Christopher Hitchens on Orwell: "What people do not want to hear"

Christopher Hitchens reviews Bernard Crick's "George Orwell: A Life".

Lack of power corrupts. Yet any ambitious liberal or reformer will glibly assert the converse, and then cite George Orwell as an authority. There is scarcely a cliché uttered by a Western statesman or editor that does not derive in part from 1984 or Animal Farm. But Orwell, who both sensed and experienced the terror of absolute rule, also chronicled the life of those denied exertion of strength by their gentleness, their deference, their poverty or innocence. For Big Brother to triumph, it was necessary to trade on the despair of illiterate hop-pickers, starved Catalans, debt-ridden clerks and wretched, repressed family life.

His hatred of lust for power, and his division of scorn and pity between those who lacked it, was what made Orwell a complicated and sometimes contradictory figure. Marvellously easy to read and admire; accessible in so many ways, plain and simple on the face of things, he still cannot be assimilated to ordinary “English” patterns. If he could be, then Bernard Crick would have written a standard work.

In the opening pages of Coming Up for Air, George Bowling (whom Crick is absolutely right in defining as a Dickensian character) is accosted on a suburban train by another commercial type in need of a light. Without introduction, this man addresses Bowling as “Tubby”. I have always found this scene incredibly unrealistic, un-English and inaccurate. It is, if I am right, yet another discrepancy between Orwell the writer and the reputation that has been draped over him. That reputation is now used to judge his every action and argument. Attempts to judge his reputation by his actions are apparently out of fashion, or too much trouble. When he defended Shakespeare against the clodhopping criticisms of Tolstoy, or P G Wodehouse against the carping malice of Quintin Hogg et al, he was of course being “quintessentially English”. So, when he defended Henry Miller, Salvador Dali and James Joyce, are we to suppose he was quintessentially cosmopolitan? Do such portmanteaux, when unpacked, prove to be worth the bother?

Professor Crick does not concern himself very much with questions like these. With his predecessors Peter Stansky and William Abrahams (who receive some well-merited rebukes in his book) he takes a fairly orthodox and medium-paced view. And, as the trusted scrutineer of Sonia Orwell's archive, he comes the closest yet of anybody to defying Orwell's ban on a posthumous “authorised biography”. Where Stansky and Abrahams were precious, Crick can be blunt. Where they were speculative, he can often have the final say.

As one of the keystones of our social democratic professoriat, Crick treats his subject with appropriate gravity. There is certainly no danger of him being “betrayed into purple passages”. But he does have a tendency to generalisation, as in the following extract:

“Yet his [Orwell's] influence has been to reprove backsliding socialists, to sustain democratic Socialists (he always capitalised it thus) and to win back Communist fellow-travellers rather than to convert non-socialists.

This is an inadequate summary of all those — Raymond Williams, Isaac Deutscher, Edward Thompson and Conor Cruise O'Brien — who have criticised Orwell from the Left as a pessimist and a co-sponsor of the Cold War. It is also a misleading account of the many centrist and liberal types who find in Orwell something to admire which they do not detect in socialism as a force. This lack, or relative lack, of political nuance makes Crick's narrative slightly flat at times.

Its chief strength lies in its thoroughness and its honesty. Crick has no time for the “Blair into Orwell” transformation allegedly discovered by Stansky and Abrahams (a piece of work which always reminds me of Louis Althusser's phoney “epistemological break” between young and old Marx). He's certainly correct in stressing the primacy of experience over “character”. And he freely admits that some of the source material is in poor shape, and that many conclusions must remain provisional. Still, while being courteous to them in general, he can show Stansky and Abrahams a thing or two about use of evidence when it comes to Orwell's prep school, his teacher, his travels and the disputed question of whether he was sterile as a husband (Crick says that it can't be proved and therefore shouldn't be asserted).

Yet character is important. In the Forties Orwell was lunching with Malcolm Muggeridge at the Little Akropolis in Charlotte Street. When Kingsley Martin came in, Orwell asked Muggeridge to change places so that he could be spared the sight of “that corrupt face” all through the meal. Crick throws in this fine anecdote almost casually. Could it not have been pressed into more effective service?

Is that not the same man who resented the memory of his own sycophancy at school, detested the bien-pensant Left press in Spain, and who had been revolted by his own hypocrisy in Burma? In almost all cases, Orwell's attitudes were determined by a very developed sense of immediate, personal responsibility. Yet there is something bloodless in Crick's account of him, as if his emergence on the scene and his oddly “English” spikiness was somehow to be expected. If he was distilled from such plain and decent qualities, how come he was so unique in his generation?

Crick quite likes English empiricism, and I suspect that he sees Orwell as a fine exemplar of it. In fact, Orwell was interested in theory and theorists, and took them seriously. A better word for his method might be practical; he always wanted the confirmation of conviction by experience. Stansky and Abrahams, obsessed with breaking the code of “Englishness”, muddied this point. Crick, I fear, is too much at home with England to see how different Orwell was.

The best parts of the book are, I think, the several accounts of Orwell's battles on and with the Left. He was a Dreyfusard by nature, and did not ask cui bono? when faced with a case of injustice or censorship on his own side. The revolting conduct of Kingsley Martin and the New Statesman over the Spanish War is well-known. But Crick has unearthed much new material about the other left-wing poseurs who always remembered an urgent appointment elsewhere when trouble threatened. Of Orwell's publishers Victor Gollancz comes out as a moral coward and Fredric Warburg as less upright than he depicted himself. The National Council for Civil Liberties emerges (then) as a Stalinist front. (Especially when it came to sticking up for anarchists; incidentally Crick, who is fond of anarchists, spells Emile Témime in two different ways, neither of them correct.)

The struggle to publish Animal Farm, and the engagements not just with fellow-travellers but with the evasive Faber editor T S Eliot and the petit commerçant Jonathan Cape, is itself an allegory of England at the time, and Crick tells the story very well. He has also brought to light the India Office files which deal with official attempts to hamper Orwell's movements; these should be read by anyone who has a taste for the genteel police mentality so prevalent in the period. Other vignettes stay in the mind: Orwell hiding with Willy Brandt on the Ramblas in Barcelona; Orwell stuffing a hasty ten-bob note into an envelope of rejected poetry while literary editor of Tribune. Crick makes use at one point of Blake's reference to “the tribe of the tiger and the lamb”; he certainly makes a good case for Orwell's membership.

Where I think he is mistaken is in his comparison of Orwell with Hobbes. There is certainly an echo of Leviathan in 1984, but the deadly and crushing pessimism, so memorably rendered, is redeemed in a way that Hobbes's is not. “If there is hope, it lies in the proles.” That may not cheer everybody up — indeed it depressed some people even to think about it – but it was certainly intended as affirmative. Orwell was of the age of the Holocast and the Gulag, but he managed to see it coming where others didn’t, just as he saw the point of social revolution in Catalonia while other tourists looked the other way. He was, as Crick points out, a Puritan without being intolerant. He also helped to define the crucial point where a euphemism or a simplification becomes a lie. “Liberty is what people do not want to hear.” That is almost a paraphrase of Rosa Luxemburg. To call it English decency is to reduce the measure of a man.

28 November 1980

Christopher Hitchens outside the NS offices in 1978.

Christopher Hitchens (1949-2011) was an author and journalist. He joined the New Statesman in 1973.

Getty
Show Hide image

"We repealed, then forgot": the long shadow of Section 28 homophobia

Why are deeply conservative views about the "promotion" of homosexuality still being reiterated to Scottish school pupils? 

Grim stories of LGBTI children being bullied in school are all too common. But one which emerged over the weekend garnered particular attention - because of the echoes of the infamous Section 28, nearly two decades after it was scrapped.

A 16-year-old pupil of a West Lothian school, who does not wish to be named, told Pink News that staff asked him to remove his small rainbow pride badge because, though they had "no problem" with his sexuality, it was not appropriate to "promote it" in school. It's a blast from the past - the rules against "promoting" homosexuality were repealed in 2000 in Scotland, but the long legacy of Section 28 seems hard to shake off. 

The local authority responsible said in a statement that non-school related badges are not permitted on uniforms, and says it is "committed to equal rights for LGBT people". 

The small badge depicted a rainbow-striped heart, which the pupil said he had brought back from the Edinburgh Pride march the previous weekend. He reportedly "no longer feels comfortable going to school", and said homophobia from staff members felt "much more scar[y] than when I encountered the same from other pupils". 

At a time when four Scottish party leaders are gay, and the new Westminster parliament included a record number of LGBTQ MPs, the political world is making progress in promoting equality. But education, it seems, has not kept up. According to research from LGBT rights campaigners Stonewall, 40 per cent of LGBT pupils across the UK reported being taught nothing about LGBT issues at school. Among trans students, 44 per cent said school staff didn’t know what "trans" even means.

The need for teacher training and curriculum reform is at the top of campaigners' agendas. "We're disappointed but not surprised by this example," says Jordan Daly, the co-founder of Time for Inclusive Education [TIE]. His grassroots campaign focuses on making politicians and wider society aware of the reality LGBTI school students in Scotland face. "We're in schools on a monthly basis, so we know this is by no means an isolated incident." 

Studies have repeatedly shown a startling level of self-harm and mental illness reported by LGBTI school students. Trans students are particularly at risk. In 2015, Daly and colleagues began a tour of schools. Shocking stories included one in which a teacher singled out a trans pupils for ridicule in front of the class. More commonly, though, staff told them the same story: we just don't know what we're allowed to say about gay relationships. 

This is the point, according to Daly - retraining, or rather the lack of it. For some of those teachers trained during the 1980s and 1990s, when Section 28 prevented local authorities from "promoting homosexuality", confusion still reigns about what they can and cannot teach - or even mention in front of their pupils. 

The infamous clause was specific in its homophobia: the "acceptability of homosexuality as a pretended family relationship" could not be mentioned in schools. But it's been 17 years since the clause was repealed in Scotland - indeed, it was one of the very first acts of the new Scottish Parliament (the rest of the UK followed suit three years later). Why are we still hearing this archaic language? 

"We repealed, we clapped and cheered, and then we just forgot," Daly says. After the bitter campaign in Scotland, in which an alliance of churches led by millionaire businessman Brian Souter poured money into "Keeping the Clause", the government was pleased with its victory, which seemed to establish Holyrood as a progressive political space early on in the life of the parliament. But without updating the curriculum or retraining teaching staff, Daly argues, it left a "massive vacuum" of uncertainty. 

The Stonewall research suggests a similar confusion is likely across the UK. Daly doesn't believe the situation in Scotland is notably worse than in England, and disputes the oft-cited allegation that the issue is somehow worse in Scotland's denominational schools. Homophobia may be "wrapped up in the language of religious belief" in certain schools, he says, but it's "just as much of a problem elsewhere. The TIE campaign doesn't have different strategies for different schools." 

After initial disappointments - their thousands-strong petition to change the curriculum was thrown out by parliament in 2016 - the campaign has won the support of leaders such as Nicola Sturgeon and Kezia Dugdale, and recently, the backing of a majority of MSPs. The Scottish government has set up a working group, and promised a national strategy. 

But for Daly, who himself struggled at a young age with his sexuality and society's failure to accept it, the matter remains an urgent one.  At just 21, he can reel off countless painful stories of young LGBTI students - some of which end in tragedy. One of the saddest elements of the story from St Kentigern's is that the pupil claimed his school was the safest place he had to express his identity, because he was not out at home. Perhaps for a gay pupil in ten years time, that will be a guarantee. 

0800 7318496