An industrial town set in the 1800s

134 Why Did the Novel Emerge in Modernity

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This lesson answers a deceptively simple question:

“Why do we read novels instead of epics, allegories, or romances?”

The novel emerges because Modernity requires a new form — one capable of representing individual experience, social reality, and empirical observation over extended time. It reflects the rise of the printing press, the location of these press around the country, and how centralised power experienced a decline in control of publishing. The Stationers Company which had sole monopoly of all levels of publishing, with Royal Consent, acted as a gatekeeper of narratives (ideological and literary). But the democratisation of the press meant the power of narrative could be moved into the hands, or the pens, of a new class of writers.

Key shifts driving the novel’s formation:

  • Print culture allows longer, sustained narratives
  • Prose replaces verse as the dominant mode
  • Attention shifts from heroes to ordinary individuals
  • Literature begins to observe society rather than teach doctrine
  • Meaning is produced through experience, not inherited truth

This lesson establishes the novel as a necessary response to Modern thinking, not a random invention.

Today we are learning why the novel was created in the Modern era.

By the end of the lesson, you will understand that:

  • The novel reflects Modern ideas about individuality and society
  • Prose allows writers to explore experience and realism
  • The novel is designed to observe life, not teach fixed truths
  1. A new form of literature emerges and takes the Latinate term ‘Novel’, literally meaning new. It is not to be used today meaning brand new, and must convey the themes associated with ‘novels’’
  2. The novel emerges to represent individual experience.
  3. Novels use prose (everyday, vernacular, verbal grammar) to explore everyday life and social reality.
  4. The novel reflects Modern values of observation, realism, and enquiry.
  5. Meaning develops through character experience over time.

Student‑friendly anchor:

“The novel places lower and middle classes, their experiences and their lives as an untapped story.”

  • Novel – a long prose narrative focused on individual experience
  • Prose – ordinary written language (not verse)
  • Realism – representing everyday life accurately
  • Empirical observation – understanding through watching and experience
  • Individual – a single person with a unique inner life
  • “The novel form allows the writer to…”
  • “Prose helps represent realistic experience by…”
  • “This reflects Modern realism because…”

✅ Acceptable phrasing:

  • “This reflects novel‑style realism because…”
  • “The prose allows the writer to show…”
  • “The protagonist is a class of person not really developed in earlier texts…

🚫 Do not accept:

  • “A novel is just a long story”
  • “It’s a novel because it’s a book”

“The novel is not neutral.”

“It is built for Modern ways of thinking.”

📷 A Painting vs a camera phone photograph

Ask:

  • Which one is the most expensive to produce, and who would have access to each?
  • Does one exclude certain classes of people?

Establish:

  • Early Literature is like portrait paintings; they were expensive to produced so only the wealthy commissioned them, and they always focused on nobility, never the lower classes (why would you pay an artist an exorbitant sum to paint the local servant?)
  • Camera phone photographs place portraits into the hands of ordinary citizens, who record their own lives and those around them. Now, poor can be recorded as part of history and not excluded from it.
  • Novels reduced the barriers of entry to literature, so it could create portraits of the everyday lives of ordinary citizens.

Teacher line:

“The novel records a wider range of life and experiences, rather than summarising morals.”

When George and Lennie sit by the riverbank in Chapter 1, and George explains how their life is different from other ranch workers — emphasising their shared dream, their poverty, their constant movement between jobs, Lennie’s dependency, and the harsh economic reality.

Lennie pleaded, “Come on, George. Tell me. Please, George. Like you done before.”

“You get a kick outta that, don’t you? Awright, I’ll tell you, and then-we’ll eat our supper.”

George’s voice became deeper. He repeated his words rhythmically as though he had said them many times before. “Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place. They come to a ranch an’ work up a stake and then they go inta town and blow their stake, and the first thing you know they’re poundin’ their tail on some other ranch. They ain’t got nothing to look ahead to.”

Lennie was delighted. ‘That’s it—that’s it. Now tell how it is with us.”

George went on. “With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us. We don’t have to sit in no bar room biowin’ in our jack jus’ because we got no place else to go. If them other guys gets in jail they can rot for all anybody gives a damn. But not us.”

Lennie broke in. “But not us! An’ why? Because …. because l got you to look after me, and you got me to look after you, and that’s why.” He laughed delightedly. “Go on now, George!”

“You got it by heart. You can do it yourself.”

“No, you. I forget some a’ the things. Tell about how it’s gonna be.”

“O.K. Someday—we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an’ a cow and some pigs and – “

“An’ live off the fatta the lan’. ” Lennie shouted. “An’ have rabbits. Go on, George! Tell about what we’re gonna have in the garden and about the rabbits in the cages and about the rain in the winter and the stove, and how thick the cream is on the milk like you can hardly cut it. Tell about that, George.”

“Why’n’t you do it yourself? You know all of it.”

What does it look like to synthesis the methodologies of this lesson with some material?

This scene demonstrates why Of Mice and Men must be a Modern novel, because the prose form allows Steinbeck to represent the everyday experiences of ordinary workers with close attention to emotion, speech rhythms, and social reality. George’s explanation of their life as migrant workers uses realistic detail, showing insecure work, loneliness, and economic pressure — concerns typical of Modern literature’s shift toward observation rather than moral instruction.

The novel’s form lets readers follow George’s internal frustration, responsibility, and moral conflict over Lennie, something earlier genres such as epic or romance would not prioritise. By dwelling on their routine, their dream, and their vulnerability, the scene exemplifies how the novel is designed to explore individual experience over time, giving narrative importance to people who were previously excluded from literature. This is exactly the function of the Modern novel: to document real social life in accessible prose, revealing meaning through lived experience rather than inherited truths.

Why it succeeds:

  • Uses Literary vocabulary: prose, realism, individual experience, social observation
  • Explains how meaning is created through form
  • Connects the scene to Modernity’s worldview
  • Shows the novel as a necessary form, different and new to previous earlier literature
  • Elevates the extract beyond plot → into method

Task 1: Novel or Earlier Form?

Give students descriptions and ask which suit the novel:

  • A long focus on one person’s thoughts
  • A symbolic journey representing Heaven
  • Detailed descriptions of work and home life
  • Verse designed for performance
  • Long focus on inner life
  • Detailed social observation

This reinforces form follows worldview.

Student Task

Choose one moment from our current novel.

  1. Explain how the novel form allows this moment to exist.
  2. Explain what this reveals about Modern values.

Provide scaffold:

  • This moment could only exist in a Modern novel because __________.
  • It reflects Modern realism / individual experience by __________.

Encourage focus on:

  • inner thoughts
  • time passing
  • social setting
  • realism
  • consequence
  • new, democratized printing
  • the highly accessible prose writing style

Finish the sentence:

“The novel developed because Modern writers needed to __________.”

You are listening for:

  • represent experience
  • observe society
  • show individual lives
  • explore realism

a) Pre-reading of the next lesson – read through the knowledge so you can be ready to discuss in class.

b) Apply the learning of today’s lesson to your own private reading text. Write a paragraph explaining how today’s learning changes how you might conceive your text. Be sure to use the key vocabulary and sentence stems.

c) Write a paragraph about the discipline of Literature, explain how key words from today’s lesson impact the field overall.

d) Add today’s vocabulary and sentence stems to your own glossary. Highlight any that you are unsure about, but you must also research the meanings yourself and develop your glossary to include this differentiated support.

How did you do? Remember, this is the disciplinary knowledge for Literature – it needs combining with the text you are studying now. Can you use this knowledge to write differently about the text you are studying? When you are ready, access the next lesson in this series.