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27 pages 54 minutes read

E. M. Forster

The Celestial Omnibus

Fiction | Short Story | Adult | Published in 1911

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Literary Devices

Allegory

Allegory is a narrative or image that uses symbols to convey a hidden meaning. “The Celestial Omnibus” can be interpreted as an allegory for the artistic process, with the boy and Mr. Bons parsing this process aboard the titular omnibus. Unfamiliar with literary greats but intuitive of Romantic philosophy, the boy exemplifies childhood innocence and thus, true artistry. Though he does not recognize 17th-century British author Sir Thomas Browne, he forms a connection that transcends trivia. Aboard the omnibus, he beholds various wonders and emerges with greater understanding of art, literature, and nature.

By contrast, Mr. Bons recognizes literary greats, but his intellectual elitism inhibits connection with the artistic process. He thus represents the intellectual elite. In choosing to reward the boy with true understanding over Mr. Bons, E. M. Forster emphasizes genuine art over gamesmanship, suggesting literary greats inspire, rather than define, the artistic process. Overall, Forster’s use of allegory allows him to address philosophical questions about art and elitism, and how these questions relate to daily life.

Allusion

Allusion is a direct or implied reference to an author, work, or event. Forster employs allusion to reinforce Mr. Bons’s allegorical representation as the intellectual elite. As the Literary Society president, he asserts intellectual superiority over the boy by quoting literary greats like Homer, William Shakespeare, and Dante Alighieri. He references these authors not to appreciate their artistry but to wield them as a form of authority.

Likewise, Forster incorporates allusions to reinforce the boy’s allegorical representation as a true artist. As the boy rides the omnibus, he consistently fails to recognize the literary greats, referring to Dante Alighieri as “Dan someone” (Paragraph 3.35). However, these moments suggest a capacity for less rigid understanding: Though the boy is unfamiliar with names and quotes, his eventual crowning suggests Forster’s preference for artistic intuition over allusions for their own sake.

Imagery

Imagery is the use of descriptive language to enhance sensory meaning. Forster employs imagery to illustrate the boy’s sensitivity to the artistic process. When the boy observes his neighborhood, he compares it to “any Alpine valley, with the glory of the fir and the silver birch and the primrose” (Paragraph 1.15). These visuals are reminiscent of the Romantic literary movement, which often showcased the beauty of nature. Despite being unfamiliar with Romantic poet Percy Bysshe Shelley and the like, the boy still exhibits understanding of art, literature, and nature.

Similarly, as the boy rides the omnibus, he rejoices at sensory thrills: He startles at a “ball of fire,” comparing the ensuing clamor to “the noise of a blacksmith’s forge” (Paragraph 1.34), and voices excitement at a rainbow “spreading from the horses’ feet into the dissolving mists” (Paragraph 1.36). Forster’s blend of sight and sound reinforces the idea that such pleasures are integral to meaningful art.

Juxtaposition

Juxtaposition refers to the comparison of differing ideas or characters, to highlight their differences. For example, Forster juxtaposes the boy’s parents’ and Mr. Bons’s reactions to poetry to establish them as extremes. The boy’s parents consider poetry a form of punishment and demand their son recite a John Keats poem for adult amusement; Mr. Bons carefully guides the boy through the poem, but is no less condescending. Through juxtaposition, the reader understands the boy’s parents as irreverent of poetry and Mr. Bons as reliant on it to appear intellectually superior. Furthermore, juxtaposition underscores the boy’s relative innocence and openness to learning.

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