Consider the fragility of human existence. We survive within a specific set of environmental parameters – a fixed range of temperature, hydration, radiation, and atmospheric content. From a cosmic perspective the margin of error is very small; the slightest adjustment in even a single factor, such as the amount of oxygen, quickly moves the environment from pleasant to deadly. Yet we have learned how to venture into the realm of the deadly when necessary. Thanks to protective clothing, equipment, and protocols, our species can operate within the vacuum of space, in the ocean’s depths, in the radiation-charged atmosphere of a nuclear reactor, and in the hot zone of an infectious disease laboratory.
We venture into these deadly environments, but we do not live there. We cannot survive there without observing the strictest standards. Those who enter these realms understand this. Astronauts, deep sea explorers, nuclear engineers, and epidemiologists are professionals who have answered the call to highly specialized career fields. Not all who enter the paths of these professions advance to the point that they can operate confidently in the most dangerous places. The selection and training standards must be established at the highest possible levels for the simple reason that the slightest error can produce lethal results. Richard Preston explained this principle inThe Hot Zone, an investigative look into the origins of viral hemorrhagic fevers like Ebola. We learn from his book that the protocols for entering, working in, and leaving an infectious disease lab are elaborate and time-consuming, but necessary. No amount of caution is excessive when microscopic killers can infiltrate through the tiniest puncture of a protective suit or escape through an improper seal of an airlock. The viruses create the hot zone, whether it is in the lab or in the human body. Because of the radical transformative nature of these microorganisms, the highly trained professionals who work with viruses like Ebola in a very real sense act as mediators between them and the general population.
In fact, the role of these professionals is not unlike the role of the Levitical priests.
A standard feature of civilization is the rules of the house, the guidelines by which a person can be welcomed into and remain peacefully within someone’s home. At the most basic level these are rules children learn from their parents at the earliest age. Parents explain proper behavior and children grow up doing what they have said, or suffering the consequences if they disobey. As adults the children pass on these rules to their children so they may act properly when visiting Grandma and Grandpa. This maintains peace in the family, not only ensuring respect for the elders, but establishing and reinforcing a foundation for loving relationships.
If this is so, then how should we approach The Cat in the Hat? Since its publication in 1957 by Theodore Geisel (aka Dr. Seuss), The Cat in the Hat has become one of the world’s most popular and successful children’s books. Geisel wrote it as an attempt to find an easier way for children to learn to read, but his creation has become much more than that; the Cat is now a cultural icon. The book has everything that would appeal to children: an engaging story told in simple, silly rhyme, colorful illustrations, and an outrageous degree of irreverence for the house rules. The story opens with a rainy day in a normal house, where a Boy and his sister Sally are left at home with nothing to do while their Mother is out. Suddenly their quiet boredom is interrupted by the entrance of the Cat who promises, “Lots of good fun that is funny”. He then proceeds to violate every rule of the house by using everything he sees – including the pet Fish in its bowl – as a plaything. Just when we think it can get no worse, the Cat introduces his friends Thing 1 and Thing 2. The three anarchic intruders accelerate the mayhem, and in a very short time everything that is sacred, including Mother’s new gown and her bedroom furniture, have suffered violence. At the height of the disaster, the Fish alerts the children to the approach of their Mother and urges them to do something to stop the destruction. The Boy jumps into action, grabbing a large net with which he captures the Things and orders the Cat to pack them up and take them away.
With the intruders gone, the children and the Fish contemplate how to clean up the enormous mess. To their surprise, the Cat returns with a machine that puts everything back in order just in time. Thus The Cat in the Hat ends on a good note, with the house rules mended. Yet that is not the end of the lesson. While Dr. Seuss may not have intended it, his story resembles the tale of another Son concerned about violation of the house rules established by His Parent: