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Albert CamusA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
This two-room structure serving as Daru’s home and workplace sits part-way up a hill overlooking a vast, barren plateau. Literally a locus for teaching future generations, this humble structure symbolizes the potential of education in an area so inhospitable to life—with 75% of its ground surface area covered by stones, virtually no farming is possible in this nameless expanse of land—that its few residents regularly experience bouts of famine.
Given that “The Guest” takes place towards the end of French colonial rule in Algeria, Daru is responsible for instructing his 20 or so pupils according to the dictates of the highly centralized French education system, which, in addition to ensuring that students master reading, writing, and basic mathematical skills, dictates that instructors inculcate children with values of the French Republic such that they flourish into ideal citizens.
As the primary space of the story’s setting, the schoolhouse is an embedded area, a parenthetical bubble created by the colonial French government in the middle of a barren stretch of land in Algeria. Lacking in student population in the best of times, in the story the schoolhouse is cold and empty, with nobody for Daru to teach. That Camus frames his story with a prominent image of the schoolroom’s blackboard displaying France’s four rivers reverberates at the story’s close, when Daru finds that a menacing message has been anonymously scrawled among the rivers’ paths. As Daru takes in the message and sinks into despair, the question of France’s occupation of Algeria—already in play given the reported uprisings in the area—comes to the fore, as the relevance of poor, undernourished Algerian children’s learning France’s geography seems tenuous. Daru’s gesture of offering the Arab the possibility to choose his own fate has backfired, and henceforth his role as schoolmaster is undermined as he, born and raised in the area, becomes a stranger in a strange land, alienated from his country’s mission, his surroundings, and himself.
Animals appear throughout the course of the “The Guest,” both literally and metaphorically, as a means of qualifying humans and their actions. In the story’s first paragraph, the vivid description of the horse straining to walk on the stony terrain and breathe in frigid conditions figures more prominently than that of its rider or the footman, no doubt because, in the distance, Daru can only make out the horse, owing to its size. This being the case, the horse’s position in the story’s hierarchy of sentient beings is ironic: Larger and physically more powerful than humans, the animal is nevertheless dominated by people, for whom it serves as a beast of burden—a vital component of human functioning in the region. Sheep also figure in the story’s exposition: As Daru reflects on the lengthy drought that preceded the recent blizzard, the narrator remarks that thousands of sheep—and even some humans here and there—have perished from starvation.
While initially the dichotomy between people and animals appears readily discernable, Camus describes humans as animals—or by assigning them animalistic traits—thereby blurring the distinction among varying forms of living creatures. For example, when Daru and Balducci first debate the former’s role in “following orders,” the gendarme explains that his superior has ordered him to hand the Arab over to Daru; in the original French, the gendarme uses the specific words “confier ce zèbre” (88), the last word literally denoting a zebra and occasionally employed in French parlance to signify a “guy,” as rendered by the story’s translator. Shortly thereafter, as the gendarme approaches him, Daru catches his whiff of “leather and horseflesh” (69)—animal skin coupled with fleshy, meaty parts. When taking in the Arab’s face before bedtime in an attempt to understand his potential capacity for murder, Daru notes his animal-like mouth.
At Daru’s inquiry regarding the Arab’s crime, Balducci describes the prisoner’s purported brutal murder of his cousin in terms of humans slaughtering sheep, after which the schoolmaster “felt a sudden wrath against the man, against all men with their rotten spite, their tireless hates, their blood lust” (68). Even with indigenous peoples revolting in the region, Daru refuses to stoop to the level of the Arab’s putative murder by handing him over to authorities. As a human, he prefers to employ his sense of morality and reason to choose his actions rather than acting out of pure animal instinct. If humans do have the capacity to choose their actions, they can decide to refrain from acting according to human-imposed hierarchies—no doubt justified by the natural rule by force that instinctually drives killing for survival in the animal kingdom—and select neutrality and individual free choice over violence, as espoused by Camus’s philosophy.
In light of rampant rebellions against French dominion in the area, Balducci offers his handgun to Daru prior to his departure. Just as he refuses to accept the duty the gendarme assigns to him, the schoolmaster rejects the weapon, less out of pacifist tendencies than because he has a shotgun stowed away in a trunk, which he considers ample protection against roaming insurgents. Nonetheless, the gendarme leaves the revolver, a symbol of human—and in this case, French—dominance through force on the schoolteacher’s desk, where its prominence as an object embodying the power to end lives and determine regional and national leadership is underscored by means of a chiaroscuro descriptive: “The revolver shone against the black paint of the table” (69).
In accordance with his repeatedly referring to Daru as his son, the gendarme symbolically proposes to delegate the patriarchal power of French rule to the schoolmaster, all the while reiterating commands to him. Upon Balducci’s departure, Daru reconsiders his allegiance to colonial rule as well as his need for protection, grabbing the gun and slipping it into his pocket. Eventually, he once again rejects the weapon and all it symbolizes, sliding it into his desk as he feels more at ease with the Arab, viewing him as an individual rather than as part of the mass of Algerians intent on toppling French rule in the country. As the two men prepare to set out the following morning, Daru reconsiders his decision, hesitating as he passes his desk. In his vacillation, the schoolmaster’s lukewarm resolve to reject the French bureaucracy’s orders solidifies into a definitive “no.” Daru’s non-acceptance of violence as a means of deciding human fate reverberates in contradistinction to both the colonial French’s and the colonized indigenous Algerians’ attempts to maintain or seize power through carnage.
By Albert Camus