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This feature was published on November 8, 1998
Peter
Hoeg II
Portrait of
Peter as a Young Man
By Ashok
Chopra
ALL memory is grist to the fiction
writers mill. The pleasure and the pain of his
characters, the euphoria of happiness and the ache of
grief, is always the storytellers own. It cannot be
otherwise, and in that sense all fiction has its
autobiographical roots, spreading through, Hoegs
novel, Borderliners. His is a provincial world of
childhood, limited and claustrophobic, that leaves its
stamp in the years to come.
The scene is an elite but
wickedly repressive kindergarten school outside
Copenhagen around 1971, where a girl and two boys form a
band of three to fight the system. All three are orphans,
wards of the welfare state. They have been admitted to
the school as part of a national programme for the
underprivileged. All three are borderliners
with social and academic problems. If they graduate they
go up to university and, presumably, a happy life in a
Danish society that rewards merit. If they break the
rigid discipline of the school or cannot cope with the
academic pressures they are sent down as
dropouts in a ruthlessly competitive society. They have
just one chance to make good: "Biehls Academy
was that one chance."
How that chance is thrown
away is the moving story of Borderliners. Like Smillas
Feeling for Snow, Borderliners deals with social
outsiders who deliberately confront an authoritarian
evil. But this novel does not occupy the same large
canvas as Smilla with the physics and chemistry of
snow, nuclear physics and human psychology, and much else
besides.
Borderliners is
clearly autobiographical: its narrator is Peter, 14, who
we learn later is adopted by a family named Hoeg. Beaten
down by his brutal orphanage childhood, Peter becomes a
psychotic, wrestling with the demons of anxiety and
despair that "the absolutely normal pupils"
around him can hardly guess at. In his third ear, Peter
is drawn to the brilliant, self-destructive older
teenager, Katarina. Equally, he feels compelled to
protect a strange new student named August who clearly
wants to succeed but is also a psychaiatric case.
"He is chaos,"
Katarina muses, "if their plan is order, why have
they taken him?" How does Augusts admission
relate to the proposed plans of the school, such as
intensified security and psychological testing? To find
out, Peter and Katarina embark on an investigation as the
web of surveillance closes around them. The plot is
simple: Spy versus counter-spies. But it is interspersed
with the typically European baggage of philosophy and a
penchant for ideas. "What is time?" are the
books opening words and as the novel develops, Hoeg
goes on to discuss various theories of the nature of
Time.
"What is the stuff of
eternity, where does Time go, at what time in the
infinite Universe do things begin and at what point are
they able to see the end?" And as if to answer these
unanswerable questions, Hoeg creates a surreal atmosphere
moving back and forth in time, fast-forwarding to
Peters family life. Many readers who are unable to
take the sub-text are likely to lose interest as soon as
Hoeg goes on to discuss various theories of the nature of
Time.
But the novel explains why
borderliners feel alienated with the elitist, linear
notions of Time. Time seems destructive, or at best
cyclical to children who are deprived because they feel
happiness has no future and the pendulum would swing back
again to misery and unhappiness. Biehls Academy,
steeped in "covert Darwinism", views Time as a
progressive force for improvement, refinement and
selection. This belief justifies the conformism imposed
by the school but it also opens onto a warped view of
education and what it is finally supposed to do to the
individual.
"Tale-telling was
frowned upon at Biehls. But all pupils were
encouraged to report any irregularities to the office or
their class teacher. Under the heading of serious
irregularities came stealing, vandalism in the toilets,
the only places not under constant supervision; smoking;
breaking school rules like, for example, when people had
been forbidden to talk to one another.
"At the Royal
Orphanage you were encouraged to report things. But there
it almost never happened. Those few times it did, you
waited for a bit, until the teachers relaxed their
awareness, and then made the informer jump from the
willow tree into the lake, and did not haul out the
person concerned until the point where he only just
survived.
"This rule did not
exist at Biehls. But then, most of the pupils came
from caring families and ran no special risk of being
reported for anything. They never had to protect
themselves, the way you do when you are on the
borderline. You never saw anyone being reported, it was
done anonymously. Even so, you sensed that it happened
pretty often. August and Katarina must have sensed it,
too. We did not talk to one another in the
corridor." "We wanted to help," the
headmaster explains after disaster has struck the school.
"We wanted to carry the rest of you along with
us." But the basic question is whether the
experiment in social Darwinism can really be carried out
without harming those who did not wish to fall in line or
follow the rule book. Borderliners is an
emotionally surcharged novel and the portrait of the
embittered survivor could be described as The Portrait of
Peter as a Young Man.
(Concluded)
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