Editor's pick
Books
Culture
Sin
5 min read

Status, grievance and resentment: C.S. Lewis on the surprisingly modern business model of hell

60 years after its author’s death, The Screwtape Letters image of hell as an unscrupulous business is still relevant. Simon Horobin tells how C.S. Lewis came to author the influential bestseller.

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

A comic book style cartoon of a small squat devil looking quizzed in hell.
A scene from Marvel Comic's version of The Screwtape Letters.

November 22nd is the sixtieth anniversary of the death of C.S. Lewis, an event that was overshadowed by the assassination of JFK on the same day. Although he is best known today as the author of the Narnia stories, the obituary that appeared in The Times newspaper a few days later noted that it was in fact The Screwtape Letters which sparked his success as a writer. 

Initially published as a series of letters in the church newspaper The Guardian, The Screwtape Letters appeared in book form in 1942. The idea came to Lewis during an uninspiring sermon at Lewis’s local parish church in the Oxford suburb of Headington, in July 1940. Provisionally titled ‘As one Devil to Another’, the book would form a series of letters addressed to a novice devil, called Wormwood, beginning work on tempting his first patient, by an older, retired devil, called Screwtape. In finding Screwtape’s voice, Lewis was influenced by a speech given by Adolf Hitler at the Reichstag and broadcast by the BBC. What struck Lewis about the oration was how easy it was, while listening to the Führer speaking, to find oneself wavering just a little.  

Lewis dedicated the volume to his friend and fellow Oxford academic, J.R.R. Tolkien. After Lewis’s death, having read an obituary in the Daily Telegraph claiming that Lewis was never fond of the book, Tolkien noted drily:  

‘He dedicated it to me. I wondered why. Now I know.’  

Despite Tolkien’s misgivings, the public devoured the work and it quickly became a bestseller. Although, as Lewis pointed out, numbers of sales can be misleading. A probationer nurse who had read the book told Lewis that she had chosen it from a list of set texts of which she had been told to read one in order to mention it at an interview. ‘And you chose Screwtape?’, said Lewis with some pride. ‘Well, of course’, she replied, ‘it was the shortest’.  

Not all readers approved of its sentiments. A country clergyman wrote to the editor of The Guardian withdrawing his subscription on the grounds that much of the advice the letters offered seemed to him not only erroneous but positively diabolical. The confusion no doubt arose from the lack of any explanation surrounding their circumstances; in a later preface Lewis gave more context, though refused to explain how this devilish correspondence had come into his hands.  

Its publication by Macmillan in 1943 brought Lewis to the attention of readers in the United States; when Time magazine featured an interview with him in September 1947, it carried the title ‘Don v. Devil’. A picture of Lewis featured on the magazine’s cover, with a comic image of Satan, complete with horns, elongated nose and chin, and clutching a pitchfork, standing on his shoulder. 

For Lewis, the war did not present a radically different situation, but rather aggravated and clarified the human condition so that it could no longer be ignored. 

The Screwtape Letters are the product of the war years, during which Lewis wrote many of his most popular works. It was in 1941 that he delivered the first of his broadcasts for the BBC Home Service, which launched his career as a public apologist for the Christian faith. In 1942 Lewis published Perelandra, the sequel to his first space travel novel Out of the Silent Planet (1938), in which his hero, Elwin Ransom, a Cambridge philologist – another nod to Tolkien – is summoned to Venus to prevent a second fall. Although it was published in 1950, The Lion, the Witch and the Wardrobe begins with four children being evacuated to the countryside to escape the London blitz. In setting his stories in outer-space or the fantastical world of Narnia, Lewis could be accused of writing escapist fiction that avoided the realities of a world in conflict. Lewis, however, believed that the war had not created a new crisis, but rather brought into clearer focus an ever-present struggle between good and evil.  

For Lewis, the war did not present a radically different situation, but rather aggravated and clarified the human condition so that it could no longer be ignored. As he remarked in the second of his Broadcast Talks:  

‘Enemy-occupied territory – that is what this world is. Christianity is the story of how the rightful king has landed, you might say landed in disguise, and is calling us all to take part in a great campaign of sabotage’.  

The key point, writes Screwtape, is to fix the patient’s attention on ‘real life’ – but don’t let him question what he means by ‘real’. 

Lewis’s message to a country living in fear of occupation by German troops was that the invasion had already happened. They had been summoned not to their country’s defence, but to its liberation. When the Pevensie children stumble into a snow-covered Narnia under the control of the tyrannical White Witch, they are told in hushed whispers of the rumours of Aslan’s return: ‘“They say Aslan is on the move—perhaps has already landed.”’ It is a reminder that Aslan enters Narnia as a rebel, intent on overthrowing the Witch and installing the rightful kings and queens on the thrones of Cair Paravel.  

The Screwtape Letters do not ignore the war during which they were written; Wormwood’s patient is killed in the London bombing. But, for Screwtape, a war is of no value unless it results in winning souls for his Father Below. His advice to his nephew is concerned with diverting the patient from engaging with universal questions by distracting him with everyday preoccupations and sense experiences. While these might involve the immediate conflict, they could also be the excitement of a new romance, a falling out with a friend, the prospect of promotion, or an obsession with food. If the patient should begin to speculate about spiritual matters, Screwtape advises Wormwood to deflect him with academic theories and philosophies that avoid confronting the question of whether the Christian faith might actually be true. The key point, writes Screwtape, is to fix the patient’s attention on ‘real life’ – but don’t let him question what he means by ‘real’. It is ironic, Screwtape observes, that, while mortals typically picture devils putting ideas into their minds, their best work is done by keeping things out.  

Despite numerous requests for sequels, Lewis was reluctant to twist his mind back into the ‘diabolical attitude’ and revisit the spiritual cramp it produced. Numerous spin-offs have appeared to fill the void, with Screwtape emails, audio and stage performances and even a Marvel comic book adaptation. Despite this, readers continue to turn to the original work. After all, Lewis’s depiction of hell as an unscrupulous business concern, whose employees are perpetually concerned about their own status, nursing grievances and resentment, speaks to our modern age just as much as it did to Lewis’s own. 

Article
Comment
Education
Leading
5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.
A blackboard covered in chalk writing and highlights.
James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful. 

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.  

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”  

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.  

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy. 

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.  

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.) 

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.) 

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come. 

  

This article was originally published on James K A Smith’s Substack Quid Amo.