47 pages 1-hour read

Through The Looking Glass

Fiction | Novel | Middle Grade | Published in 1871

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Themes

Navigating a World With Nonsensical Rules

The theme of navigating a world with nonsensical rules is central to the novel; it is embedded in the premise of this portal story and the setting of the looking-glass world. The looking-glass realm is a place filled with bizarre, incredible environments, customs, rules, and characters. Because Alice is an outsider, she does not know how the world works. She is always confused by the logic of the people and things she encounters and tries to learn all she can to better find her way and adapt. Alice often questions other characters so she can better traverse the chessboard land. Since she is curious and logical, she wants to learn how and why things work, which often puts her in conflict with other characters. For instance, she offends Humpty Dumpty when she fears for his safety on the ledge: “‘Why, because there’s nobody with me!’ cried Humpty Dumpty. [...] ‘Don’t you think you’d be safer down on the ground?’ Alice went on [...] ‘What tremendously easy riddles you ask!’ Humpty Dumpty growled out. ‘Of course I don’t think so!’” (147). As a young child and foreigner in this strange land, Alice applies the rules she is familiar with to each situation—sitting on a high ledge could be dangerous—but frequently discovers that different, undisclosed assumptions are guiding the characters she meets.


This theme is crucial to Alice’s journey, as her encounters with these confounding characters teach her to accept the impossible, value her creativity, and broaden her perspectives. She navigates the looking-glass world well enough to reach her goal of becoming a queen, but even then Alice still does not have control over the rules nor a complete understanding of them. Alice’s journey through the looking-glass’s nonsensical world reflects the experience of a young child navigating a world of social and linguistic rules that they do not fully understand yet must obey and master. The nonsense wordplay of a poem like “The Jabberwocky,” for instance, plays with the sounds of words to create intuitive meaning, much in the way a child absorbs linguistic meaning through context. The seeming arbitrariness of the rules that Alice encounters mirrors the childhood experience of being bound by rules that the child cannot fully understand. 


Alice receives guidance on how to navigate the nonsense from characters such as the Red Queen and the White Knight. The Red Queen first gives her specific guidelines for each square and explains how to reach her final square, where she will reach her goal of queenhood. Similarly, the White Knight is a mentor and guide for Alice, as he volunteers to lead her through the woods. He acts as her protector, shielding her from the Red Knight’s attack. Though he is just as quirky as the other characters Alice has met, the White Knight is patient with Alice, explaining his nonsensical behaviors—such as constantly falling off his horse—in a way that she can understand. With the White Knight, Alice does not have to be uneasy or scared, as he assures her knows the way. He becomes her fondest and clearest memory of looking-glass land, a figure who helped guide her through the nonsensical world toward growth and maturity.

Reflections on Imagination, Growth, and Maturity

Throughout the story, Alice learns to balance imagination with the imperative to grow and mature. Alice, as a seven-and-a-half-year-old child, is very imaginative, curious, and playful. She loves to play pretend. Her imagination is the heart of her character and the source of the looking-glass world. Nevertheless, Alice is also logical, always wanting to understand how the world works and why it is the way it is. Accepting and internalizing the rules of the adult world is a part of growing up, and Alice brings what she has learned about her own world to her imagined one. She thinks (and says aloud politely), for instance, that time only goes forward, and that one cannot remember something that has not yet happened. Yet the White Queen can and does. Alice learns, as she travels through the looking-glass land, that openness rather than rigidity is the best way to navigate the world


An exchange between Alice and Humpty Dumpty elucidates the story’s message about the relationship between imagination, growth, and maturity. Humpty Dumpty nitpicks Alice’s declaration that she is seven-and-a-half: “‘Now if you’d asked my advice, I’d have said ‘Leave off at seven’—but it’s too late now.’ ‘I never ask advice about growing,’ Alice said indignantly. ‘Too proud?’ the other inquired. [...] ‘I mean [...] that one ca’n’t help growing older’” (148). Alice views time as linear: she will continue to age and grow as time moves forward. Humpty, however, sees growing up not as a matter of linear time, but as a matter of worldview. Alice can remain a child in her spirit, continuing to imagine, play pretend, and be creative—rather than become a serious adult so soon. When he says she ought to “leave off at seven” (148), he means that she ought to retain her imagination, positive energy, and curious, awe-inspired way of looking at the world. The character Alice remembers the most fondly, the White Knight, epitomizes the fusion of childlike imagination with adult practicality, as he daydreams inventions that he then makes into realities.


When Alice reaches the final square where she will become a queen, the Red and White queens confront her with questions that are beyond her ability to answer: “‘What’s one and one and one and one and one and one and one and one and one and one?’ [...] ‘I lost count.’ ‘Can you do Subtraction? Take nine from eight.’ ‘Nine from eight I ca’n’t [...],’ Alice replied” (181). Alice has not learned negative numbers yet, so the question seems nonsensical to her. Though Alice cannot answer or even understand their questions, the other queens still allow her to be queen. Maturity, this suggests, does not require complete knowledge or understanding of the world. When Alice wakes up to find herself in her own living room again, she chooses to accept the truth of both her dream and her reality, connecting her kittens to the looking-glass characters. Alice learns that her imagination can coexist with the real world. Maturity does not mean leaving make-believe behind but learning to incorporate it into everyday life.

Explorations of Language, Wordplay, and Meaning

Through the Looking-Glass runs on linguistic play. The most famous example is “The Jabberwocky,” a poem that appears in the first chapter of the novel and returns when Alice meets Humpty Dumpty. The poem tells the story of imaginary creatures like the Jabberwocky, the Bandersnatch, and the Jubjub bird using invented words (see full poem in Important Quotes). Despite the density of nonsense words, however, the poem still tells a comprehensible—and compelling—story about the Jabberwocky being slain in a mysterious wood by a young man with his “vorpal sword.” Humpty Dumpty gives Alice definitions for a few words, including “brillig” and “slithy,” but dictionary definitions are not necessary to understand the meaning or the mood the poem conveys. Carroll invents words that create the associations and feelings he wants to achieve by putting together sounds that either invoke existing words or convey their meaning through onomatopoeia. “Slithy,” for instance, incorporates sounds from “slimy” and “lithe,” while “snicker-snack” of the “vorpal blade” mimics the sound of a sword striking against scales or bone. “The Jabberwocky” draws attention to the way language creates meaning through intuition, context, and feeling as much as through the denotative meanings of words, particularly in the case of poetry.


The novel abounds with puns and riddles based on homophones. For instance, in the talking flowers’ garden, the Tiger-Lily tree barks “bough-wough,” a double pun: on the noun “bark” and the verb “bark”; and on the onomatopoeia for a dog’s bark, “bow-wow,” and “bough,” a word for a branch of a tree. The flowers tell Alice that the flower beds in her world are too soft for flowers to stay awake, a pun on the double meaning of “bed” as the place humans sleep and the spot of ground where flowers grow. The Red and White queens’ final examination of Alice confounds her with a flurry of puns:


‘How is bread made?’ ‘I know that!’ Alice cried eagerly. ‘You take some flour—’ ‘Where do you pick the flower?’ the White Queen asked. ‘In a garden or in the hedges?’ ‘Well, it isn’t picked at all,’ Alice explained: ‘it’s ground—’ ‘How many acres of ground?’ (183).


The nonsensicality of this conversation is rooted in a fundamental paradox of language that makes puns possible: The same sounds can mean different things. Homophones can create humor and fun but also present a challenge to children like Alice as they absorb the rules of communication.


On other occasions, Carroll calls attention to the nonsensicality of idiomatic phrases. When Alice says she sees nobody on the road, the king and his messengers are amazed she saw Nobody. It is impossible to see someone who is not there, so the phrase “I saw nobody” is logically nonsensical, even though its idiomatic meaning is clear. Similarly, when Alice says things like “I beg your pardon,” she is told not to beg. The Red Queen asks her to translate an English idiom into French in her examination of Alice: “‘Do you know Languages? What’s the French for fiddle-de-dee?’ ‘Fiddle-de-dee’s not English,’ Alice replied gravely. ‘Who ever said it was?’ said the Red Queen” (183). The Queen is asking Alice to connect an idiom from one language to an idiom from another, requiring a connotative rather than denominative approach to words, but she demands it in terms of denominative translation, confusing Alice.


These are only a few of the countless examples that showcase the theme of the exploration of language, wordplay, and meaning. Tracking every example would reproduce the novel almost line-by-line. Carroll’s play with language reveals that the nonsense Alice is confronted with in the looking-glass world is rooted in the very nature of language itself.

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