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Chapter 1
Themes
Key
LitCharts assigns a color and icon to each theme in Babel, which you can use to track the themes throughout the work.
Colonization and Racism
Language, Translation, and Power
Race, Gender, and Intersectionality
Violence and Nonviolence
Complicity
Summary
Analysis
In London, Robin, Professor Lovell, and Mrs. Piper get into a cab. Professor Lovell points out the silver bar in the cab’s floor and says the silver makes the cab run faster and safer. London as a city runs on silver. No place had relied so heavily on silver’s power since the Spanish Empire. Professor Lovell says that one day, Robin will be one of the few who understands the mysteries of silver. That is why he brought Robin to London, Lovell says. The cab takes the group to Lovell’s house in Hampstead. Robin’s room is bare except for a well-stocked bookshelf.
Lovell provides more information about the nature of silver bars. Notably, he says that London runs on silver. At this point, it’s 1829, and the 1830s (in actual history) bring the continued expansion of the British Empire’s imperialism and colonialism. The year 1829 is also near the tail end of the Industrial Revolution. With that historical setting in mind, the novel suggests that the silver bars are directly related to money and power, and the novel underlines that connection by comparing England’s use of silver to the Spanish Empire’s.
Themes
Robin and Professor Lovell then leave the house to sign documents. After signing the documents, Robin officially becomes Professor Lovell’s ward, which, Lovell points out, is different from being his son. Robin’s lessons start the next day. He takes Latin lessons in the morning from Mr. Felton and Greek lessons in the afternoon from Mr. Chester. Mr. Chester is harsher and more impatient than Mr. Felton. The classes shape Robin’s routine and create structure in his days. Robin also regularly converses in Mandarin with Professor Lovell to ensure that he retains his grasp of the language.
At this point, Robin and Lovell’s relationship seems especially mysterious. The novel implicitly poses the question of why Lovell, who is ostensibly a stranger to Robin, would take a boy he doesn’t know from China after his family has died, bring him to England, and become his guardian, while at the same time pointedly refusing to assume the role of Robin’s father. The rigorous language study that Robin undertakes suggests that the answer to those questions may be related to learning languages.
Themes
About three times a week, Professor Lovell has guests over, and they engage in conversations about politics and current events. Robin usually makes himself scarce during those meetings, but one time he overhears the men discussing Canton. Robin walks into the room and asks what they are talking about. One of the men says that Robin looks even more similar to Lovell than the “last” boy. Professor Lovell tells the man to stop talking. When Robin leaves, Lovell tells the man that Robin doesn’t know what the man knows. Lovell doesn’t clarify what he means. After Robin leaves, he studies his face in the mirror and notices similarities between himself and Lovell. He begins to think it’s likely that Professor Lovell is his father.
This passage answers some of the questions that the novel has previously established. Namely, based on the man’s comments, Robin begins to suspect that Lovell is his biological father. That would explain why Lovell took Robin back to England, but it leads to another question: if Lovell is Robin’s biological father, why wouldn’t he accept Robin as his son? Why does Lovell instead insist that, legally speaking, Robin is only his ward? For now, this remains a mystery. The man’s comments that Robin looks more like Lovell than the “last boy” suggests that Robin isn’t the first person to be Lovell’s ward.
Themes
When Robin has free time, he explores London. He especially loves reading. He reads anything he can get his hands on, including articles, newspapers, and books. He also becomes interested in learning about food. He and Mrs. Piper bond over a shared love of scones. One day, Professor Lovell takes Robin to a store and says he can pick out any book he likes. Robin chooses one. When Professor Lovell and Robin go outside, Lovell asks Robin if it feels good to have a new book. Robin says yes, and the two exchange a smile.
At this point, Robin is still trying to determine Lovell’s character and figure out what role he plays in Lovell’s life. Robin and Lovell share an experience in which they appear to bond. Momentarily, it seems like the two might share a connection that will bring them closer. It remains to be seen, though, whether that bond is the beginning of a lasting connection or a fluke that won’t be repeated.
Themes
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Later that week, Robin is in his room when Professor Lovell bursts in. Lovell angrily asks Robin what he is doing. Robin says he is reading the book Lovell bought for him and that he lost track of time because the book is so engrossing. Lovell says that Mr. Chester is downstairs and has been waiting for close to an hour. Robin shuts the book and gets up to leave. Lovell stops him in the doorway and grabs a fireplace poker. He strikes Robin in the face with it 12 times.
Lovell reveals who he is as a character when he beats Robin with a fireplace poker. Notably, Lovell reacts with that violence to punish Robin for a minor infraction—being late to tutoring. By doing so, Lovell sends the message that he expects absolute compliance from Robin, and any deviation will result in violence.
Themes
Professor Lovell says that he took in Robin with the understanding that Robin would work diligently. If he doesn’t, Lovell says, then Robin can go back to Canton. Lovell then makes racist remarks about people from China and says that Robin must work hard to “overcome the pollution of [his] blood.” The next day, Professor Lovell acts as if nothing has happened. Mr. Chester, Mr. Felton, and Mrs. Piper also fail to comment on the large bruise on Robin’s cheek. Instead of feeling contempt for Professor Lovell or anyone else, Robin feels grateful that the situation has returned to equilibrium.
Lovell reveals that in addition to being abusive and violent, he is virulently racist. Robin recognizes that what Lovell did is wrong, but he is so terrified of experiencing the violence again that he gratefully accepts a return to the status quo without confronting Lovell. Notably, Lovell’s comments explicitly link his racism to his violence, making it clear that he feels entitled to strike Robin because he views Robin as less worthy of respect and consideration—and, ultimately, less of a person—due to his race, showing again just how cruel and racist Lovell is.
Themes
Years pass. During those years, Robin studies as much as possible in part to avoid giving Professor Lovell reason to strike him again. He looks forward to the day he’ll finally enter Oxford. And then, one day, Professor Lovell unexpectedly tells Robin that he will start classes at the university in a week.
This passage shows how Lovell establishes the ongoing threat of violence. Lovell then uses that violence, and the threat of repeated violence, to force complicity from Robin. For his part, Robin is in a difficult position—he accepts Lovell’s treatment because as he sees it, he doesn’t have any options to defend himself.
Themes
