See See My Clay-Mate (or Mine, My Own, My Precious): Sub-Creation, Sacrifice and Sainthood in Williams’s All Hallows Eve

Texts: Charles Williams, All Hallow’s Eve, Chapters VIII-X “The Magical Creation,” “Telephone Conversations,” and “The Acts of the City”

Discussion Leader: Student Facilitator et all.

Discussion Questions:

  1. Williams’s novel is disorienting; it oscillates between illusionary, indistinct language and the realism of everyday life in London during the 1940s. Those barriers become even less distinct towards the end of the novel, during which we see two of the narrative’s “ghosts” merge into one body and walk in the London of the living, a Foreign Office official implore Richard to persuade Father Simon in the war effort, Betty’s transformation or “unveiling,” and Sara Wallingford’s unwilling “sacrifice.” How does this novel work to create the same affective experience in the reader as say, Jonathan and Richard are experiencing within it? Is it an effective strategy, and does it change your approach to the text?
  2. Pay attention to the significance of water within these chapters. How do each of the characters interact with water, and what does this reveal about their inner states of being, their substance, or their spiritual state? Can you think of other sources in which water is either an illuminating or ambivalent force, such as other texts we’ve read, Biblical passages, or medieval literature? Does this influence your reading of waterways, rivers, lakes or other aqueous bodies in this work?
  3. Father Simon is able to split himself into “Types,” and it is suggested that these Types also occupy other states which are significant to the war effort. How might he be seen as emblematic of WWII leaders, or as a dangerous “cure” to a widespread cultural crisis? Are there any parallels to today’s leaders?
  4. What do you make of the different “selves” we get within Father Simon, Betty, Sara and the ghosts? Think back to last day’s question on the psyche or any relevant psychoanalytic theories.
  5. Consider the interplay of power, politics, deception and persuasion in this work. How does Williams depict the tenuous “dichotomy” between evil and good, devil and saint, magic and miracles, and compulsion versus compassion, or even life and death? What do you think he is revealing, or is himself struggling with, regarding the spiritual sources of power?
  6. What do you make of Sara Wallingford’s “sacrifice” or her “substitution,” and does it redeem her? What about the gendered depiction of consent, penetration-as-spiritual occupation or invasion, embodiment, or “sub-creation,” particularly when it comes to Betty’s conception and Father Simon’s two clay-mould dolls? Why is it that Betty is finally able to become “herself” when she meets her nurse, the woman who “Christened” her? Think about parenthood, ownership, the power of names/ un-naming (the root for “ignoble”), and the constant interplay between creation and corruption of what has already been created.

About Kathryn Ney

I am a Teacher Candidate in the Bachelor of Education Program (Secondary) with two teachable subjects, Social Studies and English. I graduated from the Global Stewardship Program at Capilano University in 2014 and completed a double major at UBC in English Literature Honours and History in November 2018. During my studies at CapU, I volunteered as an English teacher with the Global Volunteer Network in Nepal and this experience first prompted me to consider a career in education. While studying at UBC, I led a Student Directed Seminar on the Inklings (Tolkien and C.S. Lewis), thus enabling me to gain experience designing syllabi and marking rubrics for peer evaluation. I am also an alumni of the UBC Arts Coop program, through which I predominantly worked as a docent and archivist in the culture and heritage industry. Some of my work during my Coop placements included developing educational programs for museums, and through this experience, I learned how to make history engaging and accessible for young people as well as for the general public. I spent the past year participating in the Odyssey Program as an English Language Assistant in small-town Quebec, during which time I gleaned extensive in-class and interpersonal experience working with both kids and young adults on their English skills. Since my return in May, I have been leading summer camps for youth focused on conservation issues and outdoor skills. This experience allowed me to share my love of nature and the environment with young people from across the province. Ideally, after completing the BEd. program and having gained some teaching experience, I would like to find a way to combine these disciplines and interests in the form of extracurricular involvement, or otherwise to work abroad doing professional or curriculum development for teachers in developing countries.
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