Early Life
Edward Bond was born on 18 July 1934 into a lower-working-class family in Holloway, North London. As a child during World War II he was evacuated to the countryside but was present during the bombings on London in 1940 and 1944. This early exposure to the violence and terror of war probably shaped themes in his work, while his experience of the evacuation gave him an awareness of social alienation which would characterise his writing.
His first contact with theatre was music-hall, where his sister used to be sawn in two in a conjuror's sideshow. At fourteen, with his class he saw a performance of Shakespeare's Macbeth by Donald Wolfit which was revelatory. He later explained that this performance was the first time he had been presented with traumatic experiences comparable to his own in a way he could apprehend and give meaning to.
At fifteen, he left school with only a very basic education, something from which he derived a deep sense of social exclusion that contributed significantly to his political orientation. Bond then educated himself, driven by an impressive eagerness for knowledge. After various jobs in factories and offices, he did his national service in the British Army occupation forces in Vienna between 1953 and 1955. During his time in the army he discovered the naked violence hidden behind normal social behaviour, and decided to start writing.
Back in London, he educated himself in theatre while working, saw everything he could on stage and exercised his skill by writing drama sketches. He was especially impressed by the performances of the Berliner Ensemble in the summer of 1956. In June 1958, after submitting two plays to the Royal Court Theatre (The Fiery Tree and Klaxon in Atreus' Place, which Bond keeps unpublished) he was invited to join its newly formed writers' group.
Read more about this topic: Edward Bond
Famous quotes containing the words early and/or life:
“Early education can only promise to help make the third and fourth and fifth years of life good ones. It cannot insure without fail that any tomorrow will be successful. Nothing “fixes” a child for life, no matter what happens next. But exciting, pleasing early experiences are seldom sloughed off. They go with the child, on into first grade, on into the child’s long life ahead.”
—James L. Hymes, Jr. (20th century)
“The new concept of the child as equal and the new integration of children into adult life has helped bring about a gradual but certain erosion of these boundaries that once separated the world of children from the word of adults, boundaries that allowed adults to treat children differently than they treated other adults because they understood that children are different.”
—Marie Winn (20th century)