With her sharp skills of literary analysis, Faren Maddox takes a look at the word games Carroll plays in Wonderland and Looking Glass and why they’re deeper than the silly fun they appear to be on the surface.
It’s almost astonishing to me to think that Lewis Carroll wrote his works with an audience of children in mind, especially when one considers how intelligent they had to be to pick up on his word games. But I think Carroll did exactly what is now becoming popular in books today—he gave children credit for having a brain.
There are a lot of continuing themes in the playfulness of language in Alice in Wonderland and Through the Looking Glass. The main idea at work is what words actually mean (as opposed to their common usage) and it creates a great deal of confusion for the character of Alice, leading to some of her problems of identity.
For one thing, Carroll was clearly not a fan of the rhymes children learn in school, because he exhibits a sort of glee in twisting them around. One of the first ways that Alice comes to know that Wonderland is far different from her own world is the way she is unable to recite them properly (i.e. “Twinkle, twinkle, little bat/How I wonder what you’re at”), and it leads to her believing that she has accidentally been transformed into one of her less intelligent classmates. Since she maintains an independent intelligence throughout, it may be inferred that Carroll is simply pointing out how foolish the rhymes were to begin with.
You can read the rest of this entry at FarenMaddox.com.











