Reading together helps us read our own lives better

The rush and tumble nearly squeezes the life out of the clock’s second hand.

Jessica Brown

Jessica is a researcher, writer, and singer-songwriter. She is studying at Trinity College Dublin, and is an ordinand with the Church of Ireland.

A painting shows two 19th century women in a carriage, one reading as the others snoozes.

The Travelling Companions, Augustus Egg.

Birmingham Museums Trust on Unsplash.

Even ordinary days seem to have frantic edges. A friend of mine, a salesman and father of four teenagers, said the other day that it felt like he was the hamster in the wheel, but so dreadfully exhausted, he’s flopped over, thumping around as the wheel keeps spinning. If we put a finger on the pulse of our current cultural desires, one pulse would be the longing not only for rest — spots of digital fasting or a day hiking — but an overhaul and renewal of what we’ve done with time. Yet it is difficult to know how to slow down, and it often seems that our attempts for self-care and being intentional are not enough to register that desired sense of slowness.

If we managed this, we would not just be able to slow down, but we would figure out how to bring our experience — the texture, the feel — of our paced lives into something like healing. The rush and tumble of a normal day nearly squeezes the life out of the clock’s second hand, and far too often, most of us reach each evening in some state of exhaustion.

Speaking from my own story, a shift happened when we moved from Los Angeles (which was, to be fair, a great place for us until it wasn’t) to East Clare in the Midlands of Ireland. It was a shift that my whole being needed—needed at a limbic and somatic level, in the spiritual self, as an artist, for family dynamics, and for my partner, a sense of freedom in work. It wasn’t that we merely got more time in our day: it was that our immersion in time, our soul’s experience of the clock, found an ‘easing up’ that — though the daily round is still arduous enough — afforded a little more time in every direction to breathe, think, walk, write; be.

It’s been in the wake of this move, nearly eight years ago now, that I’ve pondered why it felt that the hills here gathered me up into their arms and helped me to actually slow down. Is it these hills, the lovely stretches of variant greens and the countless walking paths hidden among them? Is it the congregation of artists — local artists, who refashioned my ideas about artistic success, inculcated as I was into seeing it as only with a large following? Is it the deliberate decisions to keep family overheads as low as we can, freeing up a bit of time from the understandable and ongoing need for wages?

Among the many reasons for the shift in how I experience time — for the sense, not just of slowing down, but of time affording more space — is the grace of reading with others.

The pastor, physician, and poet—this trio of us still are surprised by the deep, serendipitous connections that our poems make, week after week.

In fact, before this shift there was the keenly disappointing realisation of how little time in the land of adulthood could be set aside for reading. In the last few years, though, the regular habit of reading in companionship has grown into one of the most structural elements of my week. With Monday evening comes lectio divina, an ancient Christian practice for reading scripture in an authentically ‘listening’ way. Two lovely pals from town and I meet (often over a WhatsApp call, but sometimes in person) to read together a passage from the Bible, usually what will be read at a service the following Sunday.

On Monday night, my brother in Texas and I unpack whatever book we’re reading at the moment. We started with Tom Stoppard’s Arcadia, went onto Michael Foley’s School of Life book on Henri Bergson, and after a few more texts, are now reading the stunning poetry collection The Art of the Lathe by the Texan-Kansan poet B.H. Fairchild.

On Tuesday nights, I gather via Zoom with two other women—a minister in Connecticut and a doctor in Sydney; we met at an online course about Rilke in the winter of 2021, and still meet regularly, each bringing a poem to share and the stories of our lives as we’re living through the week. The pastor, physician, and poet—this trio of us still is surprised by the deep, serendipitous connections that our poems make, week after week.

I think too what happens in this reading companionship is that the muscles we use to attend to words together are the very muscles needed to read our own lives.

As these fellow readers and I weave together silence and articulation, listening and exploration, our time together edges eternity. In this, I think I glimpse how God works to redeem the violence we do to time. When we enter into the invitation to holy spaces—like time spent with the Bible, times in prayer, times of friendship—our usage of clock time becomes secondary to the content within that duration, and certainly secondary to the presence of others (be it the writer of the Gospel of John, Emily Dickinson, the Holy Spirit, or a friend down the road). Our experience of time becomes inflected by the psychological richness and the interplay of spiritual growth with another person or persons.

I think too what happens in this reading companionship is that the muscles we use to attend to words together are the very muscles needed to read our own lives. In this, we can suss out how the longing for slowness is an appropriate one and one to listen to. Using metaphors at hand, reading our lives with the modalities of dialogue, listening, and in-time discovery means that our longing for slowness can help us see that we’re looking for a waypoint, a stop along the road; or a few days at basecamp, patching up and cleaning worn gear; or a longer stretch of wintering in the plains before crossing the mountains; or a period of convalescence in a home by the sea. These images for rest, for pause and restoration, can help us see how to open to God’s care in our living narratives, care that seeks to renew and redeem our often grueling experience of time.

The special grace that reading companionship yields is not just the hour’s content that is spent in shared conversation, though this is nourishing and transformative in its own right. It is how this hour sets the context for all the other hours. The humble stance of reading with attention and cherishing the voices of others models a kind of immersed slowness for the rest of our personhood. At the end of the day, I think it’s a radical counterpoint to what we often ask of a day, an infusion of divine grace into the pumping vessels of time.

Essay

Books

Culture

28 May 2024

5 min read

How C.S. Lewis used myth to supercharge storytelling

Great stories allow ideas to be experienced rather than merely thought about.

Simon Horobin

Simon Horobin is Professor of English Language & Literature, Magdalen College, Oxford University.

Aslan sculpture in Belfast, Lewis' birthplace.

K. Mitch Hodge on Unsplash.

‘I’m tall, fat, rather bald, red-faced, double-chinned, black-haired, have a deep voice, and wear glasses for reading’. That is how C.S. Lewis described himself to a class of Fifth Grade pupils in Maryland who wrote to him in May 1954. An exhibition this summer at Magdalen College, Oxford, entitled C.S. Lewis: Words and Worlds, includes this letter along with a variety of personal objects, letters, books, manuscripts and audio materials relating to one of its most famous fellows.

As well as answering questions about plot details and forthcoming books in the series, Lewis corrects their view that everything in the Narnia books represents something in our own world. As he notes, that is indeed how Bunyan’s Pilgrim’s Progress works – a reference which may have been lost on his ten-year-old correspondents – but that’s not what Lewis intended in the Narnia stories. Instead, Lewis explains that he set out to write a ‘supposal’ rather than an allegory. He began by asking himself the question: ‘Suppose there were a land like Narnia and that the Son of God, as He became a Man in our world, became a Lion there, what would happen?’

For Lewis, the great value of stories is the way they allow their readers to experience ideas rather than simply think about them. In an essay called ‘Myth Became Fact’ he notes the impossibility of feeling an emotion such as pleasure and simultaneously studying it. But if you aren’t roaring with laughter, how can you genuinely understand humour? If you are suffering from toothache, you will be unable to write. But once the toothache has subsided, how could you write a book about pain? Lewis explains this paradox using the myth of Orpheus and Eurydice. Orpheus was permitted to lead his beloved wife out of the underworld, but the moment he looks back at her, she disappears. We can draw an abstract truth from this story about the impossibility of simultaneously seeing and experiencing, but it is not the only truth that this myth can communicate. If it were, it would be an allegory.

Instead of presenting the reader with a single message needing to be unlocked, myths instil a sense of longing for something much less tangible

As such, an allegory is like a puzzle that must be solved by the reader to reveal its hidden meaning. Its one-dimensional characters straightforwardly signal the qualities they represent, as in Bunyan’s Mr Despondency, held captive in Doubting Castle by a giant called Despair. Unlike allegory, myths are stories from which numerous truths may be abstracted. Instead of presenting the reader with a single message needing to be unlocked, myths instil a sense of longing for something much less tangible – ‘like a flower whose smell reminds you of something you can’t quite place’. Lewis considered allegory to be a limited medium, since authors can only insert ideas that they already know, whereas a myth is of a higher order, since authors can fill it with ideas of which they are not yet conscious.

Lewis was fascinated by myths from his first encounter with the stories of Asgard and the Norse deities as a young man. As an atheist, one of his key objections to the Christian faith was that it was just another version of the myth of a dying god who is resurrected, similar to those he found in the stories of the Norse god Baldr, whose death was brought about by Loki, the trickster god. Following entreaties by Baldr’s mother, the goddess Frigg, Hel agrees to release him from the underworld, on the condition that everything on earth weeps for him. But Baldr’s return is ultimately blocked by one creature, a giantess, presumed to be Loki in disguise, who refuses to mourn him.

Why was Christianity different to this myth, or others, like the Egyptian account of Osiris or the Classical story of Adonis? It was a lengthy night-time conversation with his friends Hugo Dyson and J.R.R. Tolkien in the grounds of Magdalen College in September 1931 that helped him overcome this objection and embrace Christianity. What Lewis came to recognise is that, when he encountered a god dying and being revived in pagan myths, he found it profoundly moving, suggestive of meanings beyond his grasp. But, when he met a similar concept in the Christian gospels, he was unmoved. What he took from his talk with Tolkien and Dyson was an openness to accepting the Christian story as a myth, with all its mystery and suggestive implications, but with one key difference from the Norse, Egyptian and Classical myths: it really happened. But, by becoming fact, he argued, Christianity did not cease to be a myth: ‘that is the miracle’.

Lewis wrote the Narnia stories to help children like Eustace become open to the possibility of a reality beyond the strictly material world.

In writing the Narnia stories Lewis was engaged in what he and Tolkien called ‘mythopoeia’ – the act of myth-making – communicating Christian truths in ways that would inspire children to grasp something of its mystical and mythical qualities. As he noted in his essay ‘On Stories’, reading about enchanted woods does not make children despise real woods, but instead makes all real woods a little bit enchanted. In The Voyage of the Dawn Treader, the children meet Ramandu, a retired star who is being restored to his former youth so that he can rejoin the great dance in the sky. ‘In our world’, says Eustace Scrubb, ‘a star is a huge ball of flaming gas’. ‘Even in your world, my son, that is not what a star is but only what it is made of’, Ramandu retorts. Eustace, we are told at the beginning of the story, had wasted his time at school reading only books of information about exports and imports, so it is no surprise that he can only comprehend a purely materialist definition. If he’d only read more fairy stories, he might have been able to grasp this reality, as well as being better prepared for his adventure on Dragon Island.

Lewis wrote the Narnia stories to help children like Eustace become open to the possibility of a reality beyond the strictly material world. Since God himself is mythopoeic – after all, isn’t the sky itself a myth? – shouldn’t we therefore be mythopathic, that is, receptive to myths? For Lewis, Christianity offered the marriage of Perfect Myth and Perfect Fact, which should be met not solely by love and obedience, but also by wonder and delight.

Simon Horobin is Professor of English Language & Literature, Magdalen College, Oxford University. He is the author of C.S. Lewis’s Oxford (Bodleian Publishing, 2024) and co-curator of C.S. Lewis: Words and Worlds. The exhibition runs until 11 September 20024, in the Old Library of Magdalen College, Oxford. Check opening times.