The Lost Landscape - Joyce Carol Oates

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DISCOVERING ALICE: 1947

      THE SINGULAR BOOK THAT changed my life—that made me yearn to be a writer, as well as inspired me to “write”—is Lewis Carroll’s Alice’s Adventures in Wonderland and Through the Looking-Glass. This beautiful, slightly oversized book published by Grosset & Dunlap in 1946 was a gift of my (Jewish) grandmother Blanche Morgenstern for my ninth birthday, in 1947. (My book-loving grandmother, my father’s mother, gave me books for birthdays and Christmas and at other times as well, including Frances Hodgson Burnett’s The Secret Garden. Grandma gave me my first typewriter—a toy typewriter—and she gave me a Remington typewriter at the age of fourteen as if foreseeing how I would need it.) To this day I treasure, and keep prominently on a bookshelf in my study, this gift book with its eerily beautiful quasi-“realistic” illustrations by John Tenniel.

      The illustrations of Alice amid her bizarre wonderland world depict her as surprised and sometimes intimidated by that world but never overwhelmed by it. The great illustrator Tenniel gave to Alice a commonsensical gravity and a tender sobriety quite unlike most illustrations of children in American, contemporary children’s books; Alice is recognizably a young girl, but she is not childish. There is something responsibly mature in Alice, an inclination to be skeptical, at times, of the adults who surround her; an unwillingness to be bossed around or frightened into submission. Alice is a girl who “speaks her mind”—as few children are encouraged to do, then or now. When I was nine, I was much too young to comprehend the underlying themes of Alice’s astonishing adventures, which have to do with Darwinian evolutionary theory and the principle of “natural selection through survival of the fittest”—a controversial issue of the Victorian era that represented a challenge to conventional Christian theology, one not entirely resolved in the twenty-first century.

      Like any child enraptured with a favorite book, I wanted to be the book’s heroine—I wanted to be “Alice.” It must have occurred to me that Alice was very unlike any girl of my acquaintance; she seemed to belong to a foreign, upper-class environment with customs (tea-time, crumpets, queens, kings, footmen) utterly alien to the farming society of Millersport, New York. I think that I learned from Alice to be just slightly bolder than I might have been, to question authority—(that is, adults)—and to look upon life as a possibility for adventures. If I’d taken Alice for a model, I was prepared to recognize fear, even terror, without succumbing to it. There are scenes of nightmare illogic in the Alice books—numerous dramatizations of the anxiety of being eaten, for instance—that suggest the essential gravity of the books, yet Alice never becomes panicked or loses her common sense and dignity.

      It did occur to me that Alice is a character in a book—and that Alice was not telling her own story. The author of the book was named in gilt letters on the spine and on the title page: “Lewis Carroll.” Being Lewis Carroll was an aspiration, like being Alice-in-Wonderland, and soon I was drawing stories in the mode of the Tenniel illustrations, not of adults or even children but of cats and red-feathered chickens. These were “novels” on lined tablet paper, that captivated me for long hours as a child. (Decades later I would see facsimiles of the Brontë children’s miniature books, and feel a tug of kinship. The Brontë children may have been lonelier than I was in Reverend Brontë’s remote windswept parsonage in Haworth on the moors of England, though probably they were not more fascinated by storybooks than I was.) Out of Alice’s Adventures in Wonderland and Through the Looking-Glass have sprung not only much of my enthusiasm for writing but also my sense of the world as an indecipherable, essentially absurd but fascinating spectacle about which it is reasonable to exclaim, with Alice—“Curiouser and curiouser!”

      I LOVED MY FIRST school!—so I have often said, and possibly this is true.

      As a child I was filled with excitement, anticipation, apprehension, sometimes dread at the prospect of school. For the schoolhouse on the Tonawanda Creek Road in Niagara County, about a mile from my home, was a magical place to me, a place of profound significance, and yet it was not a place in which, as a young child, I could exert anything approaching what I would not yet have known to call “control.”

      I took for granted then what seems wonderful to me now: that, from first through fifth grades, during the years 1943 to 1948, I attended the same one-room schoolhouse that my mother, Carolina Bush, had attended twenty years before. Apart from the introduction of electricity in the 1940s, and a few minor improvements, not including indoor plumbing, the school had scarcely changed in the intervening years. It was a rough-hewn, weatherworn, uninsulated wood frame building on a crude stone foundation, built around the turn of the century at the approximate time my grandparents’ farmhouse was built, twenty-five miles north of Buffalo and about six miles south of Lockport.

      In late August, in anticipation of school beginning after Labor Day in September, I would walk to the schoolhouse carrying my new pencil box and lunch pail, gifts from my grandmother Blanche Morgenstern, to sit on the front, stone step of the school building. Just to sit there dreamy in anticipation of school starting: possibly to enjoy the solitude and quiet, which would not prevail once school started.

      (Does anyone remember pencil boxes now? They were of about the size of a small lunch pail, with several drawers that, slid out, revealed freshly sharpened yellow “lead” pencils, Crayola crayons, erasers, compasses. The thrill of a compass with its sharp point! The smell of Crayolas! Lunch pails, which perhaps no one recalls either, were usually made of some lightweight metal, with handles; unlike pencil boxes which smelled wonderfully of crayons and erasers, lunch pails quickly came to smell awfully of milk in Thermos bottles, overripe bananas, peanut butter, jam, or baloney sandwiches, and much-used wax paper.)

      The school, more deeply imprinted in my memory than my own child-face, was set approximately thirty feet back from the pebble-strewn unpaved Tonawanda Creek Road; it had three tall, narrow windows in each of its side walls, and very small windows in its front wall; a steeply slanting shingle board roof that often leaked in heavy rain; and a shadowy, smelly, shed-like structure at the front called the “entry”; nothing so romantic as a cupola with a bell to be rung, to summon students inside. (Our teacher Mrs. Dietz, standing Amazon-like in the entry doorway, rang a handbell. This was a sign of her adult authority; the jarring noise of the bell, the thrusting, hacking gesture of her muscled right hand as she vigorously shook it. In my memory, Mrs. Dietz’s sturdy face was usually flushed.)

      Behind the school, down a slope of briars and jungle-like vegetation, was the “crick”—the wide, often muddy, fast-moving Tonawanda Creek, where pupils were forbidden to play or explore; on both sides of the school were vacant, overgrown fields; “out back” were crudely built wooden outhouses, the boys’ to the left and the girls’ to the right, with drainage, raw sewage, virulently fetid in warm weather, seeping out into the creek. (Elsewhere, off the creek bank, children, mostly older boys, often swam. They dived from the sides of the bridge when the water was high enough. There was not much consciousness of “polluted” waters in those days and even less fastidiousness on the part of energetic farm boys.)

      My memory of the outhouses is a shudder of dread. But lately, I am apt to feel an alarmed sort of sympathy for poor Mrs. Dietz, who had no choice but to use the girls’ outhouse, too.

      At the front of the school, and to the sides, was a rough playground of sorts, where we played such improvised games as “May I?”—which involved “baby-” and “giant-steps”—and “Pom-Pom-Pullaway” which was more raucous, and rougher, where one might be dragged across an expanse of cinders, even thrown into the cinders. And there was Hide-and-Seek, and Tag, which were my favorite games, at which I excelled, at least with children not too much older than I was.

      Joyce runs like a deer! certain of the older boys, chasing me, as they chased other younger children, to bully and terrorize, would say, admiring.

      Inside, the school smelled of varnish, chalk dust, and woodsmoke and ashes from

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