68 pages • 2 hours read
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One of the main themes of The Boy Who Harnessed the Wind is of the opposition between magic and science. As a young boy, William has strong superstitions and believes in magic. But as he educates himself, he learns more about science. To him, magic is to be feared; science is to be revered. Magic represents the old way of thinking in Malawi, and science represents the nation’s future. After he builds the windmill and drought returns to Malawi, some of the villagers think that the windmill is causing it, by blowing the clouds away. This shows that while the people are eager for scientific progress, they have a harder time letting go of the past than William does.
William and his family, along with the rest of the Malawian people, are ruled by a corrupt government for much of the book. While this theme is not a dominant part of the narrative, it’s ever present. Trywell’s friends mysteriously disappear. After the Chief is beaten, he has to seek treatment discreetly, lest he incur further punishment. The government is willing to deny anything that would give it a bad image, even though such denial causes further damage. By the end of the book, corruption, just like magic and superstition, is not as prevalent in Malawi as it was at the beginning of the story.
Throughout many the difficulties that William faces, he never gives up hope that he will succeed; whether in building his windmill, completing his education, or improving his village. He shows determination that both feeds off and feeds into that hope at several points in the story. Time and again he tries to go back to school, finally succeeding after having to leave numerous times because he couldn’t afford to pay the fees. He starts two small businesses during the course of the book to try to fund his education—the radio repair business and the mobile phone charging business. William tries multiple times to fit in with kids his own age at Charity’s clubhouse, but he doesn’t let their rejection stop him from pursuing his dreams.
William’s friendships with his childhood friends—Geoffrey, Gilbert, and Charity—as well as his adulthood friends, like Tom Rielly, are as crucial to his success as is his determination to succeed and learn more about science. They support him financially, emotionally, mentally and physically, helping acquire parts for the windmill, joining him in his research, helping to build the windmill, and supporting his innovation by sharing it with others with the verve of a true believer and true friend.
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