Jackie French’s insightful novel, A Rose for the ANZAC Boys, explores the changing attitudes of war and of societal roles during the Great War. French discusses how attitudes to war altered throughout the duration of the worldwide conflict, with characters in the novel viewing war as an adventure and a positive experience in the beginning, and those characters altering their views of war as the novel progresses. Alongside this, the novel explores the changing roles and responsibilities of women during the 1900s. Due to the war, women begun to contribute to a meaningful role in society by assisting in the war effort. French’s novel perceptively highlights the drastic changes that occurred due to the Great War.
French’s novel discusses the changing attitudes of war. The novel portrays war in a positive light to persuade young men to serve. There is a profound sense of duty in the beginning of the novel, where characters are adamant on ‘doing [their] bit’ (French 2008, p. 23) to serve their country. British, Australian and New Zealand societies portrayed the war as being a ‘great cause’, an ‘adventure’ full of ‘glory’ (French 2008, p. 12). The media, government and society at large portrayed war in a positive light, and thus soldiers – especially Australian and New Zealand young men who had never left their country – would be enticed into contributing to the war effort. This duty and romanticism manipulated people into contributing to the war, which unfortunately resulted in tens of thousands of deaths.
However, as soldiers experienced the war first-hand, their attitudes to war changed drastically. French employs the protagonist of the novel, Midge Macpherson, to illustrate these changing views of war. Midge was originally eager to serve in the war, however her attitudes change after assisting in a French canteen for eighteen months serving coco to injured soldiers. She often becomes speechless by the ‘horror’ stories of what soldiers ‘must have seen [and must] have done’ and finds ‘no words’ to comfort them (French 2008, p. 90). Midge later reflects on her romantic ideals of the war, where she ‘long[ed] for excitement’ and to be a ‘part of it’, to realising her life now consisted of an ‘aching repetition of cutting, stirring, serving and unloading’ (French 2008, p. 98). The war did not provide a glorious adventure, but rather a repetitive, horrific, frightening and stressful experience. Midge extends her duty by becoming a driver and a nurse which brings her more suffering as she experiences the repercussions of war immediately. The trauma Midge experiences leaves an imprint that makes Midge feel as if she will never be the same again. Midge believes that people serving in the war are ‘part of a world the people back at home can never understand’ (French 2008, p. 196). The Great War imprinted lasting trauma that for many people, they were never able to heal from. These people were manipulated into contributing to a war that was romanticised, and consequently were thrown into months – and years – of unimaginable pain and suffering. If these men and women were lucky to survive, they would have to live the rest of their lives with their trauma. For some, they had to experience it all again in a few decades.
In summary, I can only give this novel 2 stars due to it not being very engaging. As a year 9 text, this novel appeals to teenage girls as the protagonist is a love-struck young female. I did not particularly enjoy the floury, romanticised writings as it is not my preferred genre. This is a good text study to illustrate the archaic societal roles of women, and how these responsibilities changed during and after the war. Furthermore, the novel highlights the naivety of young soldiers with their outlook to the war, and how these attitudes change through the real experience of the atrocious war. A Rose for the ANZAC Boys is an insightful novel and a worthwhile read for all.