Seeing Further (5 page)

Why then couldn’t there be a flying island such as Laputa? I thought the method of keeping the thing afloat with magnets was a little cumbersome – hadn’t Mr Swift heard of jet propulsion? – but the idea of hovering over a country that was annoying you so they’d be in full shadow and their crops wouldn’t grow seemed quite smart. As for dropping stones on to them, it made perfect sense: kids of the immediately post-war generation were well versed in the advisability of air superiority, and knew a lot about bombers.

I didn’t understand why these floating-island people had to eat food cut into the shapes of musical instruments, but the flappers who hit them with inflated bladders to snap them out of their thought trances didn’t seem out of the question. My father was by that time teaching in the Department of Zoology at the University of Toronto, and growing up among the scientists, and thus being able to observe them at work, I knew they could be like that: the head of the Zoology Department was notorious for setting himself on fire by putting his still-smouldering pipe into his pocket, and could have made excellent use of a flapper.

When I got as far as the Grand Academy of Lagado I felt right at home. In addition to being the golden age of bug-eyed monsters the late forties was also the golden age of dangerous chemistry sets for children – now prohibited, no doubt wisely – and my brother had one. ‘Turn water to blood and astonish your friends!’ proclaimed the advertisements, and this was no sooner said than done, with the aid of a desirable crystal named – as I recall – potassium permanganate. There were many other ways in which we could astonish our friends and, short of poisoning them, we did all of them. I doubt that we were the only children to produce hydrogen sulphide (‘Make the smell of rotten eggs and astonish your friends!’) on the day when our mother’s bridge club was scheduled to meet. Through these experiments, we learned the rudiments of the scientific method: any procedure done in the same way with the same materials ought to produce the same results. And ours did, until the potassium permanganate ran out.

These were not the only experiments we performed. I will not catalogue our other adventures in science, which had their casualties – the jars of tadpoles dead from being left by mistake in the Sun, the caterpillars that came to sticky ends – but will pause briefly to note the mould experiment, consisting of various foodstuffs placed in jars – our home-preserving household had a useful supply of jars – to see what might grow on them in the way of mould. Many-coloured and whiskery were the results, which I mention now only to explain why the Grand Academy ‘projector’ who thought it might be a brilliant idea to inflate a dog through its nether orifice in order to cure it of colic raised neither of my eyebrows. It was a shame that the dog exploded, but this was surely a mistake in the method rather than a flaw in the concept; or that was my opinion.

Indeed, this scene stayed with me as a memory trace that was reactivated the first time I had a colonoscopy, and was myself inflated in this way. You had the right idea, Mr Swift, I mused, but the wrong application. Also, you thought you were being ridiculous. Had you known that the dog-enlarging anal bellows you must have found so amusing would actually appear on Earth 250 years later in order to help doctors run a tiny camera through your intestines so they could see what was going on in there, what would you have said?

And so it is with the majority of the experiments described in the Grand Academy chapters of
Gulliver’s Travels.
Swift thought them up as jokes, but many of them have since been done in earnest, though with a twist. For instance, the first ‘projector’ Gulliver meets is a man who has run himself into poverty through the pursuit of what Swift devised as a nutty-professor chase-a-moonbeam concept: this man wants to extract sunbeams out of cucumbers so he can bottle them for use in the winter, when the supply of sunbeams is limited. Swift must have laughed into his sleeve, but I, the child reader, found nothing extraordinary in this idea, because every morning I was given a spoonful of cod liver oil, bursting with Vitamin D, the ‘Sunshine Vitamin’. The projector had simply used the wrong object – cucumbers instead of cod.

Some of the experiments being done by the projectors interested me less, though they have since contributed to Swift’s reputation for prescience. The blind man at the Academy who’s teaching other blind people to distinguish colours by touch was doubtless intended by Swift to represent yet more foolishness on the part of would-be geniuses, but now there are ongoing experiments involving something called the BrainPort – a device designed to allow blind people to ‘see’ with their tongues. The machine with many handles that, when turned, causes an array of oddly Chinese-looking words to arrange themselves into an endless number of sequences – thus writing masterpieces eventually, like the well-known infinitely large mob of monkeys with typewriters – is now thought by some to be a forerunner of the computer.

Predicting the future and suggesting the invention of handy new devices was, however, very far from Swift’s intention. His ‘projectors’ – so called because they are absorbed in their projects – are a combination of experimental scientist and entrepreneur; they exist within
Gulliver’s Travels
as pearls on his long string of human folly and depravity, midway between the Lilliputians and their tiny fracas and petty intrigues and the brutal, nasty, smelly, ugly and vicious Yahoos of the fourth book, who represent
humanity in its bared-to-the-elements Hobbesian basic state.

But Swift’s projectors aren’t wicked, and they aren’t really demented. They’re even well meaning: their inventions are intended for the improvement of mankind. All we have to do is give them more money and more time and let them have their way, and everything will get a lot better very soon. It’s a likely story, and one we’ve heard many times since the advent of applied science. Sometimes this story ends well, at least for a while – science did lower the human mortality rate, the automobile did speed up travel, air conditioning did make us cooler in summer, the ‘green revolution’ did increase the supply of food. But the doctrine of unintended consequences applies quite regularly to the results of scientific ‘improvements’: agriculture can’t keep up with the population explosion with the result that millions are leading lives of poverty and misery, air conditioning contributes to global warming, the automobile promised freedom until – via long commute distances, clogged roads and increased pollution – it delivered servitude. Swift anticipated us: the projectors promise an idyllic future in which one man shall do the work of ten and all fruits shall be available at all times
– pace
automation and the supermarket – but ‘The only inconvenience is, that none of these projects are yet brought to perfection, and in the meantime, the whole country lies miserably waste, the houses in ruins, and the people without food or clothes.’ Under the influence of the projectors the utopian pie is visible in the sky, but it remains there.

As I’ve said, the projectors are not intentionally wicked. But they have tunnel vision – much like a present-day scientist quoted recently, who, when asked why he’d created a polio virus from scratch, answered that he’d done it because the polio virus was a simple one, and that next time he’d create a more complex virus. A question most of us would have understood to have meant, ‘Why did you do such a potentially dangerous thing?’ – a question about ends – was taken by him to be a question about means. Swift’s projectors show the same confusion in their understanding of ordinary
human desires and fears. Their greatest offence is not against morals: instead they are offenders against common sense – what Swift might have called merely ‘sense’. They don’t intend to cause harm, but by refusing to admit the adverse consequences of their actions, they cause it anyway.

The Grand Academy of Lagado was recognised by Swift’s readers as a satire upon the Royal Society, which even by Swift’s time was an august and respected institution. Though English seekers after empirical facts had been meeting since 1640, the group became formalised as the Royal Society under Charles II, and as of 1663 was referred to as ‘The Royal Society of London for Improving Natural Knowledge’. The word ‘natural’ signifies the distinction between such knowledge – based on what you could see and measure, and on the ‘scientific method’: some combination of observation, hypothesis, deduction and experiment – from ‘divine’ knowledge, which was thought to be invisible and immeasurable, and of a higher order.

Though these two orders of knowledge were not supposed to be in conflict, they often were, and both kinds might be brought to bear on the same problem, with opposite results. This was especially true during outbreaks of disease: victims and their families would resort both to prayer and to purging, and who could tell which might be the more efficacious? But in the first fifty years of the Royal Society’s existence, ‘natural knowledge’ gained much ground, and the Royal Society acted increasingly as a peer-review body for experiments, fact-gathering and demonstrations of many kinds.

Swift is thought to have begun
Gulliver’s Travels
in 1721, which was interestingly enough the year in which a deadly smallpox epidemic broke out, both in London and in Boston, Massachusetts. There had been many such epidemics, but this one saw the eruption of a heated controversy over the practice of inoculation. Divine knowledge had varying views: was inoculation a gift from God, or was smallpox itself a divine visitation and punishment for misbehaviour, with any attempt made to interfere with it
being impiety? But practical results rather than theological arguments were being increasingly credited.

In London, inoculation was championed by Lady Mary Wortley Montagu, who had learned of the practice in Turkey when her husband had been Ambassador there; in Boston, its great supporter was, oddly enough, Cotton Mather – he of the Salem witchcraft craze and Wonders of the Invisible World – who had been told of it by an inoculated slave from Africa. Both, though initially vilified, were ultimately successful in their efforts to vindicate the practice. Both acted in concert with medical doctors – Mather with Dr Zabdiel Boylston, who, in 1826, read a paper on the results of his practice-cum-research to the Royal Society, Lady Mary with Dr John Arbuthnot.

You might think Swift would have been opposed to inoculation. After all, the actual practice of inoculation was repulsive and counterintuitive, involving as it did the introduction of pus from festering victims into the tissues of healthy people. This sounds quite a lot like the exploding dog from the Grand Academy of Lagado and such other Lagadan follies. In fact, Swift took the part of the inoculators. He was an old friend of Dr Arbuthnot, a fellow member of the Martinus Scriblerus Club of 1714, a group that had busied itself with satires on the abuses of learning. And, unlike the ridiculous experiments of the ‘projectors’ – experiments that may have been invented by Swift with the aid of some insider hints from Dr Arbuthnot – inoculation seemed actually to work, most of the time.

It isn’t experimentation as such that’s the target of Book Three, but experiments that backfire. Moreover, it’s the obsessive nature of the projectors: no matter how many dogs they explode, they keep at it, certain that the next time they inflate a dog they’ll achieve the proposed result. Although they appear to be acting according to the scientific method, they’ve got it backwards. They think that because their reasoning tells them the experiment ought to work, they’re on the right path; thus they ignore
observed experience. Although they don’t display the full-blown madness of the truly mad fictional scientists of the mid-twentieth century, they’re a definitive step along the way: the Lagadan Grand Academy was the literary mutation that led to the crazed white-coats of those B movies.

There were many intermediary forms. Foremost among them was, of course, Mary Shelley’s Dr Frankenstein, he of the man-made monster – a good example of an obsessive scientist blind to all else as he seeks to prove his theories by creating a perfect man out of dead bodies. The first to suffe from his blindness and single-mindedness is his fiancée, murdered by the creature on Dr Frankenstein’s wedding night in revenge for Frankenstein’s refusal to love and acknowledge the living being he himself has created. Next came Hawthorne’s various obsessed experimenters. There’s Dr Rappacini, who feeds poison in small amounts to his daughter, thus making her immune to it though she is poisonous to others, and is thus cut off from life and love. There’s also the ‘man of science’ in ‘The Birthmark’, who becomes fixated on the blood-coloured, hand-shaped birthmark of his beautiful wife. In an attempt to remove it through his science – thus rendering her perfect – he takes her to his mysterious laboratory and administers a potion that undoes the bonds holding spirit and flesh together, which kills her.

Both of these men – like Dr Frankenstein – prefer their own arcane knowledge and the demonstration of their power to the safety and happiness of those whom they ought to love and cherish. In this way they are selfish and cold, much like the Lagadan projectors who stick to their theories no matter how much destruction and misery they may cause. And both, like Dr Frankenstein, cross the boundaries set for human beings, and dabble in matters that are either a) better left to God, or b) none of their business.

The Lagadan projectors were both ridiculous and destructive, but in the middle of the nineteenth century the mad scientist line splits in two, with the ridiculous branch culminating in the Jerry Lewis ‘nutty professor’ comic version, and the other leading in a more tragic direction. Even in ‘alchemist’ tales like the Faustus story, the comic potential was there – Faustus on the stage was a great practical joker – but in darker sagas like
Frankenstein
this vein is not exploited.

In modern times the ‘nutty professor’ trope can probably trace its origins to Thomas Hughes’ extraordinarily popular 1857 novel,
Tom Brown’s School Days.
There we meet a boy called Martin, whose nickname is ‘Madman’. Madman would rather do chemical experiments and explore biology than parse Latin sentences – a bent the author rather approves than not, as he sees in Madman the coming age: