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“Harrison Bergeron” by Kurt Vonnegut, Jr.

Photo of Kurt Vonnegut from an appearance on WNET-TV.

Wikimedia Commons

This Launchpad, adapted from http://www.WhatSoProudlyWeHail.org , provides background materials and discussion questions to enhance your reading and understanding of Kurt Vonnegut, Jr.’s 1961 short story “ Harrison Bergeron .” After reading the story, you can click on the videos to hear editors Amy A. Kass, Leon R. Kass, and Diana Schaub converse with guest host James W. Ceaser (University of Virginia) about the story. These videos are meant to raise additional questions and enhance discussion, not replace it.

Thinking about the Text

Kurt Vonnegut’s story paints a picture of a society that few of us would gladly embrace, even those of us who care deeply about social equality. It thus invites us to think about the society presented; its rebellious genius, Harrison Bergeron; as well as Vonnegut’s purpose.

The Society

Describe Vonnegut’s America. Are there positive aspects of this society? What is lacking?

• Why do you think it adopted its practices of making everyone equal in brains, beauty, and brawn?
• Is it a good thing for people to believe that no one is better than anyone else? Would it be a good thing if, in fact, no person were better than any other person?

The above video includes a panel discussion of Vonnegut's America and the question: "Are there positive aspects of this society?"

Harrison Bergeron, the Character

• What do you make of Harrison Bergeron himself? Does he represent the American dream to “be all you can be”?
• What do you admire about Harrison? Are there aspects of his behavior that concern you?
• Do we have any idea of what sort of ruler he might have been and toward what end he would have ruled? Would he be better or worse than the Handicapper General and her agents?

The video of the panel discussion continues with examination of the question "What do you make of Harrison Bergeron himself?"

“Harrison Bergeron,” the Story

• With whom do you think Vonnegut sympathizes in the story? Does he present Harrison as a hero, or is the story heroless? Why?
• What is being satirized in this story? Why do you think Vonnegut wrote it?
• Is Vonnegut’s story finally a cautionary tale about the importance of freedom? Of individuality? Of human excellence? Or is he aiming at something else?

The third part of the Vonnegut panel discussion explores the question "What do you think is being satirized in this story?

Thinking with the Text

Vonnegut’s satire invites us to think, first and foremost, about the implications of the pursuit of equality in relation to the American creed. But the way of life he depicts also invites us to think anew about the meaning and importance of the “American Dream,” and about whether technology helps or hinders the American character and our prospects for happiness.

Equality and the American Creed

What is the American ideal of equality as conceived in both the Declaration of Independence , Declaration of Rights and Sentiments , and the Gettysburg Address ? Do the two documents differ in how they describe equality? What does it mean when we say that “all men are created equal” or that they are all “endowed by their Creator with certain unalienable rights”?

• Is the society described in the story a fulfillment of the American principle or ideal of equality or a perversion of that principle or ideal?
• Is the possession of a right to pursue happiness hollow if we lack the ability to exercise it?
• Why do Americans love equality? Should we? Can the desire for it ever be satisfied?
• What do we owe those of our fellow citizens who are worse off through no fault of their own?
• Is it true that a society riven by inequality—based especially on the inequality of talents—cannot retain the attachment of all of its citizens?

Base your responses to the next two questions on the segment of the video that examines the question : Is the society described a fulfillment of the American ideal of equality or a perversion of it?

• If the two ideals—human excellence and equality—are in conflict, which one should we hold more dear? Must one be pursued at the expense of the other? Are there some areas in life in which we wish for equality more than human excellence and others we don’t?
• In what way(s) or under what circumstances might the love of equality be compatible with competition? With the pursuit of excellence?

The above video clip explores the question: Is the love of equality compatible with competition or the pursuit of human excellence?

The American Dream

• The tagline for the 1995 movie version of Harrison Bergeron was: “All men are not created equal. It is the purpose of Government to make them so.” Under such a view, what happens to the “American Dream”—that anyone can rise and prosper as a result of hard work and the application of his or her God-given talents?
• What happens to the American Dream if it should turn out that God-given talents are profoundly unequal in their allotment?
• Is the American Dream fair or just?
• Which should society reward and respect most: personal effort or actual accomplishment?

Technology and the American Character

The next question explored by the panel is "Would you object if society sought equality not by handicapping the gifted but by lifting up the not-gifted?"

• Would you object if society sought equality not by handicapping the gifted as in the story, but by lifting up the not-gifted, say through genetic engineering or biotechnological enhancement?

"I invite each of you to sit down in front of your television set when your station goes on the air and stay there, for a day, without a book, without a magazine, without a newspaper, without a profit and loss sheet or rating book to distract you. Keep your eyes glued to that set until the station signs off. I can assure you that what you will observe is a vast wasteland. You will see a procession of game shows, formula comedies about totally unbelievable families, blood and thunder, mayhem, violence, sadism, murder . . . and cartoons. And endlessly commercials—many screaming, cajoling, and offending. And most of all boredom. True, you’ll see a few things you will enjoy. But they will be very, very, very few. And if you think I exaggerate, I only ask you to try it."

• Since 1961, TV has grown in leaps and bounds, making Americans even more addicted to it than George and Hazel and their society were. But has it remained the “vast wasteland” that Vonnegut parodied and of which Minow spoke?
• Do technologies such as the smart phone, social media, or artificial intelligence improve the American character or our prospects for happiness? 

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Harrison Bergeron

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1. The society in “Harrison Bergeron” is under State Control through the use of elaborate “handicaps.”

• How do George’s handicaps (earpiece, weighted bag) affect his thoughts throughout the story? ( topic sentence )
• Explain how George’s handicaps affect his relationship with Hazel and Harrison OR how his handicaps affect his thoughts about State Control and/or Political Inaction .
• In your concluding sentence or sentences, take a stance on the effectiveness of State Control through handicaps in the world of “Harrison Bergeron.”

2. “Harrison Bergeron” is a political satire.

• Select one theme— State Control , Arbitrary Justice , or Political Inaction —and state how the satirical elements work to communicate this theme. ( topic sentence )
• Identify 1-3 examples of satire and explain how each reinforces the theme.
• In your concluding sentence or sentences, take a stance on whether Vonnegut’s use of satire is effective in communicating the theme.

3. “Harrison Bergeron” contains characters who are politically active and others who are politically passive.

• What kinds of activism can change a society? ( topic sentence )
• Identify 1-3 specific acts of political activism in the current world and connect them to the action/inaction of characters in the story.
• In your concluding sentence or sentences, take a stance on whether political activism tends to improve a society.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by text details, and a conclusion.

1. The first paragraph of the story establishes that everyone was equal “before God and the law.” How does this premise function in the story? What conflicts does it provoke or resolve? As you compose your essay, incorporate at least two quotes to support your argument. Cite your quotations in the format preferred by your teacher.

2. Consider the character of Harrison Bergeron. Is he a hero or a villain? How do hyperbole and satire contribute to his characterization? While it may be tempting to argue both sides, please choose hero or villain, and support your stance with specific examples of heroism or villainy from the story. Cite your quotations in the format preferred by your teacher.

3. The plot of “Harrison Bergeron” suggests that the ideals of equality and freedom are incompatible. Vonnegut’s extreme satire raises the question of whether this is true or not. Is it possible to have equality and freedom together? How should a society work to balance these two values? Support your argument with examples from the story and from today’s world. Cite your quotations in the format preferred by your teacher.

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Home › Literature › Analysis of Kurt Vonnegut’s Harrison Bergeron

Analysis of Kurt Vonnegut’s Harrison Bergeron

By NASRULLAH MAMBROL on May 25, 2021

Kurt Vonnegut is celebrated more for his longer fiction than for his short stories. Nonetheless, Vonnegut’s “Harrison Bergeron,” originally published in the Magazine of Fantasy and Science in October 1961, and currently available in the author’s collection, Welcome to the Monkey House , is a very popular short story and is often cited as an example of dystopian science fiction with an emphasis on egalitarianism. One segment of the 1972 teleplay Between Time and Timbuktu was based on the story, and it was later adapted into a TV movie, Harrison Bergeron (1995), with Sean Astin in the title role.

Set in 2081, the story depicts society’s vain search for absolute equality. Specifically, this new world does not attempt to raise standards for the disabled or handicapped but rather chooses to implement a more onerous solution: to impede those who have superior intellect, beauty, or strength. This solution deprives individuals of their talents by employing masks, loud noises, and weights in an attempt to level the playing field for the less talented. Actually the government is attempting to place all members of society at the level of the lowest common denominator, a process that is overseen by the United States Handicapper General, the shotgun-toting Diana Moon Glampers, whose primary goal is to rid society of anyone who might threaten mediocrity and inadequacy. A similar (though less developed) version of this character and idea appeared in Vonnegut’s earlier novel, The Sirens of Titan.

In this brave new world, the exceptional are consistently repressed, arrested, thrown into mental institutions, and ultimately killed for failing to be average. The central and title character, Harrison Bergeron, is, of course, a threat to this community since he is physically fit, handsome, intellectual, and, what is worse, rebellious. As a result, he is forced to bear enormous handicaps. These include distracting noises, 300- pounds of excess weight, eyeglasses to give him headaches, and cosmetic changes to make him ugly. Despite these handicaps, however, he is able to invade a TV station and declare himself the new emperor. He then strips himself of his handicaps and begins to dance with a ballerina whose amazing beauty and skills have also been distorted by the authoritarian government in an attempt to restrict her advancement and recognition as a superior individual. As the couple dance in defiance of the “rules,” the two defy gravity as they “kiss” the ceiling and assert their artistic independence as well as their refusal to be controlled by an outside authority. The story ends abruptly with two shotgun blasts, suggesting to the reader that there is no forgiveness for those who defy society’s demand for conformity to the ordinary. Added poignancy is created by the framing story, in which Bergeron’s parents are watching TV and observe their son’s demise but cannot concentrate enough to remember the incident or assess its importance. Vonnegut’s point seems to be that without the nonconformists, the dreamers, and the different, society is doomed. The good intention of equality is marred by the way society decides to maintain it. To be fair to one group, it must necessarily be unfair to another. Yet if the brilliant and talented are hindered, society will be unable to improve, and the status quo will be all it can hope for.

Kurt Vonnegut/The New York Times

Vonnegut’s more pessimistic view of life may be termed absurdist. In this future society, growth and experimentation are no longer fostered, and science and technologies are devised to hurt rather than to help humankind. The complacency of Harrison’s parents who witness his murder and yet cannot remember why they are so sad indicates they both have submitted to a world where rebellion is not tolerated and where sameness is fostered and encouraged.

While many critics have considered Vonnegut’s story as an attack on the attempt to level all individuals, what Vonnegut is really assailing is the public’s understanding of what that leveling entails. Critics like Roy Townsend and Stanley Shatt seem to have missed the underlying irony of “Bergeron,” as well as its unreliable narrator, preferring to stress the obvious and ignore the fact that the story line offers an assessment of the foolishness that is “common sense.” Common sense is shown to be ridiculous in its assumptions about equality and in its belief that a sense of morality and ethics is intuitive. Moreover, since Vonnegut’s politics were Leftist in nature, it is unlikely that he would attack the concepts of communism and socialism.

In fact, it is Harrison himself who embodies the past oppression of a dominant culture, and readers should remember his desire is to be emperor, to reassert his superiority and the power it entitles him to wield. Instead Vonnegut seems to satirize society’s limited view of egalitarianism as only intelligence, looks, and athleticism. He never addresses income distribution (the separation between rich and poor) or class prejudice (the difference between the powerful and the powerless) even though both are signifcant issues for America. The mediocrity Vonnegut decries is not a result of the future but a continuation of past practices, an antiintellectualism that is depicted in Harrison’s parents, Hazel and George, whose ideas seem to be shaped by what they see on TV and little else. Controlled by a corrupt value system that says to ignore sad things and be satisfied with normality, it is their world that is condemned more than the world of Diana Moon Glampers. They have facilitated her rise to power with all the coldness and sterility that one might associate with the lunar goddess. Freedom is not the greatest good for the smallest number; nor does it hold that a classruled society will promulgate economic success. Though the story’s message appears quite simple, its moral is rather complex, forcing individual readers to think twice before they reduce its meaning to a sentence or two. Vonnegut was clearly not just trying to side with the radical Right’s objections to big government, and “Harrison Bergeron” is definite evidence of how his convoluted texts beg for more contemplation than they have been previously given

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Harrison Bergeron. 40 Reading Comprehension Questions (Editable)

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

31 March 2024

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Harrison Bergeron by Kurt Vonnegut, through this comprehensive set of 40 thought-provoking reading comprehension questions. Designed to delve deep into the themes, characters, and narrative elements of the story, these questions are meticulously crafted to stimulate critical thinking, foster meaningful discussions, and reinforce comprehension skills. Whether used for individual reflection, group discussions, or assessments, this resource offers educators a valuable tool to guide students through a rich exploration of a compelling narrative. Perfect for literature studies, literature, comprehension, critical thinking, discussion and independent learning.

Note to Buyers This resource does not contain answer keys. We intentionally designed it this way to encourage students to actively engage with the text and collaborate in finding their own answers. Embrace the opportunity for students to develop critical thinking skills and explore diverse interpretations while working through the comprehension questions

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Harrison Bergeron. Reading Comprehension Questions, Multiple-choice questions

Harrison Bergeron by Kurt Vonnegut, with our comprehensive bundle, combining 40 thought-provoking reading comprehension questions with 30 meticulously crafted multiple-choice questions. Explore the depths of the narrative as you unravel its themes, analyze character motivations, and dissect plot developments with precision. Perfect for educators seeking to enrich their curriculum with rigorous yet accessible assessments, this bundle promises to empower students to critically engage with the text while honing their reading comprehension skills. Whether used for individual assessment, group discussion, or classroom activities, these questions are designed to foster critical thinking and literary exploration among students of all levels. Perfect for literature studies, literature, comprehension, critical thinking, discussion and independent learning and can be used as a test quiz. Note to Buyers This resource does not contain answer keys. We intentionally designed it this way to encourage students to actively engage with the text and collaborate in finding their own answers. Embrace the opportunity for students to develop critical thinking skills and explore diverse interpretations while working through the comprehension questions

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