefore embrace it. There is a myth of the Fall in the world of the mulefa in The Amber Spyglass; it both resembles the one in our world and is very different from it, and Pullman’s clarification was very interesting.

Pullman is interesting on the craft of the writer, too, and open about his need and desire to make a decent living out of it. He’s scathing about Tolkien‘s trilogy, which he compares with Middlemarch (!) from the perspective of characterisation, and finds seriously wanting, and he has no time for C S LewisNarnia books either, because of their reactionary, anti-human, anti-life and pleasure content. I didn’t disagree with him there, either. Perhaps the most eye-opening section for me was a chapter on the nature of the narrator, where he raises a whole raft of issues with which I was familiar as a life-long student of literature, but to contemplate them from the perspective of a practising writer was really illuminating. He also takes issue with the current trend for people to write stories in the present tense and demonstrates clearly how limiting a choice this is.

Pullman shares a good deal of himself with his readers here. Most of the pieces in the collection were originally lectures or talks; a few are introductions he has written to various books. The whole is a book full of surprises; I found him reflecting on a wide range of books I had also known and loved in the past, and also came across a few recommendations for my to-read list. As an insight into the mind and art of one of our best living writers, it’s really good: challenging and thought-provoking.

Ursula Le Guin : The Wave in the Mind

February 25, 2018

51xBAmhj48L._AC_US218_It was refreshing to read some of Le Guin‘s more recent essays, after the rather dated The Language of the Night. I did not know she could be funny, but she had me laughing out loud several times during her first piece. This collection offers fascinating glimpses into the real Ursula Le Guin, her life and her past, and what has influenced and impressed her. It’s an obvious truism to say she writes well; it’s her humane and respectful but wise tone and manner that I appreciated. But I could not share her enthusiasm for J R R Tolkien or Cordwainer Smith

There is an excellent and quite technical chapter on stress and rhythm in poetry and prose which is exemplary in its clarity of explanation and illustration; I wished I’d had access to it when I was teaching practical criticism. She also makes a strong case for the importance and value of reading aloud as opposed to mere reading, when thinking about how writers use language, as well as being thought-provoking in opposing read stories to viewed ones, and the different effects they have on the consumers of those stories.

She explores the blurring and blurred boundaries between fiction and non-fiction writing, which I had never really thought about in depth until I came across the writings of Svetlana Alexievich, which some have criticised for doing precisely this. And I am wondering how serious an issue it is when what is presented as fact or reality is permeated by artistic licence. As I recall, Alexievich hints that this is what she occasionally does, but even so… should fiction and non-fiction be kept strictly apart? or is this only an issue for us now, in the times of fake news?

Le Guin is a committed and feminist writer who writes from her long life and experience, which has given her much wisdom; she writes thoughtfully about body image and how we think about ourselves, and although I have read a fair amount on this topic, I’ve not encountered anything so measured, reflective and meaningful as her contribution. Similarly, she reflects on and analyses the nature of communication between humans; she offers no answers, but asks the right questions, enabling an intelligent reader to move forward.

There is also a good deal of reflection on her life as a writer, and advice and suggestions to would-be writers. I did find myself musing several times on whether, after a life of only writing non-fiction, I might try and do some creative writing. I won’t say the collection is an easy read, but it was a very satisfying one, particularly because at the end of it, I felt that I knew one of my favourite writers in a different way.

Why do writers hate school?

February 9, 2018

I’ve been reading quite a bit about schools and education recently, and started to think about how writers treat the topic in literature, too. Although I’ve been retired from the profession for over six years now, I still keep in touch with some former colleagues, and my impression is that things have got worse, in terms of pressure, stress and workload since I left; there is less trust in teachers, and the notion of teaching as a profession, where teachers have been trained and acquired specific skills, rendering their work and opinions worthy of a certain respect, has diminished considerably.

Partly I feel as a society we are unclear what we want from schools: I’d suggest literacy, numeracy and oral communication skills to a level where people can understand the possibilities open to them, and have the opportunity to develop themselves further, when and how they wish, as a minimum… many people settle for school as a free child-minding service. I think it’s important that opportunity for education is available life-long: I’ve picked up two new languages and yoga, to name a couple of things, since leaving school.

Young children need the opportunity to play, mix with peers, and learn to be sociable. Older children need to have the opportunity to use their imagination, and to be creative; they need to be give freedom, and trusted as far as it’s possible. Such approaches foster open-mindedness and tolerance, and our entire society suffers – has suffered over recent decades – when we lose sight of these important values.

So I found myself wondering why school and education seemed to have by and large received such an appalling press in the books I recalled! Did all these writers have such awful memories of their schooldays? Charlotte Bronte‘s account of Lowood School in Jane Eyre is horrendous, and partly autobiographical, I understand. Mark Twain paints a ridiculous picture of small-town US schooling in Tom Sawyer, and the teachers in Harper Lee‘s To Kill A Mockingbird don’t come off very much better.

Looking more closely, we have Dickens‘ satire of English education in Hard Times, with Mr Gradgrind as a cannon waiting to fire facts into the little girls and boys; no room for feelings, emotions, creativity there. A horse is a graminiverous quadruped, we are informed; Sissy can’t have pretty wallpaper in her bedroom with animals on it because in reality miniature animals don’t walk up and down walls… And although by the end, we see where such attitudes and practices get you, I often have the growing impression we’re headed back in that direction today…

Then there’s the truly evil account of Stephen Dedalus’ schooling in A Portrait of the Artist As A Young Man, James Joyce‘s thinly-disguised autobiography. There’s the vicious physical punishment with the ‘pandy-bat’ for something that was no fault of the boy’s, and there’s the horrendous hell-fire sermon which sends the adolescent into something verging on insanity, or at least a nervous breakdown.

I racked my memory for positive accounts of school and only came up with Josef Skvorecky‘s The Engineer of Human Souls, which hardly counts anyway, as we are with Canadian high school students studying literature for goodness’ sake, and anything and everything is grist to the mill in the author’s classes, although some of what we encounter there also testifies to the stultifying nature of education in earlier years…

At the moment I put it all down to the opposition between the creativity that is so embedded in the soul of a real writer and the rigidity of so much of schooling in the past. And yet, isn’t school where writers learn at least the rudiments of their craft?  I can see that a necessary drilling in the basics is necessary for survival in a relatively complex society can be – but doesn’t have to be – rather soul-destroying and dull. And this is one of the reasons why I really feel it’s time there was a proper, dispassionate consideration of what we want education to provide for our future citizens. I’m not holding my breath…

Stefan Zweig: Montaigne

January 1, 2018

The more I find out about Stefan Zweig, the more he interests me. A curious character, a relic of the Austro-Hungarian Empire out of time and place, but not in the same way as his contemporary Joseph Roth… an essayist, biographer, story-teller and novelist so distraught at the way Europe turned in the 1930s that he eventually took his own life, in exile in Brazil. He’s little-known or read in England, much better known in Europe.

This little book on Montaigne reflects its author, who, late in life came to know and love the sixteenth century French writer and philosopher as a kindred spirit, one who loved intellectual liberty and personal liberty and strove to hold on to it in incredibly difficult times, one who valued his mind and what it allowed him to do… a paean to a certain kind of human being in rather short supply in both centuries.

I’m sure there’s nothing new in the book, in terms of biographical detail, for Zweig takes us through Montaigne’s life and career after a fashion, his years of public life, personal retreat from the world, travels and so on. He recognises a kindred spirit, evaluates his achievement and pays tribute to him.

I love the idea of the ‘pensée vagabonde’ (roaming thought) which he attributes to Montaigne; in some ways, I’m sure both men speak to my condition… It’s an enjoyable little book for anyone who has read and enjoyed Montaigne’s Essays.

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