Novel Companion Britlit Se

Novel
Companion
Beowulf Pride and Prejudice
translated by Jane Austen
Burton Raffel
Silas Marner
George Eliot
Hamlet Heart of Darkness
William Shakespeare
The Secret Sharer
Joseph Conrad
Gulliver’s Travels Nectar in a Sieve

Jonathan Swift Kamala Markandaya
Photo Credits
7 Christel Gerstenberg/CORBIS; 11 John Heseltine/CORBIS; 35 Max Morse/Reuters/
CORBIS; 51 Bettmann/CORBIS; 55 91 John Springer Collection/CORBIS; 119 Bettmann/
CORBIS; 135 Reuters/CORBIS; 147 Bettmann/CORBIS; 163 G.E. Kidder Smith/CORBIS;
179 Historical Picture Archive/CORBIS; 215 Monika Smith; Cordaiy Photo Library Ltd./
CORBIS; 247 259 CORBIS; 231 Brand X Pictures; 275 Pinto/zefa/CORBIS; 279 Peter Adams/
zefa/CORBIS; 291 Hulton-Deutsch Collection/CORBIS; 331 Bradley Smith/CORBIS;
335 Hulton-Deutsch Collection/CORBIS; 359 Bettmann/CORBIS.
Acknowledgments
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TABLE OF CONTENTS
To Students, Parents, Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Interactive Reading Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Note-Taking Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Note-Taking Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Beowulf, a translation by Burton Raffel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Introduction to the Epic Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Meet the Geats, Danes, and Swedes of Beowulf. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
PROLOGUE–PART 18
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Active Reading Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Interactive Reading: Literary Element . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Interactive Reading: Reading Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
On-Page Note-Taking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Cornell Note-Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
PARTS 19–31
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Active Reading Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Interactive Reading: Literary Element . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Interactive Reading: Reading Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Cornell Note-Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
PARTS 32–43
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Work with Related Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Connect to Other Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Respond Through Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
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Hamlet by William Shakespeare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Introduction to the Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Meet the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
ACT I
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
ACT II
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
On-Page Note-Taking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
ACT III
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
ACT IV
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
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ACT V
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
Active Reading Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
Interactive Reading: Literary Element . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Interactive Reading: Reading Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
On-Page Note-Taking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Cornell Note-Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112
Work with Related Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115

Connect to Other Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Respond Through Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Gulliver’s Travels by Jonathan Swift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119

Introduction to the Novel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120
Meet the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122
PARTS I AND II
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
On-Page Note-Taking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130
Cornell Note-Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132
PART III
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144
PART IV
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
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After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156

Connect to Other Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160
Respond Through Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162
Pride and Prejudice by Jane Austen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163

Meet the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166
CHAPTERS 1–12
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167
Interactive Reading: Literary Element . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Interactive Reading: Reading Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
CHAPTERS 13–24
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188
CHAPTERS 25–38
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191
After You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
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CHAPTERS 39–50
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203
Interactive Reading: Literary Element . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206
Interactive Reading: Reading Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .208
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212
CHAPTERS 51–61
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .215
Active Reading Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224

Silas Marner by George Eliot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231

Meet the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234
CHAPTERS 1–7
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .235
After You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .244
CHAPTERS 8–15
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .247
Active Reading Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .249
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After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .256
CHAPTERS 16–CONCLUSION
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .259
On-Page Note-Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .266
After You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .268

Heart of Darkness and The Secret Sharer by Joseph Conrad . . . . . . . . . .275

Introduction to the Novellas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .276
Meet the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .278
PART 1
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279
On-Page Note-Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .286
After You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .288
PART 2
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .291
After You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .300
PART 3
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .303
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After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .312
THE SECRET SHARER

Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315
Active Reading Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .324

Nectar in a Sieve by Kamala Markandaya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331

Meet the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .334
CHAPTERS 1–13
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .335
After You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .344
CHAPTERS 14–23
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .347
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .356
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CHAPTERS 24–30
Before You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .359
After You Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .368
Work with Related Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371

x
TO STUDENT S, PARENTS, AND GUARDIANS
Welcome to the Novel Companion. This book is designed for you to write in. It is interactive:
The book prompts, and you respond. The Novel Companion encourages, questions, provides
space for notes, and invites you to jot down your thoughts and ideas. You can use it to circle
and underline words and phrases you think are important, and to write questions that will
guide your reading.
The Novel Companion helps you develop skills for reading, analyzing, and responding to
novels, as well as to autobiographies and plays. These literary works are drawn from Glencoe’s
Literature Library. They include some of the most notable works in literature. Many are
award-winning modern works; others are classics.
The Novel Companion is designed to follow the approach and themes in each unit of your
textbook, Glencoe Literature. The Novel Companion includes two types of lessons:
• Note-Taking Lessons presents two methods of note-taking to help you connect major
themes in Glencoe Literature to the other novels and works you will be reading. Using the
book will help you learn these valuable note-taking methods, so you can make effective
notes whenever you study.
• Interactive Reading Lessons are lessons based on the sequential chapter groupings in
each novel. In this part of the book you’ll practice identifying important ideas and themes,
analyzing literary elements, applying reading strategies, completing graphic organizers, and
mastering vocabulary—all skills that expert readers use to help them comprehend novels
and other long works of literature.
Note to Parents and Guardians: Ask your students to show you their work periodically,
and explain how it helps them study. You might want to talk to them about how the skills
they are learning cross over to other subjects.
To S t u d e n t s , Pa re n t s, a n d Gua r dia ns 1
INTERACTIVE READING LESSONS
The notes and features in the interactive reading lessons will direct you through
the process of reading and making meaning from each set of chapters. As you
use these notes and features, you’ll be practicing and mastering the skills and
strategies that good readers use whenever they read.
8
D: Prologue-Par t 1
Get Set to Read BEFORE YOU REA
NOVEL NOTEBOOK
to record
ture Keep a special notebook
Conne ct to the Litera entries about the novels
that you read
After reading about the novel and the author, you Who are today’s heroes?
Discuss Heroes
What special qualities do
these people possess?
who are admired

this year.
WRITE THE CAPTION

s, brainstorm a list of people image below, in
With a small group of classmate
will begin to read the novel. You will study it in the list, jot down a few Write a caption for the
name of each person on information in
as heroes. Next to the your list suggest about
the the present tense, using
person a hero. What does
qualities that make this Build Background.
today?
qualities that people prize
groupings of chapters, or chapter sets, in the Novel Build Backg round

A Contest of Insults English of a flyting—a
the earliest instances in BEFORE Y
Beowulf contains one of
Companion. Each chapter set begins with an activity

In part 8, the Danish OU READ:
of personal abuse, in verse. Prologue-Pa
dispute, or an exchange him for undertaking
a “boastful fool” and taunts r t 18
warrior Unferth calls Beowulf by telling how the
match. Beowulf responds Set Pur pos
and losing a reckless swimming faulting him for lacking es for Rea ding
accusing Unferth of fratricide, and 왘 BIG Idea
really went, worst crime that a
to connect your personal experience to the literature.

match
To the Anglo-Saxons, the The Epic Warr
the heart to confront Grendel. of one’s own brother. The Anglo-Saxon culture ior
fratricide, the murder Voca
SF_H
bular
person could commit was and pagan elements in his
story, by dark forces.
expresses a brood
ing vision of a
ead y
used both Christian Against these grim failing human
author of Beowulf, who in the Bible, the murder
of by the desire of conditions emerg world beset lament [lə ment
most famous fratricide undying fame. ed the epic warrio ´]
specifically refers to the evil. In some of In many ways, r, motivated n. expression
You will also read background material to provide Cain, as the source of Grendel’s Beowulf is the of sorrow or
grief
Abel by his jealous brother “Conceived by a pair of As you read, think ideal epic warrio The night his
Grendel is described as about how Beow r. wife died, the
the opening lines of Beowulf, banished/ By God, yourself: Does ulf embodies took out his old man
Cain, murderous creatures the role of the the values of his guitar and played
those monsters/Born of death. ” epic hero still
have relevance people. Ask sorrowful lamen
t.
a
crime/Of Abel’s
punished forever for the today?
context for the chapter set content.

loathsome [lōth
Literary Eleme adj. extremely
´səm]
nt Epic disgusting; repuls
An epic is a long offensive ive;
narrative poem A sour and loaths
life hero. This that recounts the ome smell told
epic hero is usuall adventures of that the meat us
the ideals of his y a man with high a larger-than- was already
people. He is often social status who rotten.
of great histori embodies reparation [rep´ə
cal and legend
Works such as ary importance. rā´shən]
Beowulf are called n. act of giving
authorship and folk epics becau satisfaction or
arise, usually throug se they have no making amend
s, as for a wrong
You’re invited to interact with the information in Build

experiences of h storytelling, certain an injury or
a people. from the collec
tive
The new hat
As you read, think was given as
reparation for a
about why this the hat that had
yourself how the epic story has been ruined.
hero, Beowulf, historical signific
embodies the ance. Ask
Background by summarizing content or writing a Reading Strate

Form is the charac
gy Analy
ze Form
ideals of his peopl
e. reprisal [ri pr
n. retaliation
¯´zəl]
against an enemy
injuries or losses
suffered, with
for
the
intent of inflicti
teristic structure ng equal or
caption for an image related to the content.

distinctive type language, and greater injury
of poetry. Analy themes of a traditio
of lines and stanza zing form often nal or As a reprisal
s and measuring includes studyi for hitting me
of stresses and the poem’s mete ng the length s snowball, I put with a
unstressed syllabl r, the regular patter a piece of ice
rhythm. es that give a n my brother’s inside
line of poetry boot.
a predictable
solace [sol is]
The epic poem ´
is a traditional n. relief from
years. Characterist form that has sorrow or
ics of this form been used for disappointme
and rhythm and include poetic thousands of nt; comfort; consol
the use of rt 18 l,11
lines that have A warm, soothi ation
You are then introduced to the targeted skills for the B e o w u l f : P ro l o g u

e - Pa forma elevated, or even regular meter ng bath is a
lofty language. solace after a welcome
As you read, occasi hard day.
onally stop and
meter and rhythm read a stanza out
in your voice as loud. Notice the
moment to analyz you speak the regular
e the structure words of the poem
chapter set: the Big Idea, the literary element, and

to use a graphi and meter
12:53:42 PM
of . Take a
c organizer like 1/23/08 the stanza. You
the one below may
page can also
help you identif . The graphic organi find it helpful
d 11 y the important zer on the next
011-022_Beowulf_889156.ind characteristics
of epic poetry.
the reading strategy. You will also get vocabulary for

Number of Lines
in Stanza Number of Sylla
bles Per Line
Pattern(s) Foun
d in Meter
the chapter set.

12 N OV E L C O
M PA N I O N: Unit 1
011-022_U1_Beow
ulf_889156.indd
12
2/5/08 7:04:23
PM
Read, Respond, Interpret

Every lesson includes an active reading ACTIVE READING: Prologue-Par t 18
graphic organizer to fill in as you read. An epic poem is a traditional form that has been used
for thousands of years. Many important characteristics
poem. In each box below, write a brief quote that
illustrates each characteristic.
of epic poetry are introduced in the first section of the
This graphic organizer is related to either A hero with high social status Formal and lofty language
the literary element or the reading

strategy for the chapter set.
Interactive reading pages include text A setting that includes many lands
or countries
Supernatural creatures or forces
excerpts from the novels that emphasize INTERACTIVE RE

ADING: Literar y E
lement
INTERAC
4 TIVE REA
a literary element or a reading strategy. Literary Element
tics of an epic
POEM EXCER PT: PART
Their leader answered him,
breast:
Beowulf unlocking
Reading Strat
egy
DING: Reading S
trategy
Epic What characteris Words from deep in his Analyze Form

“We are Geats,
Questions in the margin help you interact

in Beowulf’s
poem are represented How does POE M EXC
introduction?
260 and meter
of this passa
the rhythm
710 ERP T: PAR T 11
My father ge help Out from the
Men who follow Higlac. support the
meaning of marsh, from
far and wide the words? Hills and bogs, the foot of misty
Was a famous soldier, known bearing God
’s hatred,
Deeds name was
of great
men. His Edgetho.
valor A narrator with a third-person point ofGren
viewdel came, hoping to
with highlighted portions of the text. 265
As a leader of
His life lasted many winters;
Wise men all over the earth
surely
715
Anyone he
He moved quick
could trap on
ly through the
kill
this trip to high
Herot.
we have come seeking Up from his cloudy night,
Remember him still. And swampland,
sliding silen
son, protector Toward that tly
Your prince, Healfdane’s gold-shining
hall. He had
friendshi p: instruct us, Home befor visited Hrot
Of this people, only in e, knew the
way— hgar’s
your words! Our errand But never, befor
Watchman, help us with e nor after that
with the glorious king Found Hero night,
270 Is a great one, our business 720
t defended so
firmly, his recep
secret; there’s nothing dark So harsh. He tion
Of the Danes no journeyed, forev
You know (if we’ve heard Straight to the er joyless,
Or hidden in our coming. door, then snap
honestly) that your country Tore its iron ped it open,
The truth, and been told fasteners with
a touch
some strange, vicious creature And rushed
Is cursed with angrily over
the threshold
and that no one He strode quick .
275 That hunts only at night ed 725 ly across the
inlaid
n, that he has slaughter B e o w u l f : P ro l o g uFloor , snarl
e - Pa rt 18 13
Has seen. It’s said, watchma ing and fierce
: his eyes
to the darkness. Perhaps Gleamed in
Your people, brought terror the darkness,
burned with
here in my heart, Light. Then a gruesome
Hrothgar can hunt, he stopped,
Crowded with seeing the hall
some way to drive this devil out— sleeping warri
For
011-022_U1_Beowulf_889156.indd 13 ors, stuffed
the evils With rows2/5/08 7:04:25 PM
280 If anything will ever end 730

of young soldi
ers resting toget
famous lord. And his heart her.
Afflicting your wise and laughed, he
relished the
sorrow. Intended to sight,
Here he can cool his burning tear the life
from those bodi
go on By morning; es
Or else he may see his suffering the monster’s
mind was hot
towers With the thou
Forever, for as long as Herot ght of food and
the feasting
Would soon his belly
285 High on your hills.” know. But fate,
The mounted officer 735 Grendel to gnaw that night, inten
the broken bone ded
the brave watchman: Of his last hum s
Answered him bluntly, an supper. Hum
the difference between words Eyes were watc an
“A soldier should know hing his evil
steps,
knowledge clear Waiting to see
And deeds, and keep that his swift hard
claws.
words, I trust in Grendel snatc
290 In his brain. I believe your 740
hed at the first
Geat
weapons and armor He came to,
Your friendship. Go forward, ripped him apart
, cut
. I’ll guide you His body to
And all, on into Denmark bits with powe
rful jaws,
guard your ship, Drank the bloo
Myself—and my men will d from his vein
s and bolted
shores, Him down,
Keep it safe here on our hands and feet;
death
And Grendel’s
745 great teeth came
Snapping life together,
shut. Then he
Still body, clutc stepped to anot
hed at Beow her
Grasped at a ulf with his
strong-hearted claws,
ON: Unit 1 wakeful sleep
14 N OV E L C O M PA N I —And was
instantly seize er
16 N OV E L C d himself, claw
O M PA N ION: Uni
t 1 s
2
1/23/08 12:53:46 PM
d 14
011-022_Beowulf_889156.ind 011-022_Beowu
lf_889156.indd
16
1/23/08 12:53:4
9 PM
INTERACTIVE READING LESSONS
: Prolog ue-Par t 18
Show What You Know AFTER YOU READ
APPLY BACKGROUND
Critica lly
Respo nd and Think the Epic
After you read the chapters in the chapter set, you 1. How did Hrothgar come
Beowulf feels indebted
to know Beowulf’s father?
to Hrothgar for his past
Do you think that
kindnesses to the family?
Reread Introduction to
Poem on pages 8–9.
information help you
How did that
understand or
appreciate what you read
in the
Explain. [Infer]
will answer questions about the content, including

epic poem?
how the background information helped you as Unferth. What function

does Unferth serve in the
2. Contrast Beowulf and
you read. poem? [Compare]
AFT ER YO
U REA D:
role or roles do you think
Pro log ue-
Par t 18
You will then demonstrate what you learned from 3. Based on Welthow’s
actions in the poem, what
women played in Anglo-Sax
on society? [Conclude] Literary Elem
In what ways
ent Epic
does the story
universal confl of Beowulf Vocabulary
your interactive reading of the excerpts. You will also
ict between represent the
message or good and evil? Respond to
Practice
messages abou What these ques
poem comm t this conflict tions.
unicate to the does the
reader? [Eval 1. When are
uate] you more likely
plane takes to hear a lame
practice using the vocabulary words you were

off or after nt, after a
a ship sinks
were written in prose rather ?
the story be better if it
4. In your opinion, would
than verse? Explain. [Evaluate]
2. Which is
more loath
or a field of some, a soiled
poppies? handkerchief
introduced to and learn a new vocabulary word that 3. Which is

more likely
an apology to accompany
a reparation
or an accus ,
ation?
can be used in your academic writing. 5. The Epic Warrior

Think of a contemporary
hero from a television show
warrior, Beowulf?
or 4. Which word
or harsh?
would bette
r describe a
reprisal, fair
hero compare to the epic
movie. How does that
[Compare]
5. Which emot
ion might lead
solace, envy someone to
or grief? seek
In addition, you will complete a short writing Reading Strat

egy Ana Academic
Look at the
lyze Form Vocabulary
assignment and other activities related to what you Unit 1

first few lines
part. What patte
each part begin
s? [Analyze]
at the begin
rns or simila ning of each
rities do you
see in how
In battle with
and defeat
dominate mean
Grendel, Beow
the beast. In
ulf was able
the preceding
s “to control
to dominate
sentence,
20 NOVEL COMPAN ION: more familiar or master.” To
with the word become
read in the chapter set content. These activities will U REA D:

Pro log ue-
Par t 18 2/5/08 7:04:33 PM
graphic organ
izer below.
dominate, fill
out the
.indd 20
AFT ER YO definition
draw on what you studied in your interactive work

011-022_U1_Beowulf_889156
ing synonyms
and Lis ten
Spe aki ng
ps ulf as a
h Sty le Literature Grou rs view Beow
on the excerpts from the chapters. Wr ite wit Some reade a

Beowulf as
Assignment r readers view
Apply Form y in the style seeker. Othe , discuss each
lines of poetr boastful glory a small group
Write 10–20 ss man. With ensus—a gene
ral
Assignment . noble, selfle reach a cons
an epic poem Try to . dominate
and form of point of view. on an issue
heroes for your t amon g the group
of possible know, agreemen
Make a list stories you back at
Get Ideas abou t other meets, look
ideas, think character who re your group is described
in
poem. To get have a main Prepare Befo the character
or movies, that from your list
to review how the
from books Beowulf to in a chart like
After you read the entire novel, you will work with
se one hero what you find
strong. Choo
is brave and the text. Note
write abou t. one below .
ximate
antonyms
e on the appro
ture Decid ple, you Ways this sentence/ima
Give It Struc poem. For exam and Ways this ge
related readings, connect the novel to an excerpt length of each

may choose
twelve syllab
line of your
to make each
les.
line between
eight Example
of a
description
description
supports
description
supports
the image
grab the the image of a noble,
Beow ulf:
s that will of Beo wulf Prolo gue-
from Glencoe Literature, and finally, write an essay

word at 56.indd Part 18
first line with
011-022 _Beowu
phras elf_8891 of a selfless
21
Begin your the “Hear me!” 21
reader’s atten
tion, such as boastful man
of Beowulf. glory
the beginning
the kenning seeker
examples of
or story that draws upon what you learned by reading. uage Try using of
Look at Lang is a desc riptive figure 1/23/08 12:53:5
6 PM
. The kenning poetry that
takes
in your poem sh narrative
in Old Engli n or a
speech used to name a perso e
a phrase used is “the whal
the form of ulf, the sea
. For exam ple, in Beow del is a
place ,” and Gren
is a “ring-giver
road,” a king
evil.”
“shepherd of
rtunities to
look for oppo
your poem, lofty language.
Throughout formal and
ary words with ss of serving
replace ordin simple proce
in Beowulf the hurried with
For example, cup-bearers
ribed as “The
drinks is desc ls.”
vesse
their sparkling oints by listen
ing
ect others’ viewp in a normal tone of
Discuss Resp ons
er your opini your
attentively. Deliv examples from
clear, specific
voice, providing ents.
to supp ort your judgm
chart your
ber orally state
one group mem consensus was
Report Have or state that no
the class clearly and
consensus to ss the class
sure to addre
reached, being hear.
y enou gh for all to
loudl
assess the
in which you
a paragraph
Evaluate Write ssion.
of your discu
effectiveness
1
PANI ON: Unit
22 NOV EL COM 2/5/08 7:04:35
PM
ndd 22
owulf_889156.i
011-022_U1_Be
CON NEC T
LITE RAT URE TO OTH ER
TO OTH ER LITE RAT URE
CON NEC T
ht RE SP ON
the Gre en Knig D TH RO
AD IN GS Gaw ain and Compare the UG H W RI
EXC ERP T: Sir
poem you have Ex po sit
LA TED RE just read to the TIN
LITE RAT URE G
none, which is excerp or y Es sa
WI TH RE helmet had he ted from “Sir Gawa literature select
WO RK 25 Yet hauberk and r to Literature. Then in and the Green ion at the left, y
gallant rider, plate-armor prope answer the quest Knight” in Glenc TALK ABOUT ITCom
pare and
in green was the Nor plastron nor ions below. oe Contrast
Yes, garbed all same hue as
With a small com
group,pare
talk sabout Archetype
his head was the combat, spear for both Beowulf in and conhowtras s Write an UNDERSTAN
And the hair of shoving, nor sharp Com par e & andliter
Siratur
Gawae, such
ts
in and the the character of expository D THE TASK
Beowulf
Glencoe’s his horse, Nor shield for Con tras t Green Knight
are translations. as Gaw Beowulf essay that • An arch
etype is
Readings in deta ils his 1. Epic Does the ways the Discuss ain in “Sir Gaw with ano
ther arch a symbol,
Rela ted ers with a fan round lunging; one hand, holly the language in Prewri
proces ain and the characte a
refer to the your answ And floated finely
like s of
te transla etypal hero r, an ima
questions . Support r, but jot holly cluster in lofty and elevat “Sir Gawain and poem might Brainsto
ting a
t the. meaning, rm ideas abo
Green Knig that reoc ge, or a stor
The following
on of this poem shee t of pape
shoulders; But he held a gaunt and ed sound of an the Green Knigh
epic poem? In t” have the and mood of
impac
different
Use style, ut how the
ht”. curs freq
uently in
y pattern
a separate flowing when groves are
and evok
Library editi this poem differe conpoem. Takean
the orga nizer like two charact literature
answers on beard on his breast what ways es strong
Literature That is greenest nt from the langua is the language your discussion trast the notes on the ers based on responses,
. Write your provided. And a great bushy ge used in Beow of forbelow
two charact one belo
w to help are similar unconsc often
from the texts on the lines Dra gon bare, ulf? how .you ers.
will organize Use the informa you and archetyp ious mem
e note s first of the down , huge and tion on you compare and es in liter ory.
The Slaying
Many
down som ng from his head, his other hand, your essa ature have
ati the drag heavy hair hangi
the on 30 And an axe in y. r chart to
mak
roots in
myths and their
Dino Buzz in “The Slay
5 withWith
ing”
similar? shoulder, shear
ed right monstrous, Beowulf e a plan • An exp legends.
wul f on sters the e to tell ository essa
The New Beo Seamus Hea
ney Compare
the drag
are the two
monWas shorn below t-smasher for anyon piece of y is a shor
s Hour with . In what ways A hideous helme Ga wain nonfictio t
lation of lines in Beowulf round, commun n writing
Online New reads his trans arms were under
the of; icate that
view, Heaney s translatio
n with d long. author deve s an idea. Typically
In the inter pare Heaney’
different? So that half his axe was an ell-ro ,
The head of that
lops a mai an
wulf. Com thesis, in
Which encircling hair, steel was the n idea, or
86-96 of Beo at the a logical,
n in your text. cape, that closes ered gold and way. highly orga
l’s translatio red as by a king’s Of green hamm nized
Burton Raffe r? Why ? Cove
socket, • A thesis
do you prefe bright, with a
translation neck.
horse , much like was burnished of nonfictio
is the mai
n idea of
mighty And the blade Draft Writ n. a work
The mane of that e an intro
broad edge, keenest razors
statement duction.
the beard, for cutting, as about how Be sure
combed, was copio
usly
ly honed least one the two arch it includes a thes
Well crisped and 35 Acute 2. Archetype
What archetypal paragrap
h about how etypes com is that mak
Story 10 one para
the two arch pare to each othe
es a broa Grammar
Medusa’s d ’s
plaitedusa
are. great strongof the Green Knight? How characteristics do you see in graph abo d Tip
and in “Me twinkling in the gripped it by its do these this introd support the ut how
ideas in eac they are similar.
etypes are r. Develop Semicolons
Jane Cahill in Beowulf of twining gold,
s to
twists The grim man archetypal figure
of Beowulf?
characteristics
compare to
uction
thesis but Provide exam
different
and at leas
at
role of fate usa’sWith
response handle, the do not repe h of your body para t Semicolo
Describe the ’s and Med green, the way to ples from ns are ofte
are Beowulf er, a golden one
next. d with iron all at it word
for word.
graphs. Con the text to of periods n used inste
Story.” How Which was woun clude by to connect ad
First a green gossam Revise Exch restating
your sentence short, cho
l fate different? ck followed suit, the end, ange pap s, particula ppy
from Grende His flowing tail
and forelo
green with grace
ful designs. work ans
wers the
ers with
a classma sentence
s are para
rly when
the
ster in Gren
del of bright And graven in assignment, te. Decide llel in
John Gard
ner
l of the mon bound with bands caugh t at the the evidenc
e to the provides whether constructio
n:
the portraya And both were round it, was thesis. Also eno ugh quoted you r classma
How does l in Beowulf
?
green, s, A cord curved focused.
Give you
r clas decide whe evidence, te’s He grab
bed his
bag and
the portraya exquisite stone head, loops,
commen
ts your clas smate feedback,
ther the and relates did not wan
t to be late ran; he
ed to the end with
differ from writing is
15 Ornament at intervals in smate mak and be sure clear
them ed to the haft es on you you underst and
.
running through 40 Then hitch to in plenty Edit and r own wor and the Like con
While a thong s attached there Proofread k. junction
threaded on high With costly tassel richly. effectively Edit your also be used s, semicolo
ns can
s of shed and brigh t green embroidered and is wel writing so splices: to correct
from Tale n bells, burni On bosses of and spelling l organize that it exp comma
Thumbnail Many bright golde hall, this man, errors. d. Carefully resses you
with the Big In he rode, and up the proofread r thoughts Even whe
n she’s very
The Woman ringing. in the whole the high dais,
dreading no for grammar
, punctua eats very hungry,
the Basotho Such a horse , such a horseman, Driving towards 3. Mood What
tion, thirsty she
slowly; whe she
n she’s very
ma an with the takes only
Minnie Post danger. is the mood of
in “The Womwide world over small sips
edited by ng, but glaredKnigh this excerpt from .
Riddles es do you see or observed by those no one a greeti
t”? How is this
mood different “Sir Gawain and Use sem
Old English What simi
lariti
wulf? Was never seen 45 He gave Beowulf? from the mood the Green icolons spar
W. Kennedy it bnai l” and Beo bled before , all. of the opening variety to ingly to
add
by Charles explain how Big Thum assem and where of your writ
translated Beowulf and nce was, “Who ing.
kenning from e.
Not one. His opening uttera Gladl y
Choose a 20 he seemed of this gathering?
ed as a riddl Lightning like Is the governor
might be view and stun.
And swift to strike would I have speec h
, men deemed, my eyes and
His dreadful blows Behold him with
t death was done. with him.”
Once dealt, mean
50 NOV EL
Unit 1
ANIO N:47
COM PAN
Beo wulf ION : Uni
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I n t e ra c t i v e Re a d ing Le ssons 3
NOTE-TAKING SYSTEMS
You may dislike taking notes. Perhaps you don’t believe that notes are useful or
maybe you just haven’t been shown how to do an effective job of taking notes.
The Novel Companion will teach you two different systems of taking notes. These
systems will help you develop note-taking skills to use in school and for the rest
of your life. Research shows that students who take good notes perform better on
tests, and note-taking skills are crucial if you plan to attend college. When you
take notes, you become more actively engaged in what you read by constantly
looking for main ideas, supporting details, and key relationships.
Note-Taking Lessons and BIG Ideas

The note-taking lessons in the Novel Companion are focused on helping you find
a connection between the main ideas of featured novels (or autobiographies or
plays) and the Big Ideas, or major themes, of the units in your textbook, Glencoe
Literature. By learning the note-taking skills presented in the Novel Companion,
you will be able to make such connections more readily and easily.
On-Page Note-Taking
College students routinely write on the pages of the books they are reading, using
the margins to jot down ideas and questions. If you are allowed to mark up your
text, you can write notes directly on the page. The On-Page Note-Taking lessons
prompt you to make connections to a Big Idea by marking up an excerpt using a
system of symbols.
4
NOTE-TAKING SYSTEMS
The Cornell Note-Taking System

The Novel Companion will also train you in the Cornell Note-Taking System,
which was developed at Cornell University to help students take more effective
notes. In this system, the page is divided into two columns, one wide and one
narrow. This format provides a way to organize your thinking. You’ll use the
Cornell Note-Taking System to take notes on excerpts from the novels and how
the excerpts relate to the Big Ideas. The following summarizes the steps of the
system:
Record First, you will record notes in the right (wide) column as you read.
Your notes may include summaries, bulleted lists, and graphic organizers.
Reduce Next, you will reduce, or condense, your notes into key words,
phrases, questions, and comments in the left (narrow) column. This step will
help you clarify meaning, find information within your notes, and trigger your
memory when you study.
Recap Finally, you will use the bottom portion of the page to recap, or
summarize, what you have learned from your notes. This step helps strengthen
your grasp of what you just read before you move on to the next section of text.
A Lifelong Skill
Once you become accustomed to using the note-taking skills taught in the
Novel Companion, you’ll be able to use these skills when you read other
literature, when you listen to a lecture in class, when you attend a meeting,
or even as you watch a film.
N o t e - Ta ki ng Sy st e ms 5
NOTE-TAKING LESSONS
Through the note-taking lessons presented in the Novel Companion, you’ll be

learning to record important information in your own words, to reduce it to key
words that will help you remember your notes, and to apply your notes as you
answer questions and read and write about the novels and other longer works
in the program.
ON-PAGE NOTE-TAKING: BIG Idea
MARK IT UP POEM EXCERPT: PART 18

Are you allowed to write in your novel?
If so, then mark up the pages as you They brought a foaming cup and offered it
read, or reread, to help with your To Beowulf; it was taken and given in friendship.
note-taking. Develop a shorthand
And he was given a mail shirt, and golden armbands,
system, including symbols, that works
for you. Here are some ideas: 1195 And the most beautiful necklace known to men:
Underline = important idea Nowhere in any treasure-hoard anywhere
Read, Question, and Mark-Up Bracket = text to quote

Asterisk = just what you were looking
for
On earth was there anything like it, not since
Hama carried the Brosings’ necklace
Home to his glorious city, saved
Checkmark = might be useful
Not only will you be interacting with excerpts from Circle = unfamiliar word or phrase to
look up
1200 Its tight-carved jewels, and his skin, and his soul
From Ermric’s treachery, and then came to God.
Higlac had it next, Swerting’s
the novels as you work with the literary elements and Grandson; defending the golden hoard
His battle-hard hands had won for him, the Geats’
1205 Proud king lost it, was carried away
reading strategies assigned to a chapter set, but you By fate when too much pride made him feud
With the Frisians. He had asked for misery; it was granted him.
He’d borne those precious stones on a ship’s
will also be working with excerpts that relate to the 1210
Broad back; he fell beneath his shield.
His body, and his shining coat of mail,
Big Idea assigned to each chapter set.

And that necklace, all lay for Franks to pluck,
왘 BIG Idea For jackal warriors to find when they walked through
The Epic Warrior What did you learn The rows of corpses; Geats, and their king,
about Beowulf that confirms his role
Lay slaughtered wherever the robbers looked.
as an epic hero?
1215 The warriors shouted. And Welthow spoke:
Mark up the excerpt, looking for “Wear these bright jewels, belovèd Beowulf;
You will take notes on the excerpt—right on the page. evidence of how it expresses the
Big Idea.
Enjoy them, and the rings, and the gold, oh fortunate young
Warrior; grow richer, let your fame and your strength
Go hand in hand; and lend these two boys
With practice, you will devise a short-hand system 1220 Your wise and gentle heart! I’ll remember your
Kindness. Your glory is too great to forget:
that works for you. In the meantime, you can use the It will last forever, wherever the earth
Is surrounded by the sea, the winds’ home,
And waves lap at its walls. Be happy
suggested on-page mark-up system. 1225 For as long as you live! Your good fortune warms
My soul. Spread your blessèd protection
Across my son, and my king’s son!
Record, Reduce, and Recap 18 NOVEL COM PANION: Unit 1
You will also learn the Cornell Note-Taking System, 011-022_Beowulf_889156.indd 18 1/23/08 12:53:52 PM
described on the previous page. Here you will

take notes on the excerpt you marked up on the
On-Page Note-Taking page. CORNELL NOTE-TAKING: BIG Idea
Use the Cornell Note-Taking system to take notes on the excerpt at the left. Reduce
Record your notes, Reduce them, and then Recap (summarize) them.
Try the following approach as you
reduce your notes.
Record
TO THE POINT
Write a few key ideas.
Recap
Beowu l f: Prol ogue-Part 18 19
011-022_Beowulf_889156.indd 19 1/23/08 12:53:53 PM
6
Beowulf
A translation by Burton Raffel
7
INTRODUCTI ON TO THE EPIC POEM
Beowulf
A translation by Burton Raffel
Major Themes Several major themes are evident
“ One of the most important remains of Anglo-
Saxon literature is the epic poem Beowulf. Its age
in this ancient epic poem:
• The search to attain a measure of immortality by
is unknown; but it comes from a very distant and performing heroic deeds. This theme is introduced
hoar antiquity . . . It is like a piece of ancient in the prologue, which describes
armor; rusty and battered, and yet strong.
” Danish heroes,
—Henry Wadsworth Longfellow Ancient kings and the glory they cut
For themselves, swinging mighty swords!
It is a curious fact that some of the world’s greatest
literature has come to us from an unknown hand. It is developed throughout the poem in
Beowulf, the first epic poem in the English descriptions of Beowulf’s exploits and is
language, ranks high among such literature. reinforced in the conclusion, in which the Geats
Scholars believe that this epic about a brave praise Beowulf for his heroic deeds.
warrior who vanquishes evil monsters was
composed between the mid-seventh century and • The importance of maintaining a civilized, orderly
the end of the tenth century. Some of the story society. Beowulf abounds with contrasts between
materials the poet uses may have been passed down order (good) and chaos (evil). You will note, for
by word of mouth from one generation to the next. example, the sharp difference between the
misery that the Danes suffer when they are
Beowulf was probably composed in writing by one kingless and the prosperity that they enjoy when
man. Although no one knows the identity of the Shild takes control—or the contrast between
author, he lived in what is now England, probably Hrothgar and Grendel, Herot and Grendel’s lair,
somewhere north of the river Thames. Little more the Danes’ victory feasts and Grendel’s man-
can be said about the author with certainty, except eating attacks.
that he was highly skilled in poetic technique and
was thoroughly familiar with the traditional themes • The display of courage in the face of death. Before
and legends of early Germanic culture. confronting each of his three major adversaries,
Beowulf vows to fight unyieldingly even if he is
What is it about Beowulf that moved the American fated to die.
poet Longfellow to compare it to “a piece of
ancient armor; rusty and battered, and yet strong”?
Perhaps it is that the poet fused early Germanic
history, legends, mythology, and ideals with
Christian faith and values to create an enduring
work of art that inspires as it entertains. Or perhaps
it is that we still cherish many of the qualities that
Beowulf embodies—among them courage, loyalty,
and generosity.
8 NOVEL COMPANI O N : U ni t 1
INTRODUCTION TO T H E EPIC POEM
Danes and Geats The poem is set mainly in Unferth, a warrior in Hrothgar’s court who
Denmark and Geatland (now southern Sweden) challenges Beowulf’s bravery
during the sixth century. Welthow, Hrothgar’s wife
Wiglaf, a young warrior and relative of Beowulf
The map at right shows the locations of peoples
mentioned in Beowulf. The proximity of those
peoples to one another, together with the warrior
code they followed, made for frequent clashes.
Early Denmark and Sweden
Warriors and Monsters Much of the early action During the Time of Beowulf
takes place in Herot, a great mead hall, or banquet
hall, where the well-loved and generous Danish Swedes
king Hrothgar holds court. The following list
includes the principal characters in Beowulf.
Geats
Beowulf, an ideal warrior of the Geats and the
hero of the poem Jutes
Dragon, a fire-breathing, snakelike monster that North Danes
Sea a
terrorizes the Geats Se
Grendel, a monster with human qualities that ltic
Ba
terrorizes Herot for twelve years
Grendel’s mother, a monster that also terrorizes
Herot
Hrothgar, Danish king and builder of Herot Frisians
Higlac, king of the Geats and uncle of Beowulf
Shild, legendary king of the Danes and great- Franks
grandfather of Hrothgar
Buried Treasure
In 1939, excavations at Sutton Hoo be the burial site of an early Anglo- part, on memories of the ancient
(in Suffolk, England) uncovered a Saxon king or nobleman. The burial. Some have even speculated
royal treasure-filled ship buried in treasures found there were so that the poem was composed as a
the seventh century—perhaps not much like those described in tribute to the late king, but no solid
long before Beowulf was first Beowulf that scholars suggest evidence has been found to
composed. The ship is thought to Beowulf may have been based, in support this notion.
Be ow ulf 9
MEET TH E GEATS, DANES, AND SWEDES OF BEOWULF
The Principal Human Characters in Beowulf

By the time that Beowulf was written down, Germanic tribes from Scandinavia and elsewhere
in northern Europe had been invading England’s shores for centuries. The principal human
characters in Beowulf hail from three Scandinavian tribes: the Geats, the Danes, and the
Swedes. The genealogy of these tribes is shown below.
THE GEATS
Swerting
Hrethel
Herbald Hathcyn Higlac daughter

(m. Higd) (m. Edgetho)
daughter Herdred BEOWULF

(m. Efor)
THE DANES
Shild
Beo
Healfdane
Hergar Hrothgar Halga Yrs

(m. Welthow) (m. Onela)
Hrethric Hrothmund Freaw

(m. Ingeld)
Herward Hrothulf
THE SWEDES
Ongentho
Ohther Onela
(m. Yrs)
Eanmund Eadgils
10 NOVEL COMPAN I O N : U ni t 1
BEFORE YOU READ: Prologue-Par t 18
Connect to the Literature NOVEL NOTEBOOK

Keep a special notebook to record
Who are today’s heroes? What special qualities do these people possess? entries about the novels that you read
this year.
Discuss Heroes
With a small group of classmates, brainstorm a list of people who are admired
WRITE THE CAPTION
as heroes. Next to the name of each person on the list, jot down a few
Write a caption for the image below, in
qualities that make this person a hero. What does your list suggest about the
the present tense, using information in
qualities that people prize today? Build Background.
Build Background
A Contest of Insults
Beowulf contains one of the earliest instances in English of a flyting—a
dispute, or an exchange of personal abuse, in verse. In part 8, the Danish
warrior Unferth calls Beowulf a “boastful fool” and taunts him for undertaking
and losing a reckless swimming match. Beowulf responds by telling how the
match really went, accusing Unferth of fratricide, and faulting him for lacking
the heart to confront Grendel. To the Anglo-Saxons, the worst crime that a
person could commit was fratricide, the murder of one’s own brother. The
author of Beowulf, who used both Christian and pagan elements in his story,
specifically refers to the most famous fratricide in the Bible, the murder of
Abel by his jealous brother Cain, as the source of Grendel’s evil. In some of
the opening lines of Beowulf, Grendel is described as “Conceived by a pair of
those monsters/Born of Cain, murderous creatures banished/By God,
punished forever for the crime/Of Abel’s death.”
B e o w u l f : P ro l o gue - Pa rt 18 11
BEFORE YOU READ: Prologue-Par t 18
Set Purposes for Reading Vocabulary

SF_Head
왘 BIG Idea The Epic Warrior
lament [lə ment´]
Anglo-Saxon culture expresses a brooding vision of a failing human world beset n. expression of sorrow or grief
by dark forces. Against these grim conditions emerged the epic warrior, motivated The night his wife died, the man
by the desire of undying fame. In many ways, Beowulf is the ideal epic warrior. took out his old guitar and played a
sorrowful lament.
As you read, think about how Beowulf embodies the values of his people. Ask
yourself: Does the role of the epic hero still have relevance today? loathsome [lōth´səm]
adj. extremely disgusting; repulsive;
offensive
Literary Element Epic A sour and loathsome smell told us
that the meat was already rotten.
An epic is a long narrative poem that recounts the adventures of a larger-than-
life hero. This epic hero is usually a man with high social status who embodies reparation [rep´ə rā´shən]
the ideals of his people. He is often of great historical and legendary importance. n. act of giving satisfaction or
making amends, as for a wrong or
Works such as Beowulf are called folk epics because they have no certain an injury
authorship and arise, usually through storytelling, from the collective The new hat was given as a
experiences of a people. reparation for the hat that had
been ruined.
As you read, think about why this epic story has historical significance. Ask reprisal [ri pr¯´zəl]
yourself how the hero, Beowulf, embodies the ideals of his people. n. retaliation against an enemy for
injuries or losses suffered, with the
intent of inflicting equal or
Reading Strategy Analyze Form greater injury
Form is the characteristic structure language, and themes of a traditional or As a reprisal for hitting me with a
distinctive type of poetry. Analyzing form often includes studying the lengths snowball, I put a piece of ice inside
my brother’s boot.
of lines and stanzas and measuring the poem’s meter, the regular pattern
of stresses and unstressed syllables that give a line of poetry a predictable solace [solís]
rhythm. n. relief from sorrow or
disappointment; comfort; consolation
The epic poem is a traditional form that has been used for thousands of A warm, soothing bath is a welcome
years. Characteristics of this form include poetic lines that have regular meter solace after a hard day.
and rhythm and the use of formal, elevated, or even lofty language.
As you read, occasionally stop and read a stanza out loud. Notice the regular
meter and rhythm in your voice as you speak the words of the poem. Take a
moment to analyze the structure and meter of the stanza. You may find it helpful
to use a graphic organizer like the one below. The graphic organizer on the next
page can also help you identify the important characteristics of epic poetry.
Number of Lines in Stanza Number of Syllables Per Line Pattern(s) Found in Meter
AC T IVE READING: Prologue-Par t 18
An epic poem is a traditional form that has been used poem. In each box below, write a brief quote that
for thousands of years. Many important characteristics illustrates each characteristic.
of epic poetry are introduced in the first section of the
A hero with high social status Formal and lofty language
A setting that includes many lands Supernatural creatures or forces

or countries
Deeds of great valor A narrator with a third-person point of view
B e o w u l f : P ro l o g ue - Pa rt 18 13
INTERACTIVE READING: Literar y Element
Literary Element POEM EXCERPT: PART 4

Epic What characteristics of an epic Their leader answered him, Beowulf unlocking
poem are represented in Beowulf’s Words from deep in his breast:
introduction? 260 “We are Geats,
Men who follow Higlac. My father
Was a famous soldier, known far and wide
As a leader of men. His name was Edgetho.
His life lasted many winters;
265 Wise men all over the earth surely
Remember him still. And we have come seeking
Your prince, Healfdane’s son, protector
Of this people, only in friendship: instruct us,
Watchman, help us with your words! Our errand
270 Is a great one, our business with the glorious king
Of the Danes no secret; there’s nothing dark
Or hidden in our coming. You know (if we’ve heard
The truth, and been told honestly) that your country
Is cursed with some strange, vicious creature
275 That hunts only at night and that no one
Has seen. It’s said, watchman, that he has slaughtered
Your people, brought terror to the darkness. Perhaps
Hrothgar can hunt, here in my heart,
For some way to drive this devil out—
280 If anything will ever end the evils
Afflicting your wise and famous lord.
Here he can cool his burning sorrow.
Or else he may see his suffering go on
Forever, for as long as Herot towers
285 High on your hills.”
The mounted officer
Answered him bluntly, the brave watchman:
“A soldier should know the difference between words
And deeds, and keep that knowledge clear
290 In his brain. I believe your words, I trust in
Your friendship. Go forward, weapons and armor
And all, on into Denmark. I’ll guide you
Myself—and my men will guard your ship,
Keep it safe here on our shores,
INTERA CT IVE READING: Literar y Element
295 Your fresh-tarred boat, watch it well, Literary Element

Until that curving prow carries
Epic How does this description of
Across the sea to Geatland a chosen Beowulf and his men support the
Warrior who bravely does battle with the creature traditional image of the epic hero?
Haunting our people, who survives that horror
300 Unhurt, and goes home bearing our love.”
Then they moved on. Their boat lay moored,
Tied tight to its anchor. Glittering at the top
Of their golden helmets wild boar heads gleamed,
Shining decorations, swinging as they marched,
305 Erect like guards, like sentinels, as though ready
To fight. They marched, Beowulf and his men
And their guide, until they could see the gables
Of Herot, covered with hammered gold
And glowing in the sun—that most famous of all dwellings,
310 Towering majestic, its glittering roofs
Visible far across the land.
Their guide reined in his horse, pointing
To that hall, built by Hrothgar for the best
And bravest of his men; the path was plain,
315 They could see their way. And then he spoke:
“Now I must leave you: may the Lord our God
Protect your coming and going! The sea
Is my job, keeping these coasts free
Of invaders, bands of pirates: I must go back.”
INTERACTIVE READING: Reading Strategy
Reading Strategy POEM EXCERPT: PART 11

Analyze Form How does the rhythm 710 Out from the marsh, from the foot of misty
and meter of this passage help Hills and bogs, bearing God’s hatred,
support the meaning of the words? Grendel came, hoping to kill
Anyone he could trap on this trip to high Herot.
He moved quickly through the cloudy night,
715 Up from his swampland, sliding silently
Toward that gold-shining hall. He had visited Hrothgar’s
Home before, knew the way—
But never, before nor after that night,
Found Herot defended so firmly, his reception
720 So harsh. He journeyed, forever joyless,
Straight to the door, then snapped it open,
Tore its iron fasteners with a touch
And rushed angrily over the threshold.
He strode quickly across the inlaid
725 Floor, snarling and fierce: his eyes
Gleamed in the darkness, burned with a gruesome
Light. Then he stopped, seeing the hall
Crowded with sleeping warriors, stuffed
With rows of young soldiers resting together.
730 And his heart laughed, he relished the sight,
Intended to tear the life from those bodies
By morning; the monster’s mind was hot
With the thought of food and the feasting his belly
Would soon know. But fate, that night, intended
735 Grendel to gnaw the broken bones
Of his last human supper. Human
Eyes were watching his evil steps,
Waiting to see his swift hard claws.
Grendel snatched at the first Geat
740 He came to, ripped him apart, cut
His body to bits with powerful jaws,
Drank the blood from his veins and bolted
Him down, hands and feet; death
And Grendel’s great teeth came together,
745 Snapping life shut. Then he stepped to another
Still body, clutched at Beowulf with his claws,
Grasped at a strong-hearted wakeful sleeper
—And was instantly seized himself, claws
INTERA CT IVE READING: Reading Strategy
Bent back as Beowulf leaned up on one arm. Reading Strategy

750 That shepherd of evil, guardian of crime,
Analyze Form What words or phrases
Knew at once that nowhere on earth in this passage help create the
Had he met a man whose hands were harder; impression that this epic story is
His mind was flooded with fear—but nothing “larger-than-life”?
Could take his talons and himself from that tight

755 Hard grip. Grendel’s one thought was to run
From Beowulf, flee back to his marsh and hide there:
This was a different Herot than the hall he had emptied.
But Higlac’s follower remembered his final
Boast and, standing erect, stopped
760 The monster’s flight, fastened those claws
In his fists till they cracked, clutched Grendel
Closer. The infamous killer fought
For his freedom, wanting no flesh but retreat,
Desiring nothing but escape; his claws
765 Had been caught, he was trapped. That trip to Herot
Was a miserable journey for the writhing monster!
ON-PA GE NOTE-TAKING: BIG Idea

If so, then mark up the pages as you They brought a foaming cup and offered it
read, or reread, to help with your To Beowulf; it was taken and given in friendship.
And he was given a mail shirt, and golden armbands,
for you. Here are some ideas: 1195 And the most beautiful necklace known to men:
Underline = important idea Nowhere in any treasure-hoard anywhere
Bracket = text to quote On earth was there anything like it, not since
Asterisk = just what you were looking Hama carried the Brosings’ necklace
for
Home to his glorious city, saved
1200 Its tight-carved jewels, and his skin, and his soul
Circle = unfamiliar word or phrase to
look up
From Ermric’s treachery, and then came to God.
Higlac had it next, Swerting’s
Grandson; defending the golden hoard
His battle-hard hands had won for him, the Geats’
1205 Proud king lost it, was carried away
By fate when too much pride made him feud
With the Frisians. He had asked for misery; it was granted him.
He’d borne those precious stones on a ship’s
Broad back; he fell beneath his shield.
1210 His body, and his shining coat of mail,
And that necklace, all lay for Franks to pluck,
왘 BIG Idea For jackal warriors to find when they walked through
The Epic Warrior What did you learn The rows of corpses; Geats, and their king,
about Beowulf that confirms his role
Lay slaughtered wherever the robbers looked.
as an epic hero?
1215 The warriors shouted. And Welthow spoke:
Mark up the excerpt, looking for “Wear these bright jewels, belovèd Beowulf;
evidence of how it expresses the
Enjoy them, and the rings, and the gold, oh fortunate young
Big Idea.
Warrior; grow richer, let your fame and your strength
Go hand in hand; and lend these two boys
1220 Your wise and gentle heart! I’ll remember your
Kindness. Your glory is too great to forget:
It will last forever, wherever the earth
Is surrounded by the sea, the winds’ home,
And waves lap at its walls. Be happy
1225 For as long as you live! Your good fortune warms
My soul. Spread your blessèd protection
Across my son, and my king’s son!
CORNELL NOTE-TAKING: BIG Idea
reduce your notes.
Record
TO THE POINT
Recap
AFTER YOU READ: Prologue-Par t 18
Respond and Think Critically APPLY BACKGROUND

1. How did Hrothgar come to know Beowulf’s father? Do you think that Reread Introduction to the Epic
Beowulf feels indebted to Hrothgar for his past kindnesses to the family? Poem on pages 8–9. How did that
Explain. [Infer] information help you understand or
appreciate what you read in the
epic poem?
2. Contrast Beowulf and Unferth. What function does Unferth serve in the
poem? [Compare]
3. Based on Welthow’s actions in the poem, what role or roles do you think
women played in Anglo-Saxon society? [Conclude]
4. In your opinion, would the story be better if it were written in prose rather
than verse? Explain. [Evaluate]
5. The Epic Warrior Think of a contemporary hero from a television show or

movie. How does that hero compare to the epic warrior, Beowulf?
[Compare]
Literary Element Epic Vocabulary Practice

In what ways does the story of Beowulf represent the Respond to these questions.
universal conflict between good and evil? What
message or messages about this conflict does the 1. When are you more likely to hear a lament, after a
poem communicate to the reader? [Evaluate] plane takes off or after a ship sinks?
2. Which is more loathsome, a soiled handkerchief

or a field of poppies?
3. Which is more likely to accompany a reparation,

an apology or an accusation?
4. Which word would better describe a reprisal, fair

or harsh?
5. Which emotion might lead someone to seek

solace, envy or grief?
Academic Vocabulary
Reading Strategy Analyze Form In battle with Grendel, Beowulf was able to dominate
and defeat the beast. In the preceding sentence,
Look at the first few lines at the beginning of each
dominate means “to control or master.” To become
part. What patterns or similarities do you see in how
more familiar with the word dominate, fill out the
each part begins? [Analyze]
graphic organizer below.
definition synonyms
dominate
antonyms sentence/image
B e o w u l f : P ro l o g ue - Pa rt 18 21
Write with Style Speaking and Listening

Apply Form Literature Groups
Assignment Write 10–20 lines of poetry in the style Assignment Some readers view Beowulf as a
and form of an epic poem. boastful glory seeker. Other readers view Beowulf as a
noble, selfless man. With a small group, discuss each
Get Ideas Make a list of possible heroes for your point of view. Try to reach a consensus—a general
poem. To get ideas, think about other stories you know, agreement among the group on an issue.
from books or movies, that have a main character who
is brave and strong. Choose one hero from your list to Prepare Before your group meets, look back at
write about. Beowulf to review how the character is described in
the text. Note what you find in a chart like the
Give It Structure Decide on the approximate one below.
length of each line of your poem. For example, you
may choose to make each line between eight and
twelve syllables. Example Ways this Ways this
of a description description
Begin your first line with words that will grab the description supports supports
reader’s attention, such as the “Hear me!” phrase at of Beowulf the image the image
the beginning of Beowulf. of a of a noble,
boastful selfless
Look at Language Try using examples of the kenning
in your poem. The kenning is a descriptive figure of
glory man
speech used in Old English narrative poetry that takes
seeker
the form of a phrase used to name a person or a
place. For example, in Beowulf, the sea is “the whale
road,” a king is a “ring-giver,” and Grendel is a
“shepherd of evil.”
Throughout your poem, look for opportunities to

replace ordinary words with formal and lofty language.
For example, in Beowulf the simple process of serving
drinks is described as “The cup-bearers hurried with
their sparkling vessels.”
Discuss Respect others’ viewpoints by listening

attentively. Deliver your opinions in a normal tone of
voice, providing clear, specific examples from your
chart to support your judgments.
Report Have one group member orally state your

consensus to the class or state that no consensus was
reached, being sure to address the class clearly and
loudly enough for all to hear.
Evaluate Write a paragraph in which you assess the

effectiveness of your discussion.
BEFORE YOU READ: Par ts 19-31

Recall a time when you stood up for a friend or family member. Why did you entries about the novels that you read
defend the person? this year.
Write a Journal Entry

SUMMARIZE
In your journal, describe the situation and explain why you took a stand.
Summarize in one sentence the most
important idea(s) of the text at the left.
Build Background
The Politics of Marriage
During medieval times, nobles often chose marriage partners for their children.
Most brides were young, under the age of nineteen, while grooms were
usually older. A princess of one people might be given in marriage to the ruler
of another in order to create alliances between their two peoples. Land and
other wealth might also be exchanged as part of a marriage arrangement.
Regardless of these political and financial considerations, marriage was still
considered a Christian sacrament. As you read Beowulf, note the marriages
that are described and think about the alliances that they create.
B e o w u l f : Pa rt s 19 –3 1 23

SF_Head
왘 BIG Idea The World of Romance
exulting [i zultín]
During the Anglo-Saxon and medieval periods, the upper classes enjoyed adj. rejoicing greatly
romantic tales about legendary heroes such as brave knights who followed a When their team won the game, the
code of ethics called chivalry. According to the code, knights strove to be exulting fans cheered loudly.
honorable, generous, brave, skillful in battle, respectful to women, and
protective of widows and orphans. fetters [fet´ərz]
n. anything that confines or restrains
As you read, pay attention to the ways Beowulf’s behavior does and doesn’t These repeated interruptions put
conform to the ideals of chivalry. fetters on my ability to get my work
done.
host [hōst]
Literary Element Archetype n. large number; multitude
An archetype is a symbol, a character, an image, or a story pattern that There are a host of reasons why this
reoccurs frequently in literature and evokes strong responses, often based on desert climate is so dry.
unconscious memory. For example, a hero’s dangerous quest is an archetypal
imperious [im pēr´ ē əs]
journey that reoccurs in literature and film. adj. dictatorial; domineering;
overbearing
Many archetypes in literature have their roots in myths and legends.
The queen was imperious, insisting
Recognizing the archetypes in a story helps the reader understand the that her every command be carried
meaning and emotional power of certain characters, events, or images. out immediately.
As you read, notice which characters, images, or story patterns seem familiar surging [surj´ in]
to you. This sense of familiarity may indicate that you have encountered an adj. moving with a violent, heaving,
archetype. Use the graphic organizer in the next page to help you recognize swelling motion
some of these archetypes. During the storm, the surging waves
began to overpower the small ship.
Reading Strategy Analyze Historical Context

Analyzing historical context involves gathering background information and
exploring the social forces that influenced the writing of a literary work. Element in Historical
the Literary Context
Beowulf is set during the sixth century, a time of great conflict between Work
different groups and tribes. Across Europe and Scandinavia, bands of warriors
regularly raided the lands of their enemies, looting and burning towns and
settlements.
As you read, take notes about the historical context of Beowulf. Use a
two-column chart like the one at the right. You may need to consult an
encyclopedia or other reference too to find additional information that will
help you analyze the historical context.
ACT IVE READING: Par ts 19-31
Many symbols and images in Beowulf are archetypes below, write the emotional response that the symbol
that evoke strong emotional responses. In each circle or image evokes.
an old sword Beowulf leaping into the lake
the beast’s claws a brilliant light
B e o w u l f : Pa rt s 19 –3 1 25

Archetype What archetypal As his words ended
characteristics do you see in the He leaped into the lake, would not wait for anyone’s
setting of the battle between Beowulf Answer; the heaving water covered him
and Grendel’s mother?
1495 Over. For hours he sank through the waves;
At last he saw the mud of the bottom.
And all at once the greedy she-wolf
Who’d ruled those waters for half a hundred
Years discovered him, saw that a creature
1500 From above had come to explore the bottom
Of her wet world. She welcomed him in her claws,
Clutched at him savagely but could not harm him,
Tried to work her fingers through the tight
Ring-woven mail on his breast, but tore
1505 And scratched in vain. Then she carried him, armor
And sword and all, to her home; he struggled
To free his weapon, and failed. The fight
Brought other monsters swimming to see
Her catch, a host of sea beasts who beat at
1510 His mail shirt, stabbing with tusks and teeth
As they followed along. Then he realized, suddenly,
That she’d brought him into someone’s battle-hall,
And there the water’s heat could not hurt him,
Nor anything in the lake attack him through
1515 The building’s high-arching roof. A brilliant
Light burned all around him, the lake
Itself like a fiery flame.
Then he saw
The mighty water witch, and swung his sword,
1520 His ring-marked blade, straight at her head;
The iron sang its fierce song,
Sang Beowulf’s strength. But her guest
Discovered that no sword could slice her evil
Skin, that Hrunting could not hurt her, was useless
1525 Now when he needed it. They wrestled, she ripped
And tore and clawed at him, bit holes in his helmet,
And that too failed him; for the first time in years
Of being worn to war it would earn no glory;
It was the last time anyone would wear it. But Beowulf
1530 Longed only for fame, leaped back Literary Element

Into battle. He tossed his sword aside,
Archetype Why might Beowulf’s last-
Angry; the steel-edged blade lay where minute escape from death be
He’d dropped it. If weapons were useless he’d use considered a literary archetype?
His hands, the strength in his fingers. So fame
1535 Comes to the men who mean to win it
And care about nothing else! He raised
His arms and seized her by the shoulder; anger
Doubled his strength, he threw her to the floor.
She fell, Grendel’s fierce mother, and the Geats’
1540 Proud prince was ready to leap on her. But she rose
At once and repaid him with her clutching claws,
Wildly tearing at him. He was weary, that best
And strongest of soldiers; his feet stumbled
And in an instant she had him down, held helpless.
1545 Squatting with her weight on his stomach, she drew
A dagger, brown with dried blood, and prepared
To avenge her only son. But he was stretched
On his back, and her stabbing blade was blunted
By the woven mail shirt he wore on his chest.
1550 The hammered links held; the point
Could not touch him. He’d have traveled to the bottom of
the earth,
Edgetho’s son, and died there, if that shining
Woven metal had not helped—and Holy
God, who sent him victory, gave judgment
1555 For truth and right, Ruler of the Heavens,
Once Beowulf was back on his feet and fighting.
B e o w u l f : Pa rt s 19 –3 1 27
Reading Strategy POEM EXCERPT: PART 28

Analyze Historical Context How does Then Beowulf and his men went walking along
this passage reflect the primary The shore, down the broad strip of sand.
method of communication during this 1965 The world’s bright candle shone, hurrying
time period, word of mouth?
Up from the south. It was a short journey
From their ship to Higlac’s home, to the hall
Where their king, Ongentho’s killer, lived
With his warriors and gave treasures away. They walked
1970 Quickly. The young king knew
They were back, Beowulf and his handful of brave
Men, come safely home; he sat,
Now, waiting to see them, to greet
His battle-comrades when they arrived at his court.
1975 They came. And when Beowulf had bowed to his lord,
And standing in front of the throne had solemnly
Spoken loyal words, Higlac
Ordered him to sit at his side—he
Who had survived, sailed home victorious, next to
1980 His kinsman and king. Mead cups were filled
And Hareth’s daughter took them through the hall,
Carried ale to her husband’s comrades.
Higlac, unable to stay silent, anxious
To know how Beowulf’s adventure had gone,
1985 Began to question him, courteous but eager
To be told everything.
“Belovèd Beowulf,
Tell us what your trip to far-off places
Brought you, your sudden expedition on the salty
1990 Waves, your search for war in Herot?
Did you end Hrothgar’s hopeless misery,
Could you help that glorious king? Grendel’s
Savagery lay heavy on my heart but I was afraid
To let you go to him; for a long time
1995 I held you here, kept you safe,
Forced you to make the Danes fight
Their own battles. God be praised
That my eyes have beheld you once more, unharmed!”
Beowulf spoke, Edgetho’s brave son:
2000 “My lord Higlac, my meeting with Grendel Reading Strategy

And the nighttime battle we fought are known
Analyze Historical Context What does
To everyone in Denmark, where the monster was once this passage suggest to you about the
The uncrowned ruler, murdering and eating role of women during this time period?
Hrothgar’s people, forever bringing them
2005 Misery. I ended his reign, avenged
His crimes so completely in the crashing darkness
That not even the oldest of his evil kind
Will ever boast, lying in sin
And deceit, that the monster beat me. I sought out
2010 Hrothgar, first, came to him in his hall;
When Healfdane’s famous son heard
That I’d come to challenge Grendel, he gave me
A seat of honor alongside his son.
His followers were drinking; I joined their feast,
2015 Sat with that band, as bright and loud-tongued
As any I’ve ever seen. His famous
Queen went back and forth, hurrying
The cup-bearing boys, giving bracelets
And rings to her husband’s warriors. I heard
2020 The oldest soldiers of all calling
For ale from Hrothgar’s daughter’s hands,
And Freaw was the way they greeted her when she gave them
The golden cups. And Hrothgar will give her
To Ingeld, gracious Froda’s son;
2025 She and that ripening soldier will be married,
The Danes’ great lord and protector has declared,
Hoping that his quarrel with the Hathobards can be settled
By a woman. He’s wrong: how many wars
Have been put to rest in a prince’s bed?
2030 Few. A bride can bring a little
Peace, make spears silent for a time,
But not long. Ingeld and all his men
Will be drinking in the hall, when the wedding is done
And Freaw is his wife; the Danes will be wearing
2035 Gleaming armor and ring-marked old swords;
And the prince and his people will remember those treasures,
Will remember that their fathers once wore them, fell
With those helmets on their heads, those swords in their hands.
B e o w u l f : Pa rt s 19 –3 1 29

If so, then mark up the pages as you Then Beowulf ordered them to bring in the boar-head
read, or reread, to help with your Banner, the towering helmet, the ancient,
Silvery armor, and the gold-carved sword:
for you. Here are some ideas: 2155 “This war-gear was Hrothgar’s reward, my gift
Underline = important idea From his wise old hands. He wanted me to tell you,
Bracket = text to quote First, whose treasures these were. Hergar
Asterisk = just what you were looking Had owned them, his older brother, who was king
for
Of Denmark until death gave Hrothgar the throne:
2160 But Hergar kept them, would not give them to Herward,
look up
His brave young son, though the boy had proved
His loyalty. These are yours: may they serve you well!”
And after the gleaming armor four horses
Were led in, four bays, swift and all
2165 Alike. Beowulf had brought his king
Horses and treasure—as a man must,
Not weaving nets of malice for his comrades,
Preparing their death in the dark, with secret,
Cunning tricks. Higlac trusted
2170 His nephew, leaned on his strength, in war,
Each of them intent on the other’s joy.
왘 BIG Idea And Beowulf gave Welthow’s gift, her wonderful
The World of Romance During your Necklace, to Higd, Higlac’s queen,
reading, what did you notice about
And gave her, also, three supple, graceful,
Beowulf’s code of ethics?
2175 Saddle-bright horses; she received his presents,
Mark up the excerpt, looking for Then wore that wonderful jewel on her breast.
So Edgetho’s son proved himself,
Big Idea.
Did as a famous soldier must do
If glory is what he seeks: not killing his comrades
2180 In drunken rages, his heart not savage,
But guarding God’s gracious gift, his strength,
Using it only in war, and then using it
Bravely. And yet as a boy he was scorned;
The Geats considered him worthless. When he sat
2185 In their mead-hall, and their lord was making men rich,
He held no claim on the king’s good will.
They were sure he was lazy, noble but slow.
The world spun round, he was a warrior more famous
Than any, and all the insults were wiped out.
reduce your notes.
Record
ASK QUESTIONS
Write a question about the poem. Can
you find the answer in your notes?
Recap
B e o w u l f : Pa rt s 19 –3 1 31
AFTER YOU READ: Par ts 19-31

1. Grendel’s mother is a major figure, but nothing is known about Grendel’s Reread Build Background on
father. In a poem in which ancestry is important, what does Grendel’s page 23. How did that information
ancestry suggest about his character? [Infer] help you understand or appreciate
what you read in the poem?
2. What does Beowulf’s speech just before fighting Grendel’s mother suggest
about his relationship to his men? To Higlac? [Analyze]
3. What sword does Beowulf take into battle? Who gave him the sword? What
does the sword’s failure in battle suggest about its owner? [Conclude]
4. The literary term deus ex machina refers to the improbable and

unexpected introduction of a person or device to make things turn out
right. In your opinion, does the term apply to Beowulf’s fight with Grendel’s
mother? Explain. [Interpret]
5. The World of Romance What examples of chivalry can you find in

Beowulf’s behavior? [Classify]
AFT ER YOU READ: Par ts 19-31
Literary Element Archetype Vocabulary Practice

The archetype of the brave and victorious warrior can A synonym is a word that has the same or nearly the
still be found in literature today. What is it about this same meaning as another word. Match each
archetypal character that makes it so universally boldfaced vocabulary word below with its synonym.
appealing? [Evaluate] Use a thesaurus or dictionary to check your answers.
1. exulting a. favorite
2. fetters b. tyrannical
3. host c. shackles
4. imperious d. heaving
5. surging e. reveling
f. transport
g. quantity
Academic Vocabulary
The outcome of Beowulf’s battle with Grendel’s
mother was the death of the monster. In the
preceding sentence, outcome means “something that
follows as a result or consequence.” Think back to
Beowulf’s battle with Grendel and then fill in the blank
for this statement: In addition to killing Grendel,
another outcome of Beowulf’s battle with Grendel
was
Reading Strategy Analyze Historical Context .
Based on your reading, what conclusions can you
make about the strengths and weaknesses of the
political systems in medieval Europe and Scandinavia?
[Conclude]
B e o w u l f : Pa rt s 19 –3 1 33
Writing Speaking and Listening

Personal Response What lines linger in your Performance
mind? Why? Assignment With a partner, select a dramatic scene
from Beowulf that both of you find interesting and
perform the scene for the class.
Prepare Together, assign a character to each person.

Then plan how to present the scene. Discuss how
your characters will move on the stage and any props
you may need. Then write the dialogue for your
characters. Rehearse your performance at least once to
make sure that everyone knows his or her part.
Perform Present your performance to the class.

Remember to face your audience and speak loudly
enough for the entire audience to hear.
Evaluate After the performance, meet with your

partner to discuss how successful your performance
was and how it might have been better. Use a chart
like the one below to record your ideas.
What worked well What needed

improvement
• We got the • At times actors’

drama of the voices could not
scene across. be heard by
(Audience everyone in the
gasped.) audience.

Are some things worth sacrificing one’s life for? What might they be? entries about the novels that you read
this year.
Discuss Risk
With a partner, talk about someone who risked his or her life to help someone
WRITE THE CAPTION
else. What was the result?
Write a caption for the image below,
using information in Build Background.
Build Background
Beowulf Becomes Popular
Beowulf has become more popular in recent decades due in part to new
translations as well as movie, comic book, opera, and graphic novel versions
of the story. More than 100 English language translations now exist and are
available on the Internet. DC Comics published several comics based on
Beowulf in 1975 and 1976 and Comico and Dark Horse later published a
Grendel series in which the monster was the main character. Gareth Hinds
recently popular graphic novel casts Beowulf as a superhero. Two award-
winning movies in recent years include Beowulf and Grendel (2005) and the
animated, 3-D Beowulf (2007). A 2.8 million opera, Grendel, premiered in
Los Angeles in 2006. Grendel has also made his mark in author John
Gardner’s novel Grendel, told from the monster’s point of view.
B e o w u l f : Pa rt s 3 2 –4 3 35

SF_Head
왘 BIG Idea The Power of Faith
bolt [bōlt]
The Christian church shaped the culture and history of England and Europe. v. to break away from control; start
While Beowulf predates many of the religious writings of the Middle Ages, the and run off
poem incorporates the concept of divine will. Whenever a loud truck drives near
the ranch, the horses bolt for the far
As you read, think about how Beowulf’s faith in God influences his actions and side of the stable.
beliefs. What role does faith play in the response of Beowulf’s followers to
his death? livid [livíd]
adj. having a grayish-blue coloration
from a bruise
Literary Element Mood The athlete’s arm was livid in the
spot where the ball had struck her.
Mood is the emotional quality of a literary work. Elements that contribute to
the mood of a literary work are language, subject matter, setting, diction, and reproach [ri prōch´]
tone, as well as rhyme and rhythm. n. act of reproaching; blame; reproof
My neighbor blamed me for the
An author can create a mood for a character’s emotions or a feeling for a broken window and I felt hurt by
setting. Using a phrase such as vomiting fire and smoke to describe a dragon his reproach.
creates a menacing mood. Likewise, using a phrase such as unwound the skulk [skulk]
string of days to describe time passing creates a formal and solemn mood. v. to move in a furtive or stealthy
manner
As you read, think about the mood in the story. Ask yourself how the language When it spotted its prey, the hungry
in Beowulf creates a mood for the settings and the characters. lion began to skulk through the
tall grass.
Reading Strategy Identify Sequence venomous [ven´ə məs]

adj. able to inflict a poisonous
Identifying sequence is finding the logical order of ideas or events in a text. wound, esp. by biting or stinging;
In Beowulf, the poet retells three principal episodes in the hero’s life. secreting and transmitting venom
If a venomous snake bites you, seek
Sometimes an author chooses to present the events of a story out of order. medical help right away.
For example, in Beowulf the poet sometimes refers to previous events, to
remind the reader of what happened earlier. To understand the story, is it
important for the reader to identify the correct order of events.
As you read, identify the sequence of events in each episode. Use a graphic
organizer like the one started below to record the order of events. The graphic
organizer on the next page can also help you identify the sequence.
The warriors’ rejoicing

Danes celebrate in Herot.
enrages Grendel.
ACT IVE READING: Par ts 32-43
Beowulf is a narrative poem that moves through a section to the end by completing the boxes below. At
sequence of events. As you read Parts 32–43 of the the end, predict the fate of the Geats.
poem, trace the events from the beginning of this
A fugitive steals a cup from the

dragon’s hoard.
Beowulf prepares to fight the

dragon alone.
The dragon wounds Beowulf

mortally.
Beowulf is accorded a hero’s burial. Outcome for the Geats:
B e o w u l f : Pa rt s 3 2 –4 3 37

Mood What mood do the images in But Beowulf remembered how his king had been killed.
these lines convey? As soon as he could he lent the last
Of the Swedish rebels soldiers and gold,
Helped him to a bitter battle across
2395 The wide sea, where victory, and revenge, and the Swedish
Throne were won, and Onela was slain.
So Edgetho’s son survived, no matter
What dangers he met, what battles he fought,
Brave and forever triumphant, till the day
2400 Fate sent him to the dragon and sent him death.
A dozen warriors walked with their angry
King, when he was brought to the beast; Beowulf
Knew, by then, what had woken the monster,
And enraged it. The cup had come to him, traveled
2405 From dragon to slave, to master, to king,
And the slave was their guide, had begun the Geats’
Affliction, and now, afraid of both beast
And men, was forced to lead them to the monster’s
Hidden home. He showed them the huge
2410 Stones, set deep in the ground, with the sea
Beating on the rocks close by. Beowulf
Stared, listening to stories of the gold
And riches heaped inside. Hidden,
But wakeful, now, the dragon waited,
2415 Ready to greet him. Gold and hammered
Armor have been buried in pleasanter places!
The battle-brave king rested on the shore,
While his soldiers wished him well, urged him
On. But Beowulf’s heart was heavy:
2420 His soul sensed how close fate
Had come, felt something, not fear but knowledge
Of old age. His armor was strong, but his arm
Hung like his heart. Body and soul
Might part, here; his blood might be spilled,
2425 His spirit torn from his flesh. Then he spoke.
“My early days were full of war,
And I survived it all; I can remember everything.
I was seven years old when Hrethel opened
His home and his heart for me, when my king and lord Literary Element
2430 Took me from my father and kept me, taught me,
Mood How do the images in these
Gave me gold and pleasure, glad that I sat lines contribute to the poem’s mood?
At his knee. And he never loved me less
Than any of his sons—Herbald, the oldest
Of all, or Hathcyn, or Higlac, my lord.
2435 Herbald died a horrible death,
Killed while hunting: Hathcyn, his brother,
Stretched his horn-tipped bow, sent
An arrow flying, but missed his mark
And hit Herbald instead, found him
2440 With a bloody point and pierced him through.
The crime was great, the guilt was plain,
But nothing could be done, no vengeance, no death
To repay that death, no punishment, nothing.
“So with the graybeard whose son sins
2445 Against the king, and is hanged: he stands
Watching his child swing on the gallows,
Lamenting, helpless, while his flesh and blood
Hangs for the raven to pluck. He can raise
His voice in sorrow, but revenge is impossible.
2450 And every morning he remembers how his son
Died, and despairs; no son to come
Matters, no future heir, to a father
Forced to live through such misery. The place
Where his son once dwelled, before death compelled him
2455 To journey away, is a windy wasteland,
Empty, cheerless; the childless father
Shudders, seeing it. So riders and ridden
Sleep in the ground; pleasure is gone,
The harp is silent, and hope is forgotten.
B e o w u l f : Pa rt s 3 2 –4 3 39
Identify Sequence POEM EXCERPT: PART 36

Identify Sequence What past events And Wiglaf, his heart heavy, uttered
directly influenced Wiglaf’s decision to The kind of words his comrades deserved:
help Beowulf? “I remember how we sat in the mead-hall, drinking
And boasting of how brave we’d be when Beowulf
2635 Needed us, he who gave us these swords
And armor: all of us swore to repay him,
When the time came, kindness for kindness
—With our lives, if he needed them. He allowed us to join him,
Chose us from all his great army, thinking
2640 Our boasting words had some weight, believing
Our promises, trusting our swords. He took us
For soldiers, for men. He meant to kill
This monster himself, our mighty king,
Fight this battle alone and unaided,
2645 As in the days when his strength and daring dazzled
Men’s eyes. But those days are over and gone
And now our lord must lean on younger
Arms. And we must go to him, while angry
Flames burn at his flesh, help
2650 Our glorious king! By almighty God,
I’d rather burn myself than see
Flames swirling around my lord.
And who are we to carry home
Our shields before we’ve slain his enemy
2655 And ours, to run back to our homes with Beowulf
So hard-pressed here? I swear that nothing
He ever did deserved an end
Like this, dying miserably and alone,
Butchered by this savage beast: we swore
2660 That these swords and armor were each for us all!”
Then he ran to his king, crying encouragement
As he dove through the dragon’s deadly fumes:
“Belovèd Beowulf, remember how you boasted,
Once, that nothing in the world would ever
2665 Destroy your fame: fight to keep it,
Now, be strong and brave, my noble
King, protecting life and fame
Together. My sword will fight at your side!”
The dragon heard him, the man-hating monster, Identify Sequence

2670 And was angry; shining with surging flames
Identify Sequence What happens
It came for him, anxious to return his visit. after Beowulf smashes his blade into
Waves of fire swept at his shield the dragon’s head?
And the edge began to burn. His mail shirt
Could not help him, but before his hands dropped
2675 The blazing wood Wiglaf jumped
Behind Beowulf’s shield; his own was burned
To ashes. Then the famous old hero, remembering
Days of glory, lifted what was left
Of Nagling, his ancient sword, and swung it
2680 With all his strength, smashed the gray
Blade into the beast’s head. But then Nagling
Broke to pieces, as iron always
Had in Beowulf’s hands. His arms
Were too strong, the hardest blade could not help him,
2685 The most wonderfully worked. He carried them to war
But fate had decreed that the Geats’ great king
Would be no better for any weapon.
Then the monster charged again, vomiting
Fire, wild with pain, rushed out
2690 Fierce and dreadful, its fear forgotten.
Watching for its chance it drove its tusks
Into Beowulf’s neck; he staggered, the blood
Came flooding forth, fell like rain.
B e o w u l f : Pa rt s 3 2 –4 3 41

If so, then mark up the pages as you The Geats stayed,
read, or reread, to help with your Moaning their sorrow, lamenting their lord:
3150 A gnarled old woman, hair wound
for you. Here are some ideas: Tight and gray on her head, groaned
Underline = important idea A song of misery, of infinite sadness
Bracket = text to quote And days of mourning, of fear and sorrow
Asterisk = just what you were looking To come, slaughter and terror and captivity.
for
3155 And Heaven swallowed the billowing smoke.
Then the Geats built the tower, as Beowulf
look up
Had asked, strong and tall, so sailors
Could find it from far and wide; working
For ten long days they made his monument,
3160 Sealed his ashes in walls as straight
And high as wise and willing hands
Could raise them. And the riches he and Wiglaf
Had won from the dragon, rings, necklaces,
Ancient, hammered armor—all
3165 The treasures they’d taken were left there, too,
Silver and jewels buried in the sandy
Ground, back in the earth, again
왘 BIG Idea And forever hidden and useless to men.
The Power of Faith What did you And then twelve of the bravest Geats
learn about the faith of Beowulf and
3170 Rode their horses around the tower,
his followers?
Telling their sorrow, telling stories
Mark up the excerpt, looking for Of their dead king and his greatness, his glory,
Praising him for heroic deeds, for a life
Big Idea.
As noble as his name. So should all men
3175 Raise up words for their lords, warm
With love, when their shield and protector leaves
His body behind, sends his soul
On high. And so Beowulf’s followers
Rode, mourning their belovèd leader,
3180 Crying that no better king had ever
Lived, no prince so mild, no man
So open to his people, so deserving of praise.
reduce your notes.
Record
MY VIEW
Comment on what you learned from
your own notes.
Recap
B e o w u l f : Pa rt s 3 2 –4 3 43

1. What incident leads the dragon on the path to vengeance? [Summarize] Reread Build Background on
page 35. How did that information
help you understand or appreciate
what you read in the poem?
2. How does Beowulf become king of the Geats? Explain how his ascension
to the throne reinforces the character traits he displays earlier in the poem.
[Analyze]
3. In what way does Wiglaf resemble the younger Beowulf? What makes him
a worthy successor to Beowulf? [Compare]
4. What is usually done with treasures taken from a defeated enemy? Why is
it significant that the treasure from the dragon’s den is buried with Beowulf?
[Conclude]
5. The Power of Faith Based on the references to God in Beowulf, what

can you infer about the beliefs and faith of the poet? [Infer]
AFT ER YOU READ: Par ts 32-43
Literary Element Mood Vocabulary Practice

What is the principal mood of Beowulf? Are there any Choose the sentence that uses the vocabulary word
images that conflict with the principal mood of the correctly.
poem? List any that you find. [Classify]
1. A. The cook bolted the batter until it was creamy
and smooth.
B. The thief bolted when he heard the police
siren approaching.
2. A. After she fell down the stairs, the woman’s
knee was livid and painful.
B. This old couch was too livid to fit through the
narrow doorway.
3. A. The student smiled, pleased by the teacher’s
warm reproach.
B. The mother’s harsh reproach left the child
feeling angry and hurt.
4. A. As the storm approached, heavy winds began to
skulk the ship’s sails.
B. Quietly and carefully, the soldier began to skulk
across the enemy’s territory.
5. A. Before visiting the rain forest, the scientist
learned how to avoid venomous reptiles.
B. You must drive carefully because this car can
become venomous at high speeds.
Reading Strategy Identify Sequence
In the last part of Beowulf, the poet refers to events
that will happen in the future, “days of mourning, of
Academic Vocabulary
fear and sorrow to come, slaughter and terror and
captivity.” To what future events might the poet have In Beowulf’s final battle, he defeats the dragon and
been referring? [Interpret] suffers a deadly injury. In the preceding sentence, final
means “last in order.” Final also has other meanings.
For instance: The decision of the judges is final. What
do you think final means in the preceding sentence?
What is the difference between the two meanings?
B e o w u l f : Pa rt s 3 2 –4 3 45
Writing Research and Report

Personal Response What lines linger in your Visual/Media Presentation
mind? Why? Assignment Use visual aids and media to create a
presentation on the many different representations of
the story of Beowulf. Use a variety of sources such as
the internet, sound recordings, books, video, and DVDs
for your research.
Get Ideas Begin by making a list of all the different

mediums where the story of Beowulf may be found.
Include traditional mediums, such as books and plays,
as well unconventional mediums, such as advertising
and comic books. Then prepare a list of research
questions to answer. Arrange your questions in a web
diagram around your central topic: representations of
Beowulf.
books music
Beowulf
plays other
Research Options As you research, choose visual

aids and types of media that will best show the
diversity of representations of Beowulf. Organize your
material in a logical and appropriate pattern, such as
chronological order.
Prepare Options Create your media presentation. If

appropriate, write an accompanying narration to
explain and support the materials.
Present Options Present your visual/media

presentation. Use appropriate and effective eye
contact, tone of voice, and body language.
WORK WITH RELATED READINGS
Beowulf
The following questions refer to the Related Readings in Glencoe’s
Literature Library edition of this poem. Support your answers with details
from the texts. Write your answers on a separate sheet of paper, but jot
down some notes first on the lines provided.
The New Beowulf The Slaying of the Dragon

Online News Hour with Seamus Heaney Dino Buzzati
In the interview, Heaney reads his translation of lines Compare the dragon in “The Slaying” with the dragon
86-96 of Beowulf. Compare Heaney’s translation with in Beowulf. In what ways are the two monsters similar?
Burton Raffel’s translation in your text. Which different?
translation do you prefer? Why?
Medusa’s Story
Jane Cahill
from Grendel Describe the role of fate in Beowulf and in “Medusa’s
John Gardner Story.” How are Beowulf’s and Medusa’s responses to
How does the portrayal of the monster in Grendel fate different?
differ from the portrayal in Beowulf?
The Woman with the Big Thumbnail from Tales of

Old English Riddles the Basotho
translated by Charles W. Kennedy edited by Minnie Postma
Choose a kenning from Beowulf and explain how it What similarities do you see in “The Woman with the
might be viewed as a riddle. Big Thumbnail” and Beowulf?
Be ow ulf 47
CO NNECT TO OTHER LITE RAT URE
LITERATURE EXCERPT: Sir Gawain and the Green Knight
Yes, garbed all in green was the gallant rider, 25 Yet hauberk and helmet had he none,
And the hair of his head was the same hue as Nor plastron nor plate-armor proper to
his horse, combat,
And floated finely like a fan round his Nor shield for shoving, nor sharp spear for
shoulders; lunging;
And a great bushy beard on his breast flowing But he held a holly cluster in one hand, holly
down, That is greenest when groves are gaunt and
5 With the heavy hair hanging from his head, bare,
Was shorn below the shoulder, sheared right 30 And an axe in his other hand, huge and
round, monstrous,
So that half his arms were under the A hideous helmet-smasher for anyone to tell
encircling hair, of;
Covered as by a king’s cape, that closes at the The head of that axe was an ell-rod long.
neck. Of green hammered gold and steel was the
The mane of that mighty horse, much like socket,
the beard, And the blade was burnished bright, with a
10 Well crisped and combed, was copiously broad edge,
plaited 35 Acutely honed for cutting, as keenest razors
With twists of twining gold, twinkling in the are.
green, The grim man gripped it by its great strong
First a green gossamer, a golden one next. handle,
His flowing tail and forelock followed suit, Which was wound with iron all the way to
And both were bound with bands of bright the end,
green, And graven in green with graceful designs.
15 Ornamented to the end with exquisite stones, A cord curved round it, was caught at the
While a thong running through them head,
threaded on high 40 Then hitched to the haft at intervals in loops,
Many bright golden bells, burnished and With costly tassels attached thereto in plenty
ringing. On bosses of bright green embroidered richly.
Such a horse, such a horseman, in the whole In he rode, and up the hall, this man,
wide world
Driving towards the high dais, dreading no
Was never seen or observed by those danger.
assembled before,
45 He gave no one a greeting, but glared over
20 Not one. all.
Lightning like he seemed His opening utterance was, “Who and where
And swift to strike and stun. Is the governor of this gathering? Gladly
His dreadful blows, men deemed, would I
Once dealt, meant death was done. Behold him with my eyes and have speech
with him.”
CONNECT TO OTHER LIT ERATURE
Compare the poem you have just read to the literature selection at the left, TALK ABOUT IT
which is excerpted from “Sir Gawain and the Green Knight” in Glencoe With a small group, talk about how
Literature. Then answer the questions below. both Beowulf and Sir Gawain and the
Green Knight are translations. Discuss
the ways the process of translating a
Compare & Contrast poem might impact the meaning, style,
and mood of the poem. Take notes on
1. Epic Does the language in “Sir Gawain and the Green Knight” have the
your discussion below.
lofty and elevated sound of an epic poem? In what ways is the language of
this poem different from the language used in Beowulf?
2. Archetype What archetypal characteristics do you see in this introduction

of the Green Knight? How do these characteristics compare to the
archetypal figure of Beowulf?
3. Mood What is the mood of this excerpt from “Sir Gawain and the Green
Knight”? How is this mood different from the mood of the opening of
Beowulf?
Be ow ulf 49
RESPOND THROUGH WRITING
Expository Essay UNDERSTAND THE TASK

• An archetype is a symbol, a
Compare and Contrast Archetypes Write an expository essay that character, an image, or a story pattern
that reoccurs frequently in literature
compares and contrasts the character of Beowulf with another archetypal hero
and evokes strong responses, often
in literature, such as Gawain in “Sir Gawain and the Green Knight”.
based on unconscious memory. Many
archetypes in literature have their
Prewrite Brainstorm ideas about how the two characters are similar and
roots in myths and legends.
different. Use an organizer like the one below to help you compare and
• An expository essay is a short
contrast the two characters. Use the information on your chart to make a plan
piece of nonfiction writing that
for how you will organize your essay.
communicates an idea. Typically, an
author develops a main idea, or
Beowulf Gawain thesis, in a logical, highly organized
way.
• A thesis is the main idea of a work
of nonfiction.
Grammar Tip
Draft Write an introduction. Be sure it includes a thesis that makes a broad Semicolons
statement about how the two archetypes compare to each other. Develop at Semicolons are often used instead
least one paragraph about how the two archetypes are different and at least of periods to connect short, choppy
one paragraph about how they are similar. Provide examples from the text to sentences, particularly when the
support the ideas in each of your body paragraphs. Conclude by restating your sentences are parallel in
thesis but do not repeat it word for word. construction:
He grabbed his bag and ran; he
Revise Exchange papers with a classmate. Decide whether your classmate’s did not want to be late.
work answers the assignment, provides enough quoted evidence, and relates
the evidence to the thesis. Also decide whether the writing is clear and Like conjunctions, semicolons can
focused. Give your classmate feedback, and be sure you understand the also be used to correct comma
comments your classmate makes on your own work. splices:
Even when she’s very hungry, she
Edit and Proofread Edit your writing so that it expresses your thoughts eats very slowly; when she’s very
effectively and is well organized. Carefully proofread for grammar, punctuation, thirsty she takes only small sips.
and spelling errors.
Use semicolons sparingly to add
variety to your writing.
Hamlet
William Shakespeare
H a mle t 51
INTRODUCTI ON TO THE PLAY
Hamlet
William Shakespeare
intensity that is revealed in his complex range
“ Hamlet has onstage action in . . . plenty.
A ghost walks the stage; people are killed by
of emotions. The climax occurs not only in the
outward events on stage, but also, and perhaps
stabbing and poisoning; a young woman runs more importantly, within the character of
mad, is drowned offstage, and is buried on stage; Hamlet himself.
two skeletons are dug up and scattered over the
Tragic Inspiration Shakespeare’s Hamlet
stage; armies march, and there is a fencing match corresponds to a legendary figure in Denmark’s
that ends up in a general slaughter.
” history called Amleth. The saga of Amleth
was pieced together in the twelfth century by
—Edward Hubler, Introduction to Hamlet
Saxo Grammaticus. He tells the story of young
Prince Amleth, whose father is murdered by a
As Hubler indicates, Hamlet is filled with action. It
brother. The story was retold in the sixteenth
has long been one of Shakespeare’s most popular
century in a collection of tragic tales by French
and frequently performed dramas, and part of its
writer Francois de Belleforest. Some scholars say
appeal undoubtedly lies in the dramatic action
that Belleforest’s version of the story, which was
that takes place on stage. Yet Hubler also points
translated into English, was very likely the
out that one can hardly think of Hamlet as an
inspiration for Shakespeare’s tragedy.
action play. At the heart of Hamlet are profound
questions about the nature of good and evil, and What causes Shakespeare’s play to stand out from
the play contains some of Shakespeare’s most the other stories about Hamlet, or Amleth, is his
psychologically complex characters. They are in-depth characterization of the troubled prince
people driven to dramatic action by anger, grief, and those around him. In the original legend,
love, and despair. Amleth is clearly out for revenge. What distracts
him from his purpose are external circumstances,
Hamlet is a tragedy, a type of drama that presents not feelings of doubt or reluctance, or reflections
a heroic or noble character with conflicts that on right and wrong.
are difficult or impossible to resolve. Maurice
Charney, in How to Read Shakespeare, comments In Shakespeare’s play, indecision is a major theme.
that in a tragedy Hamlet is haunted—literally—by his father’s
murder and a desperate need to avenge the crime.
The characters involve themselves inextricably in But something holds him back from acting on this
that web of circumstances that will constitute their desire for revenge. What that “something” is has
doom. Things change in tragedy, usually for the been debated for centuries. Scholars at the
worse, and there is a sense that no one can resist University of Liège in Belgium have commented
the tragic momentum. that, “For Hamlet nothing is simple, everything
raises questions.”
The greatness of Shakespeare’s technique lies
in the way he constructs this momentum through Transcending Time Despite the debate––or
intense action, rich language, and layer upon perhaps because of it––Hamlet remains popular
layer of metaphor and symbols. Like many of to this day. Since the advent of film, more than
Shakespeare’s tragic characters, Hamlet has an twenty-five movies have been made based on
INTRODUCTION TO T H E PLAY
Shakespeare’s Hamlet. Laurence Olivier, a famous certainly an artistic failure,” saying that the
British actor who performed the role of Hamlet in emotion found in the character of Hamlet
a 1948 film, declared is too intense for the amount of action that
actually occurs. Conflicting opinions about the
You can play it and play it as many times as the play abound, and controversy will, no doubt,
opportunity occurs and still not get to the bottom of its continue. The key is to read the play and form
box of wonders. It can trick you round false corners one’s own opinion.
and into cul-de-sacs, or take you by the seat of your
pants and hurl you across the stars. It can give you Actors in the earliest performances of Hamlet
moments of unknown joy, or cast you into the depths dressed in the elaborate clothing of Shakespeare’s
of despair. Once you have played it, it will devour you England. However, the play is actually set in
and obsess you for the rest of your life. northern Europe several hundred years before
Shakespeare was born. Most of the action
Not everyone thought of Hamlet as a raving takes place in and around Elsinore, Denmark’s
success. Writer T. S. Eliot proclaimed it “most royal castle.
Rebirth of the Theater

Shakespeare lived and wrote during including slapstick, violence, potential for crime, the spread of
the English Renaissance, a period historical satire, and vulgarity. disease, and the introduction of
in which many aspects of English controversial ideas. Luckily for
society changed, including the The Globe, like Burbage’s original Shakespeare and other actors and
theater. With the Renaissance came theater, was built outside London. playwrights of his time, Queen
the first English theater building, Theater owners wanted to avoid Elizabeth and members of the
constructed for James Burbage just city authorities, many of whom nobility supported theaters.
outside the city of London in 1576. disapproved of the theater because
Other theaters soon followed. In it drew large crowds, creating the
1598 Burbage and members of Lord
Chamberlain’s Men—Shakespeare’s
acting troupe—tore down the theater
and used its materials to build the
Globe Theater. Shakespeare was
an important shareholder in this
new theater.
The Globe was made of wood and

was octagonal. Like other theaters
of the time, it was open-air with
the stage at its center. Poor theater-
goers paid a penny to stand around
three sides of the stage, while
wealthy audience members sat in
one of the three stories of seats
along the theater walls. Audiences
of this period were diverse and
included people from all levels of
English society. To capture the
interests of such a varied audience, Globe Theater
plays combined many elements,
H a mle t 53
MEET TH E AUTHOR
William Shakespeare (1564–1616)
“As I declare our Poet, him

Whose insight makes all others dim.
For queens themselves might envy me,
Who scarce in palaces can find
My Willie’s form, with Willie’s mind.
A thousand poets pried at life
And only one amid the strife Hathaway and Shakespeare had three children,
Rose to be Shakespeare.
” Susanna, Hamnet, and Judith. Scholars believe
that Shakespeare might have worked as a school
—Robert Browning, nineteenth-century
English poet teacher during the early years of his marriage.
For more than 400 years, the work of poet, The Rise to Fame In the late 1580s, Shakespeare
playwright, and actor William Shakespeare has moved to London and quickly became prominent
fascinated people from all walks of life, all over the in the theater. He joined Lord Chamberlain’s Men,
world. In fact, many people consider him to be the the most popular troupe of actors in London. With
greatest dramatist ever. this troupe, he acted in productions throughout
the 1590s and gave two special performances for
Altogether, Shakespeare wrote thirty-seven plays, Queen Elizabeth I. While acting, Shakespeare was
including comedies, tragedies, and histories. He also writing plays and earning recognition as one
also wrote more than 150 sonnets, establishing of the greatest playwrights in England. He wrote
himself as one of the greatest lyric poets of his era. in the language of ordinary people during his time,
Shakespeare’s many plays and poems reveal his and the characters and situations in his plays
talents as a writer and his keen understanding appealed to a variety of people in English society—
of human nature. The personalities of his main from kings and queens to peasants who could not
characters are often complex, revealing the read or write.
ambiguities and personal conflicts found in all
of us. In the late 1590s and early 1600s, Shakespeare
devoted more time to writing and produced many
A Man of Mystery Little is known, however, of his greatest tragedies, including King Lear,
about Shakespeare’s own personal life, because he Macbeth, and Hamlet. In 1610 he retired and
left no diaries or letters. Records indicate that returned to Stratford, where his family had lived
Shakespeare spent his youth in Stratford-upon- throughout his career. Despite the popularity of his
Avon, a small English village. His father, John work, Shakespeare never created a collection of
Shakespeare, was a glove maker and local political his own plays for publication.
figure. His mother, Mary Arden, came from a family
of wealthy land owners. It is believed that young Shakespeare died in 1616 at the age of fifty-two
Shakespeare attended the local grammar school, and was buried under the floor of Stratford Church.
where he probably studied literature and Latin. Knowing that burial space in the church was
Unlike many other writers of his time, he did not limited and that graves were often moved after
receive a formal education at a university. someone died, Shakespeare used his epitaph as
a warning:
In 1582 Shakespeare married Anne Hathaway.
In a poem expressing her love for Shakespeare, Blest be the man that spares these stones,
Hathaway wrote: And curst be he that moves my bones.
BEFORE YOU READ: Act 1

What kinds of events in a person’s life can cause overwhelming feelings entries about the novels that you read
of grief? this year.
Share Experiences
WRITE THE CAPTION
With a partner, discuss different life situations that may be traumatic, such as
Write a caption for the image below, in
the death of a loved one. Describe some of the characteristics of people who
the present tense, using information in
are grieving. Try to give reasons for their attitudes or actions. Build Background.
Build Background
The Changing Stage
Theater and drama today are much different from what they were in
Shakespeare’s time. In the Elizabethan era, women were not allowed on
stage, so acting troupes consisted entirely of men and boys. Because of their
high voices, young boys often played the parts of female characters. The stage
itself had very little, if any, scenery. The play’s setting was conveyed to the
audience by words or actions of the actors. A nighttime setting, for example,
might be signified by an actor carrying a torch on stage. Costumes, however,
were anything but plain. Many were magnificent in color and style and often
were used to denote the character’s occupation or to serve as disguises.
Sound effects, such as drum rolls and trumpet blasts, were also popular.
H a mle t : Act 1 55

SF_Head
왘 BIG Idea Humanists and Courtiers
apparition [ap´ə rish´ən]
The Renaissance was an era of intellectual inquiry and artistic activity. During n. ghost; spirit
this time period, philosophers were focused on secular subjects such as love, Walking through haunted house,
politics, and science. Humanists were philosophers who enjoyed discussing I was frightened when I thought I
affairs of the world, rather than religious topics such as the afterlife. saw an apparition.
As you read, look for characters in the play who embody the values and calumnious [kə lumńē əs]
interests of the Humanist movement. adj. slanderous
The politician did not appreciate the
calumnious statements his opponent
Literary Element Motif was making about him.
A motif is a significant word, phrase, image, description, idea, or other countenance [koun´tə nəns]
element repeated throughout a literary work and related to the theme. n. face; expression
Her countenance lit up when she
Motifs develop or reiterate thematic elements in a piece of literature, allowing saw her close friend walk through
them to resonate in the mind of the reader. Contrasts are one common form the door.
of motif. In Hamlet, motifs often are presented as contrasting elements. One imminent [im´ə nənt]
example of a motif that is presented in this manner is the contrast between adj. ready to happen; inevitable
sanity and madness. Sarah knew danger was imminent
when she saw the candle tip over
As you read, try to identify these contrasting motifs: appearance versus reality on the tablecloth.
and sanity versus madness. Use the graphic organizer on the next page to
help you. portentous [por ten´təs]
adj. threatening
The message left by the rebels was
Reading Strategy Analyze Sound Devices portentous, causing us to worry.
Sound devices are techniques used, especially in poetry, to appeal to

the ear. Writers use sound devices to enhance the sense of rhythm, to
emphasize particular sounds, or to add a musical quality to their work. Sound Example Purpose
To analyze sound devices is to think about why an author has chosen Device from of
to include these techniques in his or her writing. Text Sound
Device
An example of a sound device is blank verse. Blank verse, or
unrhymed iambic pentameter, is often used to imitate the rhythm of
spoken English. Because of this, most of Shakespeare’s characters speak
in blank verse. Another example of a sound device is caesura. A caesura
(si zhoor´ ) is a pause in a line of poetry, usually in the middle of a line,
e
with two stressed syllables before and two after, creating a strong rhythm.
Caesuras are typically used to create variations in the rhythm and to draw
attention to certain words.
As you read, take note of the different sounds devices that you encounter.
Ask yourself what the author wanted to draw attention to by the use of this
specific sound device. Think about what words, characters, or ideas are
accentuated by the use of these devices. You may find it help to use a graphic
organizer like the one on the right.
ACTIVE READING: Act 1
Motif is an element that is repeated throughout a Choose one motif from Hamlet and write it at the
literary work and related to the theme. Motifs develop center of the web. Then add a few examples of the
or reiterate thematic elements in a piece of literature, various elements that support the motif you chose.
allowing them to resonate in the mind of the reader.
Actions Quotations Characters
Motif:
Words and Phrases Images and Themes
Literary Element PLAY EXCERPT: ACT 1

Motif What contrasting-element motif HAM. O God!
is evident in this passage? 25 GHOST. Revenge his foul and most unnatural murder.
HAM. Murder!
GHOST. Murder most foul, as in the best it is,
But this most foul, strange, and unnatural.
HAM. Haste me to know’t, that I, with wings as swift
30 As meditation or the thoughts of love,
May sweep to my revenge.
GHOST. I find thee apt,
And duller shouldst thou be than the fat weed
That roots itself in ease on Lethe wharf,
Wouldst thou not stir in this. Now, Hamlet, hear.
35 ’Tis given out that, sleeping in my orchard,
A serpent stung me. So the whole ear of Denmark
Is by a forgéd process of my death
Rankly abused. But know, thou noble youth,
The serpent that did sting thy father’s life
40 Now wears his crown.
HAM. O my prophetic soul!
My uncle!
GHOST. Ay, that incestuous, that adulterate beast,
With witchcraft of his wits, with traitorous gifts—
O wicked wit and gifts that have the power
45 So to seduce!—won to his shameful lust
The will of my most seeming virtuous queen.
O Hamlet, what a falling off was there,
From me, whose love was of that dignity
That it went hand in hand even with the vow
50 I made to her in marriage, and to decline
Upon a wretch whose natural gifts were poor
To those of mine!
But virtue, as it never will be moved,
Though lewdness court it in a shape of heaven,
55 So lust, though to a radiant angel linked,
Will sate itself in a celestial bed
And prey on garbage.
But soft, methinks I scent the morning air.
Brief let me be. Sleeping within my orchard,
60 My custom always of the afternoon, Literary Element

Upon my secure hour thy uncle stole,
Motif How does that motif, evident in
With juice of cursed hebona in a vial, this passage as well, help the reader
And in the porches of my ears did pour better understand the main character
The leperous distilment, whose effect or theme in this story?
65 Holds such an enmity with blood of man

That swift as quicksilver it courses through
The natural gates and alleys of the body,
And with a sudden vigor it doth posset
And curd, like eager droppings into milk,
70 The thin and wholesome blood. So did it mine,
And a most instant tetter barked about
Most lazar-like with vile and loathsome crust
All my smooth body.
Thus was I sleeping by a brother’s hand
75 Of life, of crown, of queen at once dispatched,
Cut off even in the blossoms of my sin,
Unhouseled, disappointed, unaneled,
No reck’ning made, but sent to my account
With all my imperfections on my head.
80 O, horrible! O, horrible! most horrible!
If thou hast nature in thee, bear it not.
Let not the royal bed of Denmark be
A couch for luxury and damnéd incest.
But howsomever thou pursues this act,
85 Taint not thy mind, nor let thy soul contrive
Against thy mother aught. Leave her to heaven,
And to those thorns that in her bosom lodge
To prick and sting her. Fare thee well at once.
The glowworm shows the matin to be near,
90 And gins to pale his uneffectual fire.
Adieu, adieu, adieu. Remember me.
Reading Strategy PLAY EXCERPT: ACT 1

Analyze Sound Devices How is HAM. O, that this too too sallied flesh would melt,
the tone of the soliloquy affected 130 Thaw, and resolve itself into a dew,
by the use of caesura? Or that the Everlasting had not fixed
His canon ’gainst self-slaughter. O God, God,
How weary, stale, flat, and unprofitable
Seem to me all the uses of this world!
135 Fie on’t, ah, fie, ’tis an unweeded garden
That grows to seed. Things rank and gross in nature
Possess it merely. That it should come to this,
But two months dead, nay, not so much, not two.
So excellent a king, that was to this
140 Hyperion to a satyr, so loving to my mother,
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth,
Must I remember? Why, she would hang on him
As if increase of appetite had grown
145 By what it fed on, and yet, within a month—
Let me not think on’t. Frailty, thy name is woman—
A little month, or ere those shoes were old
With which she followed my poor father’s body
Like Niobe, all tears, why she—
150 O God, a beast that wants discourse of reason
Would have mourned longer—married with my uncle,
My father’s brother, but no more like my father
Than I to Hercules. Within a month,
Ere yet the salt of most unrighteous tears
155 Had left the flushing in her galléd eyes,
She married. O, most wicked speed, to post
With such dexterity to incestuous sheets!
It is not, nor it cannot come to good.
But break my heart, for I must hold my tongue.
[Enter horatio, marcellus, and bernardo.]
160 HOR. Hail to your lordship!
HAM. I am glad to see you well.
Horatio—or I do forget myself.
HOR. The same, my lord, and your poor servant ever.
HAM. Sir, my good friend, I’ll change that name with you.
And what make you from Wittenberg, Horatio?
165 Marcellus? Reading Strategy

MAR. My good lord!
Analyze Sound Devices Why
HAM. I am very glad to see you. [To bernardo.] might the author have chosen to use
Good even, sir.— blank verse when Hamlet is speaking
But what, in faith, make you from Wittenberg? to his friends?
HOR. A truant disposition, good my lord.
170 HAM. I would not hear your enemy say so,
Nor shall you do my ear that violence
To make it truster of your own report
Against yourself. I know you are no truant.
But what is your affair in Elsinore?
175 We’ll teach you to drink deep ere you depart.
HOR. My lord, I came to see your father’s funeral.
HAM. I prithee do not mock me, fellow-student,
I think it was to see my mother’s wedding.
HOR. Indeed, my lord, it followed hard upon.
MARK IT UP PLAY EXCERPT: ACT 1

If so, then mark up the pages as you 55 POL. Yet here, Laertes? Aboard, aboard, for shame!
read, or reread, to help with your The wind sits in the shoulder of your sail,
And you are stayed for. There, my blessing with thee,
for you. Here are some ideas: And these few precepts in thy memory
Underline = important idea Look thou character. Give thy thoughts no tongue,
Bracket = text to quote 60 Nor any unproportioned thought his act.
Asterisk = just what you were looking Be thou familiar, but by no means vulgar.
for
Those friends thou hast, and their adoption tried,
Grapple them unto thy soul with hoops of steel,
look up
But do not dull thy palm with entertainment
65 Of each new-hatched, unfledged courage. Beware
Of entrance to a quarrel, but being in,
Bear’t that th’ opposéd may beware of thee.
Give every man thy ear, but few thy voice;
Take each man’s censure, but reserve thy judgment.
70 Costly thy habit as thy purse can buy,
But not expressed in fancy; rich not gaudy,
For the apparel oft proclaims the man,
And they in France of the best rank and station
Are of a most select and generous chief in that.
왘 BIG Idea 75 Neither a borrower nor a lender be,
Humanists and Courtiers What have For loan oft loses both itself and friend,
you noticed about the ways Humanist
And borrowing dulls th’ edge of husbandry.
values and ideals are presented in
the play? This above all, to thine own self be true,
And it must follow as the night the day
Mark up the excerpt, looking for
80 Thou canst not then be false to any man.
Big Idea. Farewell. My blessing season this in thee!
reduce your notes.
Record
MY VIEW
Write down your thoughts on
the excerpt.
Recap
A FT ER YOU READ: Act 1

1. Describe the mood that Shakespeare creates in the opening scene of Reread Introduction to the Play
Hamlet, when the ghost first appears. What specific words and actions on pages 52–53. How did that
create this mood? [Classify] information help you understand or
appreciate what you read in Act 1?
2. Based on Hamlet’s comments in Act 1, what would you say are his feelings
toward his mother’s marriage? Cite specific lines to support your answer.
Why do you think Hamlet keeps these feelings to himself? [Analyze]
3. Do the events of Act 1 suggest to you that the ghost of Hamlet’s father is
real or just a product of Hamlet’s imagination? Explain. [Infer]
4. Based on Hamlet’s relationships with his mother, Claudius, and Horatio, do

you think he will be successful in carrying out the wishes of his father’s
spirit? Why or why not? [Analyze]
5. Humanists and Courtiers Think about major decisions that two of the
main characters in Act 1 have made. In what ways have these decisions
been fueled by humanist ideals? [Classify]
Literary Element Motif Vocabulary Practice

What motif is developed through the character of
Claudius? [Analyze] Respond to these questions.
1. Where would you be most likely to see an

apparition—an abandoned house or the
grocery store?
2. Who would be least likely to be calumnious—a

jealous coworker or a close friend?
3. What would you most likely be able to infer from

someone’s countenance—their feelings or their
occupation?
4. During a tornado, what would be imminent—high

winds or clear skies?
5. Which is more likely to be described as

portentous—a snail or a snake?
Reading Strategy Analyze Sound Devices

Identify a passage in which a caesura is used. How
does the caesura affect the reader’s understanding of Academic Vocabulary
the passage? [Analyze] She was concerned about the welfare of the child
and wanted to be sure that all decisions were made
with his best interest in mind. Using context, try to
figure out the meaning of the word welfare in the
sentence above. Write your guess below. Then check it
in the dictionary.

Apply Sound Devices Performance
Assignment Authors use sound devices, particularly Assignment With a group of three, select a scene in
in poetry, for a variety of reasons: to emphasize certain which Hamlet is speaking to one other character with
words or sounds, to emulate spoken English or to great emotion.
create a sense of rhythm. Write a poem about a
moment of triumph or defeat in which sound devices, Prepare Together, decide who will play each of the
such as blank verse and caesura, are used to achieve two characters. The third member of the group is
a particular purpose. the director. The director will lead the planning of
the performance, making final decisions regarding
Get Ideas Put the words triumph and defeat at the character movement, props, and staging. Consider any
top of a piece of blank paper. Then, freewrite for about introduction that your scene may require. Then, the
ten minutes about whatever comes to your mind that actors should rehearse the scene, using the guidance
is associated with one or both of these words. After of the director, until they feel comfortable.
ten minutes is up, circle the idea that you feel has the
most potential for development and make it the topic Perform Present your scene for the class. Be sure
of your poem. to face the audience and to speak loudly and clearly
for all to hear.
Make a word web, with your topic written in the
middle, and connect as many words, phrases, images, Evaluate After the performance, meet with your
and actions to that topic with a line. Survey the partner and make a list of three things that were
connections you have made, choose three or four of done well and three things that could have been
the most powerful and then think about what sound improved upon.
devices would best help your express those thoughts
to your reader.
open improvement
winning goal
field 1. The staging worked 1. We could have
the final with the dialogue. spoken louder.
soccer game
2. 2.
cheering
teammates
crowd
3. 3.
Give It Structure Think about the meter of your
poem. Does it allow your ideas to flow into each other?
Does the structure of your poem, and the placement
of sound devices, develop a big idea about your topic?
EXAMPLE:
I kicked the ball across the open field.
The cheering crowd was like a wave of sound
That pushed me on to make the winning goal.
Look at Language Keep things simple. Use a variety

of sound devices, but if a certain device isn’t working,
don’t force it. Sound devices should clarify ideas and
make a piece enjoyable for a reader.

How would you feel if a friend betrayed you? What if the friend acted out of entries about the novels that you read
concern for your well-being? this year.

SUMMARIZE
Describe on paper an occasion when you thought a friend was not
totally honest with you. How did it make you feel? Was your friend’s
important idea(s) in Build Background.
behavior justified?
Build Background
The Death of King Priam
When Hamlet meets with the acting troupe that visits Elsinore Castle, he asks
a player to give a speech about the death of King Priam, a figure in Greek
mythology. In this speech the player describes the brutal murder of King Priam
at the hands of Pyrrhus, witnessed by Priam’s wife, Hecuba. Priam was the
last ruler of Troy, a city conquered by forces from mainland Greece at the end
of the legendary Trojan War. Pyrrhus led the final attack on Troy to avenge the
death of his father, Achilles, who was killed by one of Priam’s sons.

SF_Head
왘 BIG Idea A Bard for the Ages
commission [kə mish´ən]
In his day, Shakespeare was not only a prolific playwright, but he was also an n. order
astute businessman. He was part owner of one of London’s most popular The general received a commission
acting companies, the Lord Chamberlain’s Men, which built the Globe Theater, from the king that ordered him to
the most famous of Elizabethan theaters. Inscribed above the stage in this retreat from the battlefront.
theater were Latin words that translate to “The whole world plays the actor.”
firmament [fur´mə mənt]
As you read, look for moments or events that show the idea of the world, n. sky
or life, being a play. Then ask yourself, how does this philosophy show When the little boy looked up at the
Shakespeare’s status as “Bard for the Ages”? firmament, all he could see were
dark rain clouds.
pestilent [pes´tə lənt]

Literary Element Tragedy adj. destructive; deadly
A tragedy is a literary work, often a play that is written in verse, in which a The parasites that are attacking the
main character suffers a downfall. That character, the tragic hero, is typically roots of the plant have proven to be
a person of dignified or heroic stature. quite pestilent.
sovereign [sov´rən]
The character’s downfall may result from outside sources, such as fate; or it adj. supreme in power
may arise from a weakness within the character, which is known as a tragic Dictators make all of the decisions
flaw, such as an error in judgment or excessive pride, called hubris. This for the people that they command;
tragic hero often ultimately gains some kind of insight into himself or herself they are sovereign rulers.
even though he or she experiences defeat and, often, death.
tedious [tē´dē əs]
As you read, think about what elements of tragedy are evident in this play. Ask adj. dull and lifeless
yourself who the tragic hero is and what will lead him to his downfall. Dusting all of the shelves in the
house can be quite a tedious task.
Reading Strategy Make and Verify Predictions

To make predictions is to formulate educated guesses about what will My Textual
happen later in a selection. To verify predictions is to look for textual Prediction Evidence to
evidence that confirms their accuracy. Verify
Prediction
When readers make and verify predictions, they are actively involved in
the process of reading by asking themselves questions and checking for
correct answers. When readers are actively involved in reading, they are able
to better understand the plot, connect with the characters, and identify themes
and motifs.
As you read, make predictions about later events and the outcome of Hamlet.
Then, look for evidence in the text to verify those predictions. You may find it
helpful to use a graphic organizer like the one at the right and the one on the
next page.
In Act 2 many of Shakespeare’s characters are chart below by filling in a description of each scheme
hatching secret plots to expose the motives and true or plot and its desired effect. Use as many boxes as
feelings of other characters. As you read, complete the you need.
Secret plot or scheme: Desired outcome or effect:

Polonius sends his servant confirms his beliefs about
Reynaldo to Paris to Laertes’ misconduct
spy on Laertes.

Tragedy What does Hamlet reveal HAM. Follow him, friends. We’ll hear a play tomorrow. [Aside
about himself in this passage? to First Player.] Dost thou hear me, old friend, can you
495 play ‘The Murder of Gonzago’?
1 PLAY. Ay, my lord.
HAM. We’ll ha’t tomorrow night. You could for a need study a
speech of some dozen or sixteen lines which I would set down
and insert in’t, could you not?
500 1 PLAY. Ay, my lord.
HAM. Very well. Follow that lord, and look you mock him not.
[Exeunt polonius and players.]
My good friends, I’ll leave you till night. You are welcome to
Elsinore.
ROS. Good my lord.
[Exeunt rosencrantz and guildenstern.]
505 HAM. Ay, so God buy to you. Now I am alone.
O, what a rogue and peasant slave am I!
Is it not monstrous that this player here,
But in a fiction, in a dream of passion,
Could force his soul so to his own conceit
510 That from her working all his visage wanned;
Tears in his eyes, distraction in his aspect,
A broken voice, and his whole function suiting
With forms to his conceit? And all for nothing,
515 For Hecuba!
What’s Hecuba to him or he to her,
That he should weep for her? What would he do
Had he the motive and the cue for passion
That I have? He would drown the stage with tears,
And cleave the general ear with horrid speech,
520 Make mad the guilty, and appal the free,
Confound the ignorant, and amaze indeed
The very faculties of eyes and ears.
Yet I, Literary Element

A dull and muddy-mettled rascal, peak
Tragedy What do you think will prove
525 Like John-a-dreams, unpregnant of my cause, to be Hamlet’s tragic flaw?
And can say nothing; no, not for a king
Upon whose property and most dear life
A damned defeat was made. Am I a coward?
Who calls me villain, breaks my pate across,
530 Plucks off my beard and blows it in my face,
Tweaks me by the nose, gives me the lie i’ th’ throat
As deep as to the lungs? Who does me this?
Ha, ’swounds, I should take it; for it cannot be
But I am pigeon-livered and lack gall
535 To make oppression bitter, or ere this
I should ’a fatted all the region kites
With this slave’s offal. Bloody, bawdy villain!
Remorseless, treacherous, lecherous, kindless villain!
Why, what an ass am I! This is most brave,
540 That I, the son of a dear father murdered,
Prompted to my revenge by heaven and hell,
Must like a whore unpack my heart with words,
And fall a-cursing like a very drab,
A scullion! Fie upon’t! foh!
545 About, my brains. Hum—I have heard
That guilty creatures sitting at a play,
Have by the very cunning of the scene
Been struck so to the soul that presently
They have proclaimed their malefactions;
550 For murder, though it have no tongue, will speak
With most miraculous organ. I’ll have these players
Play something like the murder of my father
Before mine uncle. I’ll observe his looks.
I’ll tent him to the quick. . . .
. . . The play’s the thing
Wherein I’ll catch the conscience of the king.

Make and Verify Predictions How POL. O, give me leave,
and when does Hamlet’s state of mind 170 How does my good Lord Hamlet?
change in this scene? HAM. Well, God-a-mercy.
POL. Do you know me, my lord?
HAM. Excellent well, you are a fishmonger.
POL. Not I, my lord.
175 HAM. Then I would you were so honest a man.
POL. Honest, my lord?
HAM. Ay, sir, to be honest as this world goes, is to be one man
picked out of ten thousand.
POL. That’s very true, my lord.
180 HAM. For if the sun breed maggots in a dead dog, being a good
kissing carrion—Have you a daughter?
POL. I have, my lord.
HAM. Let her not walk i’ th’ sun. Conception is a blessing, but
as your daughter may conceive—friend, look to’t.
185 POL. [Aside.] How say you by that? Still harping on my daughter.
Yet he knew me not at first. ’A said I was a fishmonger. ’A is far
gone. And truly in my youth I suffered much extremity for love,
very near this. I’ll speak to him again.—What do you read, my
lord?
190 HAM. Words, words, words.
POL. What is the matter, my lord?
HAM. Between who?
POL. I mean the matter that you read, my lord.
HAM. Slanders, sir; for the satirical rogue says here that old men
195 have grey beards, that their faces are wrinkled, their eyes
purging
thick amber and plum-tree gum, and that they have a plentiful
lack of wit, together with most weak hams—all which, sir,
though
I most powerfully and potently believe, yet I hold it not honesty
to
have it thus set down, for yourself, sir, shall grow old as I am, if
200 like a crab you could go backward.
POL. [Aside.] Though this be madness, yet there is method
in’t.—
Will you walk out of the air, my lord?
HAM. Into my grave?
POL. [Aside.] Indeed, that’s out of the air. How pregnant Reading Strategy
sometimes
Make and Verify Predictions What do
205 his replies are! a happiness that often madness hits on, which
you think will happen in the future
reason and sanity could not so prosperously be delivered of. I will that will cause Hamlet’s state of mind
leave him, and suddenly contrive the means of meeting between to change once again? Explain.
him and my daughter.—My lord, I will take my leave of you.
HAM. You cannot take from me anything that I will not more
210 willingly part withal—except my life, except my life, except my
life.
[Enter guildenstern and rosencrantz.]
POL. Fare you well, my lord.
HAM. These tedious old fools!
POL. You go to seek the Lord Hamlet. There he is.
215 ROS. [To polonius.] God save you, sir!
[Exit polonius.]
GUIL. My honored lord!
ROS. My most dear lord!
HAM. My excellent good friends! How dost thou, Guildenstern?
Ah, Rosencrantz! Good lads, how do you both?
220 ROS. As the indifferent children of the earth.
GUIL. Happy in that we are not over-happy;
On Fortune’s cap we are not the very button.
HAM. Nor the soles of her shoe?
ROS. Neither, my lord.
225 HAM. Then you live about her waist, or in the middle of her
favors.
GUIL. Faith, her privates we.
HAM. In the secret parts of Fortune? O, most true, she is a
strumpet.
What news?
230 ROS. None, my lord, but that the world’s grown honest.
HAM. Then is doomsday near. But your news is not true. Let me
question more in particular. What have you, my good friends,
deserved at the hands of Fortune, that she sends you to prison
hither?

If so, then mark up the pages as you HAM. That you must teach me. But let me conjure you by the rights
read, or reread, to help with your of our fellowship, by the consonancy of our youth, by the
note-taking. Develop a shorthand obligation of our ever-preserved love, and by what more dear a
better proposer can charge you withal, be even and direct with me
for you. Here are some ideas:
275 whether you were sent for or no.
Underline = important idea
ROS. [Aside to guildenstern.] What say you?
Bracket = text to quote
HAM. [Aside.] Nay, then, I have an eye of you.—If you love me,
for hold not off.
Checkmark = might be useful GUIL. My lord, we were sent for.
Circle = unfamiliar word or phrase to 280 HAM. I will tell you why; so shall my anticipation prevent your
look up discovery, and your secrecy to the king and queen moult no feather.
I have of late—but wherefore I know not—lost all my mirth, for-
gone all custom of exercises; and indeed it goes so heavily with my
disposition, that this goodly frame the earth seems to me a sterile
285 promontory, this most excellent canopy the air, look you, this brave
o’er-hanging firmament, this majestical roof fretted with golden
fire, why it appeareth nothing to me but a foul and pestilent con-
gregation of vapors. What a piece of work is a man, how noble in
reason, how infinite in faculties, in form and moving, how express
290 and admirable in action, how like an angel in apprehension, how
like a god: the beauty of the world, the paragon of animals. And
왘 BIG Idea yet to me, what is this quintessence of dust? Man delights not me,
nor woman neither, though by your smiling you seem to say so.
A Bard for the Ages How does
Shakespeare communicate his ROS. My lord, there was no such stuff in my thoughts.
philosophy that “the whole world plays 295 HAM. Why did ye laugh, then, when I said ‘Man delights not
the actor”? me’?
ROS. To think, my lord, if you delight not in man, what lenten
evidence of how it expresses the entertainment the players shall receive from you. We coted them
Big Idea. on the way, and hither are they coming to offer you service.
300 HAM. He that plays the king shall be welcome—his majesty shall
have tribute on me; the adventurous knight shall use his foil and
target; the lover shall not sigh gratis; the humorous man shall end
his part in peace; the clown shall make those laugh whose lungs
are tickle o’ th’ sere; and the lady shall say her mind freely, or the
305 blank verse shall halt for’t. What players are they?
ROS. Even those you were wont to take such delight in, the
tragedians of the city.
reduce your notes.
Record
TO THE POINT
Recap

1. Describe Hamlet’s behavior when he visits Ophelia in scene 1. Do you Reread Meet the Author on
think his actions provide evidence of his insanity or are his actions page 54. How did that information
motivated by something else? Explain. [Classify] help you understand or appreciate
what you read in Act 2?
2. Who are Rosencrantz and Guildenstern? Why have they been invited to the
castle? What motives do they have for carrying out the king’s request?
[Analyze]
3. Why is Hamlet bothered by the fact that one of the actors is able to read
about the death of King Priam with such passion? How does Hamlet think
he is different from the actor? [Interpret]
4. Do you think Hamlet’s hesitation in approaching his task of revenge is a

sign of cowardice, or is his thoughtfulness admirable and understandable?
Explain your answer. [Evaluate]
5. A Bard for the Ages How does Shakespeare demonstrate his deep
understanding of human nature in this section of the play? Consider
Hamlet’s musings as he speaks with his friends. [Infer]
Literary Element Tragedy Vocabulary Practice

A tragic hero must be of dignified or heroic stature.
Think about the character of Hamlet. Would his Identify whether each set of paired words have the
behavior up to this point qualify as dignified or heroic? same or the opposite meaning.
Explain. [Classify]
1. commission and mandate
2. firmament and sky
3. pestilent and restorative
4. sovereign and omnipotent
5. tedious and engaging

Reading Strategy Make and Verify
Predictions
Predict what Hamlet’s reaction would be if he were
successful in catching the “conscience of the king” Academic Vocabulary
through the players’ performance. Explain. [Analyze]
One would think that Claudius’s role as uncle and his
function as king would conflict with each other. In
the preceding sentence, function means “job or role.”
Think about what the function of a king would be, and
then fill in the blank for this statement: Claudius’s
function as king was to

Personal Response As a friend, what advice would Literature Groups
you give to Hamlet regarding his relationship with Assignment With a small group, discuss an event
Ophelia? Write an e-mail message to Hamlet that from your life that frightened you and relate this
expresses your thoughts about this situation. experience with how Shakespeare stages the ghost
scene in Hamlet.
Prepare Before your group meets, recall a time when

you experienced something unexpected that startled
or frightened you. How did you feel? Make a list or
write a journal entry to help you organize your ideas.
Then take a few notes about how Shakespeare uses
stage directions to indicate the presence of a ghost,
how the characters react when they see it, and how
Shakespeare tries to blur the line between reality and
the supernatural. Then discuss your reaction with your
group.
Discuss Respect other’s viewpoints by listening

attentively. Deliver your opinions in a normal tone of
voice, providing clear, specific examples from the text
to support your judgments.
Report Have one group member orally state your

group’s ideas to the class, being sure to address the
class clearly and loudly enough for all to hear.
Evaluate Write a paragraph in which you assess the

effectiveness of your discussion.

Have you ever felt uncertain about how to act or what action to take in entries about the novels that you read
response to a situation? What caused your feelings of uncertainty? this year.
Discuss
SUMMARIZE
In a small group, discuss different situations in which you or someone you
know had difficulty choosing a particular course of action. Describe what the
circumstances were and why it was hard to make the decision.
Build Background
Dumb Show
In Act 3, Scene 2, Hamlet’s play is preceded by a scene without dialogue,
called a “dumb show.” A dumb show was a common feature of medieval
and Elizabethan drama. Its purpose was to preview what was to happen
in the upcoming play or to provide audience members with background
information and enhance their understanding of the play. A dumb show might
be presented as a moving spectacle with music, as in The Spanish Tragedy by
Thomas Kyd. Sometimes dumb shows were presented as a masque, a
dramatic entertainment in which masked players were dressed as allegorical
characters. The common factor was that the actors did not speak and their
actions were in pantomime. Usually the dumb show was a prologue to the
play, but it could also come between acts or within the play itself.
By the time Hamlet was staged (1600–1602), dumb shows were a bit old-
fashioned. Hamlet says, “O, it offends me to the soul to hear a robustious
periwig-pated fellow tear a passion to tatters, to very rags, to split the ears of
the groundlings, who for the most part are capable of nothing but inexplicable
dumb-shows and noise.”

SF_Head
paradox [par´ə doks´]
Shakespeare’s ability to infuse his characters with deeply felt emotions and n. something that seems absurd or
conflicting motives is a hallmark of the great playwright. For example, Hamlet’s against reason, but may nonetheless
“To be or not to be” soliloquy embodies a critical human question. As the plot be true
develops in Act 3, Shakespeare contrasts Hamlet’s wavering with Claudius’s A love-hate relationship is a
calculating, decisive actions. As you read, look for other examples of the paradox.
playwright’s keen insights.
perceive [pər sēv´]
v. notice; see
Literary Element Figurative Language The little boy did not perceive
Figurative language is language used for descriptive effect in order to that his mother had let him win
convey ideas or emotions. Expressions in figurative language are not literally the game.
true but express some truth beyond the literal level. Figurative language is pious [pī ´ əs]
especially common in poetry. adj. devout
Sarah was quite pious, praying
Some examples of figurative language that are often used are metaphor, devoutly each day.
personification, and double entendre. Metaphor is an implied comparison
for two seemingly unlike things to help readers perceive the first thing more resolution [rez´ ə l¯
oo´shən]
vividly. Personification is a figure of speech in which an animal, an object, n. firmness; resolve

a force of nature, or an idea is given human characteristics. Double entendre When asked if he would take Sarah
is a figure of speech in which a spoken word or phrase can be understood to be his wife, Sam answered
“I do” with quiet resolution.
in one of two ways, the first of which is innocent while the second is risqué
or ironic. visage [vizíj]
n. face or facial expression
As you read, think about the use of figurative language in the play. Ask The man’s visage revealed the
yourself what role the use of figurative language played in your understanding sorrow he felt over the loss of
and your enjoyment of the story. Use the graphic organizer on the next page his daughter.
to help you.
Reading Strategy
Line Question Rephrase
Clarify Meaning
To clarify meaning is to focus on difficult sections of a text in order For in that What does Before
to understand them better. sleep of “pause” leaving this
death what mean in this tumultuous
Readers who pay close attention to what they do and do not dreams may context? world, we
understand as they read are able to take note of sections that they
come when must think
need to spend additional time with. If you don’t clarify a confusing
we have of what
passage, you may not understand the ideas and information that
come later.
shuffled off waits for us
this coil in the
As you read, monitor your understanding of the text. If you don’t feel must give us afterlife.
confident about your understanding of a section, stop, reread the pause.
confusing sections slowly, and ask yourself questions about what you
do not understand. You many find it useful to use a graphic organizer
like the one at the right.
Think of examples of figurative language in Act 3 of from the play that shows it. As you read, think about
Hamlet. Then write down the type of figurative why the author chose the devices he did and record
language, for example, metaphor, and include the line those thoughts on the right side of the journal.
JOURNAL
Figurative Language Author’s Purpose

Figurative Language What is HAM. To be, or not to be, that is the question:
personified in this section of Hamlet’s Whether ’tis nobler in the mind to suffer
soliloquy? What does this The slings and arrows of outrageous fortune,
personification reveal about Hamlet’s
existential musings on life? Or to take arms against a sea of troubles,
60 And by opposing end them. To die, to sleep—
No more; and by a sleep to say we end
The heartache, and the thousand natural shocks
That flesh is heir to: ’tis a consummation
Devoutly to be wished. To die, to sleep—
65 To sleep, perchance to dream, ay there’s the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil
Must give us pause. There’s the respect
That makes calamity of so long life:
70 For who would bear the whips and scorns of time,
Th’ oppressor’s wrong, the proud man’s contumely,
The pangs of despised love, the law’s delay,
The insolence of office, and the spurns
That patient merit of th’ unworthy takes,
75 When he himself might his quietus make
With a bare bodkin? Who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscovered country, from whose bourn
80 No traveller returns, puzzles the will,
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all,
And thus the native hue of resolution
85 Is sicklied o’er with the pale cast of thought,
And enterprises of great pitch and moment
With this regard their currents turn awry
And lose the name of action. Soft you now,
The fair Ophelia.—Nymph, in thy orisons
90 Be all my sins remembered.
OPH. Good my lord,
How does your honor for this many a day?
HAM. I humbly thank you, well.
OPH. My lord, I have remembrances of yours Literary Element

That I have longed long to re-deliver.
Figurative Language When Hamlet
95 I pray you now receive them. speaks with Ophelia, his banter is
HAM. No, not I, full of double entendre. Find some
I never gave you aught. examples of double entendre in this
section of his speech, examine both
OPH. My honored lord, you know right well you did, meanings, and describe how these
And with them words of so sweet breath composed comments would likely affect Ophelia.
As made the things more rich. Their perfume lost,
100 Take these again, for to the noble mind
Rich gifts wax poor when givers prove unkind.
There, my lord.
HAM. Ha, ha! are you honest?
OPH. My lord?
105 HAM. Are you fair?
OPH. What means your lordship?
HAM. That if you be honest and fair, your honesty should
admit no discourse to your beauty.
OPH. Could beauty, my lord, have better commerce than with
110 honesty?
HAM. Ay, truly, for the power of beauty will sooner transform
honesty from what it is to a bawd than the force of
honesty can translate beauty into his likeness. This was
sometime a paradox, but now the time gives
it proof. I did love you once.
115 OPH. Indeed, my lord, you made me believe so.
HAM. You should not have believed me, for virtue cannot so
inoculate our old stock but we shall relish of it. I loved
you not.
OPH. I was the more deceived.
HAM. Get thee to a nunnery. Why wouldst thou be a breeder
of
120 sinners?

Clarify Meaning Why does [Enter polonius, guildenstern, and rosencrantz.]
Hamlet choose to disclose his plan How now, my lord? Will the king hear this piece of work?
to Horatio? Find the lines where POL. And the queen too, and that presently.
Hamlet explains this and put them
into your own words. 40 HAM. Bid the players make haste.
[Exit polonius.]
Will you two help to hasten them?
ROS. Ay, my lord. [Exeunt they two.]
HAM. What, ho, Horatio!
[Enter horatio.]
HOR. Here, sweet lord, at your service.
45 HAM. Horatio, thou art e’en as just a man
As e’er my conversation coped withal.
HOR. O my dear lord!
HAM. Nay, do not think I flatter,
For what advancement may I hope from thee,
That no revenue hast but thy good spirits
50 To feed and clothe thee? Why should the poor be flattered?
No, let the candied tongue lick absurd pomp,
And crook the pregnant hinges of the knee
Where thrift may follow fawning. Dost thou hear?
Since my dear soul was mistress of her choice
55 And could of men distinguish her election,
S’hath sealed thee for herself, for thou hast been
As one in suff’ring all that suffers nothing,
A man that Fortune’s buffets and rewards
Hast ta’en with equal thanks; and blest are those
60 Whose blood and judgment are so well comeddled
That they are not a pipe for Fortune’s finger
To sound what stop she please. Give me that man
That is not passion’s slave, and I will wear him
In my heart’s core, ay, in my heart of heart,
65 As I do thee. Something too much of this.
There is a play to-night before the king.
One scene of it comes near the circumstance Reading Strategy

Which I have told thee of my father’s death.
Clarify Meaning What request does
I prithee, when thou seest that act afoot, Hamlet make of Horatio in this
70 Even with the very comment of thy soul passage? Paraphrase this request.
Observe my uncle. If his occulted guilt
Do not itself unkennel in one speech,
It is a damnéd ghost that we have seen,
And my imaginations are as foul
75 As Vulcan’s stithy. Give him heedful note,
For I mine eyes will rivet to his face,
And after we will both our judgments join
In censure of his seeming.
HOR. Well, my lord.
If ’a steal aught the whilst this play is playing,
80 And ’scape detecting, I will pay the theft.

If so, then mark up the pages as you KING. Thanks, dear my lord.
read, or reread, to help with your [Exit polonius.]
O, my offence is rank, it smells to heaven;
for you. Here are some ideas: It hath the primal eldest curse upon’t,
Underline = important idea A brother’s murder. Pray can I not,
Bracket = text to quote Though inclination be as sharp as will.
Asterisk = just what you were looking 40 My stronger guilt defeats my strong intent,
for
And like a man to double business bound,
I stand in pause where I shall first begin,
look up
And both neglect. What if this curséd hand
Were thicker than itself with brother’s blood,
45 Is there not rain enough in the sweet heavens
To wash it white as snow? Whereto serves mercy
But to confront the visage of offence?
And what’s in prayer but this twofold force,
To be forestalléd ere we come to fall,
50 Or pardoned being down? Then I’ll look up.
My fault is past. But, O, what form of prayer
Can serve my turn? ‘Forgive me my foul murder’?
That cannot be, since I am still possessed
왘 BIG Idea Of those effects for which I did the murder—
A Bard for the Ages How does King 55 My crown, mine own ambition, and my queen.
Claudius’s prayer express the conflict
May one be pardoned and retain th’ offence?
he experiences?
In the corrupted currents of this world
Mark up the excerpt, looking for Offence’s gilded hand may shove by justice,
And oft ’tis seen the wicked prize itself
Big Idea.
60 Buys out the law. But ’tis not so above.
There is no shuffling; there the action lies
In his true nature, and we ourselves compelled,
Even to the teeth and forehead of our faults,
To give in evidence. What then? What rests?
65 Try what repentance can. What can it not?
Yet what can it when one can not repent?
O wretched state! O bosom black as death!
O liméd soul, that struggling to be free
Art more engaged! Help, angels! Make assay.
70 Bow, stubborn knees, and heart with strings of steel,
Be soft as sinews of the new-born babe.
All may be well.
reduce your notes.
Record
ASK QUESTIONS
Write a question about the novel. Can
Recap

1. Do Claudius and Polonius have the same reason for spying on Hamlet and Reread Build Background on
Ophelia? How are their goals similar? How are they different? [Compare] page 79. How did that information
what you read in the play?
2. What do Hamlet and his mother discuss in her private chamber?

What mixed feelings does Gertrude experience as she listens to her son?
[Summarize]
3. Why, do you think, is Hamlet able to kill Polonius so easily, after he has
been so hesitant to act in other situations? What does this reveal about
Hamlet’s state of mind? [Infer]
4. In Act 3 King Claudius reveals his guilt and shows that he has a conscience.
Do you feel differently about Claudius after hearing him express remorse?
Why or why not? [Evaluate]
5. A Bard for the Ages Does Shakespeare make Claudius a character with
whom you can sympathize? Explain. [Analyze]
Literary Element Figurative Language Vocabulary Practice

What does Hamlet’s use of double entendre, used to
insult Ophelia, reveal about Hamlet’s character? A synonym is a word that has the same or nearly
[Interpret] the same meaning as another word. Match each
boldfaced vocabulary word below with its synonym.
Use a thesaurus or dictionary to check your answers.
1. paradox a. countenance
2. perceive b. distaste
3. resolution c. contradiction
4. visage d. blasphemous
5. pious e. devout
f. notice
g. firmness
Academic Vocabulary
Claudius did not want to be wrongly implicated in
the murder of Polonius. Think about a time when
you or someone you know were implicated in
something that you did not do. What was the outcome
of that situation?
Reading Strategy Clarify Meaning

Find a section of the text that is approximately
6–8 lines in length that you did not understand in
your first reading. Reread the passage slowly and then
put it in your own words. [Summarize]

Apply Figurative Language Oral Interpretation
Assignment Review the examples of figurative Assignment With a small group, organize and
language, such as metaphor, personification and present an oral interpretation of Hamlet’s famous “To
double entendre, you identified in Hamlet. Then, be, or not to be” speech in Act III.
write a few sentences that use one or more types of
figurative language to convey an idea or an emotion. Prepare As a group, review this excerpt and discuss
any confusing parts. Discuss the speech to gain a
Get Ideas Make a series of word webs. Around a better understanding of the literal level. Next, examine
theme word, such as relationships, jot down actions, the text so as to understand the implied meaning. It
ideas and items associated with that word. Look at may help to briefly take notes about the speech,
each of the associations that you have made and paraphrasing its main points.
choose one that could be developed through a direct
comparison, a metaphor. Find another association that Select a director, a performer, and someone to
could be developed through personification and yet help determine how the emotions should be
another that could be interpreted in more than one expressed at different times during the speech.
way, a double entendre. Discuss the progression of Hamlet’s thoughts as
he speaks. Determine what emotions he feels,
friends family how he might move on the stage, and the other
ways he demonstrates his thoughts.
relationships older sister Rehearse your oral interpretation until you can perform
it smoothly, focusing on volume, pacing, enunciation,
eye contact, and gestures.
relatives baby brother
Perform Present your dramatic reading to the
class. As you present, deliver for mood, tone, and
parents
impact on the audience, conveying Shakespeare’s
structure, style, and sound devices orally. After the
Give It Structure Think about where you reading, talk about your understanding of both
will employ each example of figurative language. literal and implied meanings.
Consider using only one example per stanza for
Evaluate Discuss your performance with group
clarity and impact.
members and the rest of the class. Write a few
EXAMPLE: paragraphs about the experience, noting any areas
My baby brother is the king of our house, waving for improvement.
his rattle like a scepter. His cries are enough to rile
the rest of us humble peasants to do his bidding.
Look at Language Make sure that the figurative

language that you are using is revealing the idea or
emotion that you intend it to.

Think about the word conflict and what it means. What is a conflict that you or entries about the novels that you read
someone you know has experienced? this year.
Create a Web
WRITE THE CAPTION
Create a word web for the word conflict. In circles attached to the word, list
feelings or emotions that may be associated with conflict.
from a movie of the play, using
information in Build Background.
Build Background
Sounds Familiar
How many times have you heard the line “To be, or not to be—that is the
question”? Many of the lines that Shakespeare wrote have become a part of
our everyday language and culture. Here are some of the often-quoted lines
you’ve read so far. How many of them have you heard before?
• “This above all, to thine own self be true” (Act 1, Scene 3)
• “Something is rotten in the state of Denmark” (Act 1, Scene 4)
• “Though this be madness, yet there is method in’t” (Act 2, Scene 2)
• “Get thee to a nunnery” (Act 3, Scene 1)

SF_Head
abatement [ə bāt´mənt]
Shakespeare was a deep thinker and a learned man as well as a great poet n. decline; end
and playwright. His characterization of Hamlet shows the many dimensions of After many hours of thrashing
a single person’s thought processes. In Act 4, Hamlet realizes that his inability winds and crashing thunder,
to act is overpowered by his need to avenge his father’s murder. we welcomed the abatement of
the storm.
Shakespeare explored human nature in its many manifestations, giving his
work its widespread and enduring appeal. As you read, notice how Hamlet’s cunning [kunín]
dilemma is a universally recognizable theme. adj. skill in deception
The scam artist was quite cunning,
deceiving his victims and stealing
their money.
Literary Element Style
Style is the way language is used to convey an idea or concept. It involves impetuous [im pech´¯ oo əs]
word choice, the length and arrangement of sentences, figurative language, adj. hasty; impulsive
and imagery. Marty tends to be impetuous,
making rash decisions that often
Style can reveal an author’s attitude and purpose for writing. One element end up poorly.
of Shakespeare’s writing style in Hamlet is imagery. In Hamlet, imagery is profound [prə found´]
often used to develop theme as well as to create a specific mood for a scene. adj. having intellectual depth;
intensely felt
As you read, think about how the imagery contributes to your understanding The poet was incredibly profound;
of thematic elements or the creation of the mood of the scene. Use the he revealed his wisdom as he spoke
graphic organizer on the next page to help you. about the nature of man.
rendezvous [ran´də v¯

oo´]
Reading Strategy n. meeting; encounter
Analyze Structure
Paul and Bridgette agreed to a
Structure is the particular order or pattern a writer uses to present ideas. rendezvous after the concert.
To analyze structure, then, is to think about why an author has chosen a
specific structure to present a particular idea.
One level of organization within a text is sentence structure. Quote Description Purpose of
When structuring sentences, an author may choose to use from the of Structure
juxtaposition, the practice of placing two or more distinct text Sentence
things side by side in order to contrast or compare them. Structure
Another type of contrast used is antithesis. Antithesis is a
specific type of structure that uses parallelism to emphasize a
contrast in meaning between two adjacent lines or phrases.
Both juxtaposition and antithesis are used to evoke an
emotional response in the reader as well as create meaning
within the text.
As you read, take note of how the text is structured at the

sentence level so as to engender emotion or create meaning. Take particular
note of how juxtaposition and antithesis are used to do so. You may find it
helpful to use a graphic organizer like the one at the right.
One element of Shakespeare’s writing style is his use that a corrupt head of state corrupts the state itself. As
of imagery. Imagery of corruption, disease, and death you read, use this cluster diagram to record words and
appear throughout Act 4 to help convey the theme phrases used to create this type of imagery.
Corruption,
Disease,
and Death

Style How does the imagery on this 125 KING. No place indeed should murder sanctuarize;
page contribute to a theme of Revenge should have no bounds. But good Laertes,
corruption? Explain. Will you do this, keep close within your chamber;
Hamlet returned shall know you are come home;
We’ll put on those shall praise your excellence,
130 And set a double varnish on the fame
The Frenchman gave you, bring you in fine together,
And wager on your heads. He, being remiss,˚
Most generous, and free from all contriving,
Will not peruse the foils, so that with ease,
135 Or with a little shuffling, you may choose
A sword unbated, and in a pass of practice
Requite him for your father.
LAER. I will do’t,
And for that purpose I’ll anoint my sword.
I bought an unction of a mountebank
140 So mortal that but dip a knife in it,
Where it draws blood no cataplasm so rare,
Collected from all simples that have virtue
Under the moon, can save the thing from death
That is but scratched withal. I’ll touch my point
145 With this contagion, that if I gall him slightly,
It may be death.
KING. Let’s further think of this,
Weigh what convenience both of time and means
May fit us to our shape. If this should fail,
And that our drift look through our bad performance,
150 ’Twere better not assayed. Therefore this project
Should have a back or second that might hold
If this did blast in proof. Soft, let me see.
We’ll make a solemn wager on your cunnings—
I ha’t.
155 When in your motion you are hot and dry—
As make your bouts more violent to that end—
And that he calls for drink, I’ll have preferred him
A chalice for the nonce, whereon but sipping,
If he by chance escape your venomed stuck,
160 Our purpose may hold there.—But stay, what noise?
[Enter queen.] Literary Element

QUEEN. One woe doth tread upon another’s heel,
Style Ophelia’s death is described in
So fast they follow. Your sister’s drowned, Laertes. this passage. Explain how the imagery
LAER. Drowned? O, where? either develops a theme or creates
QUEEN. There is a willow grows askant the brook a mood.
165 That shows his hoar leaves in the glassy stream.

Therewith fantastic garlands did she make
Of crowflowers, nettles, daisies, and long purples
That liberal shepherds give a grosser name,
But our cold maids do dead men’s fingers call them.
170 There on the pendent boughs her crownet weeds
Clamb’ring to hang, an envious sliver broke,
When down her weedy trophies and herself
Fell in the weeping brook. Her clothes spread wide,
And mermaid-like awhile they bore her up,
175 Which time she chanted snatches of old lauds,
As one incapable of her own distress,
Or like a creature native and indued
Unto that element. But long it could not be
Till that her garments, heavy with their drink,
180 Pulled the poor wretch from her melodious lay
To muddy death.
LAER. Alas, then she is drowned?
QUEEN. Drowned, drowned.
LAER. Too much of water hast thou, poor Ophelia,
And therefore I forbid my tears; but yet
185 It is our trick; nature her custom holds,
Let shame say what it will. When these are gone,
The woman will be out. Adieu, my lord.
I have a speech o’ fire that fain would blaze
But that this folly drowns it.
[Exit.]
KING. Let’s follow, Gertrude.
190 How much I had to do to calm his rage!
Now fear I this will give it start again;
Therefore let’s follow.

Analyze Structure What type of KING. I have sent to seek him, and to find the body.
sentence structures does Hamlet use How dangerous is it that this man goes loose!
when he is speaking to the king about Yet must not we put the strong law on him.
death? Explain.
He’s loved of the distracted multitude,
5 Who like not in their judgment but their eyes,
And where ’tis so, th’ offender’s scourge is weighed,
But never the offence. To bear all smooth and even,
This sudden sending him away must seem
Deliberate pause. Diseases desperate grown
10 By desperate appliance are relieved,
Or not at all.
[Enter rosencrantz, guildenstern, and all the rest.]
How now! what hath befall’n?
ROS. Where the dead body is bestowed, my lord,
We cannot get from him.
KING. But where is he?
ROS. Without, my lord; guarded, to know your pleasure.
15 KING. Bring him before us.
ROS. Ho! Bring in the lord.
[They enter with hamlet.]
KING. Now, Hamlet, where’s Polonius?
HAM. At supper.
KING. At supper? Where?
HAM. Not where he eats, but where ’a is eaten. A certain
20 convocation of politic worms are e’en at him. Your worm is
your only emperor for diet. We fat all creatures else to fat us,
and we fat ourselves for maggots. Your fat king and your lean
beggar is but variable service—two dishes, but to one table.
That’s the end.
KING. Alas, alas!
25 HAM. A man may fish with the worm that hath eat Reading Strategy
of a king, and eat of the fish that hath fed of that worm.
Analyze Structure Explain Hamlet’s
KING. What dost thou mean by this? commentary on death. How does this
HAM. Nothing but to show you how a king may go a progress sentence structure allow Hamlet to
through make his point more effectively?
the guts of a beggar.
30 KING. Where is Polonius?
HAM. In heaven. Send thither to see. If your messenger find
him not there, seek him i’ th’ other place yourself. But if,
indeed, you find him not within this month, you shall nose
him as you go up the stairs into the lobby.
35 KING. [To attendants.] Go seek him there.
HAM. ’A will stay till you come.
[Exeunt attendants.]
KING. Hamlet, this deed, for thine especial safety—
Which we do tender, as we dearly grieve
For that which thou hast done—must send thee hence
40 With fiery quickness. Therefore prepare thyself.
The bark is ready, and the wind at help,
Th’ associates tend, and everything is bent
For England.
HAM. For England?
KING. Ay, Hamlet.
HAM. Good.
KING. So is it, if thou knew’st our purposes.
45 HAM. I see a cherub that sees them. But come, for England!
Farewell, dear mother.
KING. Thy loving father, Hamlet.
HAM. My mother. Father and mother is man and wife, man
and wife is one flesh. So, my mother. Come, for England.

If so, then mark up the pages as you HAM. I’ll be with you straight. Go a little before.
read, or reread, to help with your [Exeunt all but hamlet.]
How all occasions do inform against me,
for you. Here are some ideas: And spur my dull revenge! What is a man,
Underline = important idea If his chief good and market of his time
Bracket = text to quote 35 Be but to sleep and feed? A beast, no more.
Asterisk = just what you were looking Sure he that made us with such large discourse,
for
Looking before and after, gave us not
That capability and godlike reason
look up
To fust in us unused. Now, whether it be
40 Bestial oblivion, or some craven scruple
Of thinking too precisely on th’ event—
A thought which, quartered, hath but one part wisdom
And ever three parts coward—I do not know
Why yet I live to say ‘This thing’s to do’,
45 Sith I have cause, and will, and strength, and means,
To do’t. Examples gross as earth exhort me:
Witness this army of such mass and charge,
Led by a delicate and tender prince,
Whose spirit, with divine ambition puffed,
왘 BIG Idea 50 Makes mouths at the invisible event,
A Bard for the Ages What makes Exposing what is mortal and unsure
Hamlet’s soliloquy so moving even
To all that fortune, death, and danger dare,
centuries after it was written?
Even for an eggshell. Rightly to be great
evidence of how it expresses the Is not to stir without great argument,
Big Idea. 55 But greatly to find quarrel in a straw
When honor’s at the stake. How stand I then,
That have a father killed, a mother stained,
Excitements of my reason and my blood,
And let all sleep, while to my shame I see
60 The imminent death of twenty thousand men
That for a fantasy and trick of fame
Go to their graves like beds, fight for a plot
Whereon the numbers cannot try the cause,
Which is not tomb enough and continent
65 To hide the slain? O, from this time forth,
My thoughts be bloody, or be nothing worth!
reduce your notes.
Record
MY VIEW
Write down your thoughts on the
excerpt.
Recap

1. Who is Fortinbras, and why is he entering Denmark? What function might Reread Build Background on
Fortinbras serve in the play? [Analyze] page 91. How did that information
what you read in Act 4?
2. According to Hamlet, Fortinbras is an admirable man. How does the sight

of Fortinbras and his troops change Hamlet’s attitude? [Infer]
3. Laertes responds in a variety of ways to the tragic events in his family.

What do these responses reveal about his character? In what ways is he
both similar to and different from Hamlet? [Compare]
4. Do you believe that Hamlet’s attitude toward his task of revenge has
changed in Act 4? Why or why not? [Evaluate]
5. A Bard for the Ages How does Shakespeare use imagery to reveal the
corruption of Denmark in this act? [Analyze]
10 0 NOVEL COMPAN I O N : U ni t 2
Literary Element Style Vocabulary Practice

Think about some of the most powerful imagery in Identify the context clues in the following sentences
this act. Give a specific example of imagery that is that help you determine the meaning of each
used to create a mood of doom. Explain. [Analyze] boldfaced vocabulary word.
1. Max worked hard toward the abatement of

his debts in order to diminish the stress he felt
because of the money he owed.
2. His winning smile and agreeable nature were

only a façade for hiding his cunning and
deceptive plans.
3. The impetuous child reached for the hot pan

without thinking.
4. The words of the war veteran had such a

profound impact on me that I was brought
to tears.
5. Adam hoped to have a rendezvous with Marie,

Reading Strategy Analyze Structure
but she did not wish to meet.
Find an example in Act 4 in which sentence structure
is used to either evoke emotion or create meaning. In
particular, look for antithesis and juxtaposition. Then,
explain what emotion or meaning is created and what
role sentence structure plays in this process. Explain. Academic Vocabulary
[Analyze] Domestic issues, such as Fortinbras’s army marching
through Denmark, were considerations of Claudius
as the king of the Danes. In the preceding sentence,
domestic means “concerning the internal affairs of
a nation.” Domestic also has other meanings. For
instance: Sarah is quite domestic, cooking excellent
meals and keeping the house quite tidy. What do you
think domestic means in the preceding sentence?
What is the difference between the two meanings?


Apply Sentence Structure Oral Report
Assignment Authors make deliberate choices about Assignment Present an oral report in which you
the ways that they structure their sentences so as to compare Hamlet’s soliloquy at the end of Act 4,
create meaning or evoke emotion in the reader. Scene 4, with the one in Act 2, Scene 2.
Review the ways in which Shakespeare utilized
different sentence structures, particularly antithesis Prepare Make a list of sentiments and themes
and juxtaposition, and think about their respective in each. Use your list to look for similarities and
purposes. Then, write a paragraph that uses sentence differences between the two soliloquies. Ask yourself,
structure, with at least one example of antithesis and how has Hamlet’s view of himself changed between
one example of juxtaposition, to create meaning or Act 2 and Act 4? Write your comparison on a separate
emotion in the mind of your reader. sheet of paper.
Get Ideas Think about an issue that you feel is
Perform Summarize your comparison orally for
critical in your life. Some examples of critical issues
your class. Be sure to speak with enough volume
are divorce, pressure, relationships, honesty, and
and clarity so that all can understand. Use appropriate
acceptance. Regardless of what you pick, make sure
and effective eye contact, tone of voice, and body
that it is something that you feel strongly about.
language.
You may wish to create a word web around several
issues, putting the issue in the center and jotting
Evaluate As you listen to other oral reports, compare
down actions, ideas, and images that you associate
and contrast your own ideas with those of your
with that issue.
classmates. Make a list of three ideas that you heard
while your classmates were presenting that you would
friends comparing have liked to develop in your own comparison.
acceptance letters getting a date
for prom
college pressure
essays
AP Chemistry
walking down the exams
aisle at graduation
The issue that shows the most promise for development

would be a good choice for this assignment.
Give It Structure As you write your paragraph,
arrange your ideas, and their accompanying structure,
so that they build on one another in a fluid and
meaningful manner.
Look at Language Don’t force sentence structures
on ideas. If a specific structure is not creating the
meaning of emotion that you had hoped, try another.


Do you think an act of revenge is ever justified? Why or why not? entries about the novels that you read
this year.
Make a List
Revenge is a common theme in movies today. With a partner, make a list
SUMMARIZE
of movies that feature a revenge theme. Discuss the motives for revenge
and the conclusion of each movie.
Build Background
Behind the Scenes
Rosencrantz and Guildenstern, minor characters in Hamlet, take center
stage in Tom Stoppard’s play Rosencrantz and Guildenstern Are Dead. First
performed in 1966, Stoppard’s play is a humorous look behind the scenes
of Hamlet through the eyes of these two off-the-wall characters. Summoned
to Denmark by the Danish king and queen, they encounter various amusing
adventures along the way. Filled with witty dialogue, Stoppard’s play uses
the absurd to highlight the futility of Rosencrantz and Guildenstern’s actions
and their inability to change their destiny. The play was later made into an
award-winning movie.


SF_Head
왘 BIG Idea Humanists and Courtiers
churlish [chur´lish]
To the Humanists, questions about the nature of life and death were popular adj. ill-mannered
subjects. In the final act of Hamlet, the main character confronts the physical The churlish man did not leave a tip
aspects of death as he holds Yorick’s skull. for the diligent waitress.
As you read, notice Hamlet’s preoccupation with death and his response to conjure [kon´jər]
seeing Ophelia’s corpse. Ask yourself, what is Shakespeare saying about the v. call up
philosophical concerns of the time? Looking at the photo album
conjured many good memories from
the past.
Literary Element Foil potent [pōt´ənt]
A foil is a character whose attitudes, beliefs, or behavior differ significantly adj. strong; effective
from those of another character. The medicine was quite potent,
ridding Tom of his headache
Often a foil is a minor character who serves, through contrast, to emphasize immediately.
the distinctive characteristics—both good and bad—of the main character.
treachery [treach´ə rē]
At times, there will be more than one character that can serve as a foil in a n. act of disloyalty
piece of literature.
When Sarah gave Peter’s name to
the police, he interpreted it as an
As you read, notice the character(s) that serve as Hamlet’s foil. Use the act of treachery.
graphic organizer on the next page to list the characteristics of Hamlet that are
emphasized through the comparison(s) with his foil(s). umbrage [um´brij]
n. displeasure; resentment
The principal could not hide his
Reading Strategy Respond to Tone umbrage when he saw that the
school had been vandalized.
Tone is an author’s attitude toward his or her subject matter or the audience.
Tone in literature is akin to tone of voice in conversation. Tone
is conveyed through elements such as word choice,
punctuation, sentence structure, and figures of speech. A
writer’s tone might convey a variety of attitudes such as words phrases
sympathy, amusement or superiority. Often, tone
can be used to help readers identify theme in
works of literature.
quotes tone characters
As you read, note the tone of the work and think
about how the author has used words, phrases,
quotes, actions, elements of language, and
characters to create this tone. Try and create
several different idea webs for the varying tones in the chapter. actions elements of
You may find it helpful to use a graphic organizer like the one language
at the right.
When you respond to literature you tell what you like, dislike,
find surprising, or find interesting in the work. As you read, be aware of how
you respond to the tones you encounter.

A foil is a minor character who serves, through a foil character from Hamlet, and then complete the
contrast, to emphasize the distinctive characteristics— Venn diagram below with characteristics of Hamlet
both good and bad—of the main character. Think of as compared with those of the foil character.
Characteristics Characteristics Characteristics

of of Hamlet of Hamlet
Emphasized
(name of foil) by Foil


Foil Think about Laertes’s role as 185 HOR. You will lose, my lord.
Hamlet’s foil. Which of Hamlet’s HAM. I do not think so. Since he went into France I have
characteristics are emphasized through been in continual practice. I shall win at the odds. But thou
this comparison?
wouldst not think how ill all’s here about my heart. But it is
no matter.
HOR. Nay, good my lord—
190 HAM. It is but foolery, but is such a kind of gaingiving as
would perhaps trouble a woman.
HOR. If your mind dislike anything, obey it. I will forestall
their repair hither, and say you are not fit.
HAM. Not a whit, we defy augury. There is special providence
195 in the fall of a sparrow. If it be now, ’tis not to come; if it be
not to come, it will be now; if it be not now, yet it will come.
The read iness is all. Since no man of aught he leaves knows,
what is’t to leave betimes? Let be.
[A table prepared. Enter trumpets, drums, and officers with cushions;
king, queen, osric, and all the state, with foils, daggers, and laertes.]
KING. Come, Hamlet, come, and take this hand from me.
[The king puts laertes’ hand into hamlet’s.]
200 HAM. Give me your pardon, sir. I have done you wrong,
But pardon ’t as you are a gentleman.
This presence knows, and you must needs have heard,
How I am punished with a sore distraction.
What I have done
205 That might your nature, honor, and exception,
Roughly awake, I here proclaim was madness.
Was ’t Hamlet wronged Laertes? Never Hamlet.
If Hamlet from himself be ta’en away,
And when he’s not himself does wrong Laertes,
210 Then Hamlet does it not, Hamlet denies it.
Who does it then? His madness. If’t be so,
Hamlet is of the faction that is wronged;
His madness is poor Hamlet’s enemy.
Sir, in this audience,
215 Let my disclaiming from a purposed evil
Free me so far in your most generous thoughts
That I have shot my arrow o’er the house
And hurt my brother.

LAER. I am satisfied in nature, Literary Element

Whose motive in this case should stir me most
Foil What themes are developed
220 To my revenge. But in my terms of honor through the comparison of Hamlet
I stand aloof, and will no reconcilement and Laertes, Hamlet’s foil?
Till by some elder masters of known honor
I have a voice and precedent of peace
To keep my name ungored. But till that time
225 I do receive your offered love like love,
And will not wrong it.
HAM. I embrace it freely,
And will this brother’s wager frankly play.
Give us the foils.
LAER. Come, one for me.
HAM. I’ll be your foil, Laertes. In mine ignorance
230 Your skill shall, like a star i’ th’ darkest night,
Stick fiery off indeed.
LAER. You mock me, sir.
HAM. No, by this hand.
KING. Give them the foils, young Osric. Cousin Hamlet,
You know the wager?
HAM. Very well, my lord:
235 Your Grace has laid the odds o’ th’ weaker side.
KING. I do not fear it, I have seen you both;
But since he is bettered, we have therefore odds.
LAER. This is too heavy; let me see another.
HAM. This likes me well. These foils have all a length?


Respond to Tone Describe the tone HOR. So Guildenstern and Rosencrantz go to’t.
of the conversation that is taking place HAM. Why, man, they did make love to this employment.
between Horatio and Hamlet. What They are not near my conscience; their defeat
elements of language are used in this
passage to create this tone? How do Does by their own insinuation grow.
you respond to this tone? 60 ’Tis dangerous when the baser nature comes
Between the pass and fell incenséd points
Of mighty opposites.
HOR. Why, what a king is this!
HAM. Does it not, think thee, stand me now upon—
He that hath killed my king and whored my mother,
65 Popped in between th’ election and my hopes,
Thrown out his angle for my proper life,
And with such coz’nage—is’t not perfect conscience
To quit him with this arm? And is’t not be damned
To let this canker of our nature come
70 In further evil?
HOR. It must be shortly known to him from England
What is the issue of the business there.
HAM. It will be short; the interim is mine.
And a man’s life’s no more than to say ‘one’.
75 But I am very sorry, good Horatio,
That to Laertes I forgot myself;
For by the image of my cause I see
The portraiture of his. I’ll court his favours.
But sure the bravery of his grief did put me
80 Into a tow’ring passion.
HOR. Peace; who comes here?

[Enter osric, a courtier.] Reading Strategy

OSR. Your lordship is right welcome back to Denmark.
Respond to the Tone How does
HAM. I humbly thank you, sir. [Aside to horatio.] Dost know Osric’s entrance into this conversation
this water-fly? change the tone of the scene? Why
HOR. [Aside to hamlet.] No, my good lord. might Shakespeare have changed the
tone of the play at this time?
85 HAM. [Aside to horatio.] Thy state is the more gracious, for
’tis a vice to know him. He hath much land, and fertile.
Let a beast be lord of beasts, and his crib shall stand at
the king’s mess. ’Tis a chough, but as I say, spacious in
the possession of dirt.
OSR. Sweet lord, if your lordship were at leisure, I should a
90 impart thing to you from his majesty.
HAM. I will receive it, sir, with all diligence of spirit. Put your
bon-net to his right use. ’Tis for the head.
OSR. I thank your lordship, it is very hot.
HAM. No, believe me, ’tis very cold; the wind is northerly.
95 OSR. It is indifferent cold, my lord, indeed.
HAM. But yet methinks it is very sultry and hot for my
complexion.
OSR. Exceedingly, my lord; it is very sultry, as ’twere—I cannot
tell how. My lord, his majesty bade me signify to you that
’a has laid a great wager on your head. Sir, this is the
matter—
100 HAM. I beseech you, remember.


If so, then mark up the pages as you HAM. Alas, poor Yorick! I knew him, Horatio—a fellow of
read, or reread, to help with your infinite
note-taking. Develop a shorthand 160 jest, of most excellent fancy. He hath bore me on his back a thou-
for you. Here are some ideas:
sand times, and now how abhorred in my imagination it is! My
Underline = important idea gorge rises at it. Here hung those lips that I have kissed I know
not
Bracket = text to quote
how oft. Where be your gibes now, your gambols, your songs,
for your flashes of merriment that were wont to set the table on a
Checkmark = might be useful roar?
Circle = unfamiliar word or phrase to 165 Not one now to mock your own grinning? Quite chop-fall’n? Now
look up get you to my lady’s chamber, and tell her, let her paint an inch
thick, to this favor she must come. Make her laugh at that.
Prithee, Horatio, tell me one thing.
HOR. What’s that, my lord?
170 HAM. Dost thou think Alexander looked o’ this fashion i’ th’
earth?
HOR. E’en so.
HAM. And smelt so? Pah! [Throws down the skull.]
HOR. E’en so, my lord.
HAM. To what base uses we may return, Horatio! Why may not
175 imagination trace the noble dust of Alexander till ’a find it
왘 BIG Idea stopping
Humanists and Courtiers In what a bung-hole?
ways does the graveyard scene reflect
a Humanist approach to death?
HOR. ’Twere to consider too curiously to consider so.
HAM. No, faith, not a jot, but to follow him thither with modesty
Mark up the excerpt, looking for enough, and likelihood to lead it. Alexander died, Alexander was
Big Idea.
180 buried, Alexander returneth to dust; the dust is earth; of earth we
make loam; and why of that loam whereto he was converted
might
they not stop a beer-barrel?
Imperious Cæsar, dead and turned to clay,
Might stop a hole to keep the wind away.
185 O, that that earth which kept the world in awe
Should patch a wall t’expel the winter’s flaw!
But soft, but soft awhile! Here comes the king,
The queen, the courtiers.

reduce your notes.
Record
MY VIEW
excerpt.
Recap


1. When Hamlet realizes who the person being buried is, how does he react? Reread Introduction to the Play on
Is his reaction what you would expect based on his earlier actions? Explain. page 52. How did that information
[Analyze] help you understand or appreciate
what you read in the play?
2. In what way does Hamlet’s harsh treatment of Rosencrantz and Guildenstern

indicate a change in his attitude? [Infer]
3. In Act 1 Hamlet states, “The time is out of joint. O cursed spite, / That ever
I was born to set it right.” Do you think he succeeded in setting things right?
Why or why not? [Interpret]
4. Why do you think Hamlet asks Horatio to tell his story? How does Horatio’s
role in Hamlet’s life differ from that of other characters in the play? [Analyze]
5. Humanists and Courtiers In what ways does the final act of this play
reflect Humanist concerns? [Analyze]

Literary Element Foil Vocabulary Practice

Other than Laertes, who else might be a foil for Choose the sentence that uses the vocabulary
Hamlet in this play? What characteristics of Hamlet are word correctly.
revealed through this comparison? [Analyze]
1. A. The churlish girl kindly lent me her
lunch ticket.
B. The man who did not hold door for his friend
was quite churlish.
2. A. That song conjures many memories of the past.

B. She conjured the iPod from her friend
without asking.
3. A. The potent smell permeated the entire hallway.

B. Pete could barely detect the potent herb in
the casserole.
4. A. Treachery is punishable by death in some

cultures.
B. Kim is thankful for her friend’s treachery.
5. A. Jenny brimmed with umbrage when her

boyfriend proposed.
B. When Jared found out that his wife had been
Reading Strategy Respond to Tone disloyal, his umbrage was quite apparent.
Describe the tone at the very end of the play. What

theme is supported through the use of this tone?
[Interpret] Academic Vocabulary
Some may argue that in the final act of the play,
Hamlet had begun to amend his ruthless ways. In
the preceding sentence, amend means to change for
the better. To become more familiar with the word
amend, fill out the graphic organizer below.
definition synonyms
amend


Write an Obituary Write a newspaper obituary for Literary Criticism
Hamlet. Include information about his place of birth, Assignment Evaluate literary criticism about Hamlet
parents, education, employment, and hobbies and the and write a short response in which you agree or
cause of his death. Draw upon details from the play as disagree that the criticism applies. Present your
well as from your imagination to create the obituary. response to the class.
Jot down some notes here first. Prepare In 1811, English poet Samuel Coleridge said
that the character of Hamlet “is full of purpose, but
void of that quality of mind which accomplishes
purpose.” Analyze Coleridge’s statement. What is the
quality of mind that Hamlet seems to lack? Is it a result
of circumstance, or is it a character flaw?
Determine your position and formulate a clear thesis

with credible, valid and relevant evident to support it.
The more evidence that you are able to provide to
support your arguement, the more successful you will
be in your attempt to persuade your audience.
Report When you present your response, make eye

contact, speak loudly and clearly, and maintain good
posture to reflect confidence. Use an appropriate tone
of voice to enhance emotional and logical appeals. All
this will help as you try to persuade your audience to
agree with your point of view.
Evaluate Write a paragraph evaluating your report.

When your classmates present, offer oral feedback on
their performances.

Hamlet
Literature Library edition of this novel. Support your answers with
details from the texts. Write your answers on a separate sheet of paper,
but jot down some notes first on the lines provided.
The Management of Grief of Hamlet’s insanity was not considered a “ridiculous”

Bharati Mukherjee request in Hamlet. How does Stoppared make it seem
Using examples from the reading, describe which stages ridiculous here.
of grief Shaila experiences. How are her experiences
and Hamlet’s experiences similar? different? Use lines
from the play to support your answers.
“To be, or not to be” soliloquy

Prince Charles
What do you think Hamlet’s reaction would be to the
Of Revenge modern-language translation by Prince Charles?
Francis Bacon
In your opinion, what does Bacon mean when he
says, “Vindictive persons live the life of witches, who
are they are mischievous, so end they infortunate.”
Give an example from Hamlet that supports this.
The Character of Hamlet’s Mother

Carolyn Heilbrun
When you consider Heilbrun’s analysis, does it change
your opinion of Gertrude? Why? Does it change your
opinion of Hamlet? Why?
from Rosencrantz and Guildenstern Are Dead
Tom Stoppard
Stoppard’s play is considered a farce. A farce is a
type of comedy that provokes laughter by placing
one-dimensional characters in ridiculous situations.
Give examples from the dialogue to show how
Stoppard portrays Rosencrantz and Guildenstern as
one-dimensional characters. Discovering the cause
H a mle t 115
LITERATURE: Sonnet 73
That time of year thou mayst in me behold

When yellow leaves, or none, or few, do hang
Upon those boughs which shake against the cold,
Bare ruin’d choirs, where late the sweet birds sang.
5 In me thou seest the twilight of such day
As after sunset fadeth in the west,
Which by and by black night doth take away,
Death’s second self, that seals up all in rest.
In me thou seest the glowing of such fire
10 That on the ashes of his youth doth lie,
As the death-bed whereon it must expire,
Consum’d with that which it was nourish’d by.
This thou perceiv’st, which makes thy love more strong,
To love that well, which thou must leave ere long.

Compare the play you have just read to the literature selection at the left, TALK ABOUT IT
“Sonnet 73” by William Shakespeare in Glencoe Literature. Then answer the Hamlet and Sonnet 73 both address
questions below. Provide details from the selections to support your answers. the idea of death. Compare and
contrast the commentary that each
piece of literature makes about death.
Compare & Contrast As you are discussing, take notes
on the contributions made by
1. Style How does the use of imagery in “Sonnet 73” and Hamlet as a
your classmates.
stylistic device create the mood for each piece of literature?
2. Motif How is motif used in both “Sonnet 73” as well as Hamlet to

develop themes?
3. Figurative Language What figures of speech does Shakespeare use in

“Sonnet 73” that he also uses in Hamlet ? How do these figures of speech
either create meaning or evoke emotion in the reader?
H a mle t 117
Research Report UNDERSTAND THE TASK

• Primary sources are firsthand
Investigate Productions of Hamlet Hamlet is one of Shakespeare’s most accounts of an event, such as
diaries or eyewitness new articles
popular plays. Through the years, many theatre companies have performed
written at the time the event
traditional and alternative productions of this play. Also, multiple studios have
took place.
transformed the play into a movie. Regardless, each time people attempt to
• Secondary sources are sources
bring this play to life, their own interpretation of the play results. Using primary
written by people who did not
and secondary sources, prepare a research report of 1,500 words or more that
influence or experience the event.
addresses the productions of Hamlet or a topic related to the production of
the play.
Grammar Tip
Prewrite Write four or five questions to guide your research. Answer those
questions by checking secondary sources such as Web sites, encyclopedias, Brackets
magazines, and book. Consult primary sources, if possible. Prepare detailed Use brackets to enclose information
notes, identifying your sources for each fact or idea. Create an outline like the that you insert into a quotation for
one below to help structure your report, adding relevant information under clarity or to enclose a parenthetical
each outline point. phrase that already appears within
parentheses:
I. Alternative Productions of Hamlet There are several books written on
A. Define ‘alternative production’ this subject (such as Stage
1. alternative productions are . . . Directions in Hamlet, edited by
Hardin Aasand [Fairleigh Dickinson
2.
University Press, 2002]) that may
B. Example of alternative production of Hamlet
be available at your local library.
C. Themes accentuated by the alternative production
1. physicality of death
2.
D. Costuming
Draft Develop a thesis statement that identifies your topic and explains what
you plan to say about the topic.
EXAMPLE:
The alternative production of Hamlet by (supply name of company and
director here) effectively highlighted the themes of and
in a different manner than the traditional version.
As you write, refer to your notes and outline to make sure you have included the
correct information in a coherent order. You may also wish to use publishing
software to include visual aids, such as a photograph, to help your readers
visualize what you are reporting.
Revise As you incorporate the information in your notes, evaluate whether the
information is relevant or necessary. Delete information unrelated to your thesis,
and add any missing facts and ideas. If you have used any technical terms, make
sure they are explained thoroughly and correctly, to avoid misunderstandings.
Edit and Proofread Edit your writing so that it expresses your thoughts
effectively and is well organized. Carefully proofread for grammar, punctuation,

Gulliver’s
Travels
Jonathan Swift
Gu l l i v e r ’s Tr a v e ls 119
INTRODUCTI ON TO THE NOVEL
Gulliver’s Travels
Jonathan Swift
Swift’s Role in Government Mary’s sister Anne

“ Gulliver’s Travels is a complex book. It is,
of course, a satire on four aspects of man:
was crowned queen following William III’s death
in 1702. A devoted supporter of the Church of
the physical, the political, the intellectual, and the England and the Tory party, Anne was close to
moral. The last three are inseparable, and when Swift’s mentor, William Temple. Swift’s fortunes
Swift writes of one he always has in view the rose during her years in power. However, in 1714,
antagonism between two of her chief ministers,
others. It is also a brilliant parody of travel the Earl of Oxford and Viscount Bolingbroke,
literature; and it is at once science fiction and a paralyzed the Tory ministry. As a friend of both
witty parody of science fiction. It expresses savage men, Swift tried to heal the breach. When he
indignation at the follies, vices, and stupidities of failed, he returned to Ireland in despair. Queen
men . . . But at the same time it is a great comic Anne died a few months later.
masterpiece.
” The next monarch, George I, was a German
—Samuel Holt Monk, literary scholar prince distantly related to the English royal family.
He brought the Whigs back into power, which
Jonathan Swift was deeply involved in the political ruined many of Swift’s friends and ended his
and religious struggles of his day. A quarter century political career. In Gulliver’s Travels, Swift ridicules
before his birth, civil war broke out in England. The George I’s minister, Robert Walpole, using him
opponents of Charles I overthrew the monarchy in as the model for the Lilliputian minister Flimnap.
1649 and beheaded the king. The monarchy was George I ruled until 1727, the year after Swift’s
restored in 1661 with the coronation of Charles II, novel was published.
son of the late king. During his rule, England
fought two wars with Holland and formed a rocky, Meanwhile, the British Parliament passed the
unpopular alliance with France. British naval Irish Parliament Act of 1719, which was designed
power and commercial prosperity grew steadily. to strengthen British rule over Ireland. This act
followed other repressive laws passed after the
When Charles II died in 1685, his brother, James downfall of James II, who had been supported by
II, became king. The English royal family had Roman Catholics in Ireland. Catholics were
been Protestant since the 1530s, but James had prohibited from buying land, teaching in schools,
converted to Catholicism in 1672. As king he tried sitting on juries and town councils, and serving in
to convert the entire country. In 1688, Whig and the army. Such restrictions ensured that the vast
Tory leaders invited James’s son-in-law to bring an majority of Irish Roman Catholics struggled to
army to England and depose the king. James fled feed their children.
to France, and his son-in-law became King William
III. He ruled together with his wife, Mary II, until Character Inspirations All of the events and
she died in 1694. During their reign, the Act of problems mentioned above were targets for Swift’s
Settlement was passed, requiring whoever ruled satire. For example, the Emperor of Lilliput
England to belong to the Church of England. represents George I, the High Heels and Low Heels
represent the Tories and the Whigs, and Lilliput
and Blefuscu stand for Great Britain and France.

INTRODUCTION TO T H E NOVEL
Much of Gulliver’s Travels can be read as an The story takes place from 1699 to 1715. Gulliver
allegory of eighteenth-century British politics. visits some real countries, such as Japan, but most
However, the meaning of Swift’s satire is not of the “remote nations of the world” in the book
limited to particular controversies. Gulliver’s are imaginary. Brobdingnag is a large peninsula
Travels can be understood and enjoyed by readers connected to North America; the rest of the places
unfamiliar with its historical context. Gulliver describes are islands.
The Science of Size

Jonathan Swift spent a lot of time Brobdingnag is twelve times larger height. For example, the Lilliputians
figuring out the size of people, than it would be in our world. Thus use the twelve-to-one ratio to
animals, and objects Gulliver the equivalent of a six-foot-tall man determine that Gulliver’s body
encounters in the first two parts of in Lilliput would be six inches tall, could hold 1,728 of theirs, which
the novel. Everything in Lilliput is and his equivalent in Brobdingnag helps them decide how much food
one-twelfth as large as it would be would be seventy-two feet tall. to give him.
in our world, and everything in Swift calculated volume as well as
G u l l i v e r ’s Tr a v e ls 121
MEET TH E AUTHOR
Jonathan Swift (1667–1745)
“I have ever hated all nations, professions,

and communities, and all my love is toward
When Temple died in 1699, Swift went back to
Ireland, where he held various positions in the
church. He visited England often and made friends
individuals. . . . But principally I hate and detest
with several prominent authors there. He wrote a
that animal called man, although I heartily love series of pamphlets on church questions, as well as
John, Peter, Thomas, and so forth.
” poems and essays that were published in the Tatler,
a popular English magazine.
—Jonathan Swift
Jonathan Swift’s father didn’t live to see his son’s Political Background Swift switched political
birth in 1667. Before dying, he had relocated the parties in 1710. He had been a Whig, but the
family from England to Ireland, a move Swift Whigs wanted to repeal a law that required all
resented for a lifetime. Swift thought of himself as holders of political office to swear allegiance
English, but the English considered him to be Irish. to the Church of England (which prevented
He felt that they discriminated against him because freethinkers and members of other churches
of his origins. from entering politics). Swift objected to any
policy that might reduce the Church of England’s
Swift’s mother, an impoverished widow, had to power, so he joined the Tories, who sought to
send her newborn son to live with an uncle. Swift preserve the church’s authority. He edited the
showed signs of brilliance at an early age, learning party newspaper, the Examiner, and wrote some
how to read when he was only three years old. of its most influential articles. Having paid his
However, disciplinary problems kept him from political dues, he expected to be appointed a
doing well in school. He managed to graduate bishop in England. Instead, in 1713 he was
from Trinity College in Dublin only by a special named to the lesser post of dean of St. Patrick’s
dispensation. Cathedral, Dublin. He reluctantly returned
to Ireland.
Recognizing His Talent In 1689, when Swift
was twenty-two, he moved to England and Eventual Fame Swift became a national
became secretary to Sir William Temple. A retired hero and helped lead Irish resistance to British
diplomat and noted author living near London, oppression. Probably the best known of his
Temple taught Swift much about writing. Temple writings is “A Modest Proposal,” which exposes
was also a friend of King William III, who British injustices through an ironic proposal
suggested that Swift pursue a career in the Church to solve Ireland’s overpopulation problem and
of England. Swift became an Anglican priest. food shortages.
He served in Ireland for a few years, but he was
unhappy there and returned to Temple’s house. At a time when the average lifespan was less
During this period, he discovered his gifts as a than fifty, Swift lived to be seventy-seven. For
satirist. He wrote a defense of the church called much of his life, he suffered from what he feared
A Tale of a Tub and a mock debate between was mental illness. Most experts now believe that
ancient and modern authors called The Battle of he had Ménière’s disease, an inner-ear disorder
the Books. Swift once wrote that “Satire is a sort that can cause dizziness, nausea, and deafness.
of glass, wherein beholders do generally discover He died in 1745.
everybody’s face but their own.”

BEFORE YOU READ: Par ts I–II

What motivates people to travel to faraway places? entries about the novels that you read
this year.
Make a List
With a partner, list reasons why people like to travel. Discuss the qualities that
SUMMARIZE
make someone a good traveler.
Build Background
Gulliver’s Past and Present
The character Gulliver is fictional, but Swift gives him background as if he is
real. Lemual Gulliver is the third of five sons, and although he studied at
prestigious Cambridge University as a teenager, his family could not continue
to afford his tuition there and he is forced to drop out. He is then sent to
London to learn how to be a surgeon under a man named James Bates. He
also learns mathematics and navigation, and hopes one day to travel. After
studying physics at Leyden, he becomes a surgeon on a ship called The
Swallow for three years. When his traveling is done, he settles down and
marries, but when his business begins to fail, he decides to head back to the
sea for another six-year voyage. Although he plans for this trip to be his last,
he decides to take one last voyage on a ship called The Antelope. It is there
his real adventures begin.
The Antelope, on its way to the East Indies, is blown off course in a storm and
capsizes. Of all the crew, only Gulliver survives. He swims to shore, promptly
falls asleep, and when he awakens, six-inch-tall humans have tied his body to
the ground and are crawling over him, carrying tiny bows and arrows.
G u l l i v e r ’s Tr a v e l s: Pa rt s I–II 123
BEFORE YOU READ: Par ts I–II

SF_Head
왘 BIG Idea English Enlightenment and Neoclassicism
animosity [an´ə mos´ə tē]
The period of the Enlightenment was a time of great intellectual freedom and n. a feeling of hostility or hatred
scientific inquiry. New ways of thinking led to a scientific revolution. The feelings of animosity between
them stemmed from a fight they
During the Enlightenment, many scientists set out to identify universal laws had earlier in the year.
of human nature. Poets and artists believed that the purpose of art was to
imitate nature. As you read, think about the new ways of thinking during the conjecture [kən jekćhər]
Enlightenment and look for examples of Swift’s writing that fit this description. v. to infer from inconclusive
evidence; to guess
After seeing the two ignore each
Literary Element Satire other, I would conjecture that they
are not getting along.
Satire is writing that exposes the vices, follies, or flaws of people or societies
in order to ridicule them. Satire often uses exaggeration and its opposite, lenity [leńə tē]
understatement, as well as humor and irony to make its point. Irony is a n. mercy; tolerance; forgiveness
contrast or discrepancy between appearance and reality. His mother always treated him
with lenity, even after he broke
Although satire can be used simply to entertain, it can also lead to change her favorite vase.
or reform by causing people or societies to recognize their own faults and see mean [mēn]
how foolish they are. Swift believed that it could be used to induce people to adj. humble or poor; of inferior
live a more balanced, moderate, and harmonious life. quality or status
The homeless man lived in meager
Satire is a popular form of writing in television, movies, and books today, and mean conditions, his only home
much like it was in Jonathan Swift’s time. As you read, ask yourself, What are a cardboard box.
some examples of satire in this section? Use the graphic organizer on the next
page to help you. prodigious [prə dij´əs]
adj. extraordinary in bulk, quantity,
or degree; inspiring amazement or
wonder
Reading Strategy Analyze Text Structure
The expanse of the Grand Canyon
To analyze something means to separate it into its distinct parts in order to is truly prodigious; there is nothing
better understand it. When you analyze text structure, you look closely at else quite like it.
the different parts of the text in order to identify the pattern of organization
that a writer uses to present his or her ideas.
Problem Solution
Good readers look for patterns in what they read, and stop to recognize how
the author is organizing the text. Doing so helps you to understand different
points the author is making and also to recognize which ideas are more
important than others.
As you read, look for places where Swift notes a problem and then considers
a solution. Think about why this pattern of organization (problem/solution) is
one Swift employs. As you look for problems and solutions he proposes, you
may find it helpful to use a graphic organizer like the one to the right.

ACTIVE READING: Par ts I–II
Writers use descriptive details to help readers visualize Swift uses to present the exaggerated differences in
the people, places, and things in their stories. As you size between Gulliver and his hosts. Keep track of
read Gulliver’s Travels, notice the specific details that those details by filling in the chart below.
Descriptive Details about Size
Lilliput Brobdingnag
Some of the Lilliputians get hurt when The grass is over twenty feet high.
they jump the long distance from Gulliver to
the ground.
Literary Element NOVEL EXCERPT: PART I, CHAPTER 1

Satire How does Swift’s description I confess I was often tempted, while they were passing backwards and
of the Lilliputian people in this excerpt forwards on my Body, to seize Forty or Fifty of the first that came in my
make them seem somewhat silly and Reach, and dash them against the Ground. But the Remembrance of
humorous? what I had felt, which probably might not be the worst they could do;
and the Promise of Honour I made them, or so I interpreted my
submissive Behaviour, soon drove out those Imaginations. Besides, I now
considered my self as bound by the Laws of Hospitality to a People who
had treated me with so much Expence and Magnificence. However, in
my Thoughts I could not sufficiently wonder at the Intrepidity of these
diminutive Mortals, who durst venture to mount and walk on my Body,
while one of my Hands was at Liberty, without trembling at the very
Sight of so prodigious a Creature as I must appear to them. After some
time, when they observed that I made no more Demands for Meat, there
appeared before me a Person of high Rank from his Imperial Majesty. His
Excellency having mounted on the Small of my Right Leg, advanced
forwards up to my Face, with about a Dozen of his Retinue; And
Producing his Credentials under the Signet Royal, which he applied close
to mine Eyes, spoke about ten Minutes, without any Signs of Anger, but
with a kind of determinate Resolution; often pointing forwards, which as
I afterwards found was towards the Capital City, about half a Mile
distant, whither it was agreed by this Majesty in Council that I must be
conveyed. I answered in few Words, but to no Purpose, and made a Sign
with my Hand that was loose, putting it to the other, (but over his
Excellency’s Head, for Fear of hutting him or his Train) and then to my
own Head and Body, to signify that I desired my Liberty. It appeared that
he understood me well enough; for he shook his Head by way of
Disapprobation, and held his Hand in a Posture to shew that I must be
carried as a Prisoner. However, he made other Signs to let me understand
that I should have Meat and Drink enough, and very good Treatment.
Whereupon I once more thought of attempting to break my Bonds; but
again, when I felt the Smart of their Arrows upon my Face and Hands,
which were all in Blisters, and many of the Darts still sticking in them;
and observing likewise that the Number of my Enemies encreased; I gave
Tokens to let them know that they might do with me what they pleased.
Upon this, the Hurgo and his Train withdrew, with much Civility and
chearful Countenances. Soon after I heard a general Shout, with frequent
Repetitions of the Words, Peplom Selan, and I felt great Numbers of the
People on my Left Side relaxing the Cords to such a Degree, that I was
able to turn upon my Right, and to ease my self with making Water;
which I very plentifully did, to the great Astonishment of the People,
who conjecturing by my Motions what I was going to do, immediately
opened to the right and left on that Side, to avoid the Torrent which fell
with such Noise and Violence from me. But before this, they had dawbed
my Face and both my Hands with a sort of Ointment very pleasant to the
Smell, which in a few Minutes removed all the Smart of their Arrows.
These Circumstances, added to the Refreshment I had received by their

Victuals and Drink, which were very nourishing, disposed me to sleep. Literary Element
I slept about eight Hours as I was afterwards assured; and it was no
Wonder; for the Physicians, by the Emperor’s Order, had mingled a Satire Considering the Emperor, as
sleeping Potion in the Hogsheads of Wine. well as the people described in this
It seems that upon the first Moment I was discovered sleeping on excerpt, in what ways might Swift be
comparing the Lilliputians to the
the Ground after my Landing, the Emperor had early Notice of it by an
British people?
Express; and determined in Council that I should be tyed in the Manner
I have related (which was done in the Night while I slept) that Plenty of
Meat and Drink should be sent me, and a Machine prepared to carry me
to the Capital City.
This Resolution perhaps may appear very bold and dangerous, and
I am confident would not be imitated by any Prince in Europe on the
like Occasion; however, in my Opinion it was extremely Prudent as well
as Generous. For supposing these People had endeavoured to kill me
with their Spears and Arrows while I was asleep; I should certainly have
awaked with the first Sense of Smart, which might so far have rouzed my
Rage and Strength, as to enable me to break the Strings wherewith I was
tyed; after which, as they were not able to make Resistance, so they could
expect no Mercy.
These People are most excellent Mathematicians, and arrived to a
great Perfection in Mechanicks by the Countenance and Encouragement
of the Emperor, who is a renowned Patron of Learning. This Prince hath
several Machines fixed on Wheels, for the Carriage of Trees and other
great Weights. He often buildeth his largest Men of War, whereof some
are Nine Foot long, in the Woods where the Timber grows, and has them
carried on these Engines three or four Hundred Yards to the Sea. Five
Hundred Carpenters and Engineers were immediately set at work to
prepare the greatest Engine they had. It was a Frame of Wood raised
three Inches from the Ground, about seven Foot long and four wide,
moving upon twenty two Wheels. The Shout I heard, was upon the
Arrival of this Engine, which, it seems, set out in four Hours after my
Landing. It was brought parallel to me as I lay. But the principal
Difficulty was to raise and place me in this Vehicle. Eighty Poles, each of
one Foot high, were erected for this Purpose, and very strong Cords of
the bigness of Packthread were fastened by Hooks to many Bandages,
which the Workmen had girt round my Neck, my Hands, my Body, and
my Legs. Nine Hundred of the strongest Men were employed to draw up
these Cords by many Pullies fastned on the Poles; and thus in less than
three Hours, I was raised and slung into the Engine, and there tyed fast.
All this I was told; for while the whole Operation was performing, I lay
in a profound Sleep, by the Force of that soporiferous Medicine infused
into my Liquor. Fifteen hundred of the Emperor’s largest Horses, each
about four Inches and a half high, were employed to draw me towards the
Metropolis, which, as I said, was half a Mile distant.
Reading Strategy NOVEL EXCERPT: PART I, CHAPTER 4

Analyze Text Structure How does One Morning, about a Fortnight after I had obtained my Liberty;
this passage show Gulliver’s growing Reldresal, Principal Secretary (as they style him) of private Affairs, came
relationship with the Lilliputians? to my House, attended only by one Servant. He ordered his Coach to
wait at a Distance, and desired I would give him an Hour’s Audience;
which I readily consented to, on Account of his Quality, and Personal
Merits, as well as of the many good Offices he had done me during my
Sollicitations at Court. I offered to lie down, that he might the more
conveniently reach Ear; but he chose rather to let me hold him in my
Hand during our Conversation. He began with Compliments on my
Liberty; said, he might pretend to some Merit in it; but, however, added,
that if it had not been for the present Situation of things at Court,
perhaps I might not have obtained it so soon. For, said he, as flourishing
a Condition as we appear to be in to Foreigners, we labour under two
mighty Evils; a violent Faction at home, and the Danger of an Invasion
by a most potent Enemy from abroad. As to the first, you are to
understand, that for above seventy Moons past, there have been two
struggling Parties in this Empire, under the Names of Tramecksan, and
Stamecksan, from the high and low Heels on their Shoes, by which they
distinguish themselves.
It is alledged indeed, that the high Heels are most agreeable to our
ancient Constitution: But however this be, his Majesty hath determined
to make use of only low Heels in the Administration of the Government,
and all Offices in the Gift of the Crown; as you cannot but observe; and
particularly, that his Majesty’s Imperial Heels are lower at least by a Drurr
than any of his Court; (Drurr is a Measure about the fourteenth Part of
an Inch.) The Animosities between these two Parties run so high, that
they will neither eat nor drink, nor talk with each other. We compute
the Tramecksan, or High-Heels, to exceed us in Number; but the Power
is wholly on our Side. We apprehend his Imperial Highness, the Heir to
the Crown, to have some Tendency towards the High-Heels; at least we
can plainly discover one of his Heels higher than the other; which gives
him a Hobble in his Gait. Now, in the midst of these intestine Disquiets,
we are threatened with an Invasion from the Island of Blefuscu, which is
the other great Empire of the Universe, almost as large and powerful as
this of his Majesty. For as to what we have heard you affirm, that there
are other Kingdoms and States in the World, inhabited by human
Creatures as large as your self, our Philosophers are in much Doubt; and
would rather conjecture that you dropt from the Moon, or one of the
Stars; because it is certain, that an hundred Mortals of your Bulk, would,
in a short Time, destroy all the Fruits and Cattle of his Majesty’s
Dominions. Besides, our Histories of six Thousand Moons make no
Mention of any other Regions, than the two great Empires of Lilliput and
Blefuscu. Which two mighty Powers have, as I was going to tell you, been
engaged in a most obstinate War for six and thirty Moons past. It began
upon the following Occasion. It is allowed on all Hands, that the
primitive Way of breaking Eggs before we eat them, was upon the larger
End: But his present Majesty’s Grandfather, while he was a Boy, going to

eat an Egg, and breaking it according to the ancient Practice, happened Reading Strategy
to cut one of his Fingers. Whereupon the Emperor his Father, published
an Edict, commanding all his Subjects, upon great Penalties, to break the Analyze Text Structure What
smaller End of their Eggs. The People so highly resented this Law, that problems are the Lilliputians facing,
our Histories tell us, there have been six Rebellions raised on that and what solutions are presented?
Account; wherein one Emperor lost his Life, and another his Crown.
These civil Commotions were constantly fomented by the Monarchs of
Blefuscu; and when they were quelled, the Exiles always fled for Refuge to
that Empire. It is computed, that eleven Thousand Persons have, at
several Times, suffered Death, rather than submit to break their Eggs at
the smaller End. Many hundred large Volumes have been published upon
this Controversy: But the Books of the Big-Endians have been long
forbidden, and the whole Party rendred incapable by Law of holding
Employments. During the Course of these Troubles, the Emperors of
Blefuscu did frequently expostulate by their Ambassadors, accusing us of
making a Schism in Religion, by offending against a fundamental
Doctrine of our great Prophet Lustrog, in the fifty-fourth Chapter of the
Brundrecal, (which is their Alcoran.) This, however, is thought to be a
meer Strain upon the Text: For the Words are these; That all true
Believers shall break their Eggs at the convenient End: and which is the
convenient End, seems, in my humble Opinion, to be left to every Man’s
Conscience, or at least in the Power of the chief Magistrate to determine.
Now the Big-Endian Exiles have found so much Credit in the Emperor of
Blefuscu’s Court; and so much private Assistance and Encouragement
from their Party here at home, that a bloody War hath been carried on
between the two Empires for six and thirty Moons with various Success;
during which Time we have lost Forty Capital Ships, and a much greater
Number of smaller Vessels, together with thirty thousand of our best
Seamen and Soldiers; and the Damage received by the Enemy is
reckoned to be somewhat greater than ours. However, they have now
equipped a numerous Fleet, and are just preparing to make a Descent
upon us: And his Imperial Majesty, placing great Confidence in your
Valour and Strength, hath commanded me to lay this Account of his
Affairs before you.
I desired the Secretary to present my humble Duty to the Emperor,
and to let him know, that I thought it would not become me, who was a
Foreigner, to interfere with Patties; but I was ready, with the Hazard of
my Life, to defend his Person and State against all Invaders.
MARK IT UP NOVEL EXCERPT: PART II, CHAPTER 6

If so, then mark up the pages as you He was perfectly astonished with the historical Account I gave
read, or reread, to help with your him of our Affairs during the last Century; protesting it was only an
note-taking. Develop a shorthand Heap of Conspiracies, Rebellions, Murders, Massacres, Revolutions,
system, including symbols, that works Banishments; the very worst Effects that Avarice, Faction, Hypocrisy,
for you. Here are some ideas: Perfidiousness, Cruelty, Rage, Madness, Hatred, Envy, Lust, Malice,
Underline = important idea and Ambition could produce.
Bracket = text to quote His Majesty in another Audience, was at the Pains to recapitulate
Asterisk = just what you were looking the Sum of all I had spoken; compared the Questions he made, with the
for Answers I had given; then taking me into his Hands, and stroaking me
gently, delivered himself in these Words, which I shall never forget, nor
the Manner he spoke them in. My little Friend Grildrig; you have made
a most admirable Panegyrick upon your Country. You have clearly
look up
proved that Ignorance, Idleness, and Vice are the proper Ingredients
for qualifying a Legislator. That Laws are best explained, interpreted,
and applied by those whose Interest and Abilities lie in perverting,
confounding, and eluding them. I observe among you some Lines of an
Institution, which in its Original might have been tolerable; but these
half erased, and the rest wholly blurred and blotted by Corruptions.
It doth not appear from all you have said, how any one Perfection is
required towards the Procurement of any one Station among you; much
less that Men are ennobled on Account of their Virtue, that Priests are
advanced for their Piety or Learning, Soldiers for their Conduct or
Valour, Judges for their Integrity, Senators for the Love of their Country,
or Counsellors for their Wisdom. As for yourself (continued the King)
who have spent the greatest Part of your Life in travelling; I am well
왘 BIG Idea
disposed to hope you may hitherto have escaped many Vices of your
English Enlightenment and Country. But, by what I have gathered from your own Relation, and the
Neoclassicism What values of the
Answers I have with much Pains wringed and extorted from you; I cannot
Enlightenment does Swift address?
but conclude the Bulk of your Natives, to be the most pernicious Race of
little odious Vermin that Nature ever suffered to crawl upon the Surface
evidence of how it expresses the of the Earth.
Big Idea.

reduce your notes.
Record
MY VIEW
your own notes.
Recap
AFT ER YOU READ: Par ts I–II

1. How do the Lilliputians treat Gulliver when they first discover him? Why do Reread Meet the Author on
they treat him that way? What does their behavior suggest about human page 122. How did that information
nature? [Interpret] help you understand or appreciate
what you read in the novel?
2. What is Gulliver’s opinion of the Lilliputians when they set him free? How
and why does his opinion change by the time he leaves their country?
[Conclude]
3. How does Glumdalclitch treat Gulliver? How does her attitude toward him
resemble and differ from the attitude of the other Brobdingnagians?
[Compare]
4. Identify an example of satire in Gulliver’s interaction with the King of

Brobdingnag, and explain what human flaw is being ridiculed in the
example. [Analyze]
5. English Enlightenment and Neoclassicism How does Swift’s writing

style reflect the age of English Enlightenment and Neoclassicism? [Connect]

Literary Element Satire Vocabulary Practice

Do you think Swift’s British readers in the 1700s An antonym is a word that has the opposite or nearly
would be moved to change their ways based on his the opposite meaning as another word. Match each
satire of them in Gulliver’s Travels? Why or why not? boldfaced vocabulary word below with its antonym.
[Evaluate] Use a thesaurus or dictionary to check your answers.
1. animosity a. ordinary
2. conjecture b. recognition
3. lenity c. condemnation
4. mean d. extravagant
5. prodigious e. understood
f. goodwill
g. fact
Academic Vocabulary
Throughout his travels, Gulliver’s beliefs regarding
humanity evolve. In the preceding sentence, evolve
means “to develop or to undergo gradual change.”
Think about one specific experience that caused
Gulliver to evolve in Part I, then fill in the blank for this
statement:
caused Gulliver’s beliefs regarding

humanity to evolve during these travels.
Reading Strategy Analyze Text Structure
Why is it important that Swift made Gulliver first a
giant, then a little person? How would the story be
different if he went to Brobdingnag first, Lilliput
second? [Infer]

Apply Figurative Language Literature Groups
Assignment Figurative language is not meant to be Assignment Parts I and II are filled with scenes
interpreted literally, or taken seriously, but is instead featuring both broad humor and subtle wit. With a
language used for descriptive or dramatic effect. In group, consider the role of humor in the book and
Gulliver’s Travels, Swift uses language that exaggerates to what extent the character of Gulliver adds to
(hyperbole) and language that is understated in order this humor.
to create irony. Irony occurs when there is a sense of
incongruency between what is expected and what Prepare Have each group member choose five to
really occurs. All of this creates a work of satire. In eight scenes from Parts I and II that he or she found
two paragraphs, write a satirical description of an to be the funniest. Then each member should make
experience you have every day. a chart using these scenes and describing what was
funny about them.
Get Ideas Make a list of all the mundane experiences
you have in one day—things like brushing your teeth,
waiting for a ride, or sitting through a lecture. Next to
Scene Why It Was Funny
each item you list, think of one or two ways you could
either exaggerate or understate the experience in order
to make it more humorous or exciting. This creates a
sense of irony because suddenly a very ordinary
experience turns into something your reader would
not normally expect. Pick one experience from your
list to write about.
EXAMPLES:
It took almost a year to brush my teeth after eating all
the cheesy puffs.
My toothbrush scraped at my teeth like a chisel Discuss Have each member share his or her specific
to stone. examples with the group. Discuss as a group why
these scenes were so funny. What literary techniques
Give It Structure Think about how figurative did Swift use to achieve this humor? Look specifically
language affects your writing. Give structure to your at Gulliver in these humorous scenes—how does his
paragraphs by varying the amount of figurative use of language and his personality add to this humor?
language you use. For example, in the first paragraph,
write about the actual experience in truthful terms. Report As a group, choose the two most humorous
Then, in the second paragraph, write about it again, scenes you discussed. Write a paragraph explaining
this time using hyperbole and understatement in order why these scenes are funny and what literary
to create irony and satire. techniques help to create the humor. Also address the
character of Gulliver and how he adds to the book’s
Look at Language In order for your audience to wit and humor. Then have one group member present
understand that you are being satirical, your figurative your report to the class.
language should be extreme. Don’t say that the
lunch line was long; say that while you waited, your Evaluate Write a short paragraph explaining how you
fingernails grew two inches. Your audience will participated in your literature group. Evaluate your
understand the point your are trying to make—that performance as a group member, both in discussion
you stood waiting in line for a long time. and writing.

BEFORE YOU READ: Par t III

What is the proper role of science in society? entries about the novels that you read
this year.
Share Ideas
With a group of classmates, discuss your views of science. Consider
WRITE THE CAPTION
the following questions: Should scientists seek knowledge regardless
of the results, or should they focus on projects that will be of practical
in the present tense, using information
benefit to people? What steps should government take to support in Build Background.
scientific investigations? How much control should government have
over those investigations?
Build Background
Ahead of His Time
In Gulliver’s Travels, Swift wrote about technology that was used to keep the
island of Laputa afloat. This technology is similar to a technology being
developed for mass transit systems today: magnetic levitation, or maglev.
Powerful electromagnets lift a train above a special track and propel it at
speeds up to 300 miles per hour. Because the train doesn’t actually touch the
track, there is no friction to slow it down. Two U.S. scientists came up with the
idea a hundred years ago, but U.S. interest in maglev has fluctuated due to
the cost of building the new system. Both Germany and Japan have built
successful test systems.
G u l l i v e r ’s Tr a v e l s: Pa rt III 135
BEFORE YOU READ: Par t III

SF_Head
disquietude [dis kw¯í t¯
ood´]
During the period of the Enlightenment, nature was king. Scholars of the n. a feeling of unease or anxiety
Enlightenment hoped to find universal laws of nature. I felt a sense of disquietude
as I walked alone down the
In studying nature, nothing was more important than observation and dark alley; danger could have
experimentation and sharing that new knowledge with as many people been lurking behind any corner.
as possible. As you read, think about how Swift’s writing embodies the
thinking of the Enlightenment. exorbitance [i zor´bə təns]
n. excessive or gross deviation from
rule, right, or propriety
Literary Element Allegory Marked by her exorbitance, she
ignored everyone else in line and
An allegory is a literary work in which all or most of the characters, settings, pushed her way to the front.
and events represent something else, usually an abstract principle or idea.
The overall purpose of an allegory is to teach a moral lesson. Like a work of fortnight [fortń¯t´]
satire, a reader may recognize negative characteristics of himself or herself n. two weeks (“fourteen nights”)
when reading an allegory and be motivated to change. When a fortnight has passed,
our vacation will be over.
A famous allegory is “The Tortoise and the Hare.” In this simple necromancy [nek´rə man´sē]
tale, the race represents life, the Hare represents people who race through n. the act of raising the spirits
life and don’t truly appreciate it, and the Tortoise represents people who savor of the dead to reveal the future
and enjoy life. In the end, the moral lesson is that people who savor and or influence events
enjoy life are the ones who “win the race of life.” She practiced the dark art of
necromancy, asking the spirits
As you read, look for characters, events, or settings that Swift may be using of the dead to tell her what future
to represent larger principles or ideas. What do these characters, events, or might hold.
settings represent? Use the graphic organizer on the following page to help
reprobate [rep´rə bāt´]
you record the information.
n. a morally unprincipled person
Because he thought much of himself
but never cared for anyone else,
Reading Strategy Connect to Contemporary Issues those who knew him considered him
When you connect to contemporary issues, you link what you read a reprobate.
to events and issues in today’s world. Making these connections helps
you to understand the author’s message and how it may relate to our
world today.
Although many years have passed since Swift wrote his novel, human
behavior has not changed very much since the book was first published.
People are still motivated by fear, greed, and a desire for power. They are
also curious and anxious to learn.
Issues in
As you read, think about the issues and controversies in today’s world. Issues in
Our
Think of news stories that you’ve seen on television or the Internet. Look Gulliver’s
World
for characters, settings, and events in the text that you recognize in today’s World
Today
world as well. You may find it helpful to use a graphic organizer like the
one at the right.

ACTIVE READING: Par t III
As you continue to read Part III, use this chart to Also consider how these items may connect to
keep track of characters, objects, settings, or issues that contemporary issues today.
you think may be representative of something else.
Character Object Setting

OR OR OR
Issue in the Text Abstract Principle or Idea Behind It Connection to Today’s World
The Floating Island The distance between the Many citizens today feel distant
government and the people it from the political process and
governs confused about how it helps
ordinary people like themselves.
The Flappers
A Foreign Language
The Laputians’ Dislike

of 90 Degree Angles
The King
Literary Element NOVEL EXCERPT: PART III, CHAPTER 2

Allegory What are some of the In our Journey towards Lagado the Capital City, his Majesty ordered
characteristics of the Laputians that that the Island should stop over certain Towns and Villages, from whence
Swift notes in the passage? he might receive the Petitions of his Subjects. And to this Purpose,
several Packthreads were let down with small Weights at the Bottom.
On these Packthreads the People strung their Petitions, which mounted
up directly like the Scraps of Paper fastned by School-boys at the End of
the String that holds their Kite. Sometimes we received Wine and
Victuals from below, which were drawn up by Pullies.
The Knowledge I had in Mathematicks gave me great Assistance
in acquiring their Phraseology, which depended much upon that Science
and Musick; and in the latter I was not unskilled. Their Ideas are
perpetually conversant in Lines and Figure. If they would, for Example,
praise the Beauty of a Woman, or any other Animal, they describe it by
Rhombs, Circles, Parallelograms, Ellipses, and other Geometrical Terms;
or else by Words of Art drawn from Musick, needless here to repeat. I
observed in the King’s Kitchen all Sorts of Mathematical and Musical
Instruments, after the Figures of which they cut up the Joynts that were
served to his Majesty’s Table.
Their Houses are very ill built, the Walls bevil, without one right
Angle in any Apartment; and this Defect ariseth from the Contempt
they bear for practical Geometry; which they despise as vulgar and
mechanick, those Instructions they give being too refined for the
Intellectuals of their Workmen; which occasions perpetual Mistakes.
And although they are dextrous enough upon a Piece of Paper in
the Management of the Rule, the Pencil, and the Divider, yet in the
common Actions and Behaviour of Life, I have not seen a more clumsy,
awkward, and unhandy People, nor so slow and perplexed in their
Conceptions upon all other Subjects, except those of Mathematicks
and Musick. They are very bad Reasoners, and vehemently given to
Opposition, unless when they happen to be of the right Opinion, which
is seldom their Case. Imagination, Fancy, and Invention, they are wholly
Strangers to, nor have any Words in their Language by which those Ideas
can be expressed; the whole Compass of their Thoughts and Mind, being
shut up within the two forementioned Sciences.
Most of them, and especially those who deal in the Astronomical
Part, have great Faith in judicial Astrology, although they are ashamed
to own it publickly. But, what I chiefly admired, and thought altogether
unaccountable, was the strong Disposition I observed in them towards
News and Politicks; perpetually enquiring into publick Affairs, giving
their Judgments in Matters of State; and passionately disputing every
Inch of a Party Opinion. I have indeed observed the same Disposition
among most of the Mathematicians I have known in Europe; although
I could never discover the least Analogy between the two Sciences;
unless those People suppose, that because the smallest Circle hath as
many Degrees as the largest, therefore the Regulation and Management
of the World require no more Abilities than the handling and turning

of a Globe. But, I rather take this Quality to spring from a very common Literary Element
Infirmity of human Nature, inclining us to be more curious and conceited
in Matters where we have least Concern, and for which we are least Allegory What kind of people are
adapted either by Study or Nature. the Laputians? If the Laputians
These People are under continual Disquietudes, never enjoying a represent an abstract principle or idea,
what might they represent?
Minute’s Peace of Mind; and their Disturbances proceed from Causes
which very little affect the rest of Mortals. Their Apprehensions arise
from several Changes they dread in the Celestial Bodies. For Instance;
that the Earth by the continual Approaches of the Sun towards it, must
in Course of Time be absorbed or swallowed up. That the Face of the Sun
will by Degrees be encrusted with its own Effluvia, and give no more
Light to the World. That, the Earth very narrowly escaped a Brush from
the Tail of the last Comet, which would have infallibly reduced it
to Ashes; and that the next, which they have calculated for One and
Thirty Years hence, will probably destroy us. For, if in its Perihelion
it should approach within a certain Degree of the Sun, (as by their
Calculations they have Reason to dread) it will conceive a Degree of
Heat ten Thousand Times more intense than that of red hot glowing
Iron; and in its Absence from the Sun, carry a blazing Tail Ten Hundred
Thousand and Fourteen Miles long; through which if the Earth should
pass at the Distance of one Hundred Thousand Miles from the Nucleus,
or main Body of the Comet, it must in its Passage be set on Fire, and
reduced to Ashes. That the Sun daily spending its Rays without any
Nutriment to supply them, will at last be wholly consumed and
annihilated; which must be attended with the Destruction of this Earth,
and of all the Planets that receive their Light from it.
They are so perpetually alarmed with the Apprehensions of these and
the like impending Dangers, that they can neither sleep quietly
in their Beds, nor have any Relish for the common Pleasures or
Amusements of Life. When they meet an Acquaintance in the Morning,
the first Question is about the Sun’s Health; how he looked at his Setting
and Rising, and what Hopes they have to avoid the Stroak of the
approaching Comet. This Conversation they are apt to run into with the
same Temper that Boys discover, in delighting to hear terrible Stories of
Sprites and Hobgoblins, which they greedily listen to, and dare not go to
Bed for fear.
Reading Strategy NOVEL EXCERPT: PART III, CHAPTER 5

Connect to Contemporary Issues THIS ACADEMY IS NOT an entire single Building, but a
What are the people at the Academy Continuation of several Houses on both Sides of a Street; which
of Lagado trying to do? How are their growing waste, was purchased and applyed to that Use.
efforts similar to scientific research I was received very kindly by the Warden, and went for many Days
conducted in today’s world? to the Academy. Every Room hath in it one or more Projectors; and I
believe I could not be in fewer than five Hundred Rooms.
The first Man I saw was of a meagre Aspect, with sooty Hands and
Face, his Hair and Beard long, ragged and singed in several Places.
His Clothes, Shirt, and Skin were all of the same Colour. He had
been Eight Years upon a Project for extracting Sun-Beams out of
Cucumbers, which were to be put into Vials hermetically sealed, and
let out to warm the Air in raw inclement Summers. He told me, he
did not doubt in Eight Years more, that he should be able to supply
the Governors Gardens With Sun-shine at a reasonable Rate; but he
complained that his Stock was low, and intreated me to give him
something as an Encouragement to Ingenuity, especially since this had
been a very dear Season for Cucumbers. I made him a small Present,
for my Lord had furnished me with Money on purpose, because he knew
their Practice of begging from all who go to see them.
I went into another Chamber, but was ready to hasten back, being
almost overcome with a horrible Stink. My Conductor pressed me
forward, conjuring me in a Whisper to give no Offence, which would
be highly resented; and therefore I durst not so much as stop my Nose.
The Projector of this Cell was the most ancient Student of the Academy.
His Face and Beard were of a pale Yellow; his Hands and Clothes dawbed
over with Filth. When I was presented to him, he gave me a very close
Embrace, (a Compliment I could well have excused). His Employment
from his first coming into the Academy, was an Operation to reduce
human Excrement to its original Food, by separating the several Parts,
removing the Tincture which it receives from the Gall, Making the
Odour exhale, and scumming off the Saliva. He had a weekly Allowance
from the Society, of a Vessel filled with human Ordure, about the Bigness
of a Bristol Barrel.
I saw another at work to calcine Ice into Gunpowder; who likewise
shewed me a Treatise he had written concerning the Malleability of Fire,
which he intended to publish.

There was a most ingenious Architect who had contrived a new Reading Strategy
Method for building Houses, by beginning at the Roof, and working
downwards to the Foundation; which he justified to me by the like Connect to Contemporary Issues
Practice of those two prudent Insects the Bee and the Spider. What do all the endeavors outlined by
There was a Man born blind, who had several Apprentices in his own Gulliver have in common? Where do
you see similar endeavors (although
Condition: Their Employment was to mix Colours for Painters, which
not as exaggerated) in today’s world?
their Master taught them to distinguish by feeling and smelling. It was
indeed my Misfortune to find them at that Time not very perfect in their
Lessons; and the Professor himself happened to be generally mistaken:
The Artist is much encouraged and esteemed by the whole Fraternity.
In another Apartment I was highly pleased with a Projector, who had
found a Device of plowing the Ground with Hogs, to save the Charges
of Plows, Cattle, and Labour. The Method is this: In an Acre of Ground
you bury at six Inches Distance, and eight deep, a Quantity of Acorns,
Dates, Chesnuts, and other Masts or Vegetables whereof these Animals
are fondest; then you drive six Hundred or more of them into the Field,
where in a few Days they will root up the whole Ground in search of
their Food, and make it fit for sowing, at the same time manuring it with
their Dung. It is true, upon Experiment they found the Charge and
Trouble very great, and they had little or no Crop. However, it is not
doubted that this Invention may be capable of great Improvement.
I went into another Room, where the Walls and Ceiling were all
hung round with Cobwebs, except a narrow Passage for the Artist to
go in and out. At my Entrance he called aloud to me not to disturb his
Webs. He lamented the fatal Mistake the World had been so long in of
using Silk-Worms, while we had such plenty of domestick Insects, who
infinitely excelled the former, because they understood how to weave
as well as spin. And he proposed farther, that by employing Spiders,
the Charge of dying Silks would be wholly saved; whereof I was fully
convinced when he shewed me a vast Number of Flies most beautifully
coloured, wherewith he fed his Spiders; assuring us, that the Webs would
take a Tincture from them; and as he had them of all Hues, he hoped to
fit every Body’s Fancy, as soon as he could find proper Food for the Flies,
of certain Gums, Oyls, and other glutinous Matter, to give a Strength
and Consistence to the Threads.
MARK IT UP NOVEL EXCERPT: PART III, CHAPTER 8

If so, then mark up the pages as you HAVING A DESIRE TO SEE those Antients, who were most
read, or reread, to help with your renowned for Wit and Learning, I set apart one Day on purpose. I
note-taking. Develop a shorthand proposed that Homer and Aristotle might appear at the Head of all their
system, including symbols, that works Commentators; but these were so numerous, that some Hundreds were
for you. Here are some ideas: forced to attend in the Court and outward Rooms of the Palace. I knew
Underline = important idea and could distinguish those two Heroes at first Sight, not only from the
Bracket = text to quote Croud, but from each other. Homer was the taller and comelier Person
Asterisk = just what you were looking of the two, walked very erect for one of his Age, and his Eyes were the
for most quick and piercing I ever beheld. Aristotle stooped much, and made
use of a Staff. His Visage was meager, his Hair lank and thin, and his
Voice hollow. I soon discovered, that both of them were perfect Strangers
to the rest of the Company, and had never seen or heard of them before.
look up
And I had a Whisper from a Ghost, who shall be nameless, that these
Commentators always kept in the most distant Quarters from their
Principals in the lower World, through a Consciousness of Shame and
Guilt, because they had so horribly misrepresented the Meaning of those
Authors to Posterity. I introduced Didymus and Eustathius to Homer, and
prevailed on him to treat them better than perhaps they deserved; for he
soon found they wanted a Genius to enter into the Spirit of a Poet. But
Aristotle was out of all Patience with the Account I gave him of Scotus
and Ramus, as I presented them to him; and he asked them whether the
rest of the Tribe were as great Dunces as themselves.
I then desired the Governor to call up Descartes and Gassendi,
with whom I prevailed to explain their Systems to Aristotle. This great
Philosopher freely acknowledged his own Mistakes in Natural Philosophy,
왘 BIG Idea
because he proceeded in many things upon Conjecture, as all Men must
English Enlightenment and do; and he found, that Gassendi, who had made the Doctrine of Epicurus
Neoclassicism During the
as palatable as he could, and the Vortices of Descartes, were equally
Enlightenment, scholars turned
exploded. He predicted the same Fate to Attraction, whereof the present
to ancient texts for answers about
natural laws.
Learned are such zealous Asserters. He said, that new Systems of Nature
were but new Fashions, which would vary in every Age; and even those
Mark up the excerpt, looking for who pretend to demonstrate them from Mathematical Principles, would
evidence of how it expresses the flourish but a short Period of Time, and be out of Vogue when that
Big Idea. was determined.
I spent five Days in conversing with many others of the antient
Learned. I saw most of the first Roman Emperors. I prevailed on the
Governor to call up Eliogobalus’s Cooks to dress us a Dinner; but they
could not shew us much of their Skill, for want of Materials. A Helot
of Agesilaus made us a Dish of Spartan Broth, but I was not able to get
down a second Spoonful.

Use the Cornell Note Taking system to take notes on the excerpt at the left. Reduce
reduce your notes.
Record
ASK QUESTIONS
Write any questions you have about
the novel. Do you have to go to an
outside source to find the answers?
Recap
AFT ER YOU READ: Par t III

1. What function do the flappers perform in Laputa? How would you Reread Build Background on
characterize the people who are served by the flappers? [Interpret] page 123. How did that information
2. Why is the King of Laputa unable to suppress a revolt in Lindalino? What

moral lesson might Swift have wanted to teach in this allegory? [Conclude]
3. Who are the Struldbruggs? How does Gulliver’s opinion of their lives
change after he meets some of them? What does this episode suggest
about Swift’s view of humanity? [Conclude]
4. In what ways is Part III of Gulliver’s Travels similar to Parts I and II? How
does it differ from those earlier sections? [Compare]
5. English Enlightenment and Neoclassicism How does Gulliver’s desire

to meet with ancient scholars and philosophers in Glubbdubdrib reflect the
principles and ideals of the English Enlightenment? [Connect]

Literary Element Allegory Vocabulary Practice

Give at least one specific example of a story in Respond to these questions.
Part III where it is evident to you that Swift was using a
story to teach a moral lesson. [Interpret] 1. Which would give you a feeling of disquietude—
losing your wallet or scoring the winning goal for
your team?
2. Who would you describe as demonstrating

exorbitance—a person who donates money to
a charity or a person who lives well beyond his or
her means?
3. How many days must go by for a fortnight to

pass—seven or fourteen?
4. Who would be more likely to practice

necromancy—a fortune teller or a poet?
5. Who is more likely to be described as a

reprobate—someone serving a prison
Reading Strategy Connect to
sentence for murder or someone who works
Contemporary Issues
in a lawyer’s office?
What role does science and technology play in
our world today? How are lives today similar to and
different from the Laputians? [Compare]
Academic Vocabulary
When he first meets with the King of Laputa, Gulliver
has to amend his communication skills in order to be
understood by the speaker of a foreign language. To
become more familiar with the word amend, fill out
the graphic organizer below.
definition synonyms
amend
sentence/image antonyms
Write with Style Research and Report

Apply Figurative Language Internet Connection
Assignment Figurative language is not meant to be Assignment Near the beginning of Part III, Gulliver is
interpreted literally. It is language that is used for stranded on a deserted island. He manages to find
descriptive or dramatic effect. In Gulliver’s Travels, Swift food, shelter, a mode of travel, and even fire. Use the
uses many symbols (items that stand for or represent Internet to research different survival skills and items
something else) in order to create allegories. Write a necessary to survive as a castaway. Choose those you
short allegory of a contemporary situation, using view as most valuable and create a manual that
tangible symbols to represent intangible ideas. specifically instructs what a stranded castaway must
do to survive alone.
Get ideas Choose one of the following situations
to write about: Get Ideas First make a list of the different areas
1. a brother and a sister fighting over the where survival skills are necessary. For example, food,
remote control water, and shelter are three necessities. List at least
2. a baseball player who strikes out every time three more. Begin your Internet search by looking for
at bat answers to how people can survive without these
items readily available to them.
3. a student driver taking his or her driving test
You might want to create your own situation. Research As you research, use the questions
below to evaluate the reliability of information on
Once you have chosen your situation, list as many each Web site.
symbols as you can that correspond with the situation.
For example, in situation one, symbols could include • Authority Is the site associated with a reputable
the remote control, the couch, and maybe a pillow organization? Does the author have credentials?
that gets thrown. Alongside each symbol, list the larger Can he or she be contacted to verify information
idea each symbol might represent in your allegory. on the site?
• Accuracy Can the information be substantiated in
Give It Structure In order to focus your allegory, another source? Are these grammatical or factual
think about a moral or a lesson you want it to teach. errors that make the site seem questionable?
Although you may choose not to directly state this • Objectivity Is the writer citing a fact or offering an
moral in your allegory, it serves as your thesis and the opinion? Is the site associated with an organization
point you are trying to make. It will help you recognize that is biased?
which details are important to include, and which are • Datedness How often is the site updated? Can you
not essential. be sure that the information isn’t out of date?
Look at Language Use active verbs as much as Organize your notes according to each item the
possible to keep your writing interesting and exciting. castaway will be without (eg: food, water, shelter).
Instead of writing “he was upset,” write “his face List these items in the left column of your notebook,
burned with anger.” Instead of “she was capable of and in the right column, list the corresponding answers
great force,” you might write, “her arm had the force you find online for what skills a castaway needs to
of a semi-truck.” survive without these items.
Report Create a manual entitled How to Survive On

Your Own. Use the information you have found to
instruct the reader of your manual just what he or she
must know and be able to do in order to survive being
stranded. Be sure to include accurate and correctly
formatted citations for the Web sites you consulted.

BEFORE YOU READ: Par t IV

Do you think that reason is always in conflict with emotion? Can emotion help entries about the novels that you read
a person make good decisions and lead a virtuous life? this year.

WRITE THE CAPTION
Write for one or two minutes in response to the questions shown above.
Set a Purpose
in Build Background.
Read to find out how Gulliver is altered by his encounter with beings who
have rejected emotion in favor of reason.
Build Background
The Noble Beasts
Horses have long been called “the noblest animal.” They are also one of the
most important domesticated animals. People first captured and tamed wild
horses about six thousand years ago. Cave paintings discovered in Lascaux,
France show horses among other domesticated animals depicted. Horses
contributed to the development of civilization by helping farmers till fields and
by providing transportation. Scientists have long debated whether horses were
first tamed in one part of the world and then distributed to other regions or
tamed in many different regions. Recent evidence upholds the “many origins”
theory. Researchers compared DNA from ten modern horse breeds, a living
wild horse, and remains of horses who lived thousands of years ago. They
found that there are many lines of descent and that this diversity long
preceded the time when humans began taming horses.
G u l l i v e r ’s Tr a v e l s: Pa rt IV 147
BEFORE YOU READ: Par t IV

SF_Head
credulity [kri dū´lə tē]
To be an enlightened thinker, one had to challenge the thinking of the day n. willingness to believe, especially
and feel intellectually free to ask questions and find new answers. During on slight or uncertain evidence
the Enlightenment scientists made great strides in the areas of physics, People remembered her because of
mathematics, optics, and astronomy. The workings of the universe were no her credulity; she would believe
longer considered mysterious. Now they could be understood by all humans. almost anything.
In this section of the novel, various characters show some characteristics fulsome [fool´səm]
of the Enlightenment. As you read, ask yourself, How do the characters exhibit adj. aesthetically, morally, or
generally offensive; exceeding
enlightened ways of thinking?
the bounds of good taste
Many found the graffiti covering the
school entrance to be fulsome.
Literary Element Parody
A parody is a humorous imitation of a literary work that aims to point out subservient [səb sur´vē ənt]
the work’s shortcomings. A parody may imitate the plot, characters, or style adj. servile; slavishly submissive
of another work, usually through exaggeration. He was subservient to his
mother—whatever she asked
In Gulliver’s Travels, Swift parodies “travelogues”—books popular during his him to do, he would do it.
time in which travelers would recount their experiences abroad. Readers sustenance [sus´tə nəns]
during Swift’s time found the out-of-the-ordinary customs and ideals of people n. food or other items that
in distant and exotic lands to be great entertainment. Swift parodies these support life
travel books by exaggerating the exotic nature of Gulliver’s travels and by Water is considered an item of
including maps of Gulliver’s “voyage” and even a picture and biography of the sustenance because one needs it
book’s “author,” Samuel Gulliver. in order to live.
zealot [ze´lət]
As you read, ask yourself, How does Swift parody travelogues in this section?
n. one who is fanatically devoted
Use the graphic organizer on the following page to help you record the
to a cause
information.
She once chained herself to a tree
so it couldn’t be cut down; clearly
she was a zealot when it came to
Reading Strategy Draw Conclusions About Author’s Beliefs rainforest preservation.
When you draw conclusions about the author’s beliefs, you look for
evidence in the text as to how the characters, setting, and events in a story
represent a larger point the author is trying to make, often about the nature
of humanity. Situation in How this
text may reflect
Thinking about how the author’s beliefs may be influencing his or her writing
Swift’s
helps you to better understand the larger point or idea the author is making
beliefs
through his or her writing.
Now that you have almost completed Gulliver’s Travels, you have learned
about Swift’s background, his beliefs, and the English Enlightenment of his
time. You have also become more accustomed to Swift’s writing style and
the details and experiences he chooses to highlight. As you read, look for
situations that you think may be reflecting Swift’s own beliefs about politics,
culture, or humanity. You may find it helpful to use a graphic organizer like
the one at the right.

ACTIVE READING: Par t IV
As you read Part VI, look for ways in which it seems the writer had with the native people. They often
Swift is parodying the travel books popular during the emphasized the wonder and romance of travel,
English Enlightenment. These travelogues were often with fantastic stories of great adventure, of pirates,
written in a journal style by an adventurous traveler, bizarre creatures, and native peoples. How does
included maps and drawings, and detailed interactions Swift exaggerate these characteristics?
Parody
Travelogue characteristic Parody of Characteristic
Literary Element NOVEL EXCERPT: PART IV, CHAPTER 1

Parody What are some of the I had several Men died in my Ship of Calentures, so that I was
adventures Gulliver encounters forced to get Recruits out of Barbadoes, and the Leeward Islands, where
in this excerpt? I touched by the Direction of the Merchants who employed me; which
I had soon too much Cause to repent; for I found afterwards that most of
them had been Buccaneers. I had fifty Hands on Board; and my Orders
were, that I should trade with the Indians in the South-Sea, and make
what Discoveries I could. These Rogues whom I had picked up,
debauched my other Men, and they all formed a Conspiracy to seize the
Ship and secure me; which they did one Morning, rushing into my
Cabbin, and binding me Hand and Foot, threatening to throw me
overboard, if I offered to stir. I told them, I was their Prisoner, and would
submit. This they made me swear to do, and then they unbound me, only
fastening one of my Legs with a Chain near my Bed; and placed a Centry
at my Door with his Piece charged, who was commanded to shoot me
dead if I attempted my Liberty. They sent me down Victuals and Drink,
and took the Government of the Ship to themselves. Their Design was
to turn Pirates, and plunder the Spaniards, which they could not do, till
they got more Men. But first they resolved to sell the Goods in the Ship,
and then go to Madagascar for Recruits, several among them having died
since my Confinement. They sailed many Weeks, and traded with the
Indians; but I knew not what Course they took, being kept a close
Prisoner in my Cabbin, and expecting nothing less than to be murdered,
as they often threatened me.
Upon the 9th Day of May, 1711, one James Welch came down to
my Cabbin; and said he had Orders from the Captain to set me ashore.
I expostulated with him, but in vain; neither would he so much as tell me
who their new Captain was. They forced me into the Long-boat, letting
me put on my best Suit of Cloaths, which were as good as new, and a
small Bundle of Linnen, but no Arms except my Hanger; and they were
so civil as not to search my Pockets, into which I conveyed what Money
I had, with some other little Necessaries. They rowed about a League;
and then set me down on a Strand. I desired them to tell me what
Country it was: They all swore, they knew no more than my self, but
said, that the Captain (as they called him) was resolved, after they had
sold the Lading, to get rid of me in the first Place where they discovered
Land. They pushed off immediately, advising me to make haste, for fear
of being overtaken by the Tide; and bade me farewell.
In this desolate Condition I advanced forward, and soon got upon
firm Ground, where I sat down on a Bank to rest my self, and consider
what I had best do. When I was a little refreshed, I went up into the
Country, resolving to deliver my self to the first Savages I should meet;
and purchase my Life from them by some Bracelets, Glass Rings, and
other Toys, which Sailors usually provide themselves with in those
Voyages, and whereof I had some about me: The Land was divided by
long Rows of Trees, not regularly planted, but naturally growing;

there was Plenty of Grass, and several Fields of Oats. I walked very Literary Element
circumspectly for fear of being surprised, or suddenly shot with an Arrow
from behind, or on either Side. I fell into a beaten Road, where I saw Parody How do the adventures
many Tracks of human Feet, and some of Cows, but most of Horses. At outlined in the excerpt parody the
last I beheld several Animals in a Field, and one or two of the same kind travelogues of the early eighteenth
century?
sitting in Trees. Their Shape was very singular, and deformed, which a
little discomposed me, so that I lay down behind a Thicket to observe
them better. Some of them coming forward near the Place where I lay,
gave me an Opportunity of distinctly marking their Form. Their Heads
and Breasts were covered with a thick Hair, some frizzled and others lank;
they had Beards like Goats, and a Long Ridge of Hair down their Backs,
and the fore Parts of their Legs and Feet; but the rest of their Bodies were
bare, so that I might see their Skins, which were of a brown Buff Colour.
They had no Tails, nor any Hair at all on their Buttocks, except about
the Anus; which, I presume Nature had placed there to defend them as
they sat on the Ground; for this Posture they used, as well as lying down,
and often stood on their hind Feet. They climbed high Trees, as nimbly
as a Squirrel, for they had strong extended Claws before and behind,
terminating in sharp Points, hooked. They would often spring, and
bound, and leap with prodigious Agility. The Females were not so large as
the Males; they had long lank Hair on their Heads, and only a Sort of
Down on the rest of their Bodies, except about the Anus, and Pudenda.
Their Dugs hung between their fore Feet, and often reached almost to
the Ground as they walked. The Hair of both Sexes was of several
Colours, brown, red, black and yellow. Upon the whole, I never beheld
in all my Travels so disagreeable an Animal, or one against which I
naturally conceived so strong an Antipathy. So that thinking I had seen
enough, full of Contempt and Aversion, I got up and pursued the beaten
Road, hoping it might direct me to the Cabbin of some Indian. I had not
got far when I met one of these Creatures full in my Way, and coming up
directly to me. The ugly Monster, when he saw me, distorted several
Ways every Feature of his Visage, and stared as at an Object he had never
seen before; then approaching nearer, lifted up his fore Paw, whether out
of Curiosity or Mischief, I could not tell: But I drew my Hanger, and gave
him a good Blow with the flat Side of it; for I durst not strike him with
the Edge, fearing the Inhabitants might be provoked against me, if they
should come to know, that I had killed or maimed any of their Cattle.
When the Beast felt the Smart, he drew back, and roared so loud, that
a Herd of at least forty came flocking about me from the next Field,
howling and making odious Faces; but I ran to the Body of a Tree, and
leaning my Back against it, kept them off, by waving my Hanger. Several
of this cursed Brood getting hold of the Branches behind, leaped up into
the Tree, from whence they began to discharge their Excrements on my
Head: However, I escaped pretty well, by sticking close to the Stem of
the Tree, but was almost stifled with the Filth, which fell about me on
every Side.
Reading Strategy NOVEL EXCERPT: PART IV, CHAPTER 5

Draw Conclusions about the Author’s THE READER MAY PLEASE TO OBSERVE, that the following
Beliefs What are some of the details Extract of many Conversations I had with my Master, contains a
of war that Gulliver describes in this Summary of the most material Points, which were discoursed at several
passage? times for above two Years; his Honour often desiring fuller Satisfaction
as I farther improved in the Houyhnhnm Tongue. I laid before him, as
well as I could, the whole State of Europe; I discoursed of Trade and
Manufactures, of Arts and Sciences; and the Answers I gave to all the
Questions he made, as they arose upon several Subjects, were a Fund
of Conversation not to be exhausted. But I shall here only set down
the Substance of what passed between us concerning my own Country,
reducing it into Order as well as I can, without any Regard to Time or
other Circumstances, while I strictly adhere to Truth. My only Concern
is, that I shall hardly be able to do Justice to my Master’s Arguments and
Expressions, which must needs suffer by my Want of Capacity, as well as
by a Translation into our barbarous English.
In Obedience therefore to his Honour’s Commands, I related to him
the Revolution under the Prince of Orange; the long War with France
entered into by the said Prince, and renewed by his Successor the present
Queen; wherein the greatest Powers of Christendom were engaged, and
which still continued: I computed at his Request, that about a Million of
Yahoos might have been killed in the whole Progress of it; and perhaps a
Hundred or more Cities taken, and five times as many Ships burnt or sunk.
He asked me what were the usual Causes or Motives that made one
Country go to War with another. I answered, they were innumerable; but
I should only mention a few of the chief. Sometimes the Ambition of
Princes, who never think they have Land or People enough to govern:
Sometimes the Corruption of Ministers, who engage their Master in a
War in order to stifle or divert the Clamour of the Subjects against their
evil Administration. Difference in Opinions hath cost many Millions of
Lives: For Instance, whether Flesh, be Bread, or Bread be Flesh: Whether
the Juice of a certain Berry be Blood or Wine: Whether Whistling be a
Vice or a Virtue: Whether it be better to kiss a Post, or throw it into the
Fire: What is the best Colour for a Coat, whether Black, White, Red, or
Grey; and whether it should be long or short, narrow or wide, dirty or
clean; with many more. Neither are any Wars so furious and bloody, or
of so long Continuance, as those occasioned by Difference in Opinion,
especially if it be in things indifferent.
Sometimes the Quarrel between two Princes is to decide which of
them shall dispossess a Third of his Dominions, where neither of them
pretend to any Right. Sometimes one Prince quarrelleth with another,
for fear the other should quarrel with him. Sometimes a War is entered
upon, because the Enemy is too strong, and sometimes because he is too
weak. Sometimes our Neighbours want the Things which we have, or
have the Things which we want; and we both fight, till they take ours or
give us theirs. It is a very justifiable Cause of War to invade a Country
after the People have been wasted by Famine, destroyed by Pestilence, or
embroiled by Factions amongst themselves. It is justifiable to enter into
War against our nearest Ally, when one of his Towns lies convenient for

us, or a Territory of Land, that would render our Dominions round and Reading Strategy
compact. If a Prince sends Forces into a Nation, where the People are
poor and ignorant, he may lawfully put half of them to Death, and make Draw Conclusions about the Author’s
Slaves of the rest, in order to civilize and reduce them from their Beliefs How does Gulliver’s description
barbarous Way of Living. It is a very kingly, honourable, and frequent of war in this passage make it seem
incredibly petty and brutal? What is his
Practice, when one Prince desires the Assistance of another to secure
tone like during these descriptions?
him against an Invasion, that the Assistant, when he hath driven out the
What do you think Swift’s opinion is
Invader, should seize on the Dominions himself, and kill, imprison or regarding the many wars fought in his
banish the Prince he came to relieve. Allyance by Blood or Marriage, is a country’s history?
sufficient Cause of War between Princes; and the nearer the Kindred is,
the greater is their Disposition to quarrel: Poor Nations are hungry, and
rich Nations are proud; and Pride and Hunger will ever be at Variance.
For these Reasons, the Trade of a Soldier is held the most honourable of
all others: Because a Soldier is a Yahoo hired to kill in cold Blood as many
of his own Species, who have never offended him, as possibly he can.
There is likewise a Kind of beggarly Princes in Europe, not able to
make War by themselves, who hire out their Troops to richer Nations
for so much a Day to each Man; of which they keep three Fourths to
themselves, and it is the best Part of their Maintenance; such are those
in many Northern Parts of Europe.
What you have told me, (said my Master) upon the Subject of War,
doth indeed discover most admirably the Effects of that Reason you
pretend to: However, it is happy that the Shame is greater than the
Danger; and that Nature hath left you utterly uncapable of doing much
Mischief: For your Mouths lying flat with your Faces, you can hardly
bite each other to any Purpose, unless by Consent. Then, as to the
Claws upon your Feet before and behind, they are so short and tender,
that one of our Yahoos would drive a Dozen of yours before him. And
therefore in recounting the Numbers of those who have been killed in
Battle, I cannot but think that you have said the Thing which is not.
I could not forbear shaking my Head and smiling a little at his
Ignorance. And, being no Stranger to the Art of War, I gave him a
Description of Cannons, Culverins, Muskets, Carabines, Pistols, Bullets,
Powder, Swords, Bayoners, Sieges, Retreats, Attacks, Undermines,
Countermines. Bombardments, Sea-fights; Ships sunk with a Thousand
Men; twenty Thousand killed on each Side; dying Groans, Limbs flying
in the Air: Smoak, Noise, Confusion, trampling to Death under Horses
Feet: Flight, Pursuit, Victory; Fields strewed with Carcases left for Food to
Dogs, and Wolves, and Birds of Prey; Plundering, Stripping, Ravishing,
Burning and Destroying. And, to set forth the Valour of my own dear
Countrymen, I assured him, that I had seen them blow up a Hundred
Enemies at once in a Siege, and as many in a Ship; and beheld the dead
Bodies come down in Pieces from the Clouds, to the great Diversion of
all the Spectators.
MARK IT UP NOVEL EXCERPT: PART IV, CHAPTER 7

If so, then mark up the pages as you THE READER MAY BE DISPOSED to wonder how I could prevail
read, or reread, to help with your on my self to give so free a Representation of my own Species, among a
note-taking. Develop a shorthand Race of Mortals who were already too apt to conceive the vilest Opinion
system, including symbols, that works of Human Kind, from that entire Congruity betwixt me and their Yahoos.
for you. Here are some ideas: But I must freely confess, that the many Virtues of those excellent
Underline = important idea Quadrupeds placed in opposite View to human Corruptions, had so far
Bracket = text to quote opened mine Eyes and enlarged my Understanding, that I began to view
Asterisk = just what you were looking the Actions and Passions of Man in a very different Light; and to think
for the Honour of my own-Kind not worth managing; which, besides, it was
impossible for me to do before a Person of so acute a Judgment as my
Master, who daily convinced me of a thousand Faults in my self, whereof
I had not the least Perception before, and which with us would never
look up
be numbered even among human Infirmities. I had likewise learned
from his Example an utter Detestation of all Falsehood or Disguise; and
Truth appeared so amiable to me, that I determined upon sacrificing
every thing to it.
Let me deal so candidly with the Reader, as to confess, that there was
yet a much stronger Motive for the Freedom I took in my Representation
of Things. I had not been a Year in this Country, before I contracted
such a Love and Veneration for the Inhabitants, that I entered on a firm
Resolution never to return to human Kind, but to pass the rest of my Life
among these admirable Houyhnhnms in the Contemplation and Practice
of every Virtue; where I could have no Example or Incitement to Vice.
But it was decreed by Fortune, my perpetual Enemy, that so great a Felicity
should not fall to my Share. However, it is now some Comfort to reflect,
왘 BIG Idea
that in what I said of my Countrymen, I extenuated their Faults as much
English Enlightenment and as I durst before so strict an Examiner; and upon every Article, gave as
Neoclassicism Enlightened thinkers
favourable a Turn as the Matter would bear. For, indeed, who is there alive
had new ideas that changed ways of
that will not be swayed by his Byass and Partiality to the Place of his Birth?
thinking all over the world. How is this
intellectual openness to new ideas
I have related the Substance of several Conversations I had with my
expressed here? Master, during the greatest Part of the Time I had the Honour to be in
his Service; but have indeed for Brevity sake omitted much more than is
Mark up the excerpt, looking for here set down.
evidence of how it expresses the When I had answered all his Questions, and his Curiosity seemed to
Big Idea. be fully satisfied; he sent for me one Morning early, and commanding me
to sit down at some Distance, (an Honour which he had never before
conferred upon me) He said, he had been very seriously considering my
whole Story, as far as it related both to my self and my Country: That,
he looked upon us as a Sort of Animals to whose Share, by what
Accident he could not conjecture, some small Pittance of Reason had
fallen, whereof we made no other Use than by its Assistance to aggravate
our natural Corruptions, and to acquire new ones which Nature had
not given us. That, we disarmed our selves of the few Abilities she had
bestowed; had been very successful in multiplying our original Wants,
and seemed to spend our whole Lives in vain Endeavours to supply them
by our own Inventions.

reduce your notes.
Record
TO THE POINT
Recap
AFT ER YOU READ: Par t IV

1. What does Gulliver assume about the Houyhnhnms when he first sees Reread Build Background on
them? In what way is his attitude toward them similar to the attitude of page 147. How did that information
the Houyhnhnms toward him? [Infer] help you understand or appreciate
2. What virtues do the Houyhnhnms cherish? In your opinion, do they have a

perfect society? Why or why not? [Evaluate]
3. How does Gulliver react to his family after he returns home? What is ironic
about Gulliver’s condemnation of pride in humans? Why might Swift have
chosen to end the novel with Gulliver’s discussion of pride? [Evaluate]
4. Do you think that Gulliver becomes a more rational and virtuous person
after living among the Houyhnhnms? Why or why not? [Conclude]
5. English Enlightenment and Neoclassicism How do the virtues and

principles of the Houyhnhnms reflect and not reflect those of English
Enlightenment thinkers? [Analyze]

Literary Element Parody Vocabulary Practice

How do you think Swift’s audience (eighteenth-century Denotation is the literal, or dictionary, meaning of
Great Britain) responded to his parody of the immensely a word. Connotation is the implied, or cultural,
popular genre of travel writing? Do you think they meaning of a word. For example, the words scrawny
found it funny? Entertaining? Offensive? Support your and skeletal have a similar denotation, “being very
response with specific examples from the text. [Infer] thin,” but they have different connotations:
Negative More Negative

scrawny skeletal
Each of the vocabulary words is listed with a word

that has a similar denotation. Choose the word that
has a more negative connotation.
1. credulity gullibility
2. fulsome unpleasant
3. subservient docile
4. sustenance nutrition
5. zealot enthusiast
Academic Vocabulary
Gulliver finds the Houyhnhnms to be a very logical
Reading Strategy Draw Conclusions about and rational species. In the preceding sentence,
Author’s Beliefs logical means “capable of reasoning in a clear and
consistent manner.” Are you a very logical person?
Swift makes many of his beliefs regarding humanity,
Why or why not?
government, and culture very apparent to his reader
throughout Gulliver’s Travels. Looking specifically at
the character of Gulliver and how he has changed
throughout the book, especially in Part IV, what do
you think are some of Swift’s core beliefs? [Interpret]

Write a List Pretend you are a journalist interviewing Literature Groups
Gulliver after he has returned from his travels. Write a Assignment Swift has sometimes been accused of
list of questions for him that seek to get at the truth being a misanthrope (someone who hates or distrusts
of his written account. Refer to specific experiences humankind). Based on your reading of Gulliver’s
in his travels. Once you have developed a lengthy list Travels and what you know of Swift’s life, do you
(at least fifteen questions), categorize them based agree with the accusation? Discuss this question with
on topic. your group and share your conclusions with the class.
Jot down some notes here first. Prepare Set a purpose for your discussion together.
Your goal is to come to a consensus regarding whether
or not Swift was a misanthrope. Decide as a group
what will constitute a consensus. Do you all have to
be in agreement? Or will the majority rule?
Discuss As you share your opinions, use logical

arguments to inform and persuade your group
members. Whatever ideas you share with your group
should be backed up by at least one specific example
from the text.
Report As a group, present your consensus

to the class using appropriate eye contact, body
movements, voice register and oral language choices
for audience engagement in formal and informal
speaking situations. Try to give every group member
an opportunity to share in the presentation.
Evaluate Complete a written paragraph of self-

evaluation, considering your participation in the
group discussion, your use of specific examples from
the text, and your participation in the oral report.

Gulliver’s Travels
Literature Library edition of this novel. Write your answers on a separate
sheet of paper, but jot down some notes first on the lines provided.
The Second Voyage of Sindbad the Sailor The Very Short History of Nunavut (abridged)
N.J. Dawood, translator William T. Vollmann
What personality traits do Sindbad and Gulliver have in Which episode in Gulliver’s Travels most reminds you
common? How are their characters different? of the formation of Nunavut? Explain why.
A Tourist’s Guide to the Moon Sur

Isaac Asimov Ursula K. Le Guin
Do you think Gulliver would find a trip to the moon Which society that Gulliver encounters seems most like
interesting? Why or why not? the group of explorers portrayed in this story? Explain
the similarities between them.
Escapist—Never; To the Not Impossible Him

Robert Frost; Edna St. Vincent Millay
Which of these poems reminds you most of Gulliver?
Explain why.
LITERATURE EXCERPT: Country Manners
Tuesday, July 17, 1711 chance directs. I have known my friend Sir Roger’s
dinner almost cold before the company could adjust
The first and most obvious reflections which arise the ceremonial and be prevailed upon to sit down; and
in a man who changes the city for the country are have heartily pitied my old friend when I have seen
upon the different manners of the people whom he him forced to pick and cull his guests, as they sat at the
meets with in those two different scenes of life. By several parts of his table, that he might drink their
manners, I do not mean morals, but behavior and good healths according to their respective ranks and
breeding, as they show themselves in the town and in qualities. Honest Will Wimble, who I should have
the country. And here, in the first place, I must observe thought had been altogether uninfected with
a very great revolution that has happened in this ceremony, gives me abundance of trouble in this
article of good breeding. Several obliging deferences, particular. Though he has been fishing all the morning,
condescensions, and submissions, with many outward he will not help himself at dinner till I am served. When
forms and ceremonies that accompany them, were first we are going out of the hall, he runs behind me; and
of all brought up among the politer part of mankind, last night, as we were walking in the fields, stopped
who lived in courts and cities and distinguished short at a stile till I came up to it and, upon my making
themselves from the rustic part of the species (who on signs to him to get over, told me, with a serious smile,
all occasions acted bluntly and naturally) by such a that sure I believed they had no manners in the country.
mutual complaisance and intercourse of civilities. There has happened another revolution in the
These forms of conversation by degrees multiplied and point of good breeding, which relates to the
grew troublesome; the modish world found too great a conversation among men of mode and which I cannot
constraint in them and have, therefore, thrown most of but look upon as very extraordinary. It was certainly
them aside. Conversation, like the Romish religion, one of the first distinctions of a well-bred man to
was so encumbered with show and ceremony that it express everything that had the most remote appearance
stood in need of a reformation to retrench its of being obscene in modest terms and distant phrases;
superfluities and restore it to its natural good sense and whilst the clown, who had no such delicacy of
beauty. At present, therefore, an unconstrained carriage conception and expression, clothed his ideas in those
and a certain openness of behavior are the height of plain homely terms that are the most obvious and
good breeding. The fashionable world is grown free and natural. This kind of good manners was perhaps carried
easy; our manners sit more loose upon us; nothing is so to an excess, so as to make conversation too stiff,
modish as an agreeable negligence. In a word, good formal, and precise; for which reason (as hypocrisy in
breeding shows itself most where to an ordinary eye it one age is generally succeeded by atheism in another)
appears the least. conversation is in a great measure relapsed into the
If after this we look on the people of mode in the first extreme; so that at present several of our men of
country, we find in them the manners of the last age. the town, and particularly those who have been
They have no sooner fetched themselves up to the polished in France, make use of the most coarse,
fashion of the polite world but the town has dropped uncivilized words in our language and utter themselves
them and are nearer to the first state of nature than to often in such a manner as a clown would blush to hear.
those refinements which formerly reigned in the court This infamous piece of good breeding, which reigns
and still prevail in the country. One may now know a among the coxcombs of the town, has not yet made its
man that never conversed in the world by his excess of way into the country; and as it is impossible for such an
good breeding. A polite country squire shall make you irrational way of conversation to last long among a
as many bows in half an hour as would serve a courtier people that make any profession of religion or show of
for a week. There is infinitely more to do about place modesty, if the country gentlemen get into it, they will
and precedence in a meeting of justices’ wives than in certainly be left in the lurch. Their good breeding will
an assembly of duchesses. come too late to them, and they will be thought a parcel
This rural politeness is very troublesome to a man of lewd clowns, while they fancy themselves talking
of my temper, who generally takes the chair that is next together like men of wit and pleasure.
me and walks first or last, in the front or in the rear, as

Compare the novel you have just read to the literature selection at the left, TALK ABOUT IT
which is excerpted from “Country Manners” by Joseph Addison in Glencoe Jonathan Swift and Joseph Addison
Literature. Provide details from the selections to support your answers. were contemporaries, meaning they
lived and wrote during the same time
period. In a small group, discuss how
Compare & Contrast the writings of these two men are
similar and different. Think about the
1. Satire Swift uses exaggeration in order to create satire in Gulliver’s Travels.
topics each chose to write about, as
Through satire he makes his readers examine negative characteristics in well as the writing style, voice, and
their own lives more closely and perhaps even change their ways. Is this tone each employed.
essay by Joseph Addison a satire? Explain.
Jot down some notes here first.
2. Allegory In Gulliver’s Travels, there are many lessons and morals that
come across through Swift’s writing. How does Addison’s essay differ from
Swift’s writing?
3. Parody Gulliver’s Travels includes elements of parody. What characteristics

of rural people does Joseph Addison parody in his essay “Country Manners”?
Short Story UNDERSTAND THE TASK

• A satire is a literary work that aims
Apply Satire In Gulliver’s Travels, Swift satirizes numerous defects of human to expose the vices, follies, or flaws
of a person, group, object, or trait.
nature. He uses irony and exaggerates human qualities like greed, selfishness,
Through exaggeration and humor,
and excessive emotion in a humorous way, making humanity look quite silly.
the object being satirized ends up
Write a short story in which you satirize something. Remember that when you
looking ridiculous.
write satire, you point out the faults about your intended target in a humorous
• Irony occurs when there is a contrast
way, causing people to reconsider or think more deeply about your topic.
or discrepancy between appearance
and reality. In your writing you may
Prewrite Choose your topic carefully. Be sure to ask yourself: does this
use situational irony, occurs when
person, trait, or thing deserve to be satirized? Once you have chosen a there the outcome of a situation is
topic, brainstorm its qualities, aspects, or sub-topics. Record your ideas in an the opposite of expectations, or
organizer like this one: verbal irony, which occurs when the
meaning of a statement is really the
four- reverse of what is meant.
gas- soccer • A short story is a brief fictional
wheel
guzzlers moms narrative that generally includes a
drive
setting, characters, a plot and point
of view.
Sports
Utility Hummers
Vehicles Grammar Tip
Adjectives Formed from Nouns
Adding different suffixes to the end
of certain nouns can change them
high low gas into adjectives.
emissions suburbia
mileage
By adding an -ian suffix, a former
noun becomes a descriptor:
In the land of Brobdingnag,
Draft As you write your draft, keep your story focused and clear. Like Swift,
Gulliver meets Brobdingnagian
you are reflecting your beliefs into your writing, and your beliefs should be
giants.
apparent to your reader. Use concrete details (who, what, when, and where)
and sensory details (sights, sounds, smells, tastes, and textures) to describe The suffix -y also works to change
actions, events, thoughts, and feelings. nouns to adjectives:
The rain pelted down on
Revise Check that the argument behind your story comes across clearly to the windows; the rainy day had
your reader. Be sure that you have used numerous and specific concrete and ruined my plans.
sensory details in order to support the argument you are making. Remember
that an effective satire is a combination of comedy and criticism. Be sure that The suffix -ish can also work to
your satirical story includes both. change nouns to adjectives:
He felt the movie too childish for
Edit and Proofread Edit your writing so that it expresses your thoughts his mature tastes.

Pride and
Prejudice
Jane Austen
Pri d e a n d Pr e judice 163

Pride and Prejudice

Jane Austen
her complex and appealing heroines. As one critic

“ Single women have a dreadful propensity for
being poor—which is one very strong argument in
noted:
For the first time in English literature, outside
favour of matrimony.
” Shakespeare, we meet heroines who are credible,
with minds, with the capacity to think for
—Jane Austen, 1816
themselves, with ambition and wit.
Austen’s grimly humorous observation about
women’s lives, made in a letter, sums up the social Universal Questions In the novel, Austen poses
fact that is the starting point for Pride and Prejudice. universal questions in a microcosmic setting: How
In the early 1800s, few middle-class women could can a complex person maintain his or her
choose not to marry or to marry simply for love. In individuality and freedom in a world of social
general, women could not enter occupations and pressures and restrictions? How do preconceived
earn their own living. A young woman might notions affect people’s relationships? Inevitably,
become a governess, but this job paid little and had Elizabeth must contend with some inner limitations
a status only slightly above that of a servant. A few as well as outer ones. The novel charts her path to
middle-class women did earn money writing, as self-discovery as she gets to know another complex
Jane Austen did, but they seldom made enough to character, Fitzwilliam Darcy. Often called a
live on. In addition, few women inherited wealth. “comedy of manners,” Pride and Prejudice balances
By tradition, property and money were passed laughter and compassion as it tells the story of two
down through the male side of the family. Thus, people undergoing a rigorous self-examination.
for most women, marriage was the only path to
financial security. The novel takes place in England in the early 1800s,
during a time known as the Regency period. The
Given this circumscribed situation, women devoted term refers to England’s ruler between 1810 and
themselves to attracting a husband. Usually this 1820, George IV. He served as regent, or substitute
meant becoming “accomplished” in what were monarch, for his father, George III, who suffered
considered the ladylike arts, such as singing, playing increasingly from periods of insanity. Most of the
the piano, drawing, and dancing. Reciting well- novel’s action occurs in the homes of middle- and
known poems, embroidering, and painting designs upper-class families living in the countryside not
on tables were other “accomplishments” for young far from London.
ladies. Because their adult lives would be spent in
the domestic sphere, a well-rounded education was The Regency period is sometimes called the age
not considered essential for girls. Although some of elegance. By the early 1800s, the Industrial
fathers, such as Austen’s, encouraged their daughters’ Revolution had been in full swing for several
intellectual development, girls seldom received the decades and was transforming English society.
systematic education their brothers did. Technology was making commerce and
manufacturing more efficient and profitable. As
Intriguing Female Characters Elizabeth Bennet, a result, many middle-class business owners and
the novel’s main character, is typical of young professionals became wealthy. The newly rich were
middle-class women of the time in her predicament. eager to adopt the lifestyle of England’s traditional
But she is anything but typical in her character. landed aristocracy. They displayed their wealth in
Readers from Jane Austen’s day to the present have large country homes with landscaped grounds, fine
singled out Elizabeth as one of the most intriguing carriages, and elegant fashions.
female characters in fiction. Austen is known for

The Isolated Middle Class The upwardly mobile until 1815, was fighting the Napoleonic wars in
middle class, isolated in their life of comfort and Europe.
leisure, generally gave little thought to what was
going on outside their world. The economic system Many critics find it odd that Jane Austen’s novels
that had made them prosperous, however, had almost totally exclude these important events, for
left others struggling to survive. In the age of she would certainly have been aware of them. But
industrialism, work that had previously been done Austen’s focus was consistent with the subject she
manually was now being done by machines. Many had chosen to depict. Her novels faithfully reflect
were left unemployed. A third of the country was the self-centered view of the well-to-do classes.
living near starvation—a situation that fueled Moreover, as an artist, Austen knew what her
social unrest. Bread riots and worker protests were particular gifts were: observing and commenting on
met with force and repressive measures, such as the manners and morals of the middle class she
denying freedom of speech. In addition, England knew intimately.
was experiencing an agricultural depression and,
Pop Fiction
In Jane Austen’s day, many people (1818). But she admired the more allowed Austen to control point of
who read novels were ashamed realistic novels written earlier in the view more closely and to present
to admit it. At that time the term eighteenth century, especially those her characters’ inner thoughts
novel had a negative connotation. of Samuel Richardson. Richardson’s and feelings. At the same time,
It referred to the most popular novels were studies of everyday through the voice of the narrator
literature of the day—sentimental middle-class characters, who stood she could convey a contrasting,
romances featuring refined and out for their intellectual and moral or critical, view of the action. This
emotional heroines who are qualities, rather than their social contrast between the awareness
rescued from dangerous situations connections. Austen also admired of the characters and that of the
by handsome and courageous Fanny Burney, another author who narrator and the reader is known
heroes. Such books were churned wrote about middle-class society as dramatic irony. While Austen’s
out quickly and devoured by but focused on female characters. ironic perspective is subtle and
a mainly female middle-class Burney used Richardson’s always good-humored, her writing
audience. Closely related to the epistolary form, in which a story clearly makes readers aware
sentimental novel was the gothic is told entirely through letters, in of her characters’ follies and
novel, whose hallmarks included her novel, Evelina. After Evelina, shortcomings.
dark castles, secret chambers, and however, Burney shifted to using a
rusty daggers dripping with blood. third-person narrator, who reports Through her realistic and
“Mere trash” was what Austen on and filters the characters’ sophisticated approach to fiction,
called this popular fiction. internal thoughts. Austen helped to transform the
status of the novel in the 1800s.
Austen was familiar with the When Austen began to write She also invented a new form of
“fashionable novels” of the time novels, she adopted the form of fiction, the domestic comedy of
and even parodied one in her Burney’s later work. Having an manners, which explores the moral
mock-gothic Northanger Abbey omniscient, or all-knowing, narrator values of everyday people.

MEET TH E AUTHOR
Jane Austen (1775–1817)
“That young lady had a talent for describing the

involvements and feelings and characters of
By the time Austen was in her early twenties,
she was beginning to write full-length novels. At
first she kept this serious writing a secret from her
ordinary life which is to me the most wonderful I
family, but they soon became ardent supporters. In
ever met with. . . . What a pity such a gifted 1795 Austen began work on one of her best-known
”
creature died so early! novels, Sense and Sensibility. In 1797 Austen’s
father submitted an early version of Pride and
—Sir Walter Scott, 1826
Prejudice to a publisher, but it was rejected. Both
Jane Austen lived to the age of forty-one. Choosing were rewritten before their eventual publication in
not to marry, she spent her entire life among family 1811 and 1813, respectively.
and friends, mainly in Hampshire, a peaceful rural
county in southern England. By modern standards In 1801 Austen’s family moved to Bath, a fashionable
her life might seem restricted and uneventful. But resort town. Family memoirs hint that in the years
Austen happily immersed herself in this domestic that followed Austen fell in love with a young
setting, and even more happily observed it, for clergyman, who died suddenly. At age 26, she
personal and family relationships were grist for agreed to marry a wealthy man but broke off the
her imagination as a writer. The seemingly narrow engagement the next day. While his fortune would
scope of her life made her an expert on human have protected her from an old age in poverty, she
behavior and provided all the material she needed may have known they were not a good match.
for her six enduring novels.
Love, Marriage and Society In all of her novels,
Austen wrote about the “ordinary people” she Austen focuses on courtship and marriage. In each
knew best, members of the English middle class case, readers see society—one that had narrow and
who, through professions or businesses, had risen rigid expectations for women—through the eyes of
to the level of land-owning gentry. Austen herself a lively and perceptive young heroine. Filled with
was the daughter of a clergyman, whose wife was wit and good humor, Austen’s novels at the same
from an upper-class family. Austen was born in time provide a realistic picture of relationships
1775. She was especially close to her only sister between men and women.
Cassandra and much admired by her six brothers.
Critics marvel at Austen’s superb craftsmanship:
The Austen household was a lively and literary her intricate and balanced plots; her sparkling
one. The Austens were avid readers of literature, dialogue; her deftly controlled ironic tone, amusing
and they discussed it often. They frequently read and critical at the same time. Readers of all
aloud to each other and put on plays. Jane began kinds delight in her sharply drawn characters and
writing around age eleven. Throughout her teen her insights into human nature. The seeming
years, she wrote parodies of popular literature for effortlessness of her writing, along with its great
the entertainment of her family. One form that she readability and lifelike characters, attest to Austen’s
skillfully imitated was the sentimental novel. Filled skill as a writer. As twentieth-century author
with clichés, it usually featured a swooning and Virginia Woolf noted, “Of all great writers she is
blushing heroine, a noble hero, and a melodramatic the most difficult to catch in the act of greatness.”
plot involving a delayed courtship.

BEFORE YOU READ: Chapters 1–12

Do you pay attention to first impressions? How do you form an opinion about entries about the novels that you read
someone you are meeting for the first time? this year.
List and Discuss

SUMMARIZE
As a class, list four or five things that influence people when forming a first
impression of a new acquaintance. Rank these items from most important to
least important. Then discuss whether first impressions are usually reliable
and why.
Build Background
Old and New Money
In Pride and Prejudice, almost all of the characters are members of England’s
middle to upper-middle class. This social class includes both the “new rich,”
families who have acquired wealth through trade or business, and the “old
rich,” families who have inherited their wealth. Although these two groups
share a similar lifestyle, Austen shows that there are significant differences in
income and social prestige between them. These differences play a critical
role in the relationship between Darcy and Elizabeth. Austen also highlights
finer social distinctions within these two groups. Elizabeth’s father, Mr. Bennet,
inherited his rather modest estate but cannot pass it on to his wife or
daughters—only to a male relative. Mr. Bingley, the Bennets’ new neighbor, has
a handsome income, but it is not as great as Mr. Darcy’s. Lady Catherine de
Bourgh, like Darcy, is a member of the upper class, but her rank is even higher
for she has a title. Terms such as Sir and Lady signified either an inherited title
or a knighthood received for a particular service of great merit. Elizabeth’s
good friend, Charlotte, is the daughter of Sir William Lucas, a man “formerly in
trade” whose social status rose a notch when he received a knighthood.
Charlotte, like Elizabeth, however, is not endowed with a great fortune.
Pri d e a n d Pre j u d i c e : Ch a p te r s 1 –1 2 167


SF_Head
왘 BIG Idea The Stirrings of Romanticism
archly [arch´lē]
Many cultures have attempted to reconcile reason and logic with emotion adv. brashly; mischievously
and imagination. This was certainly shown to be true when the Age of The thief archly broke into the
Enlightenment transitioned into the Romantic period. home of the couple while they
were eating dinner.
In Chapters 1–12 of Pride and Prejudice, different characters have personal
traits or beliefs about the world that would align them with the ideals of the censure [sen´shər]
Enlightenment, while others have traits that would align them with Romantic n. disapproval
ideals. As you read, think about which school of thought different characters The principal gave the student a
subscribe to. look of censure when he spoke to
him about cheating on the test.
disconcerted [dis´kən surt´əd]

Literary Element Irony adj. thrown into confusion
Irony is a contrast or discrepancy between appearance and reality. Authors When she received news that the
can use irony to develop themes and characters as well as to create tension in caterer had quit the day before
the reader. the wedding, the bride was
understandably disconcerted.
There are several different types of irony. Situational irony exists when entail [en tāl´]
the outcome of a situation is the opposite of expectations. Verbal irony v. to limit the inheritance of
occurs when the meaning of the statement is the reverse of what is meant. (property) to a specified line of heirs
Dramatic irony occurs when readers or viewers know something that the The devious attorney entailed the
reader does not. property so that the rightful heirs
would not receive their inheritance.
As you read, identify the different types of irony in the text and ask yourself
how each type contributes to your understanding of the story. Use the graphic vexed [vekst]
adj. irritated; annoyed
organizer on the next page to help you.
The storekeeper was vexed when
he found the stock boy asleep in the
Reading Strategy back room when he should have
Evaluate Characterization
been working.
Characterization is a broad term for the methods a writer
uses to reveal the personality and motivations of a character. To
evaluate characterization is to think about how effectively an
author has used these methods to develop a character. indirect
direct
characterization characterization
There are two main types of characterization, direct and indirect.
In direct characterization, the author makes explicit
statements about a character. In indirect characterization, the
author reveals a character through the character’s own words,
thoughts, and actions and through what other characters think
and say about that character. Character
As you read, identify examples of how characters are developed

using both direct and indirect methods. Then think about how
effective the author has been in creating an engaging, direct
developed character. You may find it helpful to use a graphic characterization
indirect
organizer like the one at the right. characterization

A CT IVE READING: Chapters 1–12
Irony is a contrast or discrepancy between appearance irony in Pride and Prejudice. In the left column, list
and reality. Authors can use irony to develop themes examples of irony, including examples from the text
and characters as well as to create tension in the and page numbers. In the right column, write how
reader. Use the chart below to organize examples of Austen’s use of irony affected you as a reader.
Irony Effect
Pri d e a n d Pre j u d i c e : Ch a p te r s 1 –1 2 169

Literary Element NOVEL EXCERPT: CHAPTER 2

Irony What type of irony is evident in Mr. Bennet was among the earliest of those who waited on
this passage? Mr. Bingley. He had always intended to visit him, though to the last
always assuring his wife that he should not go; and till the evening
after the visit was paid, she had no knowledge of it. It was then disclosed
in the following manner. Observing his second daughter employed in
trimming a hat, he suddenly addressed her with,
“I hope Mr. Bingley will like it Lizzy.”
“We are not in a way to know what Mr. Bingley likes,” said her
mother resentfully, “since we are not to visit.”
“But you forget, mamma,” said Elizabeth, “that we shall meet him at
the assemblies, and that Mrs. Long promised to introduce him.”
“I do not believe Mrs. Long will do any such thing. She has two
nieces of her own. She is a selfish, hypocritical woman, and I have no
opinion of her.”
“No more have I,” said Mr. Bennet; “and I am glad to find that you do
not depend on her serving you.”
Mrs. Bennet deigned not to make any reply; but unable to contain
herself, began scolding one of her daughters.
“Don’t keep coughing so, Kitty, for Heaven’s sake! Have a little
compassion on my nerves. You tear them to pieces.”
“Kitty has no discretion in her coughs,” said her father; “she times
them ill.”
“I do not cough for my own amusement,” replied Kitty fretfully.
“When is your next ball to be, Lizzy?”
“Tomorrow fortnight.”
“Aye, so it is,” cried her mother, “and Mrs. Long does not come back
till the day before; so, it will be impossible for her to introduce him, for
she will not know him herself.”
“Then, my dear, you may have the advantage of your friend, and
introduce Mr. Bingley to her.”
“Impossible, Mr. Bennet, impossible, when I am not acquainted with
him myself; how can you be so teasing?”
“I honour your circumspection. A fortnight’s acquaintance is certainly
very little. One cannot know what a man really is by the end of a
fortnight. But if we do not venture, somebody else will; and after all,
Mrs. Long and her nieces must stand their chance; and therefore, as she
will think it an act of kindness, if you decline the office, I will take it
on myself.”
The girls stared at their father. Mrs. Bennet said only, “Nonsense,
nonsense!”
“What can be the meaning of that emphatic exclamation?” cried he.
“Do you consider the forms of introduction, and the stress that is laid on
them, as nonsense? I cannot quite agree with you there. What say you,
Mary? For you are a young lady of deep reflection I know, and read great
books, and make extracts.”
Mary wished to say something very sensible, but knew not how.

“While Mary is adjusting her ideas,” he continued, “let us return to Literary Element
Mr. Bingley.”
“I am sick of Mr. Bingley,” cried his wife. Irony How does Austen’s use of irony
“I am sorry to hear that, but why did not you tell me that before? If in this excerpt develop the character of
I had known as much this morning, I certainly would not have called on Mrs. Bennet?
him. It is very unlucky; but as I have actually paid the visit, we cannot
escape the acquaintance now.”
The astonishment of the ladies was just what he wished; that of Mrs.
Bennet perhaps surpassing the rest; though when the first tumult of joy
was over, she began to declare that it was what she had expected all the
while.
“How good it was in you, my dear Mr. Bennet! But I knew I should
persuade you at last. I was sure you loved your girls too well to neglect
such an acquaintance. Well, how pleased I am! and it is such a good joke,
too, that you should have gone this morning and never said a word about
it till now.”
“Now, Kitty, you may cough as much as you choose,” said Mr. Bennet;
and, as he spoke, he left the room, fatigued with the raptures of his wife.
“What an excellent father you have, girls!” said she, when the door
was shut. “I do not know how you will ever make him amends for his
kindness; or me either, for that matter. At our time of life it is not so
pleasant, I can tell you, to be making new acquaintances every day; but
for your sakes, we would do any thing. Lydia, my love, though you are the
youngest, I dare say Mr. Bingley will dance with you at the next ball.”
“Oh!” said Lydia stoutly, “I am not afraid; for though I am the
youngest, I’m the tallest.”
The rest of the evening was spent in conjecturing how soon he
would return Mr. Bennet’s visit, and determining when they should ask
him to dinner.
Pri d e a n d Pre j u d i ce : Ch a p te r s 1 –1 2 171

Reading Strategy NOVEL EXCERPT: CHAPTER 4

Evaluate Characterization Identify When Jane and Elizabeth were alone, the former, who had been
examples of both direct and cautious in her praise of Mr. Bingley before, expressed to her sister just
indirect characterization of one how very much she admired him.
of the characters in this excerpt. “He is just what a young man ought to be,” said she, “sensible, good
humoured, lively; and I never saw such happy manners!—so much ease,
with such perfect good breeding!”
“He is also handsome,” replied Elizabeth, “which a young man ought
likewise to be, if he possibly can. His character is thereby complete.”
“I was very much flattered by his asking me to dance a second time.
I did not expect such a compliment.”
“Did not you? I did for you. But that is one great difference between
us. Compliments always take you by surprise, and me never. What could
be more natural than his asking you again? He could not help seeing that
you were about five times as pretty as every other woman in the room.
No thanks to his gallantry for that. Well, he certainly is very agreeable,
and I give you leave to like him. You have liked many a stupider person.”
“Dear Lizzy!”
“Oh! you are a great deal too apt you know, to like people in general.
You never see a fault in anybody. All the world are good and agreeable in
your eyes. I never heard you speak ill of a human being in my life.”
“I would wish not to be hasty in censuring any one; but I always speak
what I think.”
“I know you do; and it is that which makes the wonder. With your
good sense, to be so honestly blind to the follies and nonsense of others!
Affectation of candour is common enough;—one meets with it every
where. But to be candid without ostentation or design—to take the good
of everybody’s character and make it still better, and say nothing
of the bad—belongs to you alone. And so, you like this man’s sisters too,
do you? Their manners are not equal to his.”
“Certainly not; at first. But they are very pleasing women when you
converse with them. Miss Bingley is to live with her brother, and keep
his house; and I am much mistaken if we shall not find a very charming
neighbour in her.”
Elizabeth listened in silence, but was not convinced; their behaviour
at the assembly had not been calculated to please in general; and with
more quickness of observation and less pliancy of temper than her sister,
and with a judgment too unassailed by any attention to herself, she was
very little disposed to approve them. They were in fact very fine ladies;
not deficient in good humour when they were pleased, nor in the power
of making themselves agreeable when they chose it, but proud and
conceited. They were rather handsome, had been educated in one of the
first private seminaries in town, had a fortune of twenty thousand
pounds, were in the habit of spending more than they ought, and of
associating with people of rank; and were therefore in every respect
entitled to think well of themselves, and meanly of others. They were of
a respectable family in the north of England; a circumstance more deeply

impressed on their memories than that their brother’s fortune and their Reading Strategy
own had been acquired by trade.
Mr. Bingley inherited property to the amount of nearly a hundred Evaluate Characterization Using this
thousand pounds from his father, who had intended to purchase an excerpt as an example, decide which
estate, but did not live to do it.—Mr. Bingley intended it likewise, and method, indirect or direct, is most
effective for Austen in developing a
sometimes made choice of his county; but as he was now provided with
character. Explain your choice.
a good house and the liberty of a manor, it was doubtful to many of those
who best knew the easiness of his temper, whether he might not spend
the remainder of his days at Netherfield, and leave the next generation
to purchase.
His sisters were anxious for his having an estate of his own; but
though he was now only established as a tenant, Miss Bingley was by no
means unwilling to preside at his table, nor was Mrs. Hurst, who had
married a man of more fashion than fortune, less disposed to consider his
house as her home when it suited her. Mr. Bingley had not been of age
two years, when he was tempted by an accidental recommendation to
look at Netherfield House. He did look at it and into it for half an hour,
was pleased with the situation and the principal rooms, satisfied with
what the owner said in its praise, and took it immediately.
Between him and Darcy there was a very steady friendship, in spite
of great opposition of character.—Bingley was endeared to Darcy by the
easiness, openness, and ductility of his temper, though no disposition
could offer a greater contrast to his own, and though with his own he
never appeared dissatisfied. On the strength of Darcy’s regard, Bingley
had the firmest reliance, and of his judgment the highest opinion.
In understanding, Darcy was the superior. Bingley was by no means
deficient, but Darcy was clever. He was at the same time haughty,
reserved, and fastidious, and his manners, though well bred, were not
inviting. In that respect his friend had greatly the advantage. Bingley
was sure of being liked wherever he appeared, Darcy was continually
giving offence.
The manner in which they spoke of the Meryton assembly was
sufficiently characteristic. Bingley had never met with pleasanter people
or prettier girls in his life; every body had been most kind and attentive
to him, there had been no formality, no stiffness, he had soon felt
acquainted with all the room; and as to Miss Bennet, he could not
conceive an angel more beautiful. Darcy, on the contrary, had seen a
collection of people in whom there was little beauty and no fashion, for
none of whom he had felt the smallest interest, and from none received
either attention or pleasure. Miss Bennet he acknowledged to be pretty,
but she smiled too much.
Mrs. Hurst and her sister allowed it to be so—but still they admired
her and liked her, and pronounced her to be a sweet girl, and one whom
they would not object to know more of. Miss Bennet was therefore
established as a sweet girl, and their brother felt authorized by such
commendation to think of her as he chose.

MARK IT UP NOVEL EXCERPT: CHAPTER 3

If so, then mark up the pages as you Mr. Bingley was good looking and gentlemanlike; he had a pleasant
read, or reread, to help with your countenance, and easy, unaffected manners. His sisters were fine women,
note-taking. Develop a shorthand with an air of decided fashion. His brother-in-law, Mr. Hurst, merely looked
system, including symbols, that works the gentleman; but his friend Mr. Darcy soon drew the attention of the
for you. Here are some ideas: room by his fine, tall person, handsome features, noble mein; and the report
Underline = important idea which was in general circulation within five minutes after his entrance, of
Bracket = text to quote his having ten thousand a year. The gentlemen pronounced him to be a
Asterisk = just what you were looking fine figure of a man, the ladies declared he was much handsomer than Mr.
for Bingley, and he was looked at with great admiration for about half the
evening, till his manners gave a disgust which turned the tide of his
popularity; for he was discovered to be proud, to be above his company,
and above being pleased; and not all his large estate in Derbyshire could
look up
then save him from having a most forbidding, disagreeable countenance,
and being unworthy to be compared with his friend.
Mr. Bingley had soon made himself acquainted with all the principal
people in the room; he was lively and unreserved, danced every dance, was
angry that the ball closed so early, and talked of giving one himself at
Netherfield. Such amiable qualities must speak for themselves. What a
contrast between him and his friend! Mr. Darcy danced only once with Mrs.
Hurst and once with Miss Bingley, declined being introduced to any other
lady, and spent the rest of the evening in walking about the room, speaking
occasionally to one of his own party. His character was decided. He was
the proudest, most disagreeable man in the world, and everybody hoped that
he would never come there again. Amongst the most violent against him
was Mrs. Bennet, whose dislike of his general behaviour was sharpened
왘 BIG Idea
into particular resentment by his having slighted one of her daughters.
The Stirrings of Romanticism Elizabeth Bennet had been obliged, by the scarcity of gentlemen, to sit
What have you learned about how
down for two dances; and during part of that time, Mr. Darcy had been
some characters in Pride and
standing near enough for her to hear a conversation between him and Mr.
Prejudice embody the ideals of the
Enlightenment, while others have
Bingley, who came from the dance for a few minutes, to press his friend to
more Romantic ideals? join it.
“Come, Darcy,” said he, “I must have you dance. I hate to see you
Mark up the excerpt, looking for standing about by yourself in this stupid manner. You had much better
evidence of how it expresses the dance.”
Big Idea. “I certainly shall not. You know how I detest it, unless I am particularly
acquainted with my partner. At such an assembly as this, it would be
insupportable. Your sisters are engaged, and there is not another woman
in the room whom it would not be a punishment to me to stand up with.”
“I would not be so fastidious as you are,” cried Mr. Bingley, “for a
kingdom! Upon my honour, I never met with so many pleasant girls in
my life as I have this evening; and there are several of them you see
uncommonly pretty.”
“You are dancing with the only handsome girl in the room,” said Mr.
Darcy, looking at the eldest Miss Bennet.

reduce your notes.
Record
TO THE POINT
Recap

AFTER YOU READ: Chapters 1–12

1. At the first ball, what facts does the narrator give about Darcy? How do Reread About the Author on
the guests perceive him? What is Elizabeth’s first impression of him? Why? page 166. How did that information
[Summarize] help you understand or appreciate
2. Who is Charlotte Lucas? What comment does she make about Jane? What
do you suppose is the reason behind such a comment? [Infer]
3. Why, do you think, is Darcy attracted to Elizabeth? What appealing qualities

does she have? [Analyze]
4. Charlotte Lucas says, “Happiness in marriage is entirely a matter of chance.”

What does this statement reveal about her? Do you agree with her
statement? Explain. [Evaluate]
5. The Stirrings of Romanticism Choose a character and decide if that

character embraces or rejects the ideals of the Romantic period. Explain
your choice. [Analyze]

Literary Element Irony Vocabulary Practice

The opening line of Pride and Prejudice is quite A synonym is a word that has the same or nearly
famous: “It is a truth universally acknowledged, that a the same meaning as another word. Match each
single man in possession of a large fortune, must be boldfaced vocabulary word below with its synonym.
in want of a wife.” How could this line be interpreted Use a thesaurus or dictionary to check your answers.
as ironic? [Interpret]
1. archly a. agitated
2. censure b. brashly
3. disconcerted c. confused
4. entail d. invent
5. vexed e. disapproval
f. acceptance
g. limit
Academic Vocabulary
Mrs. Bennet’s plan was to invite Mr. Bingley to the
Bennet’s home in order to facilitate a union
between him and one of the Bennet girls. To become
more familiar with the word facilitate, fill out the
graphic organizer below.
definition synonyms
Reading Strategy Evaluate Characterization

What literary element does Austen use most effectively
to develop her characters? [Evaluate]
facilitate


Apply Irony Interview
Assignment Irony is used by authors for a variety of Assignment Speak with a married couple about what
purposes: to evoke emotion in a reader, to develop a makes a happy marriage. Explore the ideas of humor,
character, or to reveal a theme. Review the use of compromise, respect and other relevant topics.
irony in Pride and Prejudice, and think about how it
is used in Austen’s critique of society. One genre that Prepare Prepare a list of relevant questions
typically uses irony is satire. Satires often critique phrased in mature, sensitive, respectful language.
aspects of society through the use of verbal irony. Questions should reflect your understanding of
Write a satirical short story or essay that uses verbal the subject or situation.
irony to critique an aspect of society.
Interview While you converse with the couple you
Get Ideas Make a series of word webs. In the middle, are interviewing, take notes on their responses to your
write down social issues that you feel strongly about. questions. Follow these tips:
Branching out from the middle, write down words,
actions, phrases, and images that relate to that issue. • Allow your subject to respond completely;
Go through your webs, and circle those ideas that you don’t interrupt.
feel would be best developed using verbal irony. • Make frequent eye contact.
• Adjust your tone of voice or body language in
Give It Structure Establish a controlling impression response to your subject.
through the use of irony in your story. Through your
• If necessary, ask further questions to clarify
use of verbal irony, you are going to say exactly the
information.
opposite of what you actually believe, an act that
will catch the attention of your audience. The more • Thank them for their cooperation.
absurd you can make your statements, the more likely
your use of verbal irony will catch the attention of your Report Summarize the interview information in a
audience and ultimately call their attention to the written report. Identify what ideas seemed to dominate
societal issue that you feel strongly about. the conversation and structure the report to highlight
those ideas. Point out any contradicting information
EXAMPLE: from interview subjects.
Attention voters of the United States of America.
STAY HOME. Your vote means absolutely nothing Evaluate Have the couple that you interviewed read
in the grand scheme of things. You would best the report you wrote and check to see if you captured
participate in the democratic process if you just stayed their ideas accurately.
on your couch, watched some television (but not the
news), and ate some potato chips. Just let the people
in Washington run the show and, rest assured, your
interests, such as taxes, military involvement, and
education, will be protected. I promise.
Look at Language Make sure that the absurdity of

your statements gradually increases throughout the
piece. The point of a satire is to catapult the issue you
are writing about into the public eye. If you are not
absurd, then people will not take note.


When someone says something good or bad about another person, do you entries about the novels that you read
tend to believe what you’ve heard? this year.
Quickwrite
WRITE THE CAPTION
Describe on paper a time when you received “hearsay” information about
another person. How did you decide whether to believe the person who
spread the information?
Build Background
Connecting Characters
This section introduces one of Austen’s comic creations, the Reverend
Mr. Collins. During Austen’s time, clergy in the Church of England increasingly
came from the upper middle class. The occupation was viewed as a learned
and prestigious profession, providing a moderate income.
After being ordained, or certified as a minister, following a period of study,

a clergyman in the Church of England was given a living, meaning a house
and job, in a church district, or parish. The minister was called a parson and
his house, which was usually modest but comfortable, the parsonage. In some
parishes, as in the case of Mr. Collins, a wealthy landowner might become
a financial sponsor, or patron, of the local church. As you read, notice how
Mr. Collins is closely linked with his patron, the intimidating Lady Catherine
de Bourgh.
Pri d e a n d Pre j u d i c e : Ch a p te r s 1 3 –2 4 179


SF_Head
condescend [kon´di send´]
Does contemporary society seem to place more value on reason or v. to assume a superior manner
imagination? Some would argue that the two can coincide, but others would Gloria’s older sisters condescend
disagree, arguing that the two could actually complement one another. to her, constantly treating her like
a child.
In Chapters 13–24 of Pride and Prejudice, the Bennet sisters are coming of
age and are attempting to navigate different perspectives through which the imprudent [im pr¯
ood´ənt]
world is perceived. One of these perspectives is Romanticism. In this process, adj. unwise
how do you see them either embrace or reject the ideals of the Driving on the road during a
Romantic period? snowstorm would be quite
imprudent.
incredulous [in krej´ə ləs]

Literary Element Dialogue adj. unbelieving; skeptical
Dialogue is the conversation between characters in a literary work. The employees were incredulous
Through dialogue, a writer reveals the feelings, thoughts, and intentions when their mean boss gave them
of characters, sets up conflicts, and moves the plot forward. extra vacation time.
lament [lə ment´]

Much of the dialogue in Pride and Prejudice reveals the relationships between v. to express sorrow or regret
characters. Many of Austen’s characters’ personalities are developed by her The mother lamented the death of
use of realistic, witty dialogue. her only son.
As you read, think about the role that dialogue plays in the development of pompous [pom´pəs]
characters, conflict, and theme. Identify several examples of dialogue playing adj. pretentious; overly dignified
an important role in the novel and be prepared to share why you made the Ryan sounds so pompous when he
selections that you did. brags about how much money he
makes.
Reading Strategy Analyze Cause-and-Effect Relationships

When you analyze cause-and-effect relationships, you look for
the causes, or the reasons, why something happens and relate them Cause
to the effects, or results. Note that there may be more than one cause for
each effect and more than one effect for each cause. Effects can also become
causes with other effects.
Cause
Writers often signal cause-and-effect relationships using words such as
therefore, because, subsequently, and consequently—so that these
relationships come to the attention of the reader.
Effect/Cause
As you read, think about the cause-and-effect relationships that Austen
has developed and ask yourself how and why she has drawn your attention to
these relationships. You may find it helpful to use a graphic organizer like
the one at the right. The graphic organizer on the next page can also help you
analyze cause-and-effect relationships.
Effect

ACT IVE READING: Chapters 13–24
The pace of the novel quickens as two subplots characters think or act as they do. To analyze their
unfold. One subplot concerns Elizabeth and Wickham, motives or reasons, think about what the character
the other concerns Elizabeth and Mr. Collins. As you says about himself or herself as well as what others
read, use the chart below to analyze why the various have to say about the character.
Mr. Collins decides to propose to one He wants to make up for inheriting

because
of the Bennet daughters. Longbourn in their place but also thinks
one of them would make a suitable wife.
Wickham does not have warm

because
feelings for Darcy.
Bingley’s sister Caroline

because
disapproves of Wickham.
Jane believes Darcy could not have

because
mistreated Wickham.
At the Netherfield ball, Elizabeth is

because
embarrassed by her family.
Mr. Collins does not accept

because
Elizabeth’s rejection of his proposal.
Charlotte accepts
because
Mr. Collins’s proposal.
Nearly everyone adopts a low opinion

because
of Darcy.


Dialogue Why do you suppose that You may well be surprised, Miss Bennet, at such an assertion,
Austen chose to use dialogue in this after seeing, as you probably might, the very cold manner of our meeting
excerpt, as opposed to a third-person yesterday. Are you much acquainted with Mr. Darcy?”
narrator, to reveal Wickham’s conflict “As much as I ever wish to be,” cried Elizabeth very warmly. “I have
with Darcy? spent four days in the same house with him, and I think him very
disagreeable.”
“I have no right to give my opinion,” said Wickham, “as to his being
agreeable or otherwise. I am not qualified to form one. I have known him
too long and too well to be a fair judge. It is impossible for me to be
impartial. But I believe your opinion of him would in general astonish—
and perhaps you would not express it quite so strongly anywhere else.
Here you are in your own family.”
“Upon my word, I say no more here than I might say in any house
in the neighbourhood, except Netherfield. He is not at all liked in
Hertfordshire. Every body is disgusted with his pride. You will not find
him more favourably spoken of by any one.”
“I cannot pretend to be sorry,” said Wickham, after a short
interruption, “that he or that any man should not be estimated beyond
their deserts; but with him I believe it does not often happen. The world
is blinded by his fortune and consequence, or frightened by his high
and imposing manners, and sees him only as he chooses to be seen.”
“I should take him, even on my slight acquaintance, to be an ill
tempered man.” Wickham shook his head.
“I wonder,” said he, at the next opportunity of speaking, “whether he
is likely to be in this country much longer.”
“I do not at all know; but I heard nothing of his going away when I
was at Netherfield. I hope your plans in favour of the ——shire will not
be affected by his being in the neighbourhood.”
“Oh! no—it is not for me to be driven away by Mr. Darcy. If he wishes
to avoid seeing me, he must go. We are not on friendly terms, and it
always gives me pain to meet him, but I have no reason for avoiding
him but what I might proclaim before all the world, a sense of very great
ill-usage, and most painful regrets at his being what he is. His father,
Miss Bennet, the late Mr. Darcy, was one of the best men that ever
breathed, and the truest friend I ever had; and I can never be in company
with this Mr. Darcy without being grieved to the soul by a thousand
tender recollections. His behaviour to myself has been scandalous; but I
verily believe I could forgive him anything and everything, rather than
his disappointing the hopes and disgracing the memory of his father.”
Elizabeth found the interest of the subject increase, and listened with
all her heart; but the delicacy of it prevented further inquiry.
Mr. Wickham began to speak on more general topics, Meryton, the
neighbourhood, the society, appearing highly pleased with all that he
had yet seen, and speaking of the latter with gentle but very intelligible
gallantry.
“It was the prospect of constant society, and good society,” he added,
“which was my chief inducement to enter the ——shire. I knew it to be

a most respectable, agreeable corps, and my friend Denny tempted me Literary Element
further by his account of their present quarters, and the very great
attentions and excellent acquaintances Meryton had procured them. Dialogue Austen has been said to
Society, I own, is necessary to me. I have been a disappointed man, and be a master at the art of writing
my spirits will not bear solitude. I must have employment and society. dialogue. What are some
characteristics of Austen’s dialogue in
A military life is not what I was intended for, but circumstances have
this excerpt of Pride and Prejudice that
now made it eligible. The church ought to have been my profession—
would earn her this distinction?
I was brought up for the church, and I should at this time have been in
possession of a most valuable living, had it pleased the gentleman we
were speaking of just now.”
“Indeed!”
“Yes—the late Mr. Darcy bequeathed me the next presentation of
the best living in his gift. He was my godfather, and excessively attached
to me. I cannot do justice to his kindness. He meant to provide for me
amply, and thought he had done it; but when the living fell, it was given
elsewhere.”
“Good heavens!” cried Elizabeth; “but how could that be?—How
could his will be disregarded?—Why did you not seek legal redress?”
“There was just such an informality in the terms of the bequest as to
give me no hope from law. A man of honour could not have doubted the
intention, but Mr. Darcy chose to doubt it—or to treat it as a merely
conditional recommendation, and to assert that I had forfeited all claim
to it by extravagance, imprudence, in short anything or nothing. Certain
it is, that the living became vacant two years ago, exactly as I was of an
age to hold it, and that it was given to another man; and no less certain
is it, that I cannot accuse myself of having really done anything to
deserve to lose it. I have a warm, unguarded temper, and I may have
spoken my opinion of him, and to him, too freely. I can recall nothing
worse. But the fact is, that we are very different sort of men, and that he
hates me.”
“This is quite shocking!—He deserves to be publicly disgraced.”
“Some time or other he will be—but it shall not be by me. Till I can
forget his father, I can never defy or expose him.”
Elizabeth honoured him for such feelings, and thought him
handsomer than ever as he expressed them.
“But what,” said she, after a pause, “can have been his motive? What
can have induced him to behave so cruelly?”
“A thorough, determined dislike of me—a dislike which I cannot but
attribute in some measure to jealousy. Had the late Mr. Darcy liked me
less, his son might have borne with me better; but his father’s uncommon
attachment to me irritated him I believe very early in life. He had not a
temper to bear the sort of competition in which we stood—the sort of
preference which was often given me.”
“I had not thought Mr. Darcy so bad as this—though I have never
liked him. I had not thought so very ill of him. I had supposed him to
be despising his fellow-creatures in general, but did not suspect him of
descending to such malicious revenge, such injustice, such inhumanity
as this.”


Analyze Cause-and-Effect As Elizabeth had no longer any interest of her own to pursue, she
Relationships What effect does the turned her attention almost entirely on her sister and Mr. Bingley, and
behavior of Mrs. Bennet seem to have the train of agreeable reflections which her observations gave birth to,
on Elizabeth and Mr. Darcy in this made her perhaps almost as happy as Jane. She saw her in idea settled in
passage? that very house, in all the felicity which a marriage of true affection
could bestow; and she felt capable under such circumstances, of
endeavouring even to like Bingley’s two sisters. Her mother’s thoughts
she plainly saw were bent the same way, and she determined not to
venture near her, lest she might hear too much. When they sat down
to supper, therefore, she considered it a most unlucky perverseness which
placed them within one of each other; and deeply was she vexed to find
that her mother was talking to that one person (Lady Lucas) freely,
openly, and of nothing else but her expectation that Jane would soon be
married to Mr. Bingley.—It was an animating subject, and Mrs. Bennet
seemed incapable of fatigue while enumerating the advantages of the
match. His being such a charming young man, and so rich, and living but
three miles from them, were the first points of self-gratulation; and then
it was such a comfort to think how fond the two sisters were of Jane, and
to be certain that they must desire the connection as much as she could
do. It was, moreover, such a promising thing for her younger daughters, as
Jane’s marrying so greatly must throw them in the way of other rich men;
and lastly, it was so pleasant at her time of life to be able to consign her
single daughters to the care of their sister, that she might not be obliged
to go into company more than she liked. It was necessary to make this
circumstance a matter of pleasure, because on such occasions it is the
etiquette; but no one was less likely than Mrs. Bennet to find comfort in
staying home at any period of her life. She concluded with many good
wishes that Lady Lucas might soon be equally fortunate, though evidently
and triumphantly believing there was no chance of it.
In vain did Elizabeth endeavour to check the rapidity of her mother’s
words, or persuade her to describe her felicity in a less audible whisper;
for to her inexpressible vexation, she could perceive that the chief of it
was overheard by Mr. Darcy, who sat opposite to them. Her mother only
scolded her for being nonsensical.
“What is Mr. Darcy to me, pray, that I should be afraid of him? I am
sure we owe him no such particular civility as to be obliged to say
nothing he may not like to hear.”
“For heaven’s sake, madam, speak lower.—What advantage can it be
for you to offend Mr. Darcy?—You will never recommend yourself to his
friend by so doing!”
Nothing that she could say, however, had any influence. Her
mother would talk of her views in the same intelligible tone. Elizabeth
blushed and blushed again with shame and vexation. She could not
help frequently glancing her eye at Mr. Darcy, though every glance
convinced her of what she dreaded; for though he was not always looking
at her mother, she was convinced that his attention was invariably fixed
by her. The expression of his face changed gradually from indignant
contempt to a composed and steady gravity.

At length, however, Mrs. Bennet had no more to say; and Lady Lucas, Reading Strategy
who had been long yawning at the repetition of delights which she
saw no likelihood of sharing, was left to the comforts of cold ham and Analyze Cause-and-Effect
chicken. Elizabeth now began to revive. But not long was the interval of Relationships What effect does the
tranquillity; for when supper was over, singing was talked of, and she had behavior of Mary and Mr. Bennet seem
to have on Elizabeth?
the mortification of seeing Mary, after very little entreaty, preparing to
oblige the company. By many significant looks and silent entreaties, did
she endeavour to prevent such a proof of complaisance,—but in vain;
Mary would not understand them; such an opportunity of exhibiting was
delightful to her, and she began her song. Elizabeth’s eyes were fixed on
her with most painful sensation, and she watched her progress through
the several stanzas with an impatience which was very ill rewarded at
their close; for Mary, on receiving, amongst the thanks of the table, the
hint of a hope that she might be prevailed on to favour them again, after
the pause of half a minute began another. Mary’s powers were by no
means fitted for such a display; her voice was weak, and her manner
affected.—Elizabeth was in agonies. She looked at Jane, to see how she
bore it; but Jane was very composedly talking to Bingley. She looked at
his two sisters, and saw them making signs of derision at each other, and
at Darcy, who continued, however, imperturbably grave. She looked at
her father to entreat his interference, lest Mary should be singing all
night. He took the hint, and when Mary had finished her second song,
said aloud, “That will do extremely well, child. You have delighted us
long enough. Let the other young ladies have time to exhibit.”
Mary, though pretending not to hear, was somewhat disconcerted;
and Elizabeth, sorry for her, and sorry for her father’s speech, was afraid
her anxiety had done no good.—Others of the party were now applied to.
“If I,” said Mr. Collins, “were so fortunate as to be able to sing,
I should have great pleasure, I am sure, in obliging the company with
an air; for I consider music as a very innocent diversion, and perfectly
compatible with the profession of a clergyman. I do not mean, however,
to assert that we can be justified in devoting too much of our time to
music, for there are certainly other things to be attended to. The rector
of a parish has much to do.—In the first place, he must make such an
agreement for tithes as may be beneficial to himself and not offensive to
his patron. He must write his own sermons; and the time that remains
will not be too much for his parish duties, and the care and improvement
of his dwelling, which he cannot be excused from making as comfortable
as possible. And I do not think it of light importance that he should
have attentive and conciliatory manner towards every body, especially
towards those to whom he owes his preferment. I cannot acquit him
of that duty; nor could I think well of the man who should omit an
occasion of testifying his respect towards any body connected with the
family.” And with a bow to Mr. Darcy, he concluded his speech, which
had been spoken so loud as to be heard by half the room.—Many
stared.—Many smiled; but no one looked more amused than Mr. Bennet
himself, while his wife seriously commended Mr. Collins for having
spoken so sensibly, and observed in a half-whisper to Lady Lucas, that
he was a remarkably clever, good kind of young man.


If so, then mark up the pages as you Elizabeth related to Jane the next day, what had passed between
read, or reread, to help with your Mr. Wickham and herself. Jane listened with astonishment and
note-taking. Develop a shorthand concern;—she knew not how to believe that Mr. Darcy could be so
system, including symbols, that works unworthy of Mr. Bingley’s regard; and yet, it was not in her nature to
for you. Here are some ideas: question the veracity of a young man of such amiable appearance as
Underline = important idea Wickham.—The possibility of his having really endured such unkindness,
Bracket = text to quote was enough to interest all her tender feelings; and nothing therefore
Asterisk = just what you were looking remained to be done, but to think well of them both, to defend the
for conduct of each, and throw into the account of accident or mistake,
whatever could not be otherwise explained.
“They have both,” said she, “been deceived, I dare say, in some way
or other, of which we can form no idea. Interested people have perhaps
look up
misrepresented each to the other. It is, in short, impossible for us to
conjecture the causes or circumstances which may have alienated them,
without actual blame on either side.”
“Very true, indeed;—and now, my dear Jane, what have you got to
say in behalf of the interested people who have probably been concerned
in the business?—Do clear them too, or we shall be obliged to think ill
of somebody.”
“Laugh as much as you choose, but you will not laugh me out of my
opinion. My dearest Lizzy, do but consider in what a disgraceful light it
places Mr. Darcy, to be treating his father’s favourite in such a manner,”—
one, whom his father had promised to provide for.—It is impossible. No
man of common humanity, no man who had any value for his character,
could be capable of it. Can his most intimate friends be so excessively
왘 BIG Idea
deceived in him? oh! no.”
The Stirrings of Romanticism “I can much more easily believe Mr. Bingley’s being imposed on,
During the Romantic period, people
than that Mr. Wickham should invent such a history of himself as
tended to express their emotions more
he gave me last night; names, facts, everything mentioned without
outwardly. What evidence of this did
you find in the novel?
ceremony.—If it be not so, let Mr. Darcy contradict it. Besides, there
was truth in his looks.”
Mark up the excerpt, looking for “It is difficult indeed—it is distressing.—One does not know what
evidence of how it expresses the to think.”
Big Idea. “I beg your pardon;—one knows exactly what to think.”
But Jane could think with certainty on only one point,—that
Mr. Bingley, if he had been imposed on, would have much to suffer
when the affair became public.

reduce your notes.
Record
ASK QUESTIONS
Recap


1. When Wickham and Elizabeth first meet, what report does Wickham give Reread Introduction to the Novel
Elizabeth about Darcy? What second impression does Wickham make on on pages 164–165. How did that
her? What is your impression of Wickham? [Summarize] information help you understand
or appreciate what you read in
the novel?
2. How does Elizabeth respond to Mr. Collins’s proposal? What does her
response reveal about her character? [Infer]
3. What event leaves Jane feeling downcast? Why is Elizabeth angry at Bingley,
his sisters, and Darcy? [Interpret]
4. Do you share Elizabeth’s shock at Charlotte’s engagement to Mr. Collins?

Explain. [Evaluate]
5. The Stirrings of Romanticism How does Jane’s character reflect

Romantic values? [Analyze]

Literary Element Dialogue Vocabulary Practice

Some parts of the story are developed by a third- Choose the sentence that uses the vocabulary
person narrator while others are developed through word correctly.
dialogue. When and for what purpose does Austen
use dialogue? [Analyze] 1. A. Perry’s mother speaks to him as if he were a
child; she can be quite condescending.
B. The plane was condescending as it got ready
to land.
2. A. Sarah felt imprudent as she opened her

birthday present from her closest friend.
B. Giving a pack of matches to a child would
be imprudent.
3. A. When Calvin said to Mike that he scored ten

goals in his soccer game, Mike was somewhat
incredulous.
B. Zoe is so gullible, or incredulous, that anyone
can fool her.
4. A. Leo lamented the loss of his grandfather.

B. Kate’s grandmother is becoming more
lamented as she gets older.
Analyze Cause-and-Effect 5. A. Laurie is so pompous, always bragging about

Reading Strategy
Relationships her possessions and her accomplishments.
B. Being pompous comes naturally to Riley, a shy
One type of cause-and-effect relationship is child by nature.
called a causal chain, in which one event leads
to another—which, in turn, leads to another. Identify a
collection of events that could be deemed a causal
Academic Vocabulary
chain. [Identify]
Mr. Collins found in the Bennet girls so many
discrete possibilities for a wife. In the preceding
sentence, discrete means “separate and various.” Think
about how Mr. Collins wants to find a wife, and then
fill in the blank for this statement: Having many
discrete possibilities for a wife would be beneficial to
Mr. Collins because


Write a Summary Summarizing helps you recap the Performance
action of a story and identify main ideas. Summarize Assignment Jane Austen is famous for her skillful
the two subplots involving Wickham and Elizabeth and use of dialogue. With a group of students, select a
Mr. Collins and Elizabeth. As you summarize, keep the scene from one of these chapters to read aloud
following questions in mind: so as to heighten your appreciation of Austen’s skill
with dialogue.
1. How are these subplots similar? Different?
2. How do these subplots develop the characters Prepare After assigning parts, including one for the
involved? narrator, photocopy the pages that contain the scene,
enlarging them so they are easy to read. Give a copy
3. How do the actions of Wickham and Mr. Collins
to each group member. In the margin, label the lines
advance the main plot?
spoken by each character and highlight the lines you
4. How do their actions help the reader learn more will speak. Use appropriate rehearsal techniques.
about the main character, Elizabeth? Practice your reading at least twice, emphasizing vocal
expression and clear pronunciation.
Deliver for mood, tone, and impact on the audience.
Your recitation of the chosen dialogue should
demonstrate your understanding of the piece.
Evaluate Write a paragraph that critiques

and evaluates your participation and skills in
the performance.


How might you react if another person completely misinterpreted your actions entries about the novels that you read
or intentions? this year.

SUMMARIZE
Describe in a journal entry a time when you felt that something you did
was totally misunderstood by another person. Was the person’s reaction
understandable? How did it make you feel? How did you handle the situation
of being misjudged?
Build Background
A Book in Letters
Letters play an important role in the plot of Pride and Prejudice. In fact,
Austen may have originally written the work as an epistolary novel. In this
type of novel, the plot is developed entirely through letters. Some epistolary
novels present an exchange of letters between several characters. In others,
the letters of only one character make up the narrative. Readers of novels in
Jane Austen’s time, being frequent letter writers and readers, would have been
very comfortable with this genre. Letter writing helped to maintain social and
family ties and communicated important information; thus, the ability to write
a good letter was greatly admired. The epistolary novel was extremely popular
in the 1700s. Since that time, however, novelists have rarely used this form.
One recent exception is Nick Bantock’s popular novel Griffin and Sabine
(1991). This romance by correspondence includes illustrated postcards and
removable handwritten letters tucked into envelopes.


SF_Head
왘 BIG Idea Nature and the Imagination
affability [af´ə bilí tē]
Human beings have had a tenuous relationship with the natural world. At n. friendliness
different points in history, people have attempted to dominate and subdue Tanya is so affable; people are just
nature to serve our own needs and wants. At other times, people have been drawn to her friendly nature.
able to step back and appreciate the majesty of the natural world in its most
pristine, untouched form. ardently [ar ´dent lē]
adj. passionately
In Chapters 25–38, the characters in Pride and Prejudice interact with nature. The graduate student ardently
As you read, note the interactions that occur and think about what effect pursued his dream to become
nature has on the different characters. an architect.
indignation [in di nā´shən]

n. anger at an injustice
Literary Element Genre When Sarah’s mother blamed her
A genre is a category or a type of literature. Within the genre of fiction are for the chair that her brother had
several subgenres, or specific types of fiction. One subgenre, comedy, is a broken, Sarah was indignant.
type of fiction that is humorous and often has a happy ending, which is scruples [skr¯oo´pəls]
sometimes marked by a wedding. n. principles of right and wrong
The unethical businessman had
A comedy of manners satirizes the behaviors, fashions, and mores of a absolutely no scruples.
given social class or set. Specifically, Pride and Prejudice is a domestic
comedy of manners, in which the social class or set that is being satirized is tumult [t¯oo´məlt]
that of the middle- and upper-middle classes, set in the domestic sphere. A n. state of confusion or disorder
domestic comedy of manners often is marked by its use of witty, and The tumultuous ride began when
sometimes bawdy, dialogue. the plane was hit by lightning.
As you read, think about the commentary that is being made about the
different social classes in this novel. What does Austen think about the idea
of class and how does she make these thoughts known to the reader? Use Background Knowledge
the graphic organizer on the next page to help you.
Reading Strategy Applying Background Knowledge

Background knowledge is any information that you have, whether this Text
information comes from personal experience or whether it has come from
other books you have read, that may pertain to the material that you are
reading. To apply background knowledge, then, is to use what you know
to help you as you read something new.
Application
When you apply your background knowledge to what you are reading, you
are able to create meaning in a selection. Every reader brings a different set
of understandings to a text and, therefore, can have a unique interpretation of
a selection.
As you read, think about what background knowledge you bring to the book,
how a part of the text is related to you knowledge, and how that knowledge
helps you to better understand the story. You may find it helpful
to use a graphic organizer like the one to the right.

As you read the novel, look for examples of the rules make a conclusion about what Austen’s commentary
of society, whether they be implicit or explicit. Note on that rule would be, using textual evidence to
which characters adhere or disregard these rules. Then, support your ideas.
Rule of Society Characters and Actions

Austen’s Commentary
Affected by Rule


Genre What elements of a domestic Mrs. Gardiner’s caution to Elizabeth was punctually and kindly
comedy of manners are evident in this given on the first favourable opportunity of speaking to her alone;
excerpt? after honestly telling her what she thought, she thus went on:
“You are too sensible a girl, Lizzy, to fall in love merely because you
are warned against it; and, therefore, I am not afraid of speaking openly.
Seriously, I would have you be on your guard. Do not involve yourself or
endeavour to involve him in an affection which the want of fortune
would make so very imprudent. I have nothing to say against him; he is a
most interesting young man; and if he had the fortune he ought to have,
I should think you could not do better. But as it is—you must not let
your fancy run away with you. You have sense, and we all expect you to
use it. Your father would depend on your resolution and good conduct, I
am sure. You must not disappoint your father.”
“My dear aunt, this is being serious indeed.”
“Yes, and I hope to engage you to be serious likewise.”
“Well, then, you need not be under any alarm. I will take care of
myself, and of Mr. Wickham too. He shall not be in love with me, if
I can prevent it.”
“Elizabeth, you are not serious now.”
“I beg your pardon, I will try again. At present I am not in love with
Mr. Wickham; no, I certainly am not. But he is, beyond all comparison,
the most agreeable man I ever saw—and if he becomes really attached to
me—I believe it will be better that he should not. I see the imprudence
of it.—Oh! that abominable Mr. Darcy!—My father’s opinion of me does
me the greatest honour; and I should be miserable to forfeit it. My father,
however, is partial to Mr. Wickham. In short, my dear aunt, I should be
very sorry to be the means of making any of you unhappy; but since we
see every day that where there is affection, young people are seldom
withheld by immediate want of fortune, from entering into engagements
with each other, how can I promise to be wiser than so many of my
fellow-creatures if I am tempted, or how am I even to know that it
would be wisdom to resist? All that I can promise you, therefore, is not
to be in a hurry. I will not be in a hurry to believe myself his first object.
When I am in company with him, I will not be wishing. In short, I will
do my best.”
“Perhaps it will be as well if you discourage his coming here so very
often. At least, you should not remind your mother of inviting him.”
“As I did the other day,” said Elizabeth with a conscious smile; “very
true, it will be wise in me to refrain from that. But do not imagine that
he is always here so often. It is on your account that he has been so
frequently invited this week. You know my mother’s ideas as to the
necessity of constant company for her friends. But really, and upon my
honour, I will try to do what I think to be the wisest; and now I hope you
are satisfied.”

Her aunt assured her that she was, and Elizabeth having thanked her Literary Element
for the kindness of her hints, they parted; a wonderful instance of advice
being given on such a point, without being resented. Genre How is Austen satirizing the
Mr. Collins returned into Hertfordshire soon after it had been quitted mores of the middle class in this
by the Gardiners and Jane; but as he took up his abode with the Lucases, passage?
his arrival was no great inconvenience to Mrs. Bennet. His marriage was
now fast approaching, and she was at length so far resigned as to think
it inevitable, and even repeatedly to say, in an ill-natured tone that she
“wished they might be happy.” Thursday was to be the wedding day, and
on Wednesday Miss Lucas paid her farewell visit; and when she rose to
take leave, Elizabeth, ashamed of her mother’s ungracious and reluctant
good wishes, and sincerely affected herself, accompanied her out of the
room. As they went downstairs together, Charlotte said:
“I shall depend on hearing from you very often, Eliza.”
“That you certainly shall.”
“And I have another favour to ask you. Will you come and see me?”
“We shall often meet, I hope, in Hertfordshire.”
“I am not likely to leave Kent for some time. Promise me, therefore,
to come to Hunsford.”
Elizabeth could not refuse, though she foresaw little pleasure in
the visit.
“My father and Maria are coming to me in March,” added Charlotte,
“and I hope you will consent to be of the party. Indeed, Eliza, you will be
as welcome as either of them.”
The wedding took place; the bride and bridegroom set off for Kent
from the church door, and every body had as much to say, or to hear,
on the subject as usual. Elizabeth soon heard from her friend; and their
correspondence was as regular and frequent as it had ever been; that
it should be equally unreserved was impossible. Elizabeth could never
address her without feeling that all the comfort of intimacy was over, and
though determined not to slacken as a correspondent, it was for the sake
of what had been, rather than what was. Charlotte’s first letters were
received with a good deal of eagerness; there could not but be curiosity
to know how she would speak of her new home, how she would like
Lady Catherine, and how happy she would dare pronounce herself to be;
though, when the letters were read, Elizabeth felt that Charlotte
expressed herself on every point exactly as she might have foreseen.
She wrote cheerfully, seemed surrounded with comforts, and mentioned
nothing which she could not praise. The house, furniture, neighbourhood,
and roads, were all to her taste, and Lady Catherine’s behaviour was
most friendly and obliging. It was Mr. Collins’s picture of Hunsford and
Rosings rationally softened; and Elizabeth perceived that she must wait
for her own visit there to know the rest.


Apply Background Knowledge Calling When the ladies returned to the drawing-room, there was little to be
on your background knowledge from done but to hear Lady Catherine talk, which she did without any
having read Introduction to the Novel, intermission till coffee came in, delivering her opinion on every subject
what are some of the qualities and in so decisive a manner, as proved that she was not used to have her
skills that an “accomplished woman” judgment controverted. She inquired into Charlotte’s domestic concerns
in the early 1800s would be able to familiarly and minutely, gave her a great deal of advice as to the
demonstrate? Apply this knowledge to management of them all; told her how everything ought to be regulated
Elizabeth. Would she be deemed in so small a family as hers, and instructed her as to the care of her cows
“accomplished”? and her poultry. Elizabeth found that nothing was beneath this great
lady’s attention, which could furnish her with an occasion of dictating to
others. In the intervals of her discourse with Mrs. Collins, she addressed a
variety of questions to Maria and Elizabeth, but especially to the latter, of
whose connections she knew the least, and who she observed to Mrs.
Collins was a very genteel, pretty kind of girl. She asked her, at different
times, how many sisters she had, whether they were older or younger
than herself, whether any of them were likely to be married, whether
they were handsome, where they had been educated, what carriage her
father kept, and what had been her mother’s maiden name?—Elizabeth
felt all the impertinence of her questions but answered them very
composedly.—Lady Catherine then observed,
“Your father’s estate is entailed on Mr. Collins, I think. For your sake,”
turning to Charlotte, “I am glad of it; but otherwise I see no occasion for
entailing estates from the female line. It was not thought necessary in
Sir Lewis de Bourgh’s family. Do you play and sing, Miss Bennet?”
“A little.”
“Oh! then—some time or other we shall be happy to hear you. Our
instrument is a capital one, probably superior to—You shall try it some
day. Do your sisters play and sing?”
“One of them does.”
“Why did not you all learn? You ought all to have learned. The Miss
Webbs all play, and their father has not so good an income as yours. Do
you draw?”
“No, not at all.”
“What, none of you?”
“Not one.”
“That is very strange. But I suppose you had no opportunity. Your
mother should have taken you to town every spring for the benefit
of masters.”
“My mother would have had no objection, but my father hates London.”
“Has your governess left you?”
“We never had any governess.”
“No governess! How was that possible? Five daughters brought up at
home without a governess! I never heard of such a thing. Your mother
must have been quite a slave to your education.”
Elizabeth could hardly help smiling as she assured her that had not
been the case.
“Then, who taught you? who attended to you? Without a governess,
you must have been neglected.”

“Compared with some families, I believe we were; but such of us as Reading Strategy
wished to learn never wanted the means. We were always encouraged to
read, and had all the masters that were necessary. Those who chose to be Apply Background Knowledge Apply
idle, certainly might.” your knowledge about life and social
“Aye, no doubt; but that is what a governess will prevent, and if I class in the early 1800s. What other
social rules does Elizabeth seem to
had known your mother, I should have advised her most strenuously to
have broken, whether advertently or
engage one. I always say that nothing is to be done in education without
inadvertently?
steady and regular instruction, and nobody but a governess can give it.
It is wonderful how many families I have been the means of supplying
in that way. I am always glad to get a young person well placed out.
Four nieces of Mrs. Jenkinson are most delightfully situated through my
means; and it was but the other day, that I recommended another young
person, who was merely accidentally mentioned to me, and the family are
quite delighted with her. Mrs. Collins, did I tell you of Lady Metcalfe’s
calling yesterday to thank me? She finds Miss Pope a treasure. ‘Lady
Catherine,’ said she, ‘you have given me a treasure.’ Are any of your
younger sisters out, Miss Bennet?”
“Yes, Ma’am, all.”
“All!—What, all five out at once? Very odd!—And you only the
second. The younger ones out before the elder ones are married!—Your
younger sisters must be very young?”
“Yes, my youngest is not sixteen. Perhaps she is full young to be
much in company. But really, ma’am, I think it would be very hard upon
younger sisters, that they should not have their share of society and
amusement, because the elder may not have the means or inclination to
marry early.—The last born has as good a right to the pleasures of youth
at the first. And to be kept back on such a motive!—I think it would not
be very likely to promote sisterly affection or delicacy of mind.”
“Upon my word,” said her ladyship, “you give your opinion very
decidedly for so young a person.—Pray, what is your age?”
“With three younger sisters grown up,” replied Elizabeth, smiling,
“your ladyship can hardly expect me to own it.”
Lady Catherine seemed quite astonished at not receiving a direct
answer; and Elizabeth suspected herself to be the first creature who had
ever dared to trifle with so much dignified impertinence.
“You cannot be more than twenty, I am sure, therefore you need not
conceal your age.”
“I am not one-and-twenty.”


If so, then mark up the pages as you At length the Parsonage was discernible. The garden sloping to the
read, or reread, to help with your road, the house standing in it, the green pales, and the laurel hedge, every
note-taking. Develop a shorthand thing declared they were arriving. Mr. Collins and Charlotte appeared at
system, including symbols, that works the door, and the carriage stopped at the small gate, which led by a short
for you. Here are some ideas: gravel walk to the house, amidst the nods and smiles of the whole party.
Underline = important idea In a moment they were all out of the chaise, rejoicing at the sight of each
Bracket = text to quote other. Mrs. Collins welcomed her friend with the liveliest pleasure, and
Asterisk = just what you were looking Elizabeth was more and more satisfied with coming when she found
for herself so affectionately received. She saw instantly that her cousin’s
manner were not altered by his marriage; his formal civility was just what
it had been, and he detained her some minutes at the gate to hear and
satisfy his inquiries after all her family. They were then, with no other
look up
delay than his pointing out the neatness of the entrance taken into the
house; and as soon as they were in the parlour, he welcomed them a
second time, with ostentatious formality to his humble abode, and
punctually repeated all his wife’s offers of refreshment.
Elizabeth was prepared to see him in his glory; and she could not help
in fancying that in displaying the good proportion of the room, its aspect
and its furniture, he addressed himself particularly to her, as if wishing to
make her feel what she had lost in refusing him. But though everything
seemed neat and comfortable, she was not able to gratify him by any sigh
of repentance; and rather looked with wonder at her friend that she could
have so cheerful an air, with such a companion. When Mr. Collins said
anything of which his wife might reasonably be ashamed, which certainly
was not unseldom, she involuntarily turned her eye on Charlotte. Once
왘 BIG Idea
or twice she could discern a faint blush; but in general Charlotte wisely
Nature and the Imagination did not hear. After sitting long enough to admire every article of furniture
What did you learn about how the
in the room, from the sideboard to the fender, to give an account of their
characters in the novel are affected
journey, and of all that had happened in London, Mr. Collins invited
by nature?
them to take a stroll in the garden, which was large and well laid out,
Mark up the excerpt, looking for and to the cultivation of which he attended himself. To work in this
evidence of how it expresses the garden was one of his most respectable pleasures; and Elizabeth admired
Big Idea. the command of countenance with which Charlotte talked of the
healthfulness of the exercise, and owned she encouraged it as much as
possible. Here, leading the way through every walk and cross walk, and
scarcely allowing them an interval to utter the praises he asked for, every
view was pointed out with a minuteness which left beauty entirely
behind. He could number the fields in every direction, and could tell how
many trees there were in the most distant clump. But of all the views
which his garden, or which the country or kingdom could boast, none
were to be compared with the prospect of Rosings, afforded by an opening
in the trees that bordered the park nearly opposite the front of his house.
It was a handsome modern building, well situated on rising ground.

reduce your notes.
Record
MY VIEW
your own notes.
Recap


1. What new interest does Wickham have? What are the reasons behind this Reread Build Background on
new interest? Does Elizabeth disapprove? Explain. [Summarize] page 191. How did that information
2. To which major character is Lady Catherine de Bourgh related? How would

you describe her treatment of Elizabeth? [Summarize]
3. The novel reaches its first climax, or dramatic turning point, in this section.
In what scene does this climax occur? What questions hang in the reader’s
mind after this scene? [Analyze]
4. What effect does Darcy’s letter have on Elizabeth? What does she realize
about herself? About her family? [Infer]
5. Nature and the Imagination Look for the ways in which different
characters interact with and value nature in these chapters. How do these
values and interactions develop their respective characters? [Analyze]
Literary Element Genre Vocabulary Practice

What social class seems to be the main target of the Write the vocabulary word that correctly completes
satire of this domestic comedy of manners? Explain each sentence. If none of the words fits the sentence,
your choice. [Conclude] write none.
affabile ardently indignation

scruples tumultuous
1. When the crowd charged the field, it was a very

scene.
2. The mother defended her

son’s honor during the hearing.
3. When the crowd heard the unexpected verdict,

they rioted and responded with fierce
.
4. Isaac broke into the house and

stole the jewelry.
5. I had to question her when

she was caught lying.
6. Dillon is incredibly ; he goes

Reading Strategy Apply Background out of his way to make everyone feel welcome.
Knowledge
7. People should think about how their
According to your background knowledge, which affect other people.
female characters in Chapters 25–38 would be
deemed “accomplished” and how have they earned
this title? [Analyze] Academic Vocabulary
Subsequent to her arrival in Hunsford, Elizabeth is
insulted by Lady Catherine. Using context clues, try to
figure out the meaning of the word subsequent. Write
your guess below. Then, check it in a dictionary.


Write a Letter Imagine that Elizabeth has decided Debate
to respond to Darcy’s letter with a letter of her own. Assignment Do you like Darcy? Do you think he has
Put yourself in Elizabeth’s place and write a letter been judged unfairly by Elizabeth? Do you think his
to Darcy that sums up your feelings and thoughts. words in proposing to Elizabeth were appropriate?
Before you write, ask yourself some questions about Do you think his letter speaks well for him? In your
Elizabeth’s reactions to Darcy’s letter (in Chapter 36). group, hold a debate in which you argue that Darcy
Do you think Elizabeth draws correct conclusions is a sympathetic and admirable character or an
about herself? Has she changed her mind completely unsympathetic and less-than-admirable character.
about Darcy? What might she wish for the future?
Write your letter in a style that fits the time period of Prepare Evidence—and how you use it—is key to
the novel or in a style used today. In either case, make a successful debate. Organize your arguments and
sure your letter accurately reflects Elizabeth’s evidence to make sure that you include all the
personality and state of mind. important points. Fill out a separate chart listing the
arguments that you anticipate your opponent making.
Jot down some notes here first. Find counters to these claims.
Argument Evidence
Opponents’ Counter-
Possible evidence
Argument
Debate Use your chart to help you defend your

points with specific examples. When your opponents
present their side, listen carefully so you can challenge
their arguments with counter-arguments and evidence.
This will both weaken their arguments and strengthen
your own.
Evaluate Write one paragraph about your individual

and team performance. Write another paragraph
evaluating your opponents. Conclude with a few
statements about where you succeeded, what you
learned, and how you might do things differently
next time.


Think about the word pride. What are some different situations in which entries about the novels that you read
people may feel pride? What are some different ways to define pride? this year.
Make a Web
SUMMARIZE
Create a web, like the one below, for the word pride. On the lines attached to
the circle, list brief definitions or synonyms for pride. As you think of
definitions, consider both the positive and negative aspects of pride.
pride
Build Background
A Blessing and a Curse
The title of the novel clearly suggests one of the important themes of the
novel: pride and its consequences. The original title of Pride and Prejudice,
however, was First Impressions. The origin of the new title was from a phrase
in Fanny Burney’s 1782 novel, Cecilia. Burney was an author Jane Austen
admired. Austen also titled one of her early works with this same structure:
Love and Friendship. Written as a series of letters, it mocked the cult of
sensibility, which celebrated sensitivity, emotionalism, and sentimentalism.
Austen later criticized this in her novel Sense and Sensibility, which further
demonstrates her fondness for this symmetrical title structure. The
characteristics highlighted by the titles are those that she highlights in her
main characters as well.


SF_Head
anguish [an´wish]
A generation gap is a term used to describe wide differences in cultural n. deep suffering or pain
norms between members of a younger generation and their elders. Often, When the parents received the news
parents and their children clash over such differences. of their daughter’s accident, they
were filled with anguish.
When different schools of thought begin to change, there is often conflict
between people who subscribe to the ideals of the different schools. The consolation [kon sə lā´shən]
transition from the Enlightenment to the Romantic period was no exception to n. comfort; help for sorrow
this phenomenon. As you read, think about which characters conflict and how Words of sympathy offered some
their conflict may be due to an allegiance to a different school of thought. consolation to the survivors.
felicity [fi lis´ə tē]

n. great happiness
Literary Element Diction Felicity filled the air as the couple
Diction refers to an author’s word choice and is an element in the writer’s announced their engagement.
voice and style. Skilled writers choose their words carefully to convey a
impetuous [im pechóo əs]
particular meaning or feeling. adj. impulsive
Sally is an impetuous shopper;
When thinking about diction, it is important to consider the role that
she buys items without even
connotation plays. Connotations are the ideas and emotions associated thinking about the price.
with a word. Authors often choose words that have connotations that support
the idea or tone that they are trying to create. indolence [ind´əl əns]
n. habit of laziness
As you read, pay close attention to the words that Austen chooses and think The indolence of the workers
about what idea or feeling she may have been trying to create. Use the insured that the job would not be
graphic organizer on the next page to help you. finished on time.
Reading Strategy Analyze Mood

Mood is the emotional quality of a literary work. A writer’s choice of
language, subject matter, setting and tone contribute to creating mood.
To analyze mood is to think about the purpose an author has when
creating a specific mood for a piece of literature. Mood
Mood is a broader term than tone, which refers to the
attitude of a writer toward the subject matter or the
audience. It also differs from atmosphere,
which is concerned mainly with physical
qualities that contribute to the mood, such Textual Textual Textual Textual
as time, place, and weather. Analyzing Evidence Evidence Evidence Evidence
mood is important when reading literature
because the mood contributes to the
development of a theme and makes a story
more engaging for a reader.
As you read, determine what the mood of the story is, how Author’s
the author has used language to create this mood, and how this Purpose
mood contributes to your understanding of the story. You may find it

Identify a conversation or a description in these specific words and the connotations of those words—
chapters. Then assess what the main impression of to help create that impression. Use the following
this conversation or description would be. Reread the graphic organizer to think about diction.
passage and notice how the author used diction—
Word Connotation Word Connotation
Main Impression
Word Connotation Word Connotation


Diction What words does Austen Elizabeth, as they drove along, watched for the first appearance
use when describing Pemberley of Pemberley Woods with some perturbation; and when at length they
Woods? What impression do these turned in at the lodge, her spirits were in a high flutter.
words make? The park was very large, and contained great variety of ground. They
entered it in one of its lowest points, and drove for some time through a
beautiful wood stretching over a wide extent.
Elizabeth’s mind was too full for conversation, but she saw and
admired every remarkable spot and point of view. They gradually
ascended for half a mile, and then found themselves at the top of a
considerable eminence, where the wood ceased, and the eye was
instantly caught by Pemberley House, situated on the opposite side
of a valley, into which the road with some abruptness wound. It was a
large, handsome, stone building, standing well on rising ground, and
backed by a ridge of high woody hills;—and in front, a stream of some
natural importance was swelled into greater, but without any artificial
appearance. Its banks were neither formal, nor falsely adorned. Elizabeth
was delighted. She had never seen a place for which nature had done
more, or where natural beauty had been so little counteracted by an
awkward taste. They were all of them warm in their admiration; and
at that moment she felt, that to be mistress of Pemberley might be
something!
They descended the hill, crossed the bridge, and drove to the
door; and, while examining the nearer aspect of the house, all her
apprehension of meeting its owner returned. She dreaded lest the
chambermaid had been mistaken. On applying to see the place, they
were admitted into the hall; and Elizabeth, as they waited for the
housekeeper, had leisure to wonder at her being where she was.
The housekeeper came; a respectable-looking, elderly woman, much
less fine, and more civil, than she had any notion of finding her. They
followed her into the dining-parlour. It was a large, well proportioned
room, handsomely fitted up. Elizabeth, after slightly surveying it, went to
a window to enjoy its prospect. The hill, crowned with wood, from
which they had descended, receiving increased abruptness from the
distance, was a beautiful object. Every disposition of the ground was
good; and she looked on the whole scene, the river, the trees scattered
on its banks, and the winding of the valley, as far as she could trace it,
with delight. As they passed into other rooms, these objects were taking
different positions; but from every window there were beauties to be
seen. The rooms were lofty and handsome, and their furniture suitable to
the fortune of its proprietor; but Elizabeth saw, with admiration of his
taste, that it was neither gaudy nor uselessly fine; with less of splendor,
and more real elegance, than the furniture of Rosings.
“And of this place,” thought she, “I might have been mistress! With
these rooms I might now have been familiarly acquainted! Instead of
viewing them as a stranger, I might have rejoiced in them as my own,
and welcomed to them as visitors my uncle and aunt.—But no,”—
recollecting herself,—“that could never be: my uncle and aunt would
have been lost to me; I should not have been allowed to invite them.”

This was a lucky recollection—it saved her from something very Literary Element
like regret.
She longed to enquire of the housekeeper whether her master Diction How does Austen’s diction in
were really absent, but had not courage for it. At length, however, this passage develop the character of
the question was asked by her uncle; and she turned away with alarm, Mr. Darcy?
while Mrs. Reynolds replied, that he was, adding, “but we expect him
tomorrow, with a large party of friends.” How rejoiced was Elizabeth that
their own journey had not by any circumstance been delayed a day!
Her aunt now called her to look at a picture. She approached and
saw the likeness of Mr. Wickham, suspended, amongst several other
miniatures, over the mantel-piece. Her aunt asked her, smilingly, how
she liked it. The housekeeper came forward, and told them it was a
picture of a young gentleman, the son of her late master’s steward, who
had been brought up by him at his own expence.—“He is now gone into
the army,” she added; “but I am afraid he has turned out very wild.”
Mrs. Gardiner looked at her niece with a smile, but Elizabeth could
not return it.
“And that,” said Mrs Reynolds, pointing to another of the miniatures,
“is my master—and very like him. It was drawn at the same time as the
other—about eight years ago.”
“I have heard much of your master’s fine person,” said Mrs. Gardiner,
looking at the picture; “it is a handsome face. But, Lizzy, you can tell us
whether it is like or not.”
Mrs. Reynold’s respect for Elizabeth seemed to increase on this
intimation of her knowing her master.
“Does that young lady know Mr. Darcy?”
Elizabeth coloured, and said—“A little.”
“And do not you think him a very handsome gentleman, Ma’am?”
“Yes, very handsome.”
“I am sure I know none so handsome; but in the gallery up stairs you
will see a finer, larger picture of him than this. This room was my late
master’s favourite room, and these miniatures are just as they used to be
then. He was very fond of them.”
This accounted to Elizabeth for Mr. Wickham’s being among them.
Mrs. Reynolds then directed their attention to one of Miss Darcy,
drawn when she was only eight years old.
“And is Miss Darcy as handsome as her brother?” said Mrs. Gardiner.
“Oh! yes—the handsomest young lady that ever was seen; and so
accomplished!—She plays and sings all day long. In the next room is a
new instrument just come down for her—a present from my master; she
comes here tomorrow with him.”


Analyze Mood How would you Had Lydia and her mother known the substance of her conference
describe the mood of the meeting with her father, their indignation would hardly have found expression in
between Elizabeth and Wickham? their united volubility. In Lydia’s imagination, a visit to Brighton
comprised ever possibility of earthly happiness. She saw, with the creative
eye of fancy, the streets of that gay bathing place covered with officers.
She saw herself the object to tens and to scores of them at present
unknown. She saw all the glories of the camp; its tents stretched forth in
beauteous uniformity of lines, crowded with the young and the gay, and
dazzling with scarlet; and, to complete the view, she saw herself seated
beneath a tent, tenderly flirting with at least six officers at once.
Had she known her sister sought to tear her from such prospects and
such realities as these, what would have been her sensations? They could
have been understood only by her mother, who might have felt nearly
the same. Lydia’s going to Brighton was all that consoled her for her
melancholy conviction of her husband’s never intending to go there
himself.
But they were entirely ignorant of what had passed; and their
raptures continued, with little intermission, to the very day of Lydia’s
leaving home.
Elizabeth was now to see Mr. Wickham for the last time. Having been
frequently in company with him since her return, agitation was pretty
well over; the agitations of formal partiality entirely so. She had even
learnt to detect, in the very gentleness which had first delighted her, an
affectation and a sameness to disgust and weary. In his present behaviour
to herself, moreover, she had a fresh source of displeasure, for the
inclination he soon testified of renewing those intentions which had
marked the early part of their acquaintance could only serve, after what
had since passed, to provoke her. She lost all concern for him in finding
herself thus selected as the object of such idle and frivolous gallantry;
and while she steadily repressed it, could not but feel the reproof
contained in his believing, that however long, and for whatever cause,
his attentions had been withdrawn, her vanity would be gratified, and
her preference secured at any time by their renewal.
On the very last day of the regiment’s remaining at Meryton, he
dined, with others of the officers, at Longbourn; and so little was
Elizabeth disposed to part from him in good humour, that on his
making some inquiry as to the manner in which her time had passed at
Hunsford, she mentioned Colonel Fitzwilliam’s and Mr. Darcy’s having
both spent three weeks at Rosings, and asked him, if he was acquainted
with the former.
He looked surprised, displeased, alarmed; but with a moment’s
recollection and a returning smile, replied, that he had formerly seen
him often; and after observing that he was a very gentlemanlike man,
asked her how she had liked him. Her answer was warmly in his favour.
With an air of indifference he soon afterwards added, “How long did you
say he was at Rosings?”
“Nearly three weeks.”

“And you saw him frequently?” Reading Strategy

“Yes, almost every day.”
“His manners are very different from his cousin’s.” Analyze Mood How does Austen
“Yes, very different. But I think Mr. Darcy improves on acquaintance.” use language to create a specific mood
“Indeed!” cried Mr. Wickham with a look which did not escape her. for the meeting between Elizabeth
and Wickham?
“And pray may I ask?” But checking himself, he added, in a gayer tone,
“Is it in address that he improves? Has he deigned to add aught of civility
to his ordinary style? for I dare not hope,” he continued in a lower and
more serious tone, “that he is improved in essentials.”
“Oh, no!” said Elizabeth. “In essentials, I believe, he is very much
what he ever was.”
While she spoke, Wickham looked as if scarcely knowing whether to
rejoice over her words, or to distrust their meaning. There was a
something in her countenance which made him listen with an
apprehensive and anxious attention, while she added,
“When I said that he improved on acquaintance, I did not mean
that his mind or his manners were in a state of improvement, but that
from knowing him better, his disposition was better understood.”
Wickham’s alarm now appeared in a heightened complexion
and agitated look; for a few minuted he was silent, till, shaking off
his embarrassment, he turned to her again, and said in the gentlest
of accents:
“You, who so well know my feeling towards Mr. Darcy, will readily
comprehend how sincerely I must rejoice that he is wise enough to
assume even the appearance of what is right. His pride, in that direction,
may be of service, if not to himself, to many others, for it must deter him
from such foul misconduct as I have suffered by. I only fear that the sort
of cautiousness to which you, I imagine, have been alluding, is merely
adopted on his visits to his aunt, of whose good opinion and judgment
he stands much in awe. His fear of her has always operated, I know, when
they were together; and a good deal is to be imputed to his wish of
forwarding the match with Miss de Bourgh, which I am certain he has
very much at heart.”
Elizabeth could not repress a smile at this, but she answered only by a
slight inclination of the head. She saw that he wanted to engage her on
the old subject of his grievances, and she was in no humour to indulge
him. The rest of the evening passed with the appearance, on his side, of
usual cheerfulness, but with no farther attempt to distinguish Elizabeth;
and they parted at last with mutual civility, and possibly a mutual desire
of never meeting again.


If so, then mark up the pages as you In vain did Elizabeth attempt to make her reasonable, and Jane to
read, or reread, to help with your make her resigned. As for Elizabeth herself, this invitation was so far
note-taking. Develop a shorthand from exciting in her the same feelings as in her mother and Lydia, that
system, including symbols, that works she considered it as the death warrant of all possibility of common sense
for you. Here are some ideas: for the latter; and detestable as such a step must make her were it known,
Underline = important idea she could not help secretly advising her father not to let her go. She
Bracket = text to quote represented to him all the improprieties of Lydia’s general behaviour, the
Asterisk = just what you were looking little advantage she could derive from the friendship of such a woman as
for Mrs. Forster, and the probability of her being yet more imprudent with
such a companion at Brighton, where the temptations must be greater
than at home. He heard her attentively, and then said:
“Lydia will never be easy until she has exposed herself in some public
look up
place or other, and we can never expect her to do it with so little expense
or inconvenience to her family as under the present circumstances.”
“If you were aware,” said Elizabeth, “of the very great disadvantage to
us all which must arise from the public notice of Lydia’s unguarded and
imprudent manner; nay, which has already arisen from it, I am sure you
would judge differently in the affair.”
“Already arisen?” repeated Mr. Bennet. “What, has she frightened
away some of your lovers? Poor little Lizzy! But do not be cast down. Such
squeamish youths as cannot bear to be connected with a little absurdity
are not worth a regret. Come, let me see the list of pitiful fellows who
have been kept aloof by Lydia’s folly.”
“Indeed you are mistaken. I have no such injuries to resent. It is not
of particular, but of general evils, which I am now complaining. Our
왘 BIG Idea
importance, our respectability in the world must be affected by the wild
The Stirrings of Romanticism volatility, the assurance and disdain of all restraint which mark Lydia’s
Which characters in the novel seem to
character. Excuse me—for I must speak plainly. If you, my dear father,
represent the beliefs and values of
will not take the trouble of checking her exuberant spirits, and of
Romanticism?
teaching her that her present pursuits are not to be the business of her
Mark up the excerpt, looking for life, she will soon be beyond the reach of amendment. Her character will
evidence of how it expresses the be fixed, and she will, at sixteen, be the most determined flirt that ever
Big Idea. made herself or her family ridiculous. A flirt too, in the worst and
meanest degree of flirtation; without any attraction beyond youth and
a tolerable person; and, from the ignorance and emptiness of her mind,
wholly unable to ward off any portion of that universal contempt
which her rage for admiration will excite. In this danger Kitty also is
comprehended. She will follow wherever Lydia leads. Vain, ignorant,
idle, and absolutely uncontrolled! Oh! my dear father, can you suppose
it possible that they will not be censured and despised wherever they are
known, and that their sisters will not be often involved in the disgrace?”

reduce your notes.
Record
TO THE POINT
Write a few key words.
Recap


1. What two secrets concerning Darcy does Elizabeth reveal to Jane? What Reread Build Background on
concern does Elizabeth express to her father? [Summarize] page 203. How did that information
2. What does Elizabeth learn about Darcy from the housekeeper at

Pemberley? When Darcy appears, what surprises her about his behavior?
[Summarize]
3. Which chapters provide comic relief from the mounting suspense about
Lydia’s and Elizabeth’s futures in this section? What comic events occur in
these chapters? [Analyze]
4. In Chapter 42, what techniques does Austen use to describe the

shortcomings of the Bennets’ marriage? In what ways is it a failed
marriage? [Analyze]
5. The Stirrings of Romanticism How does the conversation between the

women regarding Lydia reflect the values many were beginning to
challenge at this time? [Analyze]

Literary Element Diction Vocabulary Practice

Describe the diction used in Jane’s letter to Elizabeth Identify whether the words in each pair have the
regarding Lydia’s marriage to Wickham. How do the same or the opposite meaning.
specific words that Jane uses in this letter develop her
character? [Analyze] 1. anguish and pain
2. consolation and comfort
3. felicity and sadness
4. impetuous and cautious
5. indolence and diligence
Academic Vocabulary
Elizabeth’s visit to Pemberley has a strong impact on
her steps toward marrying Mr. Darcy. In this sentence,
impact means “effect.” What are some things that have
happened in your life that have had a strong impact
on you?
Reading Strategy Analyze Mood
How does Austen use irony to create a specific mood
in these chapters? [Evaluate]


Apply Diction Visual/Media Presentation
Assignment Throughout Chapters 39–50, Assignment The grounds and house at Pemberley,
many lively conversations take place, such as the Darcy’s Estate, is the only setting in the book that
conversation in Chapter 41 between Elizabeth and Austen describes in detail. Austen is economical in her
Mr. Bennet regarding Lydia’s alleged improprieties. description, however, using the setting simply to
This dialogue, and many others like this, is engaging further the plot and bring out important qualities of the
because of Austen’s use of diction to set a tone and two main characters. With a group of students, draw
develop characters’ personalities. Select a dialogue of several sketches to show what the house and the
your choice and rewrite it in your own words, grounds are like. Assign one area of the house and
simplifying the language. After you have finished grounds to each person in the group. Include a sketch
writing, read it aloud and compare it with your of the interior of one of the rooms that Elizabeth and
classmates’ versions. the Gardiners see on their tour.
Get Ideas Make a plan before you write. As Research Evaluate and select appropriate and
you plan, think about how to best paraphrase the reliable information to present. Review the descriptions
characters’ statements by looking for the key of Pemberley in Chapter 43. Choose visual aids and
information, idea, or feeling each character is sharing. media that will best showcase your topic.
Give It Structure Demonstrate an understanding Prepare Create your visual aid or a media
of the elements of discourse. Make sure that your presentation. If questions arise while your prepare,
translation reads like a conversation and preserves ask your group members if they have ideas to
the tone and characters’ personalities as they were contribute.
in the original conversation.
Present Using appropriate and effective eye contact,
EXAMPLE: tone of voice and body language, describe the features
Mr. Bennet: Lydia won’t stop her foolishnesses that impressed Elizabeth and events from the plot that
until someone pays attention to her. At least in this took place in the locations your group sketched.
instance, she is not really costing us anything,
financially or otherwise.
Elizabeth: You wouldn’t say that if you would pay
attention to the fact that people are already taking
note of her behavior and are judging us for it.
Look At Language As you write, evaluate word

choice and sentence variation. Make sure that your
paraphrase effectively captures the personality of the
different speakers.


How do two people in love decide if they would make good lifetime entries about the novels that you read
companions in marriage? this year.
Have a Discussion
WRITE THE CAPTION
In a small group, discuss the factors that contribute to a happy marriage. In
the real world, what does it mean to “live happily ever after”?
Build Background
Jane Austen’s Fan Club
Jane Austen has had a fan club for over 100 years. In the late 1800s, the
first publication of an Austen biography and collected edition of her novels led
to a boom of interest in Jane Austen. Many of these early admirers were
interested in her characters and in Austen herself. Austen acquired more
scholarly admirers in the twentieth century, when many critics highlighted her
mastery of language, plot, and irony.
Today, a Jane Austen Society exists in both Great Britain and North America.
Austen’s modern-day fans appreciate her novels as literature, but they are also
fascinated by the era that shaped Jane Austen’s life and writings. The Jane
Austen Society of North America was founded in 1979. Its members’ interests
range from publishing scholarly papers on Austen’s works to re-creating dinner
parties and balls like those attended by her characters. To find out more about
this group, visit their Web site at http:/www.jasna.org.


SF_Head
alacrity [ə lak´rə tē]
Great thinkers of the past, such as Rousseau, have speculated about n. speed
the nature of man. Is man born good but corrupted by society? Or does The race car crossed the finish line
society have a positive effect on man, who is born morally flawed? These with intense alacrity.
are questions that were wrestled with through both the Enlightenment
and the Romantic period. effusion [i fū´zhən]
n. outpouring of words or feelings
In Chapters 51–61 of Pride and Prejudice, society, and the many rules and The effusive man rallied the crowd
restrictions that come with it, plays a major role. As you read, think about how with his emotional speech.
Austen presents society and its effects, both positive and negative, on the irrevocably [i rev ´ə kə blē]
characters in the story. adv. in a manner impossible
to reverse
The sentence that came down from
Literary Element Juxtaposition the jury was irrevocable; the man’s
Juxtaposition is the placing of two or more distinct things side by side in fate was sealed.
order to contrast or compare them. saucy [so´sē]
adj. teasingly or amusingly bold
Juxtaposition allows a reader to better understand what is being compared,
As the model paraded down the
whether that would be characters, settings, words, phrases, or images. runway, she swished her skirt in a
Juxtaposition is also used to evoke an emotional response in the reader. saucy manner.
As you read, think about what is being juxtaposed. Then note how this unabated [un ə bāt´əd]
juxtaposition affects you as the reader. Use the graphic organizer on the next adj. maintaining full force
page to help you. The winds of the storm were
unabated, forcing us to stay inside
for the rest of the evening.
Reading Strategy Recognize Author’s Purpose
To recognize an author’s purpose is to think about what motivated
him/her to write a piece of literature.
Authors often write stories to reveal ideas or critiques on society. Such an

author would be called a social critic. In fiction, authors do not always directly
state their social critiques. Rather, critiques are often revealed through imagery,
characters, setting, diction, and mood.
As you read, think about what motivated Jane Austen to write Pride and
Prejudice. What is she saying about society and how does she use language
to help her communicate this social commentary? You may find it helpful to
use a graphic organizer like the one below.
Social Commentary How Communicated

Juxtaposition is the placing of two or more distinct In the two boxes on the left, write the words, phrases,
things side by side in order to contrast or compare or characters that are juxtaposed in the novel. Then in
them. Use the graphic organizer below to record the third box, explain what this justification signifies in
examples of juxtaposition in Pride and Prejudice. the larger scheme of the book.
Words, phrases, or characters in juxtaposition Significance of juxtaposition


Juxtaposition How does the author It was an evening of no common delight to them all; the satisfaction
create juxtaposition between the of Miss Bennet’s mind gave a glow of such sweet animation to her face,
characters of Mr. Bennet and as made her look handsomer than ever. Kitty simpered and smiled, and
Mrs. Bennet in this passage? hoped her turn was coming soon. Mrs. Bennet could not give her consent
or speak her approbation in terms warm enough to satisfy her feelings,
though she talked to Bingley of nothing else for half an hour; and when
Mr. Bennet joined them at supper, his voice and manner plainly shewed
how really happy he was.
Not a word, however, passed his lips in allusion to it, till their visitor
took his leave for the night; but as soon as he was gone, he turned to his
daughter, and said,
“Jane, I congratulate you. You will be a very happy woman.’’
Jane went to him instantly, kissed him, and thanked him for his
goodness.
“You are a good girl;’’ he replied, “and I have great pleasure in
thinking you will be so happily settled. I have not a doubt of your doing
very well together. Your tempers are by no means unlike. You are each of
you so complying, that nothing will ever be resolved on; so easy, that
every servant will cheat you; and so generous, that you will always exceed
your income.’’
“I hope not so. Imprudence or thoughtlessness in money matters
would be unpardonable in me.’’
“Exceed their income! My dear Mr. Bennet,’’ cried his wife, “what are
you talking of? Why, he has four or five thousand a-year, and very likely
more.’’ Then addressing her daughter, “Oh! my dear, dear Jane, I am so
happy! I am sure I shan’t get a wink of sleep all night. I knew how it
would be. I always said it must be so, at last. I was sure you could not be
so beautiful for nothing! I remember, as soon as ever I saw him, when he
first came into Hertfordshire last year, I thought how likely it was that
you should come together. Oh! he is the handsomest young man that
ever was seen!’’
Wickham, Lydia, were all forgotten. Jane was beyond competition
her favourite child. At that moment, she cared for no other. Her younger
sisters soon began to make interest with her for objects of happiness
which she might in future be able to dispense.
Mary petitioned for the use of the library at Netherfield; and Kitty
begged very hard for a few balls there every winter.
Bingley, from this time, was of course a daily visitor at Longbourn;
coming frequently before breakfast, and always remaining till after supper;
unless when some barbarous neighbour, who could not be enough
detested, had given him an invitation to dinner which he thought
himself obliged to accept.
Elizabeth had now but little time for conversation with her sister;
for while he was present, Jane had no attention to bestow on any one

else; but she found herself considerably useful to both of them in those Literary Element
hours of separation that must sometimes occur. In the absence of Jane,
he always attached himself to Elizabeth, for the pleasure of talking of her; Juxtapostion What juxtaposition does
and when Bingley was gone, Jane constantly sought the same means the author create in this passage?
of relief. What is its significance?
“He has made me so happy,’’ said she, one evening, “by telling me
that he was totally ignorant of my being in town last spring! I had not
believed it possible.’’
“I suspected as much,’’ replied Elizabeth. “But how did he account
for it?’’
“It must have been his sister’s doing. They were certainly no friends to
his acquaintance with me, which I cannot wonder at, since he might
have chosen so much more advantageously in many respects. But when
they see, as I trust they will, that their brother is happy with me, they
will learn to be contented, and we shall be on good terms again; though
we can never be what we once were to each other.’’
“That is the most unforgiving speech,’’ said Elizabeth, “that I ever
heard you utter. Good girl! It would vex me, indeed, to see you again the
dupe of Miss Bingley’s pretended regard.’’
“Would you believe it, Lizzy, that when he went to town last
November, he really loved me, and nothing but a persuasion of my being
indifferent would have prevented his coming down again!’’
“He made a little mistake to be sure; but it is to the credit of
his modesty.’’
This naturally introduced a panegyric from Jane on his diffidence,
and the little value he put on his own good qualities.
Elizabeth was pleased to find that he had not betrayed the
interference of his friend, for, though Jane had the most generous and
forgiving heart in the world, she knew it was a circumstance which
must prejudice her against him.
“I am certainly the most fortunate creature that ever existed!’’ cried
Jane. “Oh! Lizzy, why am I thus singled from my family, and blessed
above them all! If I could but see you as happy! If there were but such
another man for you!’’
“If you were to give me forty such men, I never could be so happy as
you. Till I have your disposition, your goodness, I never can have your
happiness. No, no, let me shift for myself; and, perhaps, if I have very
good luck, I may meet with another Mr. Collins in time.’’
The situation of affairs in the Longbourn family could not be long a
secret. Mrs. Bennet was privileged to whisper it to Mrs. Phillips, and she
ventured, without any permission, to do the same by all her neighbours
in Meryton.
The Bennets were speedily pronounced to be the luckiest family in
the world, though only a few weeks before, when Lydia had first run
away, they had been generally proved to be marked out for misfortune.


Recognize Author’s Purpose How In marrying your nephew, I should not consider myself as quitting
does Austen use the character of that sphere. He is a gentleman; I am a gentleman’s daughter; so far we are
Lady Catherine to make a social equal.’’
commentary? “True. You are a gentleman’s daughter. But who was your mother?
Who are your uncles and aunts? Do not imagine me ignorant of their
condition.’’
“Whatever my connections may be,’’ said Elizabeth, “if your nephew
does not object to them, they can be nothing to you.’’
“Tell me once for all, are you engaged to him?’’
Though Elizabeth would not, for the mere purpose of obliging
Lady Catherine, have answered this question, she could not but say,
after a moment’s deliberation,
“I am not.’’
Lady Catherine seemed pleased.
“And will you promise me, never to enter into such an engagement?’’
“I will make no promise of the kind.’’
“Miss Bennet, I am shocked and astonished. I expected to find a more
reasonable young woman. But do not deceive yourself into a belief that I
will ever recede. I shall not go away till you have given me the assurance
I require.’’
“And I certainly never shall give it. I am not to be intimidated into
anything so wholly unreasonable. Your ladyship wants Mr. Darcy to marry
your daughter; but would my giving you the wished-for promise make
their marriage at all more probable? Supposing him to be attached to me,
would my refusing to accept his hand make him wish to bestow it on his
cousin? Allow me to say, Lady Catherine, that the arguments with which
you have supported this extraordinary application, have been as frivolous
as the application was ill judged. You have widely mistaken my character,
if you think I can be worked on by such persuasions as these. How far
your nephew might approve of your interference in his affairs, I cannot
tell; but you have certainly no right to concern yourself in mine. I must
beg, therefore, to be importuned no farther on the subject.’’
“Not so hasty, if you please. I have by no means done. To all the
objections I have already urged, I have still another to add. I am no
stranger to the particulars of your youngest sister’s infamous elopement.
I know it all; that the young man’s marrying her was a patched-up
business, at the expence of your father and uncles. And is such a girl to
be my nephew’s sister? Is her husband, is the son of his late father’s
steward, to be his brother? Heaven and earth!—of what are you thinking?
Are the shades of Pemberley to be thus polluted?’’
“You can now have nothing farther to say,’’ she resentfully answered.
“You have insulted me in every possible method. I must beg to return to
the house.’’
And she rose as she spoke. Lady Catherine rose also, and they turned
back. Her ladyship was highly incensed.
“You have no regard, then, for the honour and credit of my nephew!
Unfeeling, selfish girl! Do you not consider that a connection with you
must disgrace him in the eyes of everybody?’’

“Lady Catherine, I have nothing farther to say. You know my Reading Strategy
sentiments.’’
“You are then resolved to have him?’’ Recognize Author’s Purpose What
“I have said no such thing. I am only resolved to act in that manner, message might Austen be trying to
which will, in my own opinion, constitute my happiness, without communicate in this passage about
the nature of happiness?
reference to you, or to any person so wholly unconnected with me.’’
“It is well. You refuse, then, to oblige me. You refuse to obey the
claims of duty, honour, and gratitude. You are determined to ruin him in
the opinion of all his friends, and make him the contempt of the world.’’
“Neither duty, nor honour, nor gratitude,’’ replied Elizabeth, “have
any possible claim on me, in the present instance. No principle of either,
would be violated by my marriage with Mr. Darcy. And with regard to
the resentment of his family, or the indignation of the world, if the
former were excited by his marrying me, it would not give me one
moment’s concern—and the world in general would have too much sense
to join in the scorn.’’
“And this is your real opinion! This is your final resolve! Very well.
I shall now know how to act. Do not imagine, Miss Bennet, that your
ambition will ever be gratified. I came to try you. I hoped to find you
reasonable; but, depend upon it, I will carry my point.’’
In this manner Lady Catherine talked on, till they were at the door of
the carriage, when, turning hastily round, she added,
“I take no leave of you, Miss Bennet. I send no compliments to your
mother. You deserve no such attention. I am most seriously displeased.’’
Elizabeth made no answer; and without attempting to persuade her
ladyship to return into the house, walked quietly into it herself. She
heard the carriage drive away as she proceeded up stairs. Her mother
impatiently met her at the door of the dressing room, to ask why Lady
Catherine would not come in again and rest herself.
“She did not choose it,’’ said her daughter, “she would go.’’
“She is a very fine-looking woman! and her calling here was
prodigiously civil! for she only came, I suppose, to tell us the Collinses
were well. She is on her road somewhere, I dare say, and so, passing
through Meryton, thought she might as well call on you. I suppose she
had nothing particular to say to you, Lizzy?’’
Elizabeth was forced to give into a little falsehood here; for to
acknowledge the substance of their conversation was impossible.


If so, then mark up the pages as you Their sister’s wedding day arrived; and Jane and Elizabeth felt for
read, or reread, to help with your her probably more than she felt for herself. The carriage was sent to
note-taking. Develop a shorthand meet them at—, and they were to return in it by dinner-time. Their arrival
system, including symbols, that works was dreaded by the elder Miss Bennets, and Jane more especially, who
for you. Here are some ideas: gave Lydia the feelings which would have attended herself, had she been
Underline = important idea the culprit, and was wretched in the thought of what her sister must
Bracket = text to quote endure.
Asterisk = just what you were looking They came. The family were assembled in the breakfast room to
for receive them. Smiles decked the face of Mrs. Bennet as the carriage drove
up to the door; her husband looked impenetrably grave; her daughters,
alarmed, anxious, uneasy.
Lydia’s voice was heard in the vestibule; the door was thrown open,
look up
and she ran into the room. Her mother stepped forwards, embraced her,
and welcomed her with rapture; gave her hand with an affectionate smile
to Wickham, who followed his lady, and wished them both joy with an
alacrity which shewed no doubt of their happiness.
Their reception from Mr. Bennet, to whom they then turned, was
not quite so cordial. His countenance rather gained in austerity; and
he scarcely opened his lips. The easy assurance of the young couple,
indeed, was enough to provoke him. Elizabeth was disgusted, and even
Miss Bennet was shocked. Lydia was Lydia still; untamed, unabashed,
wild, noisy, and fearless. She turned from sister to sister, demanding their
congratulations; and when at length they all sat down, looked eagerly
round the room, took notice of some little alteration in it, and observed,
with a laugh, that it was a great while since she had been there.
왘 BIG Idea
Wickham was not at all more distressed than herself, but his manners
The Stirrings of Romanticism were always so pleasing, that had his character and his marriage been
How are the characters in the novel
exactly what they ought, his smiles and his easy address, while he claimed
sometimes forced to follow certain
their relationship, would have delighted them all. Elizabeth had not
rules in society, whether this agrees
with their nature or not?
before believed him quite equal to such assurance; but she sat down,
resolving within herself, to draw no limits in future to the impudence of
Mark up the excerpt, looking for an impudent man. She blushed, and Jane blushed; but the cheeks of the
evidence of how it expresses the two who caused their confusion suffered no variation of colour.
Big Idea. There was no want of discourse. The bride and her mother could
neither of them talk fast enough; and Wickham, who happened to
sit near Elizabeth, began enquiring after his acquaintance in that
neighbourhood, with a good humoured ease which she felt very unable
to equal in her replies. They seemed each of them to have the happiest
memories in the world. Nothing of the past was recollected with pain;
and Lydia led voluntarily to subjects which her sisters would not have
alluded to for the world.

reduce your notes.
Record
ASK QUESTIONS
Recap


1. Describe Lydia and Wickham as newlyweds. How does Darcy solve the Reread Meet the Author on
family crisis Lydia has caused? How does Elizabeth find out about Darcy’s page 166. How did that information
actions? [Summarize] help you understand or appreciate
2. Why does Lady Catherine cross-examine Elizabeth? How does Elizabeth

respond? [Infer]
3. What do Elizabeth and Darcy say to each other on their long walk? What
has each learned from the other? [Interpret]
4. Defending her right to marry Darcy, Elizabeth tells Lady Catherine, “He is
a gentleman; I am a gentleman’s daughter; so far we are equal.” In what
other ways are Elizabeth and Darcy equals? [Analyze]
5. The Stirrings of Romanticism Does Austen ever suggest that there may
be some need for the rules of society? Explain. [Analyze]

Literary Element Juxtaposition Vocabulary Practice

What is revealed through the juxtaposition of Lady Respond to these questions.
Catherine and Elizabeth? [Compare]
1. What animal would most accurately be described
as alacritrous—a cheetah or a snail?
2. Who would more likely be called effusive—

someone who talks about her feelings or someone
who holds them in?
3. What would most accurately labeled as

irrevocable—a ruling by the Supreme Court
or a decision by a circuit court?
4. What would a saucy person wear to a costume

party—a t-shirt and jeans or a silver tutu?
5. If the storm was unabated, would it be better to

be inside or outside?
Academic Vocabulary
Reading Strategy Recognize Author’s Purpose
Lady Catherine holds herself with an attitude of
What is Austen’s commentary on love? [Analyze] pompous pride, as can be seen in the way she holds
her shoulders back and her head high. In the
preceding sentence, attitude means “physical posture.”
Attitude also has other meanings. For instance:
Elizabeth’s attitude toward Mr. Darcy is now quite
positive. What do you think attitude means in the
preceding sentence? What is the difference between
the two meanings?


Personal Response Think about what helps create a Internet Connection
happy marriage. What sort of marriages would you Assignment Jane Austen has an extensive fan base.
predict for Elizabeth and Darcy, Jane and Bingley, and This idea is supported by the fact that there are many
Wickham and Lydia? Jane Austen fan Web sites, there is a Jane Austen Fan
Club, and there are movies of her novels. These are
just a few displays of Jane Austen’s popularity among
contemporary readers. Use the Internet to write a
report that explores one or more ways in which
contemporary readers reveal their continued affection
for Austen’s work.
Get Ideas Begin by making a list of specific questions

to answer. Arrange your questions in a web diagram
around your central topic: Jane Austen’s Popularity
with Contemporary Readers.
Research As you research, use the questions

below to evaluate the reliability of information on
each Web site.
• Authority Is this site associated with a reputable
organization? Does the author have credentials?
Can he or she be contacted to verify information
on the site?
• Accuracy Can the information be substantiated in
another source? Are there grammatical or factual
errors that make the site seem questionable?
• Objectivity Is the writer citing a fact or offering an
opinion? Is the site associated with an organization
that is biased?
• Datedness How often is the site updated? Can you
be sure that the information isn’t out of date?
As you research, record the answers to your research

questions in a two-columned chart. Put the questions
on the left and the answers on the right. Then,
reorganize the question and answers in a logical
pattern in preparation for your report.
Report Write a report that draws upon multiple

sources from your research. Include your chart as
a visual aid. Also, include accurate and correctly
formatted citations for the Web sites you consulted.

Pride and Prejudice

Literature Library edition of this novel. Support your answers with details
from the text. Write your answers on a separate sheet of paper, but jot
down some notes here first on the lines provided.
What Jane Austen Ate and Austen Boom Shows an Un-American

Charles Dickens Knew Craving for Civility
Daniel Pool Henry Grunwald
Jane Bennet spent January to mid-May with her Aunt What do you think is the purpose of manners and
and Uncle Gardiner at Gracechurch Street in London. civility? Do you think the society that you live in is
What social events occurred in London during these better or worse for its attitude towards civility? Explain,
months? Elizabeth Bennet comments, “Mr. Darcy citing examples from Pride and Prejudice to illustrate
would not more suffer [Bingley] to call on Jane in such your point.
a part of London!” Why would she think that Darcy and
Bingley would not visit Jane at Gracechurch Street?
Habitation
Margaret Atwood
The Best Sort of Husband In what ways does the courtship of Elizabeth and
Susan Kelly Darcy in Pride and Prejudice seem to resemble the
The opening line of Pride and Prejudice, “It is a truth description of the marriage in “Habitation”?
universally acknowledged, that a single man in
possession of a good fortune, must be in want of a
wife,” introduces the novel’s theme. Choose one of
the lines that Kelly quotes from Austen’s works, and
show how it sets the scene for the text that follows it.
Autres Temps . . .
Edith Wharton
Compare the prejudice displayed toward Mrs. Lidcote
by New York society with that displayed by Darcy
toward the Bennets in Pride and Prejudice.

LITERATURE EXCERPT: A Vindication of the Rights of Woman
Yet, because I am a woman, I would not lead ardor6 in hunting, shooting, and gaming, I shall most
my readers to suppose that I mean violently to cordially join in the cry; but if it be against the
agitate1 the contested question respecting the quality imitation of manly virtues, or, more properly speaking,
or inferiority of the sex, but as the subject lies in my the attainment of those talents and virtues, the
way, and I cannot pass it over without subjecting the exercise of which ennobles the human character,
main tendency of my reasoning to misconstruction, and which raise females in the scale of animal being,
I shall stop a moment to deliver, in a few words, when they are comprehensively termed mankind;
my opinion. In the government of the physical all those who view them with a philosophic eye
world, it is observable that the female in point of must, I should think, wish with me, that they may
strength is, in general, inferior to the male. This is every day grow more and more masculine . . .
the law of nature, and it does not appear to be My own sex, I hope, will excuse me if I treat
suspended or abrogated2 in favor of woman. A degree them like rational creatures instead of flattering
of physical superiority cannot, therefore, be denied— their fascinating graces and viewing them as if they
and it is a noble prerogative! But not content with were in a state of perpetual childhood, unable to
this natural preeminence,3 men endeavor to sink us stand alone. I earnestly wish to point out in what
still lower merely to render us alluring objects for a true dignity and human happiness consists—I wish
moment, and women, intoxicated by the adoration to persuade women to endeavor to acquire strength,
which men, under the influence of their senses, pay both of mind and body, and to convince them that
them, do not seek to obtain a durable interest in the soft phrases, susceptibility of heart, delicacy of
their hearts or to become the friends of the fellow sentiment,7 and refinement of taste are almost
creatures who find amusement in their society. synonymous with epithets8 of weakness and that
I am aware of an obvious inference:4 from every those beings who are only the objects of pity and
quarter have I heard exclamations against masculine that kind of love which has been termed its sister
women, but where are they to be found? If by this will soon become objects of contempt . . .
appellation5 men mean to inveigh against their
1 Wollstonecraft uses agitate to mean “discuss, debate, or push 5 An appellation is a name or description; here, it refers to the
forward as a question to be settled.” word masculine in the previous sentence.
2 Abrogated means “abolished.” 6 Inveigh against their ardor means “to speak vehemently
3 Here, superiority, prerogative, and preeminence are synonymous. against women’s enthusiasm for.”
4 An inference is a conclusion based on something known 7 Sentiment referes to emotion or feelings.
or assumed. 8 Epithets are descriptive words or phrases used with or in place
of a name.

Compare the novel you have just read with the literature selection at the left, TALK ABOUT IT
which is excerpted from “A Vindication of the Rights of Woman” by Mary With a small group, talk about how
Wellstonecraft in Glencoe Literature. Then answer the questions below. in this selection and in Pride and
Provide details from the selections to support your answers. Prejudice the values and ideals of
society are examined and critiqued.
Compare & Contrast

1. Juxtaposition How does the use of juxtaposition in this selection and in
Pride and Prejudice give you a greater understanding of each text?
2. Genre What are the advantages and disadvantages of using the genre of a
nonfiction essay to critique society, as compared with the genre of a
domestic comedy of manners?
3. Irony How does the author use irony in her essay? How does this
compare with the irony Austen uses in Pride and Prejudice?


• To consider an author’s purpose is
Evaluate Dialogue Austen is a master in the writing of dialogue. Evaluate to think about what motivated the
how she uses dialogue in Pride and Prejudice as a means for building author to write a piece of literature.
characters and creating humor that serves as social commentary. Support • Characterization is developed both
your ideas with examples from the text. directly, by what the characters do
and say, and indirectly, by what
Prewrite Plan carefully before you begin to write. You may wish to skim others say or think about them.
through the novel and record instances in which dialogue is used to either • Social commentary is literature that
build characters or create humor that serves as a social commentary. Use examines and passes judgment on
the following graphic organizer to guide your ideas. the rules of a specific social class
or set.
Instance of Dialogue Purpose for Dialogue

Grammar Tip
When writing dialogue, enclose
a direct quotation with quotation
marks:
“Hurry up,” shouted Lisa.
Once you have completed your graphic organizer, use the collected information Begin a new paragraph and use a
to establish a controlling idea and general structure for your essay. What will new set of quotation marks every
your overall point be? In what order will you present your information? time the speaker changes:
“Do you really think the spaceship
Draft Either identify different social critiques that are made or the different can take off?” asked the first officer.
ways that characters are developed in Pride and Prejudice. Then, think about
how dialogue plays a role in this process. Think about the role that comic “Our engineer assures me that we
dialogue plays in this process. have enough power,” the captain
replied.
Revise Exchange papers with a classmate and evaluate each other’s
essays. Are any claims or viewpoints well supported with logical assertions?
Does the writer make detailed references to the text? Provide comments
for your classmate and revise your own paper according to the comments
you received.
effectively and is well organized. Carefully proofread for grammar, punctutation,

Silas Marner
George Eliot
Si l a s Ma r ne r 231
Silas Marner
George Eliot
villages contained two or three such inns. There

“ The only effect I ardently long to produce by
my writings is that those who read them should
they might converse, sing together, or play one of
the indoor games popular in the nineteenth
be able to imagine and to feel the pains and joys century such as dice, cards, draughts, quoits, or
of those who differ from themselves in everything darts. Although the laborers also enjoyed hunting,
this pastime was even more popular with the
but the broad fact of being struggling, erring,
gentry, who could afford the considerable expense
human creatures.
” it required. For many squires, hunting was an
integral part of life, and they thought little of
—George Eliot
spending huge sums of money to keep a pack of
When George Eliot began writing Silas Marner, hounds. The rural worker, on the other hand,
she wrote to her publisher, John Blackwood, usually participated in the hunt as a spectator or
“It is a story of old-fashioned village life, which possibly as a follower on foot.
has unfolded itself from the merest millet-seed of
thought.” The “seed” of the novel was her early- The Industrial Revolution only heightened these
childhood memory of having once seen a weaver social distinctions, ones that Eliot tried to overcome
with a bag on his back. This man, Eliot noted, had in her writing. As noted by critic Shirley Galloway,
a stoop and expression of face that led her to think
that “he was an alien from his fellows.” Eliot drew Through both the structure and content of the
upon this memory, as well as other memories, of novel, Eliot refutes the common belief of the latter
her rural childhood in the English Midlands. Her 19th century (held most strenuously by many of the
first-hand observations of rural people and life upper classes) that membership in the upper classes
enabled her to draw realistic and touching portraits indicated moral superiority, makes the implicit
of every kind of village character—from the squire argument that industrialization dehumanizes and
to the farm laborer. Indeed, her observations enabled alienates workers, and suggests a “religion of
her to share insight not only into their customs, humanity” founded on community as a substitute
values, and beliefs but also insight into their for the failure of organized religion.
particular cares and concerns.
A Rural Setting The story takes place primarily at
Religious Superstitions In the early chapters of the turn of the century in the village of Raveloe,
Silas Marner, Eliot alludes to the belief in superstitions located in the English Midlands. It returns briefly
that persisted in rural regions of Great Britain well to the 1780s to explain why Marner moved to
into the nineteenth century. These superstitions Raveloe from a neighboring industrial town located
lingered because ordinary rural people were largely to the north. The Midlands were an area in central
uneducated. They attributed the vagaries of the England characterized by gentle rolling hills and
natural world to the existence of supernatural forces prosperous farms separated from adjoining farms by
abroad in the world and in the heavens, a belief hedgerows. The area was popular for foxhunting.
that lingered from medieval times. During the period when the novel is set, England is
at war with France. The Napoleonic wars broke out
Class Differences After a long day of hard work, in 1793 and ended with the French defeat at
many farm laborers relaxed at the local inn. Most Waterloo on June 18, 1815.

A Dual Story Line In plotting Silas Marner, Eliot portrayed throughout the novel—Silas Marner
introduced a dual story line in which the story of representing the lower peasant class and Godfrey
Silas Marner parallels that of Godfrey Cass. Silas Cass the gentry. The stories come together at the
Marner’s story tells of his loss of faith after he was end when Eppie must choose between the two
betrayed and of the eventual restoration of that men. As you continue to read the novel, try to
faith. Godfrey Cass’s story tells of his selfishness keep these two story lines separate and pay
and lack of principle and of an act of noble attention to how Eliot brings them together at
generosity that changed his heart. The two story the end.
lines underscore the class divisions that are
The Anglican Church

George Eliot was raised in the Methodist, Baptist, Congregational, associated with the various
Church of England, the church to Quaker, or Unitarian churches. rituals of baptism, marriage,
which about half of all churchgoers Eliot often explored the intimate and burial. In Silas Marner,
in England belonged, according to relationship between the Anglican the character of Dolly Winthrop
an 1851 census. The remainder church and its rural parishioners. expresses the beliefs held by
attended Roman Catholic churches For many, life centered on the many rural Anglicans.
or Dissenting churches, such as the Sunday service and activities
MEET TH E AUTHOR
George Eliot (1819–1880)
“Over [all of Eliot’s books] broods a certain

romance, the only romance that George Eliot
Use of a Pseudonym With Lewes’s
encouragement, Eliot turned to writing
fiction. Her first work, the short-story collection
allowed herself—the romance of the past.
” Scenes of Clerical Life, appeared in 1858 under
—Virginia Woolf, from “George Eliot” the pseudonym George Eliot. She used a pen
in A Century of George Eliot Criticism name to avoid further censure resulting from her
relationship with Lewes. In 1857 Eliot began
George Eliot was born Mary Ann Evans on her first novel, Adam Bede (1859). As is true of
November 22, 1819, on a farm in Warwickshire, The Mill on the Floss (1860) and Silas Marner
England. Her mother was plagued with bad health (1861), this novel is set in the English countryside,
and sent her children to boarding school when features ordinary people, and explores moral and
they were young. One of Mary Ann’s teachers, ethical issues that are important to Eliot. In her
Mary Lewis, with whom she formed an intimate later novels—Romola (1863); Felix Holt, the Radical
bond, was a zealous evangelical. She was responsible (1866); Middlemarch (1872–73); and Daniel
for Mary Ann’s transformation from an Anglican Deronda (1876)—Eliot broadened her perspective,
to an evangelical Christian. addressing such subjects as history, human
depravity, politics, science, and the individual’s
Friend of Philosophers After the death of her
place in the world. Eliot’s last book, a collection
mother in 1836 and the marriage of her sister in
of essays, appeared in May 1879.
1837, Mary Ann returned home to keep house
and care for her father. While there, she continued A Place of Honor Following the death of Lewes
her studies, including intensive reading in church in November 1878, Eliot married John Walter
history. After moving with her father to Coventry Cross on May 6, 1880. Her beloved brother, Isaac,
in 1841, Eliot befriended the philosophers Charles after years of not speaking to Eliot because of her
Bray and Charles Hennell. Under their influence, liaison with Lewes, wrote her a congratulatory
she abandoned her evangelical beliefs and became letter. But she would not enjoy her newfound
an agnostic, though she continued to defend the respectability for long. She died on December 22,
moral principles associated with Christian belief. 1880. Though denied burial in Westminster Abbey,
a memorial stone was placed in her honor in the
In 1851 Eliot became an editor for the Westminster
Poet’s Corner of the abbey one hundred years after
Review in London. There she met some of the
her death.
city’s leading intellectuals, including the literary
critic George Henry Lewes. They fell in love
but could never marry because Lewes could not
legally divorce his wife. Despite censure, both by
Victorian society and Eliot’s own family, Lewes
and Eliot lived together as man and wife for nearly
twenty-five years.


What are some of the things that you are you superstitious about? How do entries about the novels that you read
you think you acquired these superstitions? this year.
Complete a Quickwrite
SUMMARIZE
Spend three or four minutes writing down your superstitions. Explain briefly
how you acquired them.
Build Background
Holidays of the Past
In 1808 the number of official holidays in Great Britain was forty-four, a figure
that had been reduced from earlier times when holidays grew out of the
rhythms of agrarian life. Periods of hard work were followed by periods when
the pleasures of eating, singing, dancing, and hunting could be enjoyed. Many
of the customs associated with the holidays actually originated in prehistoric
times and were later adapted for Christian purposes. In Silas Marner, Eliot
mentions the following Christian festivals: Christmas, Whitsun, Eastertide, and
Michaelmas. Whitsun (derived from White Sunday) dates back to the first
century, and begins a week-long celebration beginning on the seventh Sunday
after Easter, during which the newly baptized wore white robes. Known today
as Pentecost, it commemorates the descent of the Holy Spirit on Christ’s
disciples. Michaelmas, observed on September 29, is a festival that celebrates
the feast of St. Michael the Archangel. St. Michael is known as one of the
major angelic warriors; he is the protector of the night sky and supervisor of
cosmic intelligence. During the Middle Ages, Michaelmas was the day when
the peasants elected a reeve to supervise the lands for the lord. Because the
date falls near the autumn equinox, it is associated with the beginning of
autumn and the shortening of days. To this day, some educational institutions
in Great Britain with lengthy history and traditions (like Oxford and Cambridge)
refer to the autumn term as the Michaelmas term.
S i l a s Ma rn e r : Ch a pte r s 1 –7 235
BEFOR E YOU READ: Chapters 1–7

SF_Head
왘 BIG Idea Optimism and the Belief in Progress
admonition [ad´mə nish´ən]
The Victorian’s belief in progress is reflected through the Industrial Revolution, n. warning; advice or counsel
when it was understood that almost anything was possible through hard work His admonition to her was that
and effort. The large amount of money Silas Marner saves is evidence of this she always wear her seatbelt when
belief. Although Marner lived a lonely life, through his work he had at least riding in the car.
improved his existence financially, and could take comfort in his earnings.
inanity [i nan´ə tē]
As you read, look for ways in which George Eliot reflects this belief that one n. emptiness of meaning; silliness
can always improve one’s situation through honesty and hard work. He couldn’t help noticing the inanity
of their friendship; they had nothing
in common and didn’t even enjoy
being in each others’ presence.
Literary Element Exposition
The exposition is part of the plot of a fictional work. The exposition pallid [palíd]
introduces the story’s characters, setting, and conflict. adj. lacking natural or healthy color
Right before he fainted, the young
Sometimes, an author uses flashback, an interruption of the chronological boy looked dizzy and pallid.
order of the narrative to describe an event that happened earlier, during precursor [pri kur´sər]
the exposition to give the reader information that may help explain the main n. someone or something preceding
events of a story. Foreshadowing, the author’s use of clues to prepare or announcing the approach of
the reader for events that will happen later in the story, also often occurs another
in the exposition. Email was the precursor to instant
messaging and text messaging.
During the exposition of Silas Marner, George Eliot details, among other things,
the history of weaving as a trade, the traditions and culture of the town of superfluous [soo pur´fl¯
oo əs]
Raveloe, and the physical depiction of Silas Marner. As you read, watch for the adj. more than is needed or desired
author’s use of flashback and foreshadowing. Also note the physical, cultural, Dessert seemed superfluous since
and historic details that the author provides to establish the setting. Try using a they had already consumed a five
course meal.
graphic organizer like the one on the next page.
Reading Strategy Analyze Tone Sentence

An author’s tone is the attitude he or she takes toward the subject matter.
When you analyze tone, you look for elements, such as word choice,
sentence structure, and figures of speech, in order to decide what tone the
writer is taking, and also to determine why it is he or she is writing with this Literal meaning
tone.
Recognizing an author’s tone gives the reader a more sophisticated

understanding of what the author is trying to say. If you understand the literal
Tone
meaning of the author’s words but miss the tone, you will not fully understand
the author’s message.
As you read Silas Marner, look closely at the words George Eliot chooses, the
Implied meaning
details she uses, and the manner in which she describes characters and
settings. Note the literal meaning of the text, its tone, and its implied meaning.
You may find it helpful to use a graphic organizer like the one at the right.

In Chapters 1 and 2, Eliot establishes the setting of to the customs and beliefs of a particular time and
Silas Marner. Setting refers not only to the time and place. As you read Chapters 1 and 2, jot down the
place in which the events of the novel occur but also details Eliot used to establish the story’s setting.
Beliefs
Customs Time and Place
Setting
Physical Surroundings
“snug, well-wooded hollow”

Exposition What elemental information This view of Marner’s personality was not without another ground
do we learn about Silas Marner in than his pale face and unexampled eyes; for Jem Rodney, the mole-
these flashbacks? catcher, averred that one evening as he was returning homeward he saw
Silas Marner leaning against a stile with a heavy bag on his back, instead
of resting the bag on the stile as a man in his senses would have done;
and that, on coming up to him, he saw that Marner’s eyes were set like a
dead man’s, and he spoke to him, and shook him, and his limbs were stiff,
and his hands clutched the bag as if they’d been made of iron; but just as
he had made up his mind that the weaver was dead, he came all right
again, like, as you might say, in the winking of an eye, and said ‘Good-
night,’ and walked off. All this Jem swore he had seen, more by token
that it was the very day he had been mole-catching on Squire Cass’s
land, down by the old saw-pit. Some said Marner must have been in a
‘fit,’ a word which seemed to explain things otherwise incredible; but the
argumentative Mr Macey, clerk of the parish, shook his head, and asked
if anybody was ever known to go off in a fit and not fall down. A fit was
a stroke, wasn’t it? and it was in the nature of a stroke to partly take away
the use of a man’s limbs and throw him on the parish, if he’d got no
children to look to. No, no; it was not stroke that would let a man stand
on his legs, like a horse between the shafts, and then walk off as soon as
you can say ‘Gee!’ But there might be such a thing as a man’s soul being
loose from his body, and going out and in, like a bird out of its nest and
back; and that was how folks got over-wise, for they went to school in
this shell-less state to those who could teach them more than their
neighbours could learn with their five senses and the parson. And where
did Master Marner get his knowledge of herbs from—and charms too, if
he liked to give them away? Jem Rodney’s story was no more than what
might have been expected by anybody who had seen how Marner had
cured Sally Oates, and made her sleep like a baby, when her heart had
been beating enough to burst her body, for two months and more, while
she had been under the doctor’s care. He might cure more folks if he
would; but he was worth speaking fair, if it was only to keep him from
doing you a mischief.
It was partly to this vague fear that Marner was indebted for
protecting him from the persecution that his singularities might have
drawn upon him, but still more to the fact that, the old linen-weaver in
the neighbouring parish of Tarley being dead, his handicraft made him
a highly welcome settler to the richer housewives of the district, and
even to the more provident cottagers, who had their little stock of yarn
at the year’s end. Their sense of his usefulness would have counteracted
any repugnance or suspicion which was not confirmed by a deficiency
in the quality or the tale of the cloth he wove for them. And the years
had rolled on without producing any change in the impressions of the
neighbours concerning Marner, except the change from novelty to habit.
At the end of fifteen years the Raveloe men said just the same things
about Silas Marner as at the beginning: they did not say them quite so
often, but they believed them much more strongly when they did say

them. There was only one important addition which the years had Literary Element
brought: it was, that Master Marner had laid by a fine sight of money
somewhere, and that he could buy up ‘bigger men’ than himself. Exposition Why might Eliot have
But while opinion concerning him had remained nearly stationary, chosen to include the information
and his daily habits had presented scarcely any visible change, Marner’s about the villagers gradual awareness
that Silas had saved a large sum
inward life had been a history and a metamorphosis, as that of every
of money? How is this foreshadowing?
fervid nature must be when it has fled, or been condemned to solitude.
His life, before he came to Raveloe, had been filled with the movement,
the mental activity, and the close fellowship, which, in that day as in
this, marked the life of an artisan early incorporated in a narrow religious
sect, where the poorest layman has the chance of distinguishing himself
by gifts of speech, and has, at the very least, the weight of a silent voter
in the government of his community. Marner was highly thought of in
that little hidden world, known to itself as the church assembling in
Lantern Yard; he was believed to be a young man of exemplary life and
ardent faith; and a peculiar interest had been centred in him ever since
he had fallen, at a prayer-meeting, into a mysterious rigidity and
suspension of consciousness, which, lasting for an hour or more, had been
mistaken for death. To have sought a medical explanation for this
phenomenon would have been held by Silas himself, as well as by his
minister and fellow-members, a wilful self-exclusion from the spiritual
significance that might lie therein. Silas was evidently a brother selected
for a peculiar discipline, and though the effort to interpret this discipline
was discouraged by the absence, on his part, of any spiritual vision during
his outward trance, yet it was believed by himself and others that its
effect was seen in an accession of light and fervour. A less truthful man
than he might have been tempted into the subsequent creation of a
vision in the form of resurgent memory; a less sane man might have
believed in such a creation; but Silas was both sane and honest, though,
as with many honest and fervent men, culture had not defined any
channels for his sense of mystery, and so it spread itself over the proper
pathway of inquiry and knowledge. He had inherited from his mother
some acquaintance with medicinal herbs and their preparation—a little
store of wisdom which she had imparted to him as a solemn bequest—but
of late years he had had doubts about the lawfulness of applying this
knowledge, believing that herbs could have no efficacy without prayer,
and that prayer might suffice without herbs; so that his inherited delight
to wander through the fields in search of foxglove and dandelion and
coltsfoot, began to wear to him the character of a temptation.

Analyze Tone What tone does Eliot Any one who had looked at him as the red light shone upon his
take regarding Silas in this excerpt? pale face, strange straining eyes, and meagre form, would perhaps have
What literary elements does she use to understood the mixture of contemptuous pity, dread, and suspicion with
create this tone? Provide examples which he was regarded by his neighbours in Raveloe. Yet few men could
of each. be more harmless than poor Marner. In his truthful simple soul, not even
the growing greed and worship of gold could beget any vice directly
injurious to others. The light of his faith quite put out, and his affections
made desolate, he had clung with all the force of his nature to his work
and his money; and like all objects to which a man devotes himself, they
had fashioned him into correspondence with themselves. His loom, as
he wrought in it without ceasing, had in its turn wrought on him, and
confirmed more and more the monotonous craving for its monotonous
response. His gold, as he hung over it and saw it grow, gathered his power
of loving together into a hard isolation like its own.
As soon as he was warm he began to think it would be a long while
to wait till after supper before he drew out his guineas, and it would be
pleasant to see them on the table before him as he ate his unwonted
feast. For joy is the best of wine, and Silas’s guineas were a golden wine
of that sort.
He rose and placed his candle unsuspectingly on the floor near his
loom, swept away the sand without noticing any change, and removed
the bricks. The sight of the empty hole made his heart leap violently, but
the belief that his gold was gone could not come at once—only terror,
and the eager effort to put an end to the terror. He passed his trembling
hand all about the hole, trying to think it possible that his eyes had
deceived him; then he held the candle in the hole and examined it
curiously, trembling more and more. At last he shook so violently that he
let fall the candle, and lifted his hands to his head, trying to steady
himself, that he might think. Had he put his gold somewhere else, by a
sudden resolution last night, and then forgotten it? A man falling into
dark waters seeks a momentary footing even on sliding stones; and Silas,
by acting as if he believed in false hopes, warded off the moment of
despair. He searched in every corner, he turned his bed over, and shook
it, and kneaded it; he looked in his brick oven where he laid his sticks.
When there was no other place to be searched, he kneeled down again
and felt once more all round the hole. There was no untried refuge left
for a moment’s shelter from the terrible truth.
Yes, there was a sort of refuge which always comes with the
prostration of thought under an overpowering passion: it was that
expectation of impossibilities, that belief in contradictory images, which
is still distinct from madness, because it is capable of being dissipated by
the external fact. Silas got up from his knees trembling, and looked round
at the table: didn’t the gold lie there after all? The table was bare. Then
he turned and looked behind him—looked all round his dwelling,
seeming to strain his brown eyes after some possible appearance of the
bags where he had already sought them in vain. He could see every
object in his cottage—and his gold was not there.

Again he put his trembling hands to his head, and gave a wild Reading Strategy
ringing scream, the cry of desolation. For a few moments after, he stood
motionless; but the cry had relieved him from the first maddening Analyze Tone What is the effect
pressure of the truth. He turned, and tottered towards his loom, and got of this tone? How does it make the
into the seat where he worked, instinctively seeking this as the strongest reader feel about Silas?
assurance of reality.
And now that all the false hopes had vanished, and the first shock
of certainty was past, the idea of a thief began to present itself, and
he entertained it eagerly, because a thief might be caught and made to
restore the gold. The thought brought some new strength with it, and he
started from his loom to the door. As he opened it the rain beat in upon
him, for it was falling more and more heavily. There were no footsteps to
be tracked on such a night—footsteps? When had the thief come? During
Silas’s absence in the daytime the door had been locked, and there
had been no marks of any inroad on his return by daylight. And in the
evening, too, he said to himself, everything was the same as when he had
left it. The sand and bricks looked as if they had not been moved. Was it
a thief who had taken the bags? or was it a cruel power that no hands
could reach, which had delighted in making him a second time desolate?
He shrank from this vaguer dread, and fixed his mind with struggling
effort on the robber with hands, who could be reached by hands. His
thoughts glanced at all the neighbours who had made any remarks, or
asked any questions which he might now regard as a ground of suspicion.
There was Jem Rodney, a known poacher, and otherwise disreputable:
he had often met Marner in his journeys across the fields, and had said
something jestingly about the weaver’s money; nay, he had once irritated
Marner, by lingering at the fire when he called to light his pipe, instead
of going about his business. Jem Rodney was the man—there was ease in
the thought. Jem could be found and made to restore the money: Marner
did not want to punish him, but only to get back his gold which had
gone from him, and left his soul like a forlorn traveller on an unknown
desert. The robber must be laid hold of. Marner’s ideas of legal authority
were confused, but he felt that he must go and proclaim his loss; and the
great people in the village—the clergyman, the constable, and Squire
Cass—would make Jem Rodney, or somebody else, deliver up the stolen
money. He rushed out in the rain, under the stimulus of this hope,
forgetting to cover his head, not caring to fasten his door; for he felt
as if he had nothing left to lose. He ran swiftly, till want of breath
compelled him to slacken his pace as he was entering the village at the
turning close to the Rainbow.

If so, then mark up the pages as you So, year after year, Silas Marner had lived in this solitude, his guineas
read, or reread, to help with your rising in the iron pot, and his life narrowing and hardening itself more and
note-taking. Develop a shorthand more into a mere pulsation of desire and satisfaction that had no relation
system, including symbols, that works to any other being. His life had reduced itself to the functions of weaving
for you. Here are some ideas: and hoarding, without any contemplation of an end towards which the
Underline = important idea functions tended. The same sort of process has perhaps been undergone by
Bracket = text to quote wiser men, when they have been cut off from faith and love—only, instead
Asterisk = just what you were looking of a loom and a heap of guineas, they have had some erudite research,
for some ingenious project, or some well-knit theory. Strangely Marner’s face
and figure shrank and bent themselves into a constant mechanical relation
to the objects of his life, so that he produced the same sort of impression
as a handle or a crooked tube, which has no meaning standing apart. The
look up
prominent eyes that used to look trusting and dreamy, now looked as if
they had been made to see only one kind of thing that was very small, like
tiny grain, for which they hunted everywhere: and he was so withered and
yellow, that, though he was not yet forty, the children always called him
‘Old Master Marner.’
Yet even in this stage of withering a little incident happened, which
showed that the sap of affection was not all gone. It was one of his daily
tasks to fetch his water from a well a couple of fields off, and for this purpose,
ever since he came to Raveloe, he had had a brown earthenware pot, which
he held as his most precious utensil among the very few conveniences he
had granted himself. It had been his companion for twelve years, always
standing on the same spot, always lending its handle to him in the early
morning, so that its form had an expression for him of willing helpfulness,
왘 BIG Idea
and the impress of its handle on his palm gave a satisfaction mingled with
Optimism and the Belief in Progress that of having the fresh clear water. One day as he was returning from the
What happens to show that even
well, he stumbled against the step of the stile, and his brown pot, falling
when faced with obstacles, people can
with force against the stones that overarched the ditch below him, was
keep an attitude of optimism?
broken in three pieces. Silas picked up the pieces and carried them home
Mark up the excerpt, looking for with grief in his heart. The brown pot could never be of use to him any
evidence of how it expresses the more, but he stuck the bits together and propped the ruin in its old place
Big Idea. for a memorial.
This is the history of Silas Marner until the fifteenth year after he came
to Raveloe. The livelong day he sat in his loom, his ear filled with its
monotony, his eyes bent close down on the slow growth of sameness in the
brownish web, his muscles moving with such even repetition that their
pause seemed almost as much a constraint as the holding of his breath. But
at night came his revelry: at night he closed his shutters, and made fast his
doors, and drew forth his gold. Long ago the heap of coins had become too
large for the iron pot to hold them, and he had made for them two thick
leather bags, which wasted no room in their resting place, but lent themselves
flexibly to every corner. How the guineas shone as they came pouring out
of the dark leather mouths! The silver bore no large proportion in amount
to the gold, because the long pieces of linen which formed his chief work
were always partly paid for in gold, and out of the silver he supplied his
own bodily wants, choosing always the shillings and sixpences to spend in
this way.

reduce your notes.
Record
MY VIEW
excerpt.
Recap

1. What steps does William Dane take to frame Silas? Why does he frame Reread the Meet the Author on
Silas? [Interpret] page 234. How did that information
2. How do the people of Raveloe feel about Silas? How and why do their
feelings toward him change after he helps Sally Oates? [Analyze]
3. What attitude toward amassing gold does Silas display? How might events
from the past have contributed to this attitude? [Evaluate]
4. Why does Godfrey conceal his marriage to Molly? [Interpret]
5. Optimism and the Belief in Progress Amidst his many struggles, how
does Eliot portray Silas Marner as a relatively hopeful character? What about
his personality and his attitude reflects hope? [Interpret]

Literary Element Exposition Vocabulary Practice

What literary elements did Eliot use in the exposition Choose the sentence that uses the vocabulary
of Silas Marner in order to set up the scene, word correctly.
characters, and plot for her audience? [Connect]
1. A. Susan’s admonition to the group was that they
back up all their files.
B. My mother’s admonition was to some day
write a book.
2. A. His inanity is what made him so scared

of heights.
B. Some considered frenzied and stressful
shopping of the holiday season to be marked
by inanity.
3. A. Standing up on stage with everyone staring at

him, Tom suddenly looked very pallid.
B. With her ratty fur in need of a brush, the dog
was a pallid creature.
4. A. The printing press was the precursor of the

publishing industry we know today.
B. The dog is the modern day precursor of the cat.
5. A. She gave a superfluous performance, and the

audience all stood and cheered.
B. The teacher’s lesson was superfluous; the
class already knew how to use adjectives in
Reading Strategy Analyze Tone a sentence.
Why does Eliot write about Marner in a sympathetic
tone and Godfrey and Dunstan Cass in a more
objective tone? What purpose do these different tones Academic Vocabulary
serve? [Analyze] “. . . the large silver snuff-box was in active service
and was offered without fail to all neighbours from
time to time, however often they might have
declined the favor.” In the preceding sentence, to
decline means “to express polite refusal.” Make a list of
times when you have declined something.

Apply Tone Literature Groups
Assignment Write just the exposition for a fictional story Assignment In this section of the novel, Marner’s guilt is
set in a specific place and time and describing activities of decided not by a jury, but by a lottery. With a group of
people of a specific social class. Be sure your attitude classmates, dramatize a trial scene in which Silas Marner is
toward this place, its people, and their social class comes charged with stealing money from the dying deacon.
through clearly in your writer’s tone.
Prepare Each member of the group should create an
Get Ideas Often, a writer’s tone comes through in the organizer like the one below. Separately, take a few
details he or she chooses. Once you have decided on a minutes to list at least three arguments in each column. Be
place you would like to write about, use a chart like the sure that each argument is supported by a specific
one below to brainstorm expository details, as well as example in the text; include the page number.
additional details that will show your attitude and opinion
toward the place and people, which will show your attitude Arguments for Arguments for
and tone.
the Prosecution the Defense
Details about the Details that show Marner flushed Marner was “a
place and people my attitude with guilt when young man of
William accused exemplary life and
him – p. 9 ardent faith”- p. 7
Discuss Let each person in the group share the

For example, if you decided to write a story that was set in arguments he or she came up with, along with the textual
the 1960’s at Haight and Ashbury Streets in San Francisco support for each. Decide as a group which arguments are
(a neighborhood where many hippies of that era lived), you the most logical and persuasive. Decide on three
might list details like “long, braided hair, incense, tie-dye arguments that each side will use during the trial scene.
shirts, peace, and love.” If your attitude toward the hippies Choose one group member to speak as the prosecuting
is that they caused more harm than good, the second attorney and one group member to represent Silas Marner.
column of your chart may include details like “broken laws Practice through your trial a few times before presenting it
and reckless behavior.” to the class.
Give It Structure Be sure that the dominant impression Report Choose twelve members of the class to be the jury
about the setting and people you are writing about comes in the case. Tell them that they must listen carefully, because
across to your audience. This focus, plus a consistent tone, they will decide the verdict. When the lawyers present the
will help create cohesion in your exposition. trial to the class, they should look out at their audience,
speak loudly, clearly, appropriately, and with authority. As
Look at Language A writer’s tone is most often clearly much as possible, each attorney, as well as Silas Marner,
conveyed through word choice. For instance, if you want to should act the part. When finished, the jury should have a
show that a person is annoying, it would be more effective few minutes to discuss the case, then render their verdict.
to write “she whined” instead of “she said.” Use a thesaurus
to help you choose words that best convey the tone you Evaluate Write a paragraph in which you access how
are aiming for. successful your group was at the task you were given.
Consider your own role as well as the role of your fellow
group members. Consider how effective your trial was.
Could the class follow your arguments? Did they find your
trial entertaining? Could the jury make a decision based on
the arguments and evidence you presented them?


What qualities do you think a prospective spouse should have? Why are these entries about the novels that you read
qualities important? this year.
Make a List
WRITE THE CAPTION
Make a list of the qualities that you think a spouse should have.
Build Background
The Drug of Choice
In the eighteenth and early nineteenth centuries, opium, a drug found in
the seeds of poppy flowers, was used more than any other mood-altering
substance, with the exception of alcohol and tobacco. Many physical ailments
were treated with opium and with laudanum, an alcoholic extract of opium.
In general, people were unaware of the dangers of opium use until the
mid-nineteenth century. By the time Silas Marner was published, they had
begun to view its use not only as dangerous and shameful but also inspiring
and glamorous. The poet Samuel Taylor Coleridge (1772–1834) played a
crucial role in spreading the view of opium as the producer of heightened
imaginative powers and extraordinary dreams. Many artists, poets, and writers
of the time followed his example. Writers Edgar Allen Poe (1809–1849) and
Oscar Wilde (1854–1900) were known users. Godfrey Cass’s secret wife
Molly Farren, however, reflects a negative view of the drug: once pretty and
fun, her addictions to opium and alcohol ultimately ruin her life. Opium
addicts often were known by their glazed stupor and unawareness of what
was going on around them. Even today, opium remains one of the most
widely trafficked drugs in the world.
S i l a s Ma rn e r : Ch a p te r s 8 –1 5 247

SF_Head
deride [di r¯d´]
To be optimistic means to take a favorable view or to expect the most favorable v. to treat with contempt or scorn
outcome. During the Victorian Era, many held the belief that through hard work, After the painful trial, she decided to
duty, and moral earnestness, anyone could live a happy and respectable life. publicly deride her business partner.
In Silas Marner, George Eliot closely examines struggles between class, duplicity [d¯oo plis´ə tē]
community, and family common to Victorians. Although the word “struggle” may n. hypocritical deceit or treachery
seem inherently difficult, Eliot’s work does reflect the optimism and hope of His duplicity was made clear to all
the time period as well. As you read, think about how the themes of optimism when they found out he was hiding
and hope are reflected in Eliot’s writing, especially in Silas Marner’s life. a secret life.
impious [im´pē əs]

adj. lacking in reverence for a god
Literary Element Dialect or gods
A dialect is a variation of a language, one that differs from the standard form His mother believed it was an
of a language in vocabulary, pronunciation, or grammatical form. Most often, it impious choice not to go to church
is in the dialogue, the spoken words between characters, that dialect is used. every Sunday.
Many of the characters in Silas Marner have the dialect of a small English village implacable [im plak´ə bəl]
during the mid-nineteenth-century. They also use idioms, or expressions adj. not able to be appeased
whose meanings are different from the literal meaning of the words that make The teacher was implacable;
up the expression. Phrases like “turn the tables,” or “keep tabs on” are idioms none of the projects were
of today that can be puzzling to those not familiar with them. acceptable to him.
An author may use a certain dialect or idioms of the time period in order to incongruous [in kon´r¯ oo əs]
more accurately reflect the language spoken by the characters in the story. As adj. lacking continuity; unsuitable
you read, jot down ways that Eliot incorporates dialect and idioms into her After he openly stated his dislike of
writing, and consider how hearing the unique way the characters speak and traveling, his decision to fly to Japan
seemed incongruous.
the unique phrases they use adds to their characterization.
Reading Strategy Analyze Characterization

Through characterization, an author reveals the personality of a
character and how they change throughout the story. In direct
characterization, the author makes explicit statements about a character.
In indirect characterization, the author reveals a character through his Silas Both Godfrey
or her words, thoughts, actions, and what other characters think and say
about the character.
When you analyze characterization, you look closely at direct and

indirect characterization to better understand the characters, as well as the
role each plays in the entire book. Considering why the author may have
characterized a person as he or she did helps the reader to better recognize
the author’s purpose.
As you read, look specifically at the characterization of Silas and Godfrey.

What do they have in common? How do they change? How does Eliot’s
characterization of each reflect the class divisions of the Victorian Era? You
may find it helpful to use a graphic organizer like the ones at the right and
on the next page.

Silas Marner has two parallel story lines: Silas Marner’s acceptance of those responsibilities. As you read the
loss of faith and spiritual rebirth and Godfrey Cass’s chapters in this section, record the events that move
abandonment of his responsibilities and final each story line forward. Use the boxes provided.
Silas Marner Godfrey Cass
villagers discuss robbery learns brother killed Wildfire

Dialect What examples of idiom do I suppose one reason why we are seldom able to comfort our
you find in the dialect of Mr. Macey in neighbours with our words is that our goodwill gets adulterated, in spite
this passage? of ourselves, before it can pass our lips. We can send black puddings and
pettitoes without giving them a flavour of our own egoism; but language
is a stream that is almost sure to smack of a mingled soil. There was a
fair proportion of kindness in Raveloe; but it was often of a beery and
bungling sort, and took the shape least allied to the complimentary
and hypocritical.
Mr Macey, for example, coming one evening expressly to let Silas
know that recent events had given him the advantage of standing more
favourably in the opinion of a man whose judgement was not formed
lightly, opened the conversation by saying, as soon as he had seated
himself and adjusted his thumbs—
‘Come, Master Marner, why, you’ve no call to sit amoaning. You’re
a deal better off to ha’ lost your money, nor to ha’ kep it by foul means.
I used to think, when you first come into these parts, as you were no
better nor you should be; you were a younger a deal than what you are
now; but you were allays a staring, white-faced creatur, partly like a
bald-faced calf, as I may say. But there’s no knowing: it isn’t every
queer-looksed thing as Old Harry’s had the making of—I mean, speaking
o’ toads and such; for they’re often harmless, and useful against varmin.
And it’s pretty much the same wi’ you, as fur as I can see. Though as
to the yarbs and stuff to cure the breathing, if you brought that sort o’
knowledge from distant parts, you might ha’ been a bit freer of it. And
if the knowledge wasn’t well come by, why, you might ha’ made up for it
by coming to church reg’lar; for, as for the children as the Wise Woman
charmed, I’ve been at the christening of ’em again and again, and they
took the water just as well. And that’s reasonable; for if Old Harry’s a
mind to do a bit o’ kindness for a holiday, like, who’s got anything against
it? That’s my thinking; and I’ve been clerk o’ this parish forty year, and
I know, when the parson and me does the cussing of a Ash Wednesday,
there’s no cussing o’ folks as have a mind to be cured without a doctor,
let Kimble say what he will. And so, Master Marner, as I was saying—
for there’s windings i’ things as they may carry you to the fur end o’ the
prayer-book afore you get back to ’em—my advice is, as you keep up your
sperrits; for as for thinking you’re a deep ’un, and ha’ got more inside
you nor ’ull bear daylight, I’m not o’ that opinion at all, and so I tell
the neighbours. For, says I, you talk o’ Master Marner making out a
tale—why, it’s nonsense, that is: it ’ud take a ’cute man to make a tale
like that; and, says I, he looked as scared as a rabbit.’

During this discursive address Silas had continued motionless in Literary Element
his previous attitude, leaning his elbows on his knees, and pressing
his hands against his head. Mr Macey, not doubting that he had been Dialect Mr. Macey is a representation
listened to, paused, in the expectation of some appreciatory reply, but of a common, everyday villager of
Marner remained silent. He had a sense that the old man meant to be Raveloe. Describe his dialect. How
does it help to characterize him?
good-natured and neighbourly; but the kindness fell on him as sunshine
falls on the wretched—he had no heart to taste it, and felt that it was
very far off him.
‘Come, Master Marner, have you got nothing to say to that?’ said
Mr Macey at last, with a slight accent of impatience.
‘Oh,’ said Marner, slowly, shaking his head between his hands,
‘I thank you—thank you—kindly.’
‘Ay, ay, to be sure: I thought you would,’ said Mr Macey; ‘and my
advice is—have you got a Sunday suit?’
‘No,’ said Marner.
‘I doubted it was so,’ said Mr Macey. ‘Now, let me advise you to get a
Sunday suit: there’s Tookey, he’s a poor creatur, but he’s got my tailoring
business, and some o’ my money in it, and he shall make a suit at a low
price, and give you trust, and then you can come to church, and be a bit
neighbourly. Why you’ve never heared me say “Amen” since you come
into these parts, and I recommend you to lose no time, for it’ll be poor
work when Tookey has it all to himself, for I mayn’t be equil to stand i’
the desk at all, come another winter.’ Here Mr Macey paused, perhaps
expecting some sign of emotion in his hearer; but not observing any, he
went on. ‘And as for the money for the suit o’ clothes, why, you get a
matter of a pound a-week at your weaving, Master Marner, and you’re
a young man, eh, for all you look so mushed. Why, you couldn’t ha’ been
five-and-twenty when you come into these parts, eh?’
Silas started a little at the change to a questioning tone, and answered
mildly, ‘I don’t know; I can’t rightly say—it’s a long while since.’
After receiving such an answer as this, it is not surprising that
Mr Macey observed, later on in the evening at the Rainbow,
that Marner’s head was ‘all of a muddle,’ and that it was to be doubted
if he ever knew when Sunday came round, which showed him a worse
heathen than many a dog.

Analyze Characterization How is Another of Silas’s comforters, besides Mr Macey, came to him
Dolly characterized directly in this with a mind highly charged on the same topic. This was Mrs Winthrop,
excerpt? How is she characterized the wheelwright’s wife. The inhabitants of Raveloe were not severely
indirectly? Give examples. regular in their church-going, and perhaps there was hardly a person in
the parish who would not have held that to go to church every Sunday
in the calendar would have shown a greedy desire to stand well with
Heaven, and get an undue advantage over their neighbours—a wish
to be better than the ‘common run,’ that would have implied a reflection
on those who had had godfathers and godmothers as well as themselves,
and had an equal right to the burying-service. At the same time, it
was understood to be requisite for all who were not household servants,
or young men, to take the sacrament at one of the great festivals:
Squire Cass himself took it on Christmas-day; while those who were
held to be ‘good livers’ went to church with greater, though still with
moderate, frequency.
Mrs Winthrop was one of these: she was in all respects a woman of
scrupulous conscience, so eager for duties that life seemed to offer them
too scantily unless she rose at half-past four, though this threw a scarcity
of work over the more advanced hours of the morning, which it was
a constant problem with her to remove. Yet she had not the vixenish
temper which is sometimes supposed to be a necessary condition of such
habits: she was a very mild, patient woman, whose nature it was to seek
out all the sadder and more serious elements of life, and pasture her mind
upon them. She was the person always first thought of in Raveloe when
there was illness or death in a family, when leeches were to be applied,
or there was a sudden disappointment in a monthly nurse. She was a
‘comfortable woman’—good-looking, fresh-complexioned, having her
hips always slightly screwed, as if she felt herself in a sick-room with
the doctor or the clergyman present. But she was never whimpering;
no one had seen her shed tears; she was simply grave and inclined to
shake her head and sigh, almost imperceptibly, like a funereal mourner
who is not a relation. It seemed surprising that Ben Winthrop, who
loved his quart-pot and his joke, got along so well with Dolly; but she
took her husband’s jokes and joviality as patiently as everything else,
considering that ‘men would be so,’ and viewing the stronger sex in
the light of animals whom it had pleased Heaven to make naturally
troublesome, like bulls and turkey-cocks.
This good wholesome woman could hardly fail to have her mind
drawn strongly towards Silas Marner, now that he appeared in the light
of a sufferer; and one Sunday afternoon she took her little boy Aaron
with her, and went to call on Silas, carrying in her hand some small
lard-cakes, flat paste-like articles much esteemed in Raveloe. Aaron,
an apple-cheeked youngster of seven, with a clean starched frill which
looked like a plate for the apples, needed all his adventurous curiosity to
embolden him against the possibility that the big-eyed weaver might do
him some bodily injury; and his dubiety was much increased when, on
arriving at the Stone-pits, they heard the mysterious sound of the loom.
‘Ah, it is as I thought,’ said Mrs Winthrop, sadly.

They had to knock loudly before Silas heard them; but when he did Reading Strategy
come to the door he showed no impatience, as he would once have done,
at a visit that had been unasked for and unexpected. Formerly, his heart Analyze Characterization What is
had been as a locked casket with its treasure inside; but now the casket Dolly’s social class? How does her
was empty, and the lock was broken. Left groping in darkness, with characterization in this excerpt reflect
her class and her other qualities?
his prop utterly gone, Silas had inevitably a sense, though a dull and
half-despairing one, that if any help came to him it must come from
without; and there was a slight stirring of expectation at the sight of his
fellowmen, a faint consciousness of dependence on their goodwill. He
opened the door wide to admit Dolly, but without otherwise returning
her greeting than by moving the arm-chair a few inches as a sign that she
was to sit down in it. Dolly, as soon as she was seated, removed the white
cloth that covered her lard-cakes, and said in her gravest way—
‘I’d a baking yisterday, Master Marner, and the lard-cakes turned
out better nor common, and I’d ha’ asked you to accept some, if you’d
thought well. I don’t eat such things myself, for a bit o’ bread’s what
I like from one year’s end to the other; but men’s stomichs are made so
comical, they want a change—they do, I know, God help ’em.’
Dolly sighed gently as she held out the cakes to Silas, who thanked
her kindly, and looked very close at them, absently, being accustomed to
look so at everything he took into his hand—eyed all the while by the
wondering bright orbs of the small Aaron, who had made an outwork of
his mother’s chair, and was peeping round from behind it.
‘There’s letters pricked on ’em,’ said Dolly. ‘I can’t read ’em
myself, and there’s nobody, not Mr. Macey himself, rightly knows what
they mean; but they’ve a good meaning, for they’re the same as is on
the pulpit-cloth at church. What are they, Aaron, my dear?’
Aaron retreated completely behind his outwork.
‘O go, that’s naughty,’ said his mother, mildly. ‘Well, whativer the
letters are, they’ve a good meaning; and it’s a stamp as has been in our
house, Ben says, ever since he was a little ’un, and his mother used to
put it on the cakes, and I’ve allays put it on too; for if there’s any good,
we’ve need of it i’ this world.’
‘It’s I. H. S.,’ said Silas, at which proof of learning Aaron peeped
round the chair again.
‘Well, to be sure, you can read ’em off,’ said Dolly. ‘Ben’s read ’em to
me many and many a time, but they slip out o’ my mind again; the more’s
the pity, for they’re good letters, else they wouldn’t be in the church; and
so, I prick ’em on all the loaves and all the cakes, though sometimes they
won’t hold, because o’ the rising—for, as I said, if there’s any good to be
got, we’ve need of it i’ this world—that we have; and I hope they’ll bring
good to you, Master Marner, for it’s wi’ that will I brought you the cakes;
and you see the letters have held better nor common.’
Silas was as unable to interpret the letters as Dolly, but there was no
possibility of misunderstanding the desire to give comfort that made itself
heard in her quiet tones. He said, with more feeling than before—‘Thank
you—thank you kindly.’ But he laid down the cakes and seated himself
absently—drearily unconscious of any distinct benefit towards which the
cakes and letters, or even Dolly’s kindness could tend for him.

If so, then mark up the pages as you There was a pauper’s burial that week in Raveloe, and up Kench Yard
read, or reread, to help with your at Batherley it was known that the dark-haired woman with the
note-taking. Develop a shorthand fair child, who had lately come to lodge there, was gone away again.
system, including symbols, that works That was all the express note taken that Molly had disappeared from the
for you. Here are some ideas: eyes of men. But the unwept death which, to the general lot, seemed as
Underline = important idea trivial as the summer-shed leaf, was charged with the force of destiny to
Bracket = text to quote certain human lives that we know of, shaping their joys and sorrows even
Asterisk = just what you were looking to the end.
for Silas Marner’s determination to keep the ‘tramp’s child’ was matter
of hardly less surprise and iterated talk in the village than the robbery of
his money. That softening of feeling towards him which dated from his
misfortune, that merging of suspicion and dislike in a rather contemptuous
look up
pity for him as lone and crazy, was now accompanied with a more active
sympathy, especially amongst the women. Notable mothers, who knew
what it was to keep children ‘whole and sweet’; lazy mothers, who
knew what it was to be interrupted in folding their arms and scratching
their elbows by the mischievous propensities of children just firm on
their legs, were equally interested in conjecturing how a lone man would
manage with a two-year-old child on his hands, and were equally ready
with their suggestions: the notable chiefly telling him what he had better
do, and the lazy ones being emphatic in telling him what he would never
be able to do.
Among the notable mothers, Dolly Winthrop was the one whose
neighbourly offices were the most acceptable to Marner, for they were
rendered without any show of bustling instruction. Silas had shown her
왘 BIG Idea
the half-guinea given to him by Godfrey and had asked her what he
Optimism and the Belief in Progress should do about getting some clothes for the child.
How do the mothers react to Silas’s
‘Eh, Master Marner,’ said Dolly, ‘there’s no call to buy, no more nor a
child?
pair o’ shoes; for I’ve got the little petticoats as Aaron wore five years ago,
and it’s ill spending the money on them baby-clothes, for the child ’ull
evidence of how it expresses the grow like grass i’ May, bless it—that it will.’
Big Idea. And the same day Dolly brought her bundle, and displayed to Marner,
one by one, the tiny garments in their due order of succession, most of
them patched and darned, but clean and neat as fresh-sprung herbs.
This was the introduction to a great ceremony with soap and water, from
which baby came out in new beauty, and sat on Dolly’s knee, handling
her toes and chuckling and patting her palms together with an air of
having made several discoveries about herself, which she communicated
by alternate sounds of ‘gug-gug-gug,’ and ‘mammy.’ The ‘mammy’ was not
a cry of need or uneasiness: Baby had been used to utter it without
expecting either tender sound or touch to follow.

reduce your notes.
Record
ASK QUESTIONS
Write a question about the novel. Can
Recap

1. Whom do the villagers suspect of stealing Silas’s money and why? Reread Introduction to the Novel
Why does no one suspect Dunstan Cass? [Infer] on pages 232–233. How did that
information help you understand or
appreciate what you read in the
novel?
2. For what reason does Nancy feel that she can’t marry Godfrey? What does
her opinion suggest about the kind of person she is? [Infer]
3. How do Marner and Godfrey feel about Eppie? What does Godfrey’s
failure to claim her as his own reveal about his personality? What effect
does Eppie’s presence have on Marner? [Analyze]
4. What elements of comedy can you find in Chapters 8 through15? Of

tragedy? Give examples from the novel. [Synthesize]
5. Optimism and the Belief in Progress What are Squire Cass’s chief
character traits? How does he reflect, or not reflect, Victorian values of
earnestness and hard work? [Classify]

Literary Element Dialect Vocabulary Practice

How does George Eliot use dialect to make a Write the vocabulary word that correctly completes
distinction between social classes? [Analyze] each sentence. If none of the words fits the sentence,
write none.
deride impious incongruous

duplicity implacable
1. She had a personality; one

minute she would be calm and the next minute
she would be angry.
2. It was the way Tom treated

his friends; he was constantly insulting them.
3. Laughing out loud during a public prayer is

generally considered a(n) act.
4. After Jonathan rejected all the groups’ ideas, it

was agreed that he was most .
5. It was , but the arsonist was

never found.
6. Politicians often publicly their

opponents during a close race.
Reading Strategy Analyze Characterization
Which character does George Eliot portray as the main 7. He was known for his ;
victim, Silas or Godfrey? Which character do you have he once scammed his own grandmother out
the most sympathy for? of five thousand dollars.
Academic Vocabulary
Silas’s knowledge of medicinal herbs generates a
rumor in Raveloe that he has other-worldly powers.
Use context clues to figure out the meaning of the
word generates in the previous sentence. Write your
guess below. Then check it in the dictionary.

Apply Diction Literary Criticism
Assignment An author’s word choice, or diction, is Assignment Evaluate one of the following quotations
an integral part of their style and voice. Diction is also regarding Silas Marner and write a short response in
critical in characterization, especially when writers are which you agree or disagree with it.
using dialect to develop characters. Eliot makes
extensive use of dialect in Silas Marner, which is set in Prepare Read the following quotations:
a particular region of England. Many novelists also use
dialect for novels set in particular regions of the United I imagine that there is in no other English novel a
States. Write a dialogue between two people from a figure so simple in its elements as this Dolly Winthrop,
particular U.S. region who are meeting for the first which is so real, without being contemptible, and so
time. Use diction that includes dialect and idioms to quaint without being ridiculous.
differentiate the characterization of each person. —Henry James, British writer and admirer of
Eliot’s work
Get Ideas Think about the different dialects people
use to communicate the same idea. Record your ideas The two most important events in Silas Marner are
in a chart like the one shown below. the theft of the gold and the coming of the child.
—Joseph Wiesenfarth, literary critic
Person of I’m so happy to see
Choose one of the quotations. Do you agree or
Southern Origin ya’ll again.
disagree with the statement it makes? Craft a thesis
statement that states your position, and develop
persuasive arguments that support your thesis. Find
specific examples from the text that support your
persuasive arguments. Use the following graphic
organizer to help visualize how your argument will
come together.
Give it Structure Decide who your two characters
will be and why they are meeting for the first time.
Thesis Statement
Make it clear to your audience who they both are and
why they are conversing. Write out each person’s Support Points Support Points
dialogue exactly as it would sound being spoken, even
if it is grammatically incorrect, or you have to make
up words.
Specific Examples Specific Examples
Look at Language The reader should be able to
better grasp the speaker’s background, way of life, and
even ideals or morals. Use idioms to help with your
characterization. Note that using different diction in Report Write out your response. Include an introduction
your writing is a way of developing a personal writing paragraph that states the original quotation and your
style. Have fun with the language, and enjoy breaking thesis statement response to it. Include a separate
some grammatical rules. paragraph for each of your persuasive arguments. Be
sure your arguments are logical and clear and are
supported with examples from the text. End with a
conclusion paragraph that sums up your position and
restates your points.
Evaluate Write one short paragraph evaluating

your writing.

BEFORE YOU READ: Chapters 16–Conclusion

Think about a time in your life when you behaved badly and then paid dearly entries about the novels that you read
for that behavior. this year.

WRITE THE CAPTION
In your journal, describe what happened and what lessons you learned from
the experience.
Build Background
A Boom in Industry
Silas Marner was written during the Industrial Revolution. By the 1830s,
the Industrial Revolution had resulted in unprecedented change. Now steam-
powered locomotives, not horses, were the fastest mode of transportation.
Electric lights made the streets safer, and telegraph wires meant faster
communication. Before the revolution, people produced goods at home in
rural areas. As a result of the revolution, machines replaced workers and
manufacturing moved to factories located in urban areas. A significant
proportion of Great Britain’s rural population followed.
Although the Industrial Revolution benefited humankind in numerous ways, it

also had its drawbacks. The sudden increase in industry produced massive
pollution. Rural people who had produced goods in their homes suddenly
found themselves with less and less work. Silas describes Lantern Yard, his old
town, as frightening and alien to him, with high buildings and dirty, narrow
alleyways. The old chapel he remembers has been replaced with a large
factory. Here, George Eliot is showing that the change brought on by industry
is not always positive.
S i l a s Ma rn e r: C h a p te rs 1 6 –Conclusion 259
BEFORE YOU READ: Chapters 16–Conclusion

SF_Head
rectitude [rek´tə t¯
ood]
Readers of Silas Marner usually find themselves gaining sympathy and n. uprightness of moral character
respect for Silas as the novel continues, and losing sympathy and respect She was known for her moral
for Godfrey. While Silas shows great love and sacrifice in his adoption of rectitude; she always put the needs
Eppie, Godfrey’s indecisiveness stems only from his own selfishness, and of others before her own.
he grows increasingly discontented with his life, even though he got what he
wanted when he was finally able to marry Nancy. reticence [ret´ə səns]
n. restraint or reserve, especially
Of all the characters in the book, Godfrey is the most dark and pessimistic. As in speech
you finish the novel, make some predictions. Is there any hope for Godfrey? The usually talkative employer
Will Eliot redeem this character at the end? If not, what lesson is the character suddenly showed great reticence
when one of the employees asked
of Godfrey supposed to teach us?
for a raise.
soliloquy [sə lil´ə kwē]

Literary Element Symbol n. act or instance of talking to oneself
A symbol is any object, person, place, or experience that exists on a literal It is not unusual to see a soliloquy
level but also represents something else, usually something abstract. An on a soap opera; the characters
often talk to themselves when no
allegory is a simple story, similar to a fable or a tale, in which all or most
one else is around.
of the characters, settings, and events are symbols. The purpose of an allegory
is to teach a moral lesson. tenacity [ti nas´ə tē]
n. quality or state of holding firmly
On some levels, Silas Marner is considered an allegory. It is a simple and a to something
happy story, almost like a fairy tale, that highlights the redemptive power of Laura showed great tenacity
love. Recognizing how some objects, settings, or characters in the novel act when she chose to fast for
as symbols helps the reader to better understand the morals and lessons that twenty-four hours.
George Eliot is trying to get across to her reader.
veracious [və rā´shəs]
adj. truthful; honest
As you read, make notes about what some of the main characters, objects, or
He emphasized that by taking
settings in the book may symbolize. Using a graphic organizer like the one on
this chance they were risking their
the next page may help you clarify your ideas. lives; his directions were veracious
and clear.
Reading Strategy Analyze Theme

A theme is the message of a story, poem, novel, or play. Sometimes the
theme is stated directly, but more often it is implied, or gradually revealed Potential Events,
through events, dialogues, and descriptions. An abstract concept like Themes Dialogues or
happiness is a topic, not a theme. The theme would be the author’s Descriptions
commentary on happiness. Just what is George Eliot trying to say about
happiness? Your answer to that question would be a potential theme.
When you analyze theme, you look for occasions in the book that you think
reflect a certain theme, and you consider just what effect the author may
have intended with this theme.
As you read, look for events, dialogues, and descriptions that you think may
be leading to Eliot’s theme. Use a graphic organizer like the one at the right to
organize your ideas.

ACTIVE READING: Chapters 16–Conclusion
Many readers and critics view Silas Marner as an or themes you have noticed in the book. Then, for
allegory—a simple tale that uses symbols in order each lesson, moral, or theme, brainstorm two objects,
to teach a lesson or reflect a moral. In the graphic characters, or settings that work as symbols in the
organizer below, brainstorm potential lessons, morals, book, relating to and supporting the theme.
Symbol
Moral
Symbol
Symbol
Moral
Symbol

Symbol Name a few items in the Silas sat down now and watched Eppie with a satisfied gaze as she
passages on this page that could be spread the clean cloth, and set on it the potato-pie, warmed up slowly
considered symbolic. What might they in a safe Sunday fashion, by being put into a dry pot over a slowly-dying
symbolize? fire, as the best substitute for an oven. For Silas would not consent to
have a grate and oven added to his conveniences: he loved the old brick
hearth as he had loved his brown pot—and was it not there when he had
found Eppie? The gods of the hearth exist for us still; and let all new faith
be tolerant of that fetishism, lest it bruise its own roots.
Silas ate his dinner more silently than usual, soon laying down his
knife and fork, and watching half-abstractedly Eppie’s play with Snap and
the cat, by which her own dining was made rather a lengthy business.
Yet it was a sight that might well arrest wandering thoughts: Eppie, with
the rippling radiance of her hair and the whiteness of her rounded chin
and throat set off by the dark-blue cotton gown, laughing merrily as the
kitten held on with her four claws to one shoulder, like a design for a
jug-handle, while Snap on the right hand and Puss on the other put up
their paws towards a morsel which she held out of the reach of both—
Snap occasionally desisting in order to remonstrate with the cat by a
cogent worrying growl on the greediness and futility of her conduct; till
Eppie relented, caressed them both, and divided the morsel between them.
But at last Eppie, glancing at the clock, checked the play, and said,
‘O daddy, you’re wanting to go into the sunshine to smoke your pipe.
But I must clear away first, so as the house may be tidy when godmother
comes. I’ll make haste—I won’t be long.’
Silas had taken to smoking a pipe daily during the last two years,
having been strongly urged to it by the sages of Raveloe, as a practice
‘good for the fits’; and this advice was sanctioned by Dr Kimble, on the
ground that it was as well to try what could do no harm—a principle
which was made to answer for a great deal of work in that gentleman’s
medical practice. Silas did not highly enjoy smoking, and often wondered
how his neighbours could be so fond of it; but a humble sort of
acquiescence in what was held to be good, had become a strong habit
of that new self which had been developed in him since he had found
Eppie on his hearth: it had been the only clew his bewildered mind could
hold by in cherishing this young life that had been sent to him out of the
darkness into which his gold had departed. By seeking what was needful
for Eppie, by sharing the effect that everything produced on her, he had
himself come to appropriate the forms of custom and belief which were
the mould of Raveloe life; and as, with reawakening sensibilities, memory
also reawakened, he had begun to ponder over the elements of his old
faith, and blend them with his new impressions, till he recovered a
consciousness of unity between his past and present. The sense of
presiding goodness and the human trust which come with all pure peace
and joy had given him a dim impression that there had been some error,
some mistake, which had thrown that dark shadow over the days of his
best years; and as it grew more and more easy to him to open his mind to
Dolly Winthrop, he gradually communicated to her all he could describe

of his early life. The communication was necessarily a slow and difficult Literary Element
process, for Silas’s meagre power of explanation was not aided by any
readiness of interpretation in Dolly, whose narrow outward experience Symbol What might the Bible
gave her no key to strange customs, and made every novelty a source of symbolize?
wonder that arrested them at every step of the narrative. It was only by
fragments, and at intervals which left Dolly time to revolve what she had
heard till it acquired some familiarity for her, that Silas at last arrived at
the climax of the sad story—the drawing of lots, and its false testimony
concerning him; and this had to be repeated in several interviews, under
new questions on her part as to the nature of this plan for detecting the
guilty and clearing the innocent.
‘And yourn’s the same Bible, you’re sure o’ that, Master Marner—
the Bible as you brought wi’ you from that country—it’s the same as what
they’ve got at church, and what Eppie’s a-learning to read in?’
‘Yes,’ said Silas, ‘every bit the same; and there’s drawing o’ lots in the
Bible, mind you,’ he added in a lower tone.
‘O dear, dear,’ said Dolly in a grieved voice, as if she were hearing an
unfavourable report of a sick man’s case. She was silent for some minutes;
at last she said—
‘There’s wise folks, happen, as know how it all is; the parson knows,
I’ll be bound; but it takes big words to tell them things, and such as poor
folks can’t make much out on. I can never rightly know the meaning o’
what I hear at church, only a bit here and there, but I know it’s good
words—I do. But what lies upo’ your mind—it’s this, Master Marner: as,
if Them above had done the right thing by you, They’d never ha’ let you
be turned out for a wicked thief when you was innicent.’
‘Ah!’ said Silas, who had now come to understand Dolly’s phraseology,
‘that was what fell on me like as if it had been red-hot iron; because, you
see, there was nobody as cared for me or clave to me above nor below.
And him as I’d gone out and in wi’ for ten year and more, since when we
was lads and went halves—mine own famil’ar friend, in whom I trusted,
had lifted up his heel again’ me, and worked to ruin me.’
‘Eh, but he was a bad un—I can’t think as there’s another such,’ said
Dolly. ‘But I’m o’ercome, Master Marner; I’m like as if I’d waked and
didn’t know whether it was night or morning. I feel somehow as sure as I
do when I’ve laid something up though I can’t justly put my hand on it,
as there was a rights in what happened to you, if one could but make it
out; and you’d no call to lose heart as you did. But we’ll talk on it again;
for sometimes things come into my head when I’m leeching or
poulticing, or such, as I could never think on when I was sitting still.’
Dolly was too useful a woman not to have many opportunities of
illumination of the kind she alluded to, and she was not long before she
recurred to the subject.

Analyze Theme What theme may ‘Eh, sir,’ said Silas, unaffected by anything Godfrey was saying,
be reflected in these passages? What ‘I’m in no fear o’ want. We shall do very well—Eppie and me ’ull do
point might Eliot be making about the well enough. There’s few working-folks have got so much laid by as that.
character of Silas, and correspondingly I don’t know what it is to gentlefolks, but I look upon it as a deal—
about the character of Godfrey? almost too much. And as for us, it’s little we want.’
‘Only the garden, father,’ said Eppie, blushing up to the ears the
moment after.
‘You love a garden, do you, my dear?’ said Nancy, thinking that this
turn in the point of view might help her husband. ‘We should agree in
that: I give a deal of time to the garden.’
‘Ah, there’s plenty of gardening at the Red House,’ said Godfrey,
surprised at the difficulty he found in approaching a proposition which
had seemed so easy to him in the distance. ‘You’ve done a good part by
Eppie, Marner, for sixteen years. It ’ud be a great comfort to you to see
her well provided for, wouldn’t it? She looks blooming and healthy, but
not fit for any hardships: she doesn’t look like a strapping girl come of
working parents. You’d like to see her taken care of by those who can
leave her well off, and make a lady of her; she’s more fit for it than for
a rough life, such as she might come to have in a few years’ time.’
A slight flush came over Marner’s face, and disappeared, like a
passing gleam. Eppie was simply wondering Mr Cass should talk so about
things that seemed to have nothing to do with reality; but Silas was
hurt and uneasy.
‘I don’t take your meaning, sir,’ he answered, not having words
at command to express the mingled feelings with which he had heard
Mr Cass’s words.
‘Well, my meaning is this, Marner,’ said Godfrey, determined to come
to the point. ‘Mrs Cass and I, you know, have no children—nobody to
be the better for our good home and everything else we have—more than
enough for ourselves. And we should like to have somebody in the place
of a daughter to us—we should like to have Eppie, and treat her in every
way as our own child. It ’ud be a great comfort to you in your old age,
I hope, to see her fortune made in that way, after you’ve been at the
trouble of bringing her up so well. And it’s right you should have every
reward for that. And Eppie, I’m sure, will always love you and be grateful
to you: she’d come and see you very often, and we should all be on the
look-out to do everything we could towards making you comfortable.’
A plain man like Godfrey Cass, speaking under some embarrassment,
necessarily blunders on words that are coarser than his intentions, and
that are likely to fall gratingly on susceptible feelings. While he had been
speaking, Eppie had quietly passed her arm behind Silas’s head, and let
her hand rest against it caressingly: she felt him trembling violently. He
was silent for some moments when Mr Cass had ended—powerless under
the conflict of emotions, all alike painful. Eppie’s heart was swelling at
the sense that her father was in distress; and she was just going to lean
down and speak to him, when one struggling dread at last gained the
mastery over every other in Silas, and he said, faintly—

‘Eppie, my child, speak. I won’t stand in your way. Thank Mr and Reading Strategy
Mrs Cass.’
Eppie took her hand from her father’s head, and came forward a Analyze Theme What role does fate
step. Her cheeks were flushed, but not with shyness this time: the sense play in the end of the book? What does
that her father was in doubt and suffering banished that sort of self- Eliot seem to be saying about fate in
these passages?
consciousness. She dropped a low curtsy, first to Mrs Cass and then to
Mr Cass, and said—
‘Thank you, ma’am—thank you, sir. But I can’t leave my father, nor
own anybody nearer than him. And I don’t want to be a lady—thank you
all the same’ (here Eppie dropped another curtsy). ‘I couldn’t give up the
folks I’ve been used to.’
Eppie’s lip began to tremble a little at the last words. She retreated to
her father’s chair again, and held him round the neck: while Silas, with a
subdued sob, put up his hand to grasp hers.
The tears were in Nancy’s eyes, but her sympathy with Eppie was,
naturally, divided with distress on her husband’s account. She dared not
speak, wondering what was going on in her husband’s mind.
Godfrey felt an irritation inevitable to almost all of us when we
encounter an unexpected obstacle. He had been full of his own penitence
and resolution to retrieve his error as far as the time was left to him;
he was possessed with all-important feelings, that were to lead to a
predetermined course of action which he had fixed on as the right, and
he was not prepared to enter with lively appreciation into other people’s
feelings counteracting his virtuous resolves. The agitation with which
he spoke again was not quite unmixed with anger.
‘But I’ve a claim on you, Eppie—the strongest of all claims.
It’s my duty, Marner, to own Eppie as my child, and provide for her.
She’s my own child: her mother was my wife. I’ve a natural claim on
her that must stand before every other.’
Eppie had given a violent start, and turned quite pale. Silas, on the
contrary, who had been relieved, by Eppie’s answer, from the dread lest
his mind should be in opposition to hers, felt the spirit of resistance in
him set free, not without a touch of parental fierceness. ‘Then, sir,’ he
answered, with an accent of bitterness that had been silent in him since
the memorable day when his youthful hope had perished—‘then, sir,
why didn’t you say so sixteen years ago, and claim her before I’d come to
love her, i’stead o’ coming to take her from me now, when you might as
well take the heart out o’ my body? God gave her to me because you
turned your back upon her, and He looks upon her as mine: you’ve no
right to her! When a man turns a blessing from his door, it falls to them
as take it in.’

If so, then mark up the pages as you Nancy did not speak immediately, but after a little while she asked—
read, or reread, to help with your ‘You won’t make it known, then, about Eppie’s being your daughter?’
note-taking. Develop a shorthand ‘No: where would be the good to anybody?—only harm. I must do
system, including symbols, that works what I can for her in the state of life she chooses. I must see who it is
for you. Here are some ideas: she’s thinking of marrying.’
Underline = important idea ‘If it won’t do any good to make the thing known,’ said Nancy, who
Bracket = text to quote thought she might now allow herself the relief of entertaining a feeling
Asterisk = just what you were looking which she had tried to silence before, ‘I should be very thankful for father
for and Priscilla never to be troubled with knowing what was done in the
past, more than about Dunsey: it can’t be helped, their knowing that.’
‘I shall put it in my will—I think I shall put it in my will. I shouldn’t
like to leave anything to be found out, like this about Dunsey,’ said
look up
Godfrey, meditatively. ‘But I can’t see anything but difficulties that ’ud
come from telling it now. I must do what I can to make her happy in her
own way. I’ve a notion,’ he added, after a moment’s pause, ‘it’s Aaron
Winthrop she meant she was engaged to. I remember seeing him with
her and Marner going away from church.’
‘Well, he’s very sober and industrious,’ said Nancy, trying to view the
matter as cheerfully as possible.
Godfrey fell into thoughtfulness again. Presently he looked up at
Nancy sorrowfully, and said—
‘She’s a very pretty, nice girl, isn’t she, Nancy?’
‘Yes, dear; and with just your hair and eyes: I wondered it had never
struck me before.’
‘I think she took a dislike to me at the thought of my being her father:
왘 BIG Idea
I could see a change in her manner after that.’
Optimism and the Belief in ‘She couldn’t bear to think of not looking on Marner as her father,’
Progress How does Godfrey redeem
said Nancy, not wishing to confirm her husband’s painful impression.
himself in the end?
‘She thinks I did wrong by her mother as well as by her. She thinks
me worse than I am. But she must think it: she can never know all. It’s
evidence of how it expresses the part of my punishment, Nancy, for my daughter to dislike me. I should
Big Idea. never have got into that trouble if I’d been true to you—if I hadn’t
been a fool. I’d no right to expect anything but evil could come of that
marriage—and when I shirked doing a father’s part too.’
Nancy was silent: her spirit of rectitude would not let her try to soften
the edge of what she felt to be a just compunction. He spoke again after a
little while, but the tone was rather changed: there was tenderness
mingled with the previous self-reproach.
‘And I got you, Nancy, in spite of all; and yet I’ve been grumbling and
uneasy because I hadn’t something else—as if I deserved it.’
‘You’ve never been wanting to me, Godfrey,’ said Nancy, with quiet
sincerity. ‘My trouble would be gone if you resigned yourself to the lot
that’s been given us.’
‘Well, perhaps it isn’t too late to mend a bit there. Though it is too
late to mend some things, say what they will.’

reduce your notes.
Record
TO THE POINT
Recap
AFTER YOU READ: Chapters 16–Conclusion

1. How does Dolly Winthrop interpret the events that took place at Reread Build Background on
Lantern Yard? [Summarize] page 259. How did that information
2. Why does Nancy refuse to adopt a child? What do her views on adoption
suggest about her character? [Connect]
3. What event ends the novel? Why might the ending be considered a
fairy-tale ending? [Synthesize]
4. Did you find the ending believable? Do you think Silas Marner and Godfrey
Cass each got what they deserved? [Analyze]
5. Optimism and the Belief in Progress Samuel Smiles, a Victorian author,

once wrote “Honorable industry travels the same road with duty; and
Providence has closely linked both with happiness.” How does the book
Silas Marner reflect this belief? [Analyze]

Literary Element Symbol Vocabulary Practice

What were some of the most prominent symbols in Identify whether each set of paired words have the
Silas Marner? What does each symbolize? [Interpret] same or the opposite meaning.
1. rectitude and integrity
2. reticence and openness
3. soliloquy and dialogue
4. tenacity and persistence
5. veracious and dishonest
Academic Vocabulary
Nancy lives her life according to basic, fundamental
and unalterable rules; because of these rules, she
decided it was unacceptable for her and Godfrey to
adopt a child. In the preceding sentence, fundamental
means “the base from which all choices and decisions
arise.” Think about other values in Nancy’s life that
serve as a basis for her decisions. Fill in the blank for
this statement:
Reading Strategy Analyze Theme
A theme can take the form of a lesson or a moral, but
social commentary can also be considered a theme.
In Silas Marner, what are some of the comments
George Eliot makes about the society of her time? is a fundamental belief on which Nancy bases
[Analyze] her life.

Personal Response Were you satisfied with the way Interview
the novel ended? Why or why not? Assignment Imagine that Eppie visits Godfrey to
interview him about her mother, Molly, his marriage
to her mother, and his decision not to claim her as
his own. Complete this activity with a partner, with one
student playing the role of Eppie, and the other playing
the role of Godfrey.
Prepare Prepare a list of relevant questions Eppie

might have phrased in mature, sensitive, and
respectful language. The questions should reflect your
understanding of Eppie, Godfrey, and the situation.
Interview Follow these tips for a successful interview:

• Allow each person to respond completely; don’t
interrupt each other.
• Make frequent eye contact with each other.
• Adjust your tone of voice or body language as
you believe Eppie or Godfrey would; take on
their characters.
• If necessary, ask further questions to clarify
information. Be sure you understand what the
other is saying.
Summarize With your partner, write a short report

that summarizes the highlights of your interview. Be
sure to identify the complexities and possible
discrepancies in the information and the different
perspectives between Eppie and Godfrey.
Evaluate At the end of your written report,

include a paragraph that evaluates how the interview
went. In your evaluation, be sure to mention all of
the following:
• quality of interview questions
• quality of responses
• quality of interview
• quality of acting

Silas Marner
The following questions refer to the Related Readings in
Glencoe’s Literature Library edition of this novel. Write your
answers on a separate sheet of paper, but jot down some
notes first on the lines provided.
Traditional Ways of Life Looming Crisis for Handweaving

Sally Mitchell Tess Raposas
In what ways does Squire Cass fit the profile of a Does Eliot portray the professional weaving that
typical squire, as described in this excerpt? Marner does in a positive light? Explain.
The Golden Touch I Stand Here Ironing

Nathaniel Hawthorne Tillie Olson
How is Marner’s attitude toward amassing gold similar Both Silas Marner and Emily are deeply affected by
to King Midas’s attitude? What role does a child play in past experiences. What coping mechanisms do they
the transformation of each character? develop in response to these experiences?
Aaron Stark; The Soul selects her own Society

Edwin Arlington Robinson; Emily Dickinson
Compare and contrast the initial feelings that the
people of Raveloe have toward Silas Marner with
those that the townspeople have toward Aaron
Stark. How are these feelings alike, and how are
they different?
LITERATURE EXCERPT: Jane Eyre
Sitting on a low stool, a few yards from That eye of hers, that voice stirred every
her armchair, I examined her figure; I perused her antipathy I had. Shaking from head to foot, thrilled
features. In my hand I held the tract, containing with ungovernable excitement, I continued.
the sudden death of the Liar, to which narrative “I am glad you are no relation of mine; I
my attention had been pointed as to an appropriate will never call you aunt again as long as I live.
warning. What had just passed; what Mrs. Reed I will never come to see you when I am grown up;
had said concerning me to Mr. Brocklehurst; the and if anyone asks me how I liked you, and how
whole tenor of their conversation, was recent, raw, you treated me, I will say the very thought of you
and stinging in my mind; I had felt every word as makes me sick and that you treated me with
acutely as I had heard it plainly, and a passion of miserable cruelty.”
resentment fomented now within me. “How dare you affirm that, Jane Eyre?”
Mrs. Reed looked up from her work; her eye “How dare I, Mrs. Reed? How dare I? Because
settled on mine, her fingers at the same time it is the truth. You think I have no feelings, and
suspended their nimble movements. that I can do without one bit of love or kindness;
“Go out of the room; return to the nursery,” was but I cannot live so, and you have no pity. I shall
her mandate. My look or something else must have remember how you thrust me back—roughly and
struck her as offensive, for she spoke with extreme violently thrust me back—into the red room, and
though suppressed irritation. I got up; I went to the locked me up there, to my dying day; though I was
door; I came back again; I walked to the window, in agony, though I cried out, while suffocating with
across the room, then close up to her. distress, ‘Have mercy! Have mercy, Aunt Reed!’
Speak I must; I had been trodden on severely, And that punishment you made me suffer because
and must turn, but how? What strength had I to your wicked boy struck me—knocked me down for
dart retaliation at my antagonist? I gathered my nothing. I will tell anybody who asks me questions
energies and launched them in this blunt sentence: this exact tale. People think you a good woman,
“I am not deceitful: if I were, I should say I but you are bad; hard-hearted. You are deceitful!”
loved you, but I declare I do not love you; I dislike Ere I had finished this reply, my soul began
you the worst of anybody in the world except John to expand, to exult, with the strangest sense of
Reed; and this book about the liar you may give to freedom, of triumph, I ever felt. It seemed as if an
your girl, Georgiana, for it is she who tells lies, and invisible bond had burst, and that I had struggled
not I.” out into unhoped-for liberty. Not without cause
Mrs. Reed’s hands still lay on her work inactive; was this sentiment: Mrs. Reed looked frightened;
her eye of ice continued to dwell freezingly on mine. her work had slipped from her knee; she was lifting
“What more have you to say?” she asked, rather up her hands, rocking herself to and fro, and even
in the tone in which a person might address an twisting her face as if she would cry.
opponent of adult age than such as is ordinarily
used to a child.

Compare the novel you have just read to the literature selection at the TALK ABOUT IT
left, which is excerpted from Jane Eyre by Charlotte Bronte in Glencoe In a small group, discuss what
Literature. Then answer the questions below. Provide details from the Jane Eyre and Silas Marner have in
selections to support your answers. common. Also, how are they different?
Consider their backgrounds, their traits,
their words and actions. Take notes on
Compare & Contrast your discussion.
1. Analyze Tone In Silas Marner, George Eliot chooses words and phrases
that create a tone sympathetic toward Silas’s character. In this excerpt from
Jane Eyre, what words and phrases does Bronte choose that make the
reader side with Jane’s character?
2. Analyze Characterization Silas Marner is characterized by George Eliot as

a good-hearted but often weak person. In comparison, how does Charlotte
Bronte characterize Jane Eyre in this passage?
3. Analyze Theme A theme in Silas Marner is that a person’s character

is closely connected to his or her destiny. Silas’s position in life, since he is
a good and true man, rises by the end of the book. How is this theme
apparent in this passage of Jane Eyre? Consider the character of Jane, a
ten-year-old abused orphan. Based on her words and actions here, what
might her destiny be?

• An allegory is a literary work in
Interpret Symbols Silas Marner is known for its simplicity and fairy-tale which all or most of the characters,
settings, and events are symbols.
ending. It is more, however, than just a simple tale; in it, Eliot reflects struggles
with faith, concerns about class and family, the value of community, and a • A symbol is any object, person, place,
concern about the changing and industrialized English countryside. Many view or experience that exists on a literal
level but also represents something
the book as an allegory. In an essay, interpret some of the symbols in Silas
else, usually something abstract.
Marner and discuss how they work in the novel as part of an allegory and
its moral(s). • A moral is a practical lesson that is
evident in a story or fable.
Prewrite Brainstorm morals that Eliot is trying to get across in Silas Marner.
Choose one that you want to focus on. Then, brainstorm symbols that connect
to this moral in the book and what you think they symbolize. Find textual Grammar Tip
support for your symbols. Use a chart like the one below to organize
Colons
your ideas. The colon functions as a separator
between two main clauses when
Moral the second explains or elaborates
on the first. Use the colon after
an independent clause, when that
symbol/textual symbol/textual symbol/textual clause needs to be further
support support support explained:
There is only one thing left to do
now: confess while you still have
time.
If the independent clause coming

symbolizes/textual symbolizes/textual symbolizes/textual after the colon is a formal
support support support quotation, begin the independent
clause with a capital letter:
Whitehead has this to say about
writing style: “Style is the ultimate
Draft Write your essay. Identity significant ideas from Silas Marner that reflect morality of mind.”
the moral you have decided upon. As you draft your ideas, remember that you
are interpreting how Eliot uses symbols in order to get a greater message If the explanatory statement coming
after the colon consists of more
across. Remember that symbolism is rarely explained to the reader—it is up to
than one sentence, begin the
the reader to recognize and interpret the symbols that are given to him or her independent clause immediately
by the author. after the colon with a capital letter:
There were two reasons for a drop
Revise Exchange papers with a classmate. Does the essay support assertions in attendance at NBA games: First,
with evidence from the text? Is it clearly organized and easy to follow? Does it there was no superstar. Second,
show a thorough understanding of the text? Provide comments for your fans were disillusioned.
classmate and reflect on your classmate’s comments for your own paper.
Consider these comments, as well as the previous questions as you revise If the introductory phrase preceding
your essay. the colon is brief and the clause
following the colon represents the
focus of the sentence, begin the
clause after the colon with a capital
effectively and is well organized. Carefully proofread for grammar, punctuation, letter:
and spelling errors. Remember: Many of the prominent
families of this New England state
were slaveholders.

Heart of Darkness and
The Secret Sharer
Joseph Conrad
H e a rt o f D a rk n e s s and T h e Se cr e t Sha r e r 275

INTRODUCTI ON TO THE N OVELLAS
Heart of Darkness and The Secret Sharer

Joseph Conrad
Congo Commerce. This company ranked as one of

“ [Heart of Darkness is a] dreadful and
fascinating tale, full as any of [Edgar Allan]
late-nineteenth-century Europe’s most successful—
and greedy—traders in ivory. Steaming a thousand
Poe’s mystery and haunting terrors, yet with miles upriver from Kinshasa, Conrad reached the
a substantial basis of reality that no man who company’s inner station. There he met an ailing
agent named Georges Antoine Klein, who may
had not lived as well as dreamed could conjure
have been a model for the character Kurtz.
into existence.
” The Dark Side Since its publication, Heart of
—from a review in The Nation, 1906
Darkness has become one of the most read and
Like many authors, Joseph Conrad drew on his debated works of fiction in the English language.
experiences when he wrote. He often incorporated Why? Perhaps it is because Conrad plumbs the
details about people he had known, places he depths of human consciousness to explore the dark
had visited, and events he had witnessed. This side of the personality. Perhaps it is because his
technique gives Heart of Darkness a sense of sophisticated narrative technique helped paved the
authenticity and immediacy that moved critic way for modern fiction. Or perhaps it is because of
F. R. Leavis to write, his elegant prose style. Whatever the reasons, it is
likely that Heart of Darkness will continue to be
The details and circumstances of the voyage to and up read, discussed, and analyzed for many years to
the Congo are present to us as if we were making the come.
journey ourselves.
Ruthless Exploitation The novella takes place in
Conrad himself referred to the work as “experience the Congo River basin in the summer of 1890,
pushed a little (and very little) beyond the facts of during a period when the colonization of Africa
the case.” was at its peak and Belgium’s King Leopold II was
ruthlessly exploiting the land and its people.
The novella is based on a four-month stint European countries rushed to claim territory in
Conrad spent in the Congo. Out of work, broke, Africa and to establish strongholds that would
and eager for a chance to realize his boyhood secure their status as world powers. Before that
dream of exploring central Africa, he had accepted period, few Europeans had explored the “Dark
an assignment to command a steamboat up the Continent.”
Congo River for the Belgian Company for Upper-
Rape of the Congo

The unnamed ivory trading company, in which he owned substantial profit before he
company referred to throughout half the stock, an estimated five lost his monopolistic control
Heart of Darkness may have million people in the Congo died of the rubber trade. A reform
been based on companies such at the hands of company agents, movement sparked by Heart
as the Anglo-Belgian India Rubber who terrorized and killed Africans of Darkness and eyewitness
Company. During the twenty years who failed to meet their rubber reports helped break his power
that King Leopold controlled the quotas. King Leopold cleared a in the region.

INTRODUCTION TO T H E NOVELLAS
seaman and was given a chance to escape by his

“ The Secret Sharer” remains one of Conrad’s
most characteristic stories, and it contains passages
captain. Conrad chose to make Leggatt a more
sympathetic character than Smith, who was known
of language as beautifully evocative as the most as a tyrant and whose crime was more savage than
that portrayed in the novella. Conrad is said to
celebrated passages in Heart of Darkness.
” have considered The Secret Sharer a favorite among
—Joyce Carol Oates his own stories. He wrote it based on the
experience of commanding the ship Otago in
Conrad’s Personal Favorite Like the central Bangkok, Thailand, after the death of its captain.
characters in Heart of Darkness, the characters at It was Conrad’s first and only sea command.
the center of The Secret Sharer are based on people
that Joseph Conrad met during his seafaring career. The Secret Sharer takes place on a ship in the Gulf
In particular, the fugitive Leggatt is based on a first of Siam (now Gulf of Thailand) sometime during
mate named Sidney Smith, who, in an incident the 1890s.
widely known in East Asia, had killed a combative

MEET TH E AUTHOR
Joseph Conrad (1857–1924)
“The artist appeals to that part of our being

which is not dependent on Wisdom. . . . He
From Sailor to Author As a young adult, Conrad
became a seaman in the British merchant marine.
Though he knew only a few words of English
speaks to our capacity for delight and wonder,
when he entered the service, he began picking
to that sense of mystery surrounding our lives; up the language by listening and talking to his
to our sense of pity, and beauty, and pain.
” British shipmates. Gifted with a natural facility for
languages, he quickly learned English. By his late
—Joseph Conrad
twenties, he had become a British citizen and had
As a child, Joseph Conrad dreamed of sailing risen to the rank of captain. A few years later, he
the high seas. His fascination with the unknown began writing his first novel, Almayer’s Folly, but
reportedly led him to put his finger on a blank he worked on it only sporadically because of the
spot in the middle of a map of Africa and declare, demands of his career. When he was in his late
“When I grow up, I will go there.” When he grew thirties, he finally finished the novel and began
up, he did go “there.” He lived his childhood to devote himself primarily to writing.
dream and became a mariner, visiting such distant
places as the Congo, Constantinople (Istanbul), Heart of Darkness, which was first published
Bangkok, Java, Singapore, and Madras. in 1898, established Conrad as a master of
psychological fiction and a brilliant prose stylist.
A Difficult Childhood Conrad, whose birth name It was soon followed by several other tales of the
was Jozef Teodor Konrad Nalecz Korzeniowski, sea, including The Secret Sharer, published
was born in 1857 in Russian-controlled Poland. in 1910.
When he was three, the family moved to Warsaw
but did not live there long. Conrad’s father, a Conrad’s Art Conrad’s fiction is characterized
Polish patriot and political activist, took part in by a narrative technique that involves time shifts,
a movement to free Poland from Russian control stories within stories, and the use of symbol
and was arrested and imprisoned soon after the and myth. To a reader who had asked about the
family arrived. meaning of one of his stories, he replied:
When Conrad was four, the family was deported A work of art is very seldom limited to one
to Vologda, in northern Russia, far from the center exclusive meaning and not necessarily tending
of political activity. Soon after, Conrad’s mother to a definite conclusion. And this for the reason
died from tuberculosis. Later, Conrad and his father that the nearer it approaches art, the more it
were allowed to move back to Poland, where, acquires a symbolic character.
before Conrad was twelve years old, his father also
died of the disease. Thereafter, Conrad lived with During his lifetime, Conrad’s close friends were
relatives. He had never given up his dream of authors Stephen Crane, John Galsworthy, Ford
going to sea, though his uncle tried to dissuade him Madox Ford, and Henry James. He continued to
from pursuing it. At the age of sixteen, Conrad write until his death, in 1924, at age sixty-six.
left for Marseilles, France, where he had distant
relatives, and joined the French merchant marine.
Over the next few years, he sailed several times to
the West Indies.

BEFORE YOU READ: Par t 1

Imagine that you are about to leave on a long journey to a distant country entries about the novels that you read
where everyone is a stranger to you. How do you feel? this year.
Quickwrite
WRITE THE CAPTION
Jot down your feelings, explaining why you feel as you do.
Build Background
The Conquered Become the Conquerors
In A.D. 43, Roman armies invaded and conquered most of the area that
was later known as England. The area remained under Roman control until
about 400. The Romans, who had already built a vast empire, considered
themselves superior to the “uncivilized” Celts who inhabited the region.
Among the remnants of the Roman occupation is Hadrian’s Wall, a long
stone barricade in northern England that Emperor Hadrian ordered built to
discourage invaders from entering Roman-occupied territory. Hundreds of
years later, the “uncivilized Celts,” now known as the British, would seek to
invade and conquer lands in Africa, such as the Congo. Europeans would
term this act “colonization.” The protagonist in Heart of Darkness is part of
this European effort to colonize Africa.
H e a rt o f D a rk n e s s and T h e Se c r e t Sh a r e r : Pa rt 1 279

SF_Head
왘 BIG Idea Class, Colonialism, and the Great War
ascetic [ə se´tik]
Think about what it would be like if your country was colonized by another adj. practicing strict self-denial
nation. Imagine that the colonizers have very different cultural practices than During the religious retreat, the
those of your culture and that they speak a language you do not know. How monks participated in meditation,
would your life be changed by this experience? fasting, and other ascetic practices.
In the Heart of Darkness, Joseph Conrad explores the harsh realities of emissary [e´mə ser ē]
colonialism. As you read, think about whether Conrad supports or defends n. agent as of a government, in an
colonialism. official or secret mission
The president sent an emissary to
negotiate the release of the
hostages.
Literary Element Narrator
The narrator is the person who tells the story. The narrator may be a rapacious [rə pā´shəs]
character in the story or someone outside the story. adj. grasping; greedy
The rapacious child grabbed all the
Sometimes, there may be more than one narrator in a story, such as in a toys and refused to share them with
frame story. A frame story is a story that surrounds another story or one that anyone.
serves to link several stories together. The frame is the outer story, which sepulchre [sep´əl kər]
usually precedes and follows the inner, more important story; the frame and n. burial place, esp. a vault or tomb
the inner story can each have a different narrator. The mourners visited the sepulcher
where their friend’s body was laid
As you read, ask yourself, what details reveal each narrator? What purpose to rest.
does each narrator serve? The Venn diagram on the following page can help
you keep track of the two narrators’ similarities and differences. volubility [val´ yə bi´lə tē]
n. fluency
The speaker displayed great
Reading Strategy Evaluate Figurative Language volubility during the long and
challenging speech.
Figurative language is language that is used for descriptive
effect in order to convey ideas or emotions. Figurative
expressions are not literally true but express some truth beyond
the literal level. To evaluate figurative language is to think Figurative Purpose Evaluation
about how effectively such language conveys ideas or emotions. Language
Some examples of figurative language include metaphor, simile,
symbol, and oxymoron. An oxymoron is a figure of speech in
which opposite ideas are combined, such as “bright darkness” or
“wise fool.”
As you read, identify the different types of figurative language

that are used, the purpose of each and how effectively Conrad
has used them to convey an idea or emotion. You may find it

ACTIVE READING: Par t 1
The narrator of the frame story and the narrator of As you read, fill in the Venn diagram below with
the inner story are similar in some ways and different descriptive words and phrases that show how the
in others. narrators are alike and how they are different.
Characteristics of Both Characteristics of

Narrator of Frame Story Narrator of the Inner
Story
Literary Element NOVELLA EXCERPT: CHAPTER 1

Narrator What purpose do the Forthwith a change came over the waters, and the serenity became
narrators, from the frame story and less brilliant but more profound. The old river in its broad reach rested
from the inner story, serve in the unruffled at the decline of day, after ages of good service done to the race
Heart of Darkness? that peopled its banks, spread out in the tranquil dignity of a waterway
leading to the uttermost ends of the earth. We looked at the venerable
stream not in the vivid flush of a short day that comes and departs for
ever, but in the august light of abiding memories. And indeed nothing
is easier for a man who has, as the phrase goes, “followed the sea” with
reverence and affection, than to evoke the great spirit of the past upon
the lower reaches of the Thames. The tidal current runs to and fro in its
unceasing service, crowded with memories of men and ships it had borne
to the rest of home or to the battles of the sea. It had known and served
all the men of whom the nation is proud, from Sir Francis Drake to Sir
John Franklin, knights all, titled and untitled—the great knights-errant
of the sea. It had borne all the ships whose names are like jewels flashing
in the night of time, from the Golden Hind returning with her round
flanks full of treasure, to be visited by the Queen’s Highness and thus
pass out of the gigantic tale, to the Erebus and Terror, bound on other
conquests—and that never returned. It had known the ships and the
men. They had sailed from Deptford, from Greenwich, from Erith—
the adventurers and the settlers; kings’ ships and the ships of men on
’Change; captains, admirals, the dark “interlopers” of the Eastern trade,
and the commissioned “generals” of East India fleets. Hunters for gold or
pursuers of fame, they all had gone out on that stream, bearing the sword,
and often the torch, messengers of the might within the land, bearers of a
spark from the sacred fire. What greatness had not floated on the ebb of
that river into the mystery of an unknown earth! . . . The dreams of men,
the seed of commonwealths, the germs of empires.
The sun set; the dusk fell on the stream, and lights began to appear
along the shore. The Chapman lighthouse, a three-legged thing erect on
a mud-flat, shone strongly. Lights of ships moved in the fairway—a great
stir of lights going up and going down. And further west on the upper
reaches the place of the monstrous town was still marked ominously on
the sky, a brooding gloom in sunshine, a lurid glare under the stars.
“And this also,” said Marlow suddenly, “has been one of the dark
places of the earth.”
He was the only man of us who still “followed the sea.” The worst
that could be said of him was that he did not represent his class. He was
a seaman, but he was a wanderer, too, while most seamen lead, if one
may so express it, a sedentary life. Their minds are of the stay-at-home
order, and their home is always with them—the ship; and so is their
country—the sea. One ship is very much like another, and the sea is
always the same. In the immutability of their surroundings the foreign
shores, the foreign faces, the changing immensity of life, glide past, veiled
not by a sense of mystery but by a slightly disdainful ignorance; for there
is nothing mysterious to a seaman unless it be the sea itself, which is the
mistress of his existence and as inscrutable as Destiny. For the rest, after

his hours of work, a casual stroll or a casual spree of shore suffices to Literary Element
unfold for him the secret of a whole continent, and generally he finds the
secret not worth knowing. The yarns of seamen have a direct simplicity, Narrator What do Marlow’s musings
the whole meaning of which lies within the shell of a cracked nut. But about the Roman Empire reveal about
Marlow was not typical (if his propensity to spin yards be excepted), him as a character?
and to him the meaning of an episode was not inside like a kernel but
outside, enveloping the tale which brought it out only as a glow brings
out a haze, in the likeness of one of these misty halos that sometimes are
made visible by the spectral illumination of moonshine.
His remark did not seem at all surprising. It was just like Marlow.
It was accepted in silence. No one took the trouble to grunt even; and
presently he said, very slow—
“I was thinking of very old times, when the Romans first came here,
nineteen hundred years ago—the other day. . . . Light came out of this
river since—you say Knights? Yes; but it is like a running blaze on a
plain, like a flash of lightning in the clouds. We live in the flicker—
may it last as long as the old earth keeps rolling! But darkness was here
yesterday. Imagine the feelings of a commander of a fine—what d’ye call
’em?—trireme in the Mediterranean, ordered suddenly to the north; run
overland across the Gauls in a hurry; put in charge of one of these craft
the legionaries—a wonderful lot of handy men they must have been,
too—used to build, apparently by the hundred, in a month or two, if we
may believe what we read. Imagine him here—the very end of the world,
a sea the colour of lead, a sky the colour of smoke, a kind of ship about as
rigid as a concertina—and going up this river with stores, or orders, or
what you like. Sand-banks, marshes, forests, savages,—precious little to
eat fit for a civilized man, nothing but Thames water to drink. No
Falernian wine here, no going ashore. Here and there a military camp
lost in the wilderness, like a needle in a bundle of hay—cold, fog,
tempests, disease, exile, and death—death skulking in the air, in the
water, in the bush. They must have been dying like flies here. Oh, yes—
he did it. Did it very well, too, no doubt, and without thinking much
about it either, except afterwards to brag of what he had gone through
in his time, perhaps. They were men enough to face the darkness. And
perhaps he was cheered by keeping his eye on a chance of promotion to
the fleet at Ravenna by and by, if he had good friends in Rome and
survived the awful climate. Or think of a decent young citizen in a
toga—perhaps too much dice, you know—coming out here in the train
of some prefect, or tax-gatherer, or trader even, to mend his fortunes.
Land in a swamp, march through the woods, and in some inland post
feel the savagery, the utter savagery, had closed round him—all that
mysterious life of the wilderness that stirs in the forest, in the jungles,
in the hearts of wild men. There’s no initiation either into such
mysteries. He has to live in the midst of the incomprehensible,
which is also detestable. And it has a fascination, too, that goes to
work upon him. The fascination of the abomination—you know, imagine
the growing regrets, the longing to escape, the powerless disgust, the
surrender, the hate.”
Reading Strategy NOVELLA EXCERPT: CHAPTER 1

Evaluate Figurative Language “. . . Yes—I let him run on,” Marlow began again, “and think what
What do the rivets symbolize in he pleased about the powers that were behind me. I did! And there was
this passage? Why do you think Conrad nothing behind me! There was nothing but that wretched, old, mangled
develops this symbol at such length? steamboat I was leaning against, while he talked fluently about ‘the
necessity for every man to get on.’ ‘And when one comes out here, you
conceive, it is not to gaze at the moon.’ Mr. Kurtz was a ‘universal
genius,’ but even a genius would find it easier to work with ‘adequate
tools—intelligent men.’ He did not make bricks—why, there was a
physical impossibility in the way—as I was well aware; and if he did
secretarial work for the manager, it was because ‘no sensible man rejects
wantonly the confidence of his superiors.’ Did I see it? I saw it. What
more did I want? What I really wanted was rivets, by heaven! Rivets.
To get on with the work—to stop the hole. Rivets I wanted. There were
cases of them down at the coast—cases—piled up—burst—split! You
kicked a loose rivet at every second step in that station-yard on the
hillside. Rivets had rolled into the grove of death. You could fill your
pockets with rivets for the trouble of stooping down—and there wasn’t
one rivet to be found where it was wanted. We had plates that would do,
but nothing to fasten them with. And every week the messenger, a lone
negro, letter-bag on shoulder and staff in hand, left our station for the
coast. And several times a week a coast caravan came in with trade
goods—ghastly glazed calico that made you shudder only to look at it,
glass beads value about a penny a quart, confounded spotted cotton
handkerchiefs. And no rivets. Three carriers could have brought all that
was wanted to set that steamboat afloat.
“He was becoming confidential now, but I fancy my unresponsive
attitude must have exasperated him at last, for he judged it necessary
to inform me he feared neither God nor devil, let alone any mere man.
I said I could see that very well, but what I wanted was a certain quantity
of rivets—and rivets were what really Mr. Kurtz wanted, if he had only
known it. Now letters went to the coast every week. . . . ‘My dear sir,’ he
cried, ‘I write from dictation.’ I demanded rivets. There was a way—for
an intelligent man. He changed his manner; became very cold, and
suddenly began to talk about a hippopotamus; wondered whether
sleeping on board the steamer (I stuck to my salvage night and day)
I wasn’t disturbed. There was an old hippo that had the bad habit of
getting out on the bank and roaming at night over the station grounds.
The pilgrims used to turn out in a body and empty every rifle they could
lay hands on at him. Some even had set up o’ nights for him. All this
energy was wasted, though. ‘That animal has a charmed life,’ he said; ‘but
you can say this only of brutes in this country. No man—you apprehend
me?—no man here bears a charmed life.’ He stood there for a moment in
the moonlight with his delicate hooked nose set a little askew, and his
mica eyes glittering without a wink, then, with a curt Good-night, he
strode off. I could see he was disturbed and considerably puzzled, which
made me feel more hopeful than I had been for days. It was a great
comfort to turn from that chap to my influential friend, the battered,
twisted, ruined, tin-pot steamboat. I clambered on board. She rang under

my feet like an empty Huntley & Palmer biscuit-tin kicked along a Reading Strategy
gutter; she was nothing so solid in make, and rather less pretty in shape,
but I had expended enough hard work on her to make me love her. Evaluate Figurative Language How
No influential friend would have served me better. She had given me a do the rivets, and what they symbolize,
chance to come out a bit—to find out what I could do. No, I don’t like allow Conrad to develop a larger
commentary in this novella?
work. I had rather laze about and think of all the fine things that can be
done. I don’t like work—no man does—but I like what is in the work—
the chance to find yourself. Your own reality—for yourself, not for
others—what no other man can ever know. They can only see the mere
show, and never can tell what it really means.
“I was not surprised to see somebody sitting aft, on the deck, with
his legs dangling over the mud. You see I rather chummed with the few
mechanics there were in that station, whom the other pilgrims naturally
despised—on account of their imperfect manners, I suppose. This was the
foreman—a boiler-maker by trade—a good worker. He was a lank, bony,
yellow-faced man, with big intense eyes. His aspect was worried, and his
head was as bald as the palm of my hand; but his hair in falling seemed
to have stuck to his chin, and had prospered in the new locality, for his
beard hung down to his waist. He was a widower with six young children
(he had left them in charge of a sister of his to come out there), and
the passion of his life was pigeon-flying. He was an enthusiast and a
connoisseur. He would rave about pigeons. After work hours he used
sometimes to come over from his hut for a talk about his children and
his pigeons; at work, when he had to crawl in the mud under the bottom
of the steamboat, he would tie up that beard of his in a kind of white
serviette he brought for the purpose. It had loops to go over his ears. In
the evening he could be seen squatted on the bank rinsing that wrapper
in the creek with great care, then spreading it solemnly on a bush to dry.
“I slapped him on the back and shouted, ‘We shall have rivets!’ He
scrambled to his feet exclaiming, ‘No! Rivets!’ as though he couldn’t
believe his ears. Then in a low voice, ‘You . . . eh?’ I don’t know why we
behaved like lunatics. I put my finger to the side of my nose and nodded
mysteriously. ‘Good for you!’ he cried, snapped his fingers above his head,
lifting one foot. I tried a jig. We capered on the iron deck. A frightful
clatter came out of that hulk . . . It must have made some of the pilgrims
sit up in their hovels. A dark figure obscured the lighted doorway of the
manager’s hut, vanished, then, a second or so after, the doorway itself
vanished, too. We stopped, and the silence driven away by the stamping
of our feet flowed back again from the recesses of the land. The great wall
of vegetation, an exuberant and entangled mass of trunks, branches,
leaves, boughs, festoons, motionless in the moonlight, was like a rioting
invasion of soundless life, a rolling wave of plants, piled up, crested, ready
to topple over the creek, to sweep every little man of us out of his little
existence. And it moved not. A deadened burst of mighty splashes and
snorts reached us from afar, as though an ichthyosaurus had been taking a
bath of glitter in the great river. ‘After all,’ said the boiler-maker in a
reasonable tone, ‘why shouldn’t we get the rivets?’ Why not, indeed! I did
not know of any reason why we shouldn’t. ‘They’ll come in three weeks,’
I said confidently.
MARK IT UP NOVELLA EXCERPT: CHAPTER 1

If so, then mark up the pages as you “Instead of going up, I turned and descended to the left. My idea was
read, or reread, to help with your to let that chain-gang get out of sight before I climbed the hill. You know
note-taking. Develop a shorthand I am not particularly tender; I’ve had to strike and to fend off. I’ve had to
system, including symbols, that works resist and to attack sometimes—that’s only one way of resisting—without
for you. Here are some ideas: counting the exact cost, according to the demands of such sort of life as
Underline = important idea I had blundered into. I’ve seen the devil of violence, and the devil of
Bracket = text to quote greed, and the devil of hot desire; but, by all the stars! these were strong,
Asterisk = just what you were looking lusty, red-eyed devils, that swayed and drove men—men, I tell you. But
for as I stood on this hillside, I foresaw that in the blinding sunshine of that
land I would become acquainted with a flabby, pretending, weak-eyed
devil of a rapacious and pitiless folly. How insidious he could be, too,
I was only to find out several months later and a thousand miles farther.
look up
For a moment I stood appalled, as though by a warning. Finally I
descended the hill, obliquely, towards the trees I had seen.
“I avoided a vast artificial hole somebody had been digging on the
slope, the purpose of which I found it impossible to divine. It wasn’t
a quarry or a sandpit, anyhow. It was just a hole. It might have been
connected with the philanthropic desire of giving the criminals
something to do. I don’t know. Then I nearly fell into a very narrow
ravine, almost no more than a scar in the hillside. I discovered that a
lot of imported drainage-pipes for the settlement had been tumbled in
there. There wasn’t one that was not broken. It was a wanton smash-up.
At last I got under the trees. My purpose was to stroll into the shade for
a moment; but no sooner within than it seemed to me I had stepped into
the gloomy circle of some Inferno. The rapids were near, and an
왘 BIG Idea
uninterrupted, uniform, headlong, rushing noise filled the mournful
Class, Colonialism, and the stillness of the grove, where not a breath stirred, not a leaf moved, with
Great War How does Marlow feel
a mysterious sound—as though the tearing pace of the launched earth
about the colonists? Why do you think
had suddenly become audible.
he feels this way.
“Black shapes crouched, lay, sat between the trees leaning against the
Mark up the excerpt, looking for trunks, clinging to the earth, half coming out, half effaced with the dim
evidence of how it expresses the light, in all the attitudes of pain, abandonment, and despair. Another
Big Idea. mine on the cliff went off, followed by a slight shudder of the soil under
my feet. The work was going on. The work! And this was the place where
some of the helpers had withdrawn to die.
“They were dying slowly—it was very clear. They were not enemies,
they were not criminals, they were nothing earthly now— nothing but
black shadows of disease and starvation, laying confusedly in the greenish
gloom. Brought from all the recesses of the coast in all the legality of time
contracts, lost in uncongenial surroundings, fed on unfamiliar food, they
sickened, became inefficient, and were then allowed to crawl away and
rest. These moribund shapes were free as air—and nearly as thin. I began
to distinguish the gleam of the eyes under the trees. Then, glancing
down, I saw a face near my hand. The black bones reclined at full length
with one shoulder against the tree, and slowly the eyelids rose and the
sunken eyes looked up at me, enormous and vacant, a kind of blind,
white flicker in the depths of the orbs, which died out slowly. . . .”

reduce your notes.
Record
ASK QUESTIONS
Recap
AFT ER YOU READ: Par t 1

1. Why does Marlow seek to pilot a steamboat up the Congo River? Describe Reread Meet the Author on
the conflict that created an opening in the company for a captain. What page 278. How did that information
future conflicts might this incident hint at, or foreshadow? [Analyze] help you understand or appreciate
2. What does Marlow’s aunt believe should be the mission of Europeans

going to the Congo? What does that mission suggest about her view of
Europeans? Of the inhabitants of the Congo? [Infer]
3. What is the company accountant’s opinion of Kurtz? How does it differ

from the manager’s opinion? Why do their opinions differ? [Compare]
4. What assumption does the brickmaker make about Kurtz and Marlow?
Why doesn’t Marlow set the record straight? [Interpret]
5. Class, Colonialism, and the Great War What or whom is Marlow

talking about when he says, “I would become acquainted with a flabby,
pretending, weak-eyed devil of a rapacious and pitiless folly.” [Interpret]

A FT ER YOU READ: Par t 1
Literary Element Narrator Vocabulary Practice

What is the purpose of the frame story in this novella? A synonym is a word that has the same or nearly
[Analyze] the same meaning as another word. Match each
boldfaced vocabulary word below with its synonym.
1. ascetic a. agitated
2. emissary b. self-denying
3. rapacious c. greedy
4. sepulchre d. tomb
5. volubility e. joyous
f. fluency
g. government agent
Academic Vocabulary
When Marlow piloted his boat into the heart of the
Congo, he was entering a very complex situation.
In the preceding sentence, complex means
“complicated or not simple”. The word complex has
other meanings. For instance: The complex of houses,
apartments, shopping malls, and parks made up the
city Marlow referred to as the White Sepulchre. What
Reading Strategy Evaluate Figurative does complex mean in this sentence?
Language
The Eldorado Exploring Expedition has symbolic
significance in this novella. What is the significance
and how effectively does this symbolism help to
develop a theme? [Evaluate]

Apply Figurative Language Debate
Assignment An oxymoron is a combination of Assignment Conrad’s portrayal of women has been
contradictory words, such as awkward grace, or a criticized as sexist. Do you agree with this criticism?
concept that is made up of contradictory elements. Divide into two teams. Conduct a debate on this topic.
Review Conrad’s use of figurative language, particularly Use examples from the text to support your argument.
oxymoron. Write a short story about a journey to an
unknown destination in which you use figurative Prepare Organize your arguments and evidence in
language. Include at least one example of oxymoron. a chart to make sure you include all the important
points. Fill out a separate chart listing your opponents’
Get Ideas Generate ideas by freewriting. On the top potential arguments. Find evidence to counter those
of a piece of paper, write the word Journeys. Then, claims.
write continuously on this topic for five minutes,
recording whatever comes to mind. When your five EXAMPLE:
minutes are up, go through and circle words, phrases Your team’s position: Conrad’s portrayal of women
or ideas that may serve as a good topic for this short is sexist.
story. Then create a web on this topic. For example, if
you choose traveling by boat as your topic, write this
in the center of your web and then connect words and
Argument Evidence Explanation
phrases that will help you develop this topic.
Marlow It’s queer Conrad
depicts his how out indicates
traveling by
aunt as of touch that women
boat
crashing naïve and with truth are naïve
open sky foolish. women to a fault,
waves
are…They evading
seasick live in a truth so as
world of to lead to
Next, look at the second layer of your web and think their destruction.
of how these ideas can be stated in an oxymoronic way. own….
and if
EXAMPLES: they were
The constant crashing of waves created a sense to set it
of calm. up, it
Knowing I was near the end of my journey, even would go
my seasickness seemed sweet. to pieces
The oppressive open sky made me feel so small.
before
Give it Structure Use your ideas to create a short story
the first
about your topic about journeys. Include at least one sunset.
example of oxymoron that you developed in your web.
Debate Use your chart to help you defend your points
Look at Language As you write, evaluate the ways with specific examples. Challenge your opponents’
in which your use of figurative language, specifically arguments with counter-arguments and evidence. This
oxymoron, creates an emotion or develops an idea. Be will weaken their argument and strengthen your own.
careful not to overuse oxymoron. A few examples will
be enough to create figurative language for your story. Evaluate Write a summary evaluating your opponents
and discussing where you succeeded and what you
learned.


Recall a time when other people’s opinions of someone you did not know entries about the novels that you read
influenced your impression of that person. When you got to know the person, this year.
was your impression accurate?
Write a Journal Entry WRITE THE CAPTION

In your journal, describe the opinions on which your impression was based
and explain whether it proved to be accurate.
Build Background
Ivory and Endangered Elephants
When Heart of Darkness was written, ivory was much in demand. That
demand continued well into the twentieth century. In fact, during the 1980s
the demand for elephant tusks reached its highest level ever. More recently,
the demand for ivory caused the elephant population to fall to dangerously
low levels. In response, the Convention on International Trade in Endangered
Species (CITES) banned the international sale of ivory in 1990. In 1997, when
the number of elephants rebounded, the ban was partially lifted.
The illegal trade in ivory has escalated in recent years. Between August 2005
and August 2006, over 23 metric tons of poached ivory were seized by
Customs and Enforcement officials around the world. The majority of this ivory
originates in Africa and is smuggled to Asia, where illicit ivory markets flourish.
These seizures are suspected to represent a mere 10% to 15% of the actual
illegal trade. With illegal trade on the rise, the existence of the African elephant
is again endangered.

SF_Head
cipher [s¯´fər]
Can one culture or nation ever be deemed more civilized than another? n. code
Different cultures have fought fiercely over proper ways to live, govern, and I could not understand the cipher
worship since the beginnings of human civilizations. that was sent by the spy.
In the Heart of Darkness, author Joseph Conrad addresses these conflicts. As evanescent [e vəńe sənt]
you read, think about how he would answer the above question. adj. tending to fade away or
pass away
The beautiful colors of leaves in fall
Literary Element Foreshadowing are evanescent.
Foreshadowing is an author’s use of clues to prepare readers for events that implacable [im pla´kə bəl]
will happen later in the story. adj. that cannot be placated or
appeased
One type of clue that an author may use to prepare readers for future events The woman who felt that she had
is a symbol. A symbol is an object, person, place, or experience that exists on been wronged was implacable and
a literal level but also represents something else, usually something abstract. continued to argue for justice.
recondite [rə´kən d¯t]

As you read, pay attention to different symbols, such as darkness, and adj. difficult to understand
consider how they foreshadow future events in the novella. Use the graphic
Because the teacher’s instructions
organizer on the next page to record your ideas. were recondite, many students did
the assignment incorrectly.
Reading Strategy Make and Verify Predictions sagacious [sə ā´shəs]

adj. having or showing wisdom,
When you make predictions as you read, you make educated guesses sound judgment, and keen
about what will happen later in a literary work. You then verify predictions perception or discernment
by looking for textual evidence that confirms their accuracy. The sagacious father knew when to
become involved in his daughter’s
Making predictions demands that you are paying attention to the information life and when to step back.
that you are reading. Reading is an active process, whereby the reader needs
to continually make sense of what has been read. When you are actively
involved in your reading, your comprehension and enjoyment are heightened.
As you read, make predictions about later events and the outcome of Heart
of Darkness and then verify the accuracy of your predictions. You may find it
helpful to use a graphic organizer like the one below.
Prediction Evidence Accuracy

Foreshadowing is the author’s use of clues to let the symbols that could be clues for something that is to
reader know what will happen later in the story. As you come. Fill in the chart below as you read and continue
read this section of the novella, think about the to discover what these clues were pointing to.
Symbol that Foreshadows What the Symbol Foreshadows

Foreshadowing What does Conrad “Going up that river was like travelling back to the earliest
use in this excerpt to foreshadow beginnings of the world, when vegetation rioted on the earth and the
future events? big trees were kings. An empty stream, a great silence, an impenetrable
forest. The air was warm, thick, heavy, sluggish. There was no joy in
the brilliance of sunshine. The long stretches of the waterway ran
on, deserted, into the gloom of over-shadowed distances. On silvery
sand-banks hippos and alligators sunned themselves side by side. The
broadening waters flowed through a mob of wooded islands; you lost your
way on that river as you would in a desert, and butted all day long against
shoals, trying to find the channel, till you thought yourself bewitched
and cut off for ever from everything you had known once—somewhere—
far away—in another existence perhaps. There were moments when one’s
past came back to one, as it will sometimes when you have not a moment
to spare to yourself; but it came in the shape of an unrestful and noisy
dream, remembered with wonder amongst the overwhelming realities of
this strange world of plants, and water, and silence. And this stillness
of life did not in the least resemble a peace. It was the stillness of an
implacable force brooding over an inscrutable intention. It looked at you
with a vengeful aspect. I got used to it afterwards; I did not see it any
more; I had no time. I had to keep guessing at the channel; I had to
discern, mostly by inspiration, the signs of hidden banks; I watched for
sunken stones; I was learning to clap my teeth smartly before my heart
flew out, when I shaved by a fluke some infernal sly old snag that would
have ripped the life out of the tin-pot steamboat and drowned all the
pilgrims; I had to keep a lookout for the signs of dead wood we could cut
up in the night for next day’s steaming. When you have to attend to
things of that sort, to the mere incidents of the surface, the reality—
the reality, I tell you—fades. The inner truth is hidden—luckily, luckily.
But I felt it all the same; I felt often its mysterious stillness watching me
at my monkey tricks, just as it watches you fellows performing on your
respective tight-ropes for—what is it? half-a-crown a tumble——”
“Try to be civil, Marlow,” growled a voice, and I knew there was at
least one listener awake besides myself.
“I beg your pardon. I forgot the heartache which makes up the rest
of the price. And indeed what does the price matter, if the trick be well
done? You do your tricks very well. And I didn’t do badly either, since
I managed not to sink that steamboat on my first trip. It’s a wonder to
me yet. Imagine a blindfolded man set to drive a van over a bad road.
I sweated and shivered over that business considerably, I can tell you.
After all, for a seaman, to scrape the bottom of the thing that’s supposed
to float all the time under his care is the unpardonable sin. No one may
know of it, but you never forget the thump—eh? A blow on the very
heart. You remember it, you dream of it, you wake up at night and think
of it—years after—and go hot and cold all over. I don’t pretend to say
that steamboat floated all the time. More than once she had to wade for
a bit, with twenty cannibals splashing around and pushing. We had

enlisted some of these chaps on the way for a crew. Fine fellows— Literary Element
cannibals—in their place. They were men one could work with, and I am
grateful to them. And, after all, they did not eat each other before my Foreshadowing What events do these
face: they had brought along a provision of hippo-meat which went symbols foreshadow?
rotten, and made the mystery of the wilderness stink in my nostrils.
Phoo! I can sniff it now. I had the manager on board and three or four
pilgrims with their staves—all complete. Sometimes we came upon a
station close by the bank, clinging to the skirts of the unknown, and the
white men rushing out of a tumble-down hovel, with great gestures of joy
and surprise and welcome, seemed very strange—had the appearance of
being held there captive by a spell. The word ivory would ring in the air
for a while—and on we went again into the silence, along empty reaches,
round the still bends, between the high walls of our winding way,
reverberating in hollow claps the ponderous beat of the stern-wheel.
Trees, trees, millions of trees, massive, immense, running up high; and at
their foot, hugging the bank against the stream, crept the little begrimed
steamboat, like a sluggish beetle crawling on the floor of a lofty portico.
It made you feel very small, very lost, and yet it was not altogether
depressing, that feeling. After all, if you were small, the grimy beetle
crawled on—which was just what you wanted it to do. Where the
pilgrims imagined it crawled to I don’t know. To some place where they
expected to get something. I bet! For me it crawled towards Kurtz—
exclusively; but when the steam-pipes started leaking we crawled very
slow. The reaches opened before us and closed behind, as if the forest
had stepped leisurely across the water to bar the way for our return. We
penetrated deeper and deeper into the heart of darkness. It was very quiet
there. At night sometimes the roll of drums behind the curtain of trees
would run up the river and remain sustained faintly, as if hovering in the
air high over our heads, till the first break of day. Whether it meant war,
peace, or prayer we could not tell. The dawns were heralded by the
descent of a chill stillness; the wood-cutters slept, their fires burned low;
the snapping of a twig would make you start. We were wanderers on a
prehistoric earth, on an earth that wore the aspect of an unknown planet.
We could have fancied ourselves the first of men taking possession of an
accursed inheritance, to be subdued at the cost of profound anguish and
of excessive toil. But suddenly, as we struggled round a bend, there would
be a glimpse of rush walls, of peaked grass-roofs, a burst of yells, a whirl of
black limbs, a mass of hands clapping, of feet stamping, of bodies swaying,
of eyes rolling, under the droop of heavy and motionless foliage. The
steamer toiled along slowly on the edge of a black and incomprehensible
frenzy. The prehistoric man was cursing us, praying to us, welcoming
us—who could tell? We were cut off from the comprehension of our
surroundings; we glided past like phantoms, wondering and secretly
appalled, as sane men would be before an enthusiastic outbreak in a
madhouse. We could not understand because we were too far and could
not remember because we were travelling in the night of first ages, of
those ages that are gone, leaving hardly a sign—and no memories.

Make and Verify Predictions What “We tore slowly along the overhanging bushes in a whirl of broken
will Marlow find when he finally twigs and flying leaves. The fusillade below stopped short, as I had
encounters Kurtz? foreseen it would when the squirts got empty. I threw my head back to a
glinting whizz that traversed the pilot-house, in at one shutter-hole and
out at the other. Looking past that mad helmsman, who was shaking the
empty rifle and yelling at the shore, I saw vague forms of men running
bent double, leaping, gliding, distinct, incomplete, evanescent.
Something big appeared in the air before the shutter, the rifle went
overboard, and the man stepped back swiftly, looked at me over his
shoulder in an extraordinary, profound, familiar manner, and fell upon
my feet. The side of his head hit the wheel twice, and the end of what
appeared a long cane clattered round and knocked over a little camp-
stool. It looked as though after wrenching that thing from somebody
ashore he had lost his balance in the effort. The thin smoke had blown
away, we were clear of the snag, and looking ahead I could see that in
another hundred yards or so I would be free to sheer off, away from the
bank; but my feet felt so very warm and wet that I had to look down.
The man had rolled on his back and stared straight up to me; both his
hands clutched that cane. It was the shaft of a spear that, either thrown
or lunged through the opening, had caught him in the side just below the
ribs; the blade had gone in out of sight, after making a frightful gash; my
shoes were full; a pool of blood lay very still, gleaming dark-red under
the wheel; his eyes shone with an amazing lustre. The fusillade burst out
again. He looked at me anxiously, gripping the spear like something
precious, with an air of being afraid I would try to take it away from him.
I had to make an effort to free my eyes from his gaze and attend to the
steering. With one hand I felt above my head for the line of the steam
whistle, and jerked out screech after screech hurriedly. The tumult of
angry and warlike yells was checked instantly, and then from the depths
of the woods went out such a tremulous and prolonged wail of mournful
fear and utter despair as may be imagined to follow the flight of the last
hope from the earth. There was a great commotion in the bush; the
shower of arrows stopped, a few dropping shots rang out sharply—then
silence, in which the languid beat of the stern-wheel came plainly to my
ears. I put the helm hard a-starboard at the moment when the pilgrim in
pink pyjamas, very hot and agitated, appeared in the doorway. ‘The
manager sends me——’ he began in an official tone, and stopped short.
‘Good God!’ he said, glaring at the wounded man.
“We two whites stood over him, and his lustrous and inquiring glance
enveloped us both. I declare it looked as though he would presently put
to us some question in an understandable language; but he died without
uttering a sound, without moving a limb, without twitching a muscle.
Only in the very last moment, as though in response to some sign we
could not see, to some whisper we could not hear, he frowned heavily,
and that frown gave to his black death-mask an inconceivably sombre,
brooding, and menacing expression. The lustre of inquiring glance faded
swiftly into vacant glassiness. ‘Can you steer?’ I asked the agent eagerly.

He looked very dubious; but I made a grab at his arm, and he understood Reading Strategy
at once I meant him to steer whether or no. To tell you the truth, I was
morbidly anxious to change my shoes and socks. ‘He is dead,’ murmured Make and Verify Predictions What
the fellow, immensely impressed. ‘No doubt about it,’ said I, tugging like evidence from the text can you find
mad at the shoe-laces. ‘And by the way, I suppose Mr. Kurtz is dead as to support your prediction?
well by this time.’
“For the moment that was the dominant thought. There was a sense
of extreme disappointment, as though I had found out I had been striving
after something altogether without a substance. I couldn’t have been
more disgusted if I had travelled all this way for the sole purpose of
talking with Mr. Kurtz. Talking with . . . I flung one shoe overboard,
and became aware that that was exactly what I had been looking forward
to—a talk with Kurtz. I made the strange discovery that I had never
imagined him as doing, you know, but as discoursing. I didn’t say to
myself, ‘Now I will never see him,’ or ‘Now I will never shake him by
the hand,’ but, ‘Now I will never hear him.’ The man presented himself
as a voice. Not of course that I did not connect him with some sort of
action. Hadn’t I been told in all the tones of jealousy and admiration
that he had collected, bartered, swindled, or stolen more ivory than all
the other agents together? That was not the point. The point was in
his being a gifted creature, and that of all his gifts the one that stood
out preëminently, that carried with it a sense of real presence, was his
ability to talk, his words—the gift of expression, the bewildering,
the illuminating, the most exalted and the most contemptible, the
pulsating stream of light, or the deceitful flow from the heart of an
impenetrable darkness.

If so, then mark up the pages as you Mind, I am not trying to excuse or even explain—I am trying to
read, or reread, to help with your account to myself for—for—Mr. Kurtz—for the shade of Mr. Kurtz.
note-taking. Develop a shorthand This initiated wraith from the back of Nowhere honoured me with its
system, including symbols, that works amazing confidence before it vanished altogether. This was because it
for you. Here are some ideas: could speak English to me. The original Kurtz had been educated partly
Underline = important idea in England, and—as he was good enough to say himself—his sympathies
Bracket = text to quote were in the right place. His mother was half-English, his father was
Asterisk = just what you were looking half-French. All Europe contributed to the making of Kurtz; and by and
for by I learned that, most appropriately, the International Society for the
Suppression of Savage Customs had intrusted him with the making of a
report, for its future guidance. And he had written it, too. I’ve seen it.
I’ve read it. It was eloquent, vibrating with eloquence, but too high-
look up
strung, I think. Seventeen pages of close writing he had found time for!
But this must have been before his—let us say—nerves, went wrong,
and caused him to preside at certain midnight dances ending with
unspeakable rites, which—as far as I reluctantly gathered from what I
heard at various times—were offered up to him—do you understand?—
to Mr. Kurtz himself. But it was a beautiful piece of writing. The opening
paragraph, however, in the light of later information, strikes me now as
ominous. He began with the argument that we whites, from the point of
development we had arrived at, ‘must necessarily appear to them [savages]
in the nature of supernatural beings—we approach them with the might
as of a deity,’ and so on, and so on. ‘By the simple exercise of our will we
can exert a power for good practically unbounded,’ etc., etc. From that
point he soared and took me with him. The peroration was magnificent,
왘 BIG Idea
though difficult to remember, you know. It gave me the notion of an
Class, Colonialism, and the exotic Immensity ruled by an august Benevolence. It made me tingle with
Great War How does Conrad show
enthusiasm. This was the unbounded power of eloquence—of words—of
the divide between the colonists and
burning noble words. There were no practical hints to interrupt the magic
the native people?
current of phrases, unless a kind of note at the foot of the last page,
Mark up the excerpt, looking for scrawled evidently much later in an unsteady hand, may be regarded as
evidence of how it expresses the the exposition of a method. It was very simple, and at the end of that
Big Idea. moving appeal to every altruistic sentiment it blazed at you, luminous and
terrifying, like a flash of lightning in a serene sky: ‘Exterminate all the
brutes!’ The curious part was that he had apparently forgotten all about
that valuable postscriptum, because, later on, when he in a sense came to
himself, he repeatedly entreated me to take good care of ‘my pamphlet’
(he called it), as it was sure to have in the future a good influence upon
his career. I had full information about all these things, and, besides, as it
turned out, I was to have the care of his memory.

reduce your notes.
Record
TO THE POINT
Write a few key words.
Recap

1. How does Marlow feel when he hears the tribesmen howl and watches Reread Introduction to the Novel on
them dance? How does he explain that feeling? What keeps him from page 276. How did that information
joining the tribesmen? [Infer] help you understand or appreciate
2. What book does Marlow find in the reed hut in the jungle? How does he
feel when he puts the book away? Why? [Infer]
3. Describe the fog that descends as Marlow and his passengers near
Kurtz’s station. What might the color of the fog symbolize, or represent?
What mental state might the fog symbolize? [Interpret]
4. For what society does Kurtz write a report? What attitude toward the
inhabitants of the Congo does he display in the report? What change in
attitude is indicated by the handwritten note at the end of the report?
[Analyze]
5. Class, Colonialism, and the Great War What can you infer about
Conrad’s attitude about the motivations of colonialism? [Infer]
Literary Element Foreshadowing Vocabulary Practice

The Russian indicates that Kurtz has expanded his Choose the sentence that uses the vocabulary
mind. How could this foreshadow Kurtz’s affect on word correctly.
Marlow? [Analyze]
1. A. The cipher was used to communicate with the
secret agents.
B. Use the cipher to pour the gas from the tank
to the container.
2. A. The evanescent light glared in my eyes.

B. The light of the setting sun was evanescent.
3. A. The implacable baby could not be soothed.

B. The implacable kitten sat on my lap and
purred.
4. A. The directions for assembling the new

computer were recondite; it never worked
properly.
B. The e-mail from my mother was quite
recondite; she told me exactly what she
wanted for her gift.
5. A. The sagacious young man finished his work

ahead of time.
B. The sagacious president of the university made
Make and Verify many foolish decisions.
Reading Strategy
Predictions
Marlow claims that “many powers of darkness” Academic Vocabulary
claimed Kurtz for their own. How do you think this
Kurtz had a gift of expression that allowed him
darkness will be manifest in Kurtz’s character when
to convince those around him to adopt his own
Marlow finally meets him? [Infer]
philosophy of life, even when it seemed to conflict
with their own cultural and personal values. Using
context clues, try to figure out the meaning of the
word philosophy in the sentence above. Write your
guess below. Then use a dictionary to check it.

Write an Argument Author Joyce Carol Oates has Interview
asserted that “Marlow, for all his condescension Assignment Imagine you are a journalist who has
[toward people of color], represents a degree of been assigned to interview Kurtz in preparation for an
humanity not found in the other Caucasian article about him. Pair up with a classmate who will
Europeans.” Do you agree? In a paragraph or two, answer interview questions as if he or she is Kurtz.
explain why or why not, supporting your position with
specific evidence from the novella. Prepare Write a list of relevant questions, phrased
in a mature, professional language. Your questions
Jot down some notes here first. should reflect your understanding of the situation in
the novella and about colonialism in general. Leave a
space after each question to note the answer.
Interview Speak to your interview subject, taking

notes on the subject’s response to your questions.
Follow these tips:
• Allow your subject to respond completely;
don’t interrupt.
• Make frequent eye contact.
• If necessary, ask further questions to
clarify information.
• Review your subject’s statements as a final check.
Report Summarize the information you learned in

the interview in a written report. Follow a logical
organization, such as the sequence of events
surrounding Kurtz’s travels through the Congo.
Point out any contradicting information.
Evaluate Have the classmate who played Kurtz for

your interview read your report and evaluate its
accuracy.


Recall a time when you hesitated to tell someone the truth for fear of hurting entries about the novels that you read
that person’s feelings. What did you decide to do? Why? this year.

SUMMARIZE
In your journal, describe the situation and explain whether or not you chose to
tell the truth and how you reached your decision. Were you satisfied with this
decision?
Build Background
Introduction to Evolution
For many of the first readers of Heart of Darkness, the theories of the English
naturalist Charles Darwin (1809–1882) were relatively new—and disturbing.
Darwin hypothesized that human beings and the great apes evolved from a
common ancestor and that moral and spiritual traits widely considered to be
divinely created were actually the products of biological evolution. Thus, in
Darwin’s view, human beings are part of a continuum with the rest of the
animal world. As you read Part 3 of Heart of Darkness, consider the impact
that Darwin’s theory of evolution may have had on Victorian readers’ notions
of civilization.

SF_Head
abscond [ab sk a nd]
Is it ever fair to consider one person’s life more valuable than the life of v. to flee secretly and conceal
another person? Throughout history, colonizing nations have often assumed oneself
that the lives of their citizens are more valuable than those of the people The soldier absconded from his
whose lands they colonized. This assumption often resulted in the harsh, ruthless captors during the battle.
inhumane treated of native peoples.
inexorable [i neks´rə bəl]
As you read, pay attention to which characters assume a position of superiority adj. that does not change or relent,
no matter what anyone does or says
and how these characters treat the people around them.
The man’s wrath was inexorable;
there was nothing that anyone could
do to calm him down.
Literary Element Epiphany
An epiphany is a moment of sudden realization of the true meaning of a fatalism [fā´təl izm]
situation, person, or object. n. doctrine that all events and
conditions are predetermined
by fate and cannot be altered by
James Joyce, a well-known Irish writer, suggested that these glimpses
human beings
offer a kind of revelation into a character. With an epiphany, a character
She subscribes to a philosophy
has an intuitive moment in which a simple or commonplace thing is seen
of fatalism, believing that she has
in a new light that triggers a deeper insight into the world or the inner life
no control over the conditions of
of the character.
her life.
As you read, try to identify the narrator’s epiphany. Then think about what litany [lit´ə nē]
realization about the world or about a character results from this epiphany. n. form of prayer consisting of a
series of petitions spoken by the
minister to which the choir or
Reading Strategy Compare and Contrast Imagery congregation makes fixed responses
There was a litany of requests made
Imagery is the “word pictures” that writers create to evoke an emotional
by the people of the congregation.
response. In creating effective images, writers use sensory details, or
descriptions that appeal to one or more of the five senses: sight, hearing, odious [ō´de əs]
touch, taste, and smell. adj. causing hate, disgust,
or repugnance
To compare and contrast imagery, note the similarities and differences Racism is truly odious; it leads to
between the imagery that the writer creates as well as the resulting emotional destruction, hate and division.
responses. Use the graphic organizer on the following page to keep track of
imagery that can be compared.
As you read, look for contrasting imagery. Pay attention to contrasting imagery
that deal with interiors and exteriors and think about what emotions such
imagery might evoke in the reader. You may find it helpful to use a graphic
organizer like the one below.
Imagery Emotion Evoked

As you read, you will notice many examples of imagery in the Venn diagram below. Then think about the
that Conrad uses to enrich his writing. Locate two similarities between these examples and write them
examples of imagery that could be compared and in the center of the diagram.
contrasted in this section. Describe these examples
Imagery A Imagery B
Commonalities

Epiphany What epiphany about life “His was an impenetrable darkness. I looked at him as you peer down
does Marlow have in this passage? at a man who is lying at the bottom of a precipice where the sun never
shines. But I had not much time to give him, because I was helping the
engine-driver to take to pieces the leaky cylinders, to straighten a bent
connecting-rod, and in other such matters. I lived in an infernal mess
of rust, filings, nuts, bolts, spanners, hammers, ratchet-drills—things I
abominate, because I don’t get on with them. I tended the little forge we
fortunately had aboard; I toiled wearily in a wretched scrap-heap—unless
I had the shakes too bad to stand.
“One evening coming in with a candle I was startled to hear him
say a little tremulously, ‘I am lying here in the dark waiting for death.’
The light was within a foot of his eyes. I forced myself to murmur, ‘Oh,
nonsense!’ and stood over him as if transfixed.
“Anything approaching the change that came over his features I have
never seen before, and hope never to see again. Oh, I wasn’t touched.
I was fascinated. It was as though a veil had been rent. I saw on that
ivory face the expression of sombre pride, of ruthless power, of craven
terror—of an intense and hopeless despair. Did he live his life again in
every detail of desire, temptation, and surrender during that supreme
moment of complete knowledge? He cried in a whisper at some image, at
some vision—he cried out twice, a cry that was no more than a breath:
“ ‘The horror! The horror!’
“I blew the candle out and left the cabin. The pilgrims were dining
in the mess-room, and I took my place opposite the manager, who lifted
his eyes to give me a questioning glance, which I successfully ignored.
He leaned back, serene, with that peculiar smile of his sealing the
unexpressed depths of his meanness. A continuous shower of small flies
streamed upon the lamp, upon the cloth, upon our hands and faces.
Suddenly the manager’s boy put his insolent black head in the doorway,
and said in a tone of scathing contempt:
“ ‘Mistah Kurtz—he dead.’
“All the pilgrims rushed out to see. I remained, and went on with my
dinner. I believe I was considered brutally callous. However, I did not eat
much. There was a lamp in there—light, don’t you know—and outside
it was so beastly, beastly dark. I went no more near the remarkable man
who had pronounced a judgment upon the adventures of his soul on this
earth. The voice was gone. What else had been there? But I am of course
aware that next day the pilgrims buried something in a muddy hole.
“And then they very nearly buried me.
“However, as you see, I did not go to join Kurtz there and then. I did
not. I remained to dream the nightmare out to the end, and to show
my loyalty to Kurtz once more. Destiny. My destiny! Droll thing life is—
that mysterious arrangement of merciless logic for a futile purpose. The
most you can hope from it is some knowledge of yourself—that comes
too late—a crop of unextinguishable regrets. I have wrestled with death.
It is the most unexciting contest you can imagine. It takes place in an
impalpable greyness, with nothing underfoot, with nothing around,

without spectators, without clamour, without glory, without the great Literary Element
desire of victory, without the great fear of defeat, in a sickly atmosphere
of tepid skepticism, without much belief in your own right, and still less Epiphany Why, in this moment,
in that of your adversary. If such is the form of ultimate wisdom, then life does Marlow say that Kurtz is a
is a greater riddle than some of us think it to be. I was within a hair’s remarkable man?
breadth of the last opportunity of pronouncement, and I found with
humiliation that probably I would have nothing to say. This is the reason
why I affirm that Kurtz was a remarkable man. He had something to say.
He said it. Since I had peeped over the edge myself, I understand better
the meaning of his stare, that could not see the flame of the candle, but
was wide enough to embrace the whole universe, piercing enough to
penetrate all the hearts that beat in the darkness. He had summed up—
he had judged. ‘The horror!’ He was a remarkable man. After all, this was
the expression of some sort of belief; it had candour, it had conviction, it
had a vibrating note of revolt in its whisper, it had the appalling face of a
glimpsed truth—the strange commingling of desire and hate. And it is not
my own extremity I remember best—a vision of greyness without form
filled with physical pain, and a careless contempt for the evanescence of
all things—even of this pain itself. No! It is his extremity that I seem to
have lived through. True, he had made that last stride, he had stepped
over the edge, while I had been permitted to draw back my hesitating
foot. And perhaps in this is the whole difference; perhaps all the wisdom,
and all truth, and all sincerity, are just compressed into that inappreciable
moment of time in which we step over the threshold of the invisible.
Perhaps! I like to think my summing-up would not have been a word of
careless contempt. Better his cry—much better. It was an affirmation, a
moral victory paid for by innumerable satisfactions. But it was a victory!
That is why I have remained loyal to Kurtz to the last, and even beyond,
of his magnificent eloquence thrown to me from a soul as translucently
pure as a cliff of crystal.

Compare and Contrast Imagery What ‘Why! he’s mad,’ I said. He protested indignantly. Mr. Kurtz couldn’t
is the contrasting imagery in this be mad. If I had heard him talk, only two days ago, I wouldn’t dare hint
passage? What is the emotional effect at such a thing. . . . I had taken up my binoculars while we talked, and
of such imagery on the reader? was looking at the shore, sweeping the limit of the forest at each side and
at the back of the house. The consciousness of there being people in that
bush, so silent, so quiet—as silent and quiet as the ruined house on the
hill—made me uneasy. There was no sign on the face of nature of this
amazing tale that was not so much told as suggested to me in desolate
exclamations, completed by shrugs, in interrupted phrases, in hints
ending in deep sighs. The woods were unmoved, like a mask—heavy like
the closed door of a prison—they looked with their air of hidden
knowledge, of patient expectation, of unapproachable silence. The
Russian was explaining to me that it was only lately that Mr. Kurtz had
come down to the river, bringing along with him all the fighting men of
that lake tribe. He had been absent for several months—getting himself
adored, I suppose—and had come down unexpectedly, with the intention
to all appearance of making a raid either across the river or down stream.
Evidently the appetite for more ivory had got the better of the—what
shall I say?—less material aspirations. However he had got much worse
suddenly. ‘I heard he was lying helpless, and so I came up—took my
chance,’ said the Russian. ‘Oh, he is bad, very bad.’ I directed my glass to
the house. There were no signs of life, but there was the ruined roof, the
long mud wall peeping above the grass, with three little square window-
holes, no two of the same size; all this brought within reach of my hand,
as it were. And then I made a brusque movement, and one of the
remaining posts of that vanished fence leaped up in the field of my glass.
You remember I told you I had been struck at the distance but certain
attempts at ornamentation, rather remarkable in the ruinous aspect of the
place. Now I had suddenly a nearer view, and its first result was to make
me throw my head back as if before a blow. Then I went carefully from
post to post with my glass, and I saw my mistake. These round knobs were
not ornamental but symbolic; they were expressive and puzzling, striking
and disturbing—food for thought and also for vultures if there had been
any looking down from the sky; but at all events for such ants as were
industrious enough to ascend the pole. They would have been even more
impressive, those heads on the stakes, if their faces had not been turned
to the house. Only one, the first I had made out, was facing my way. I was
not so shocked as you may think. The start back I had given was really
nothing but a movement of surprise. I had expected to see a knob of
wood there, you know. I returned deliberately to the first I had seen—and
there it was black, dried, sunken, with closed eyelids—a head that seemed
to sleep at the top of that pole, and, with the shrunken dry lips showing a
narrow white line of the teeth, was smiling, too, smiling continuously at
some endless and jocose dream of that eternal slumber.
“I am not disclosing any trade secrets. In fact, the manager said
afterwards that Mr. Kurtz’s methods had ruined the district. I have no
opinion on that point, but I want you clearly to understand that there
was nothing exactly profitable in these heads being there. They only

showed that Mr. Kurtz lacked restraint in the gratification of his various Reading Strategy
lusts, that there was something wanting in him—some small matter
which, when the pressing need arose, could not be found under his Compare and Contrast Imagery
magnificent eloquence. Whether he knew of this deficiency himself I To which senses does the imagery in
can’t say. I think the knowledge came to him at last—only at the very this passage appeal? To which do you
have the most emotional response?
last. But the wilderness had found him out early, and had taken on him a
terrible vengeance for the fantastic invasion. I think it had whispered to
him things about himself which he did not know, things of which he had
no conception till he took counsel with this great solitude—and the
whisper had proved irresistibly fascinating. It echoed loudly within him
because he was hollow at the core. . . . I put down the glass, and the head
that had appeared near enough to be spoken to seemed at once to have
leaped away from me into inaccessible distance.
“The admirer of Mr. Kurtz was a bit crestfallen. In a hurried, indistinct
voice he began to assure me he had not dared to take these—say,
symbols—down. He was not afraid of the natives; they would not stir till
Mr. Kurtz gave the word. His ascendancy was extraordinary. The camps of
these people surrounded the place, and the chiefs came every day to see
him. They would crawl. . . . ‘I don’t want to know anything of the
ceremonies used when approaching Mr. Kurtz,’ I shouted. Curious, this
feeling that came over me that such details would be more intolerable
than those heads drying on the stakes under Mr. Kurtz’s windows. After
all, that was only a savage sight, while I seemed at one bound to have
been transported into some lightless region of subtle horrors, where pure,
uncomplicated savagery was a positive relief, being something that had a
right to exist—obviously—in the sunshine. The young man looked at me
with surprise. I suppose it did not occur to him that Mr. Kurtz was no idol
of mine. He forgot I hadn’t heard any of these splendid monologues on,
what was it? on love, justice, conduct of life—or what not. If it had come
to crawling before Mr. Kurtz, he crawled as much as the veriest savage of
them all. I had no idea of the conditions, he said: these heads were the
heads of rebels. I shocked him excessively by laughing. Rebels! What
would be the next definition I was to hear? There had been enemies,
criminals, workers—and these were rebels. Those rebellious heads looked
very subdued to me on their sticks. ‘You don’t know how such a life tires
a man like Kurtz,’ cried Kurtz’s last disciple.

If so, then mark up the pages as you “At this moment I heard Kurtz’s deep voice behind the curtain: ‘Save
read, or reread, to help with your me!—save the ivory, you mean. Don’t tell me. Save me! Why, I’ve had to
note-taking. Develop a shorthand save you. You are interrupting my plans now. Sick! Sick! Not so sick as
system, including symbols, that works you would like to believe. Never mind. I’ll carry my ideas out yet—I will
for you. Here are some ideas: return. I’ll show you what can be done. You with your little peddling
Underline = important idea notices—you are interfering with me. I will return. I. . . .’
Bracket = text to quote “The manager came out. He did me the honour to take me under the
Asterisk = just what you were looking arm and lead me aside. ‘He is very low, very low,’ he said. He considered
for it necessary to sigh, but neglected to be consistently sorrowful. ‘We have
done all we could for him—haven’t we? But there is no disguising the
fact, Mr. Kurtz has done more harm than good to the Company. He did
not see the time was not ripe for vigorous action. Cautiously, cautiously—
look up
that’s my principle. We must be cautious yet. The district is closed to us
for a time. Deplorable! Upon the whole, the trade will suffer. I don’t deny
there is a remarkable quantity of ivory—mostly fossil. We must save it, at
all events—but look how precarious the position is—and why? Because
the method is unsound.’ ‘Do you,’ said I, looking at the shore, ‘call it
“unsound method?”’ ‘Without doubt,’ he exclaimed hotly. ‘Don’t you?’ . . .
‘No method at all,’ I murmured after a while. ‘Exactly,’ he exulted. ‘I
anticipated this. Shows a complete want of judgment. It is my duty to
point it out in the proper quarter.’ ‘Oh,’ said I, ‘that fellow—what’s his
name?—the brickmaker, will make a readable report for you.’ He appeared
confounded for a moment. It seemed to me I had never breathed an
atmosphere so vile, and I turned mentally to Kurtz for relief—positively
for relief. ‘Nevertheless I think Mr. Kurtz is a remarkable man,’ I said with
왘 BIG Idea
emphasis. He started, dropped on me a cold heavy glance, said very
Class, Colonialism, and the quietly, ‘he was,’ and turned his back on me. My hour of favour was over;
Great War The assumption that one’s
I found myself lumped along with Kurtz as a partisan of methods for
life, culture, and values are superior
which the time was not ripe: I was unsound! Ah! but it was something to
to another’s is common when one
culture tries to colonize another.
have at least a choice of nightmares.
“I had turned to the wilderness really, not to Mr. Kurtz, who, I was
Mark up the excerpt, looking for ready to admit, was as good as buried. And for a moment it seemed to me
evidence of how it expresses the as if I also were buried in a vast grave full of unspeakable secrets. I felt an
Big Idea. intolerable weight oppressing my breast, the smell of the damp earth, the
unseen presence of victorious corruption, the darkness of an impenetrable
night. . . . The Russian tapped me on the shoulder. I heard him mumbling
and stammering something about ‘brother seaman—couldn’t conceal—
knowledge of matters that would affect Mr. Kurtz’s reputation.’ I waited.
For him evidently Mr. Kurtz was not in his grave; I suspect that for him
Mr. Kurtz was one of the immortals. ‘Well!’ said I at last, ‘speak out. As it
happens, I am Mr. Kurtz’s friend—in a way.’

reduce your notes.
Record
MY VIEW
the excerpt.
Recap
H e a rt o f D a rk n e s s and T h e Se c re t Sh a r e r : Pa rt 3 311

1. Why does Marlow admire and envy the Russian? Do you think his Reread Build Background on
admiration and envy are justified? Explain. [Evaluate] page 303. How did that information
what you read in the novella?
2. What does Marlow mean when he says that “[Kurtz’s] appetite for more
ivory had got the better of—what shall I say?—less material aspirations?”
To what aspirations is he referring? [Interpret]
3. Why does Marlow judge Kurtz to have been a “remarkable man” in spite of
the terrible acts Kurtz committed? [Infer]
4. Marlow asks the question “Did he [Kurtz] live his life again in every detail
of desire, temptation, and surrender during that supreme moment of
complete knowledge?” To what moment is Marlow referring? To what
complete knowledge? [Analyze]
5. Class, Colonialism, and the Great War How are the comments made
by the manager with regard to Kurtz’s “unsound methods” hypocritical?
[Analyze]

Literary Element Epiphany Vocabulary Practice

What realization does Marlow have when he speaks to Identify whether each set of paired words have the
Kurtz’s cousin, his colleague, and his fiancée? [Analyze] same or the opposite meaning.
1. abscond and remain

2. inexorable and relentless
3. fatalism and choice
4. litany and list
5. odious and joyful
Academic Vocabulary
Some believe that Conrad implies in Heart of
Darkness that some humans are more evolved than
others. In the above sentence, imply means “to suggest
without explicitly stating.” Think about a time when
someone implied something that you had to
interpret. How did you decipher the meaning of what
was implied?
Reading Strategy Compare and

Contrast Imagery
Compare and contrast the imagery used to describe
the two women with whom Kurtz is involved.
[Compare]
H e a rt o f D a rk n e s s and T h e Se c re t Sh a r e r : Pa rt 3 313

Apply Imagery Oral Report
Assignment Review Conrad’s use of imagery in the Oral Report Present a report on an aspect of
Heart of Darkness. Then, write a descriptive essay in European colonialism in Africa.
which you use imagery to evoke an emotional
response in your readers. Prepare Before you begin your research, decide
what part of the topic you plan to make your focus.
Get Ideas Make a word web. In the center, put the Next, develop a list of research questions on this topic.
name of a place or an object significant to you. For example, if you focus on the impact of Belgium’s
Branching out from the center, write emotions, sensory involvement in the African ivory trade in the late
descriptors, quotes, people, and events that you 1800s and early 1900s, one research question might
associate with this object or place. be: “How were the people of the Congo affected by
King Leopold’s participation in the ivory trade?” As you
EXAMPLE: research, be sure to use a variety of reliable and
authoritative sources.
family
sound of Dad Write an outline like the one below to help organize
reunions
calling us to come your research.
to dinner
lily pads Family
Belgium Involvement in Ivory Trade
Cottage taste of A. In Congo
roasted
marshmallows a. Dates of involvement
birch trees b. Motivations for Involvement
swimming in
B. King Leopold
the lake a. Practices of colonizing nations
b. Short and long term consequences of
Make other webs using ideas from your first web. practices on Congo
Think about how one of these significant ideas evokes Report Assemble three or four visual aids—such as
a response in you. Then use strong imagery to bring posters, graphs or images—that are relevant to your
that out. As you write, think about how to evoke a topic. These should either explain the information you
similar emotional response in your reader. are presenting or add new information. Incorporate
them into your outline, so you know when to refer to
EXAMPLE: each one.
Hearing Dad’s lazy call for dinner sift through the
stand of glowing white birch, we dragged ourselves Evaluate Write a paragraph in which you assess how
up off the dock, slung our still-damp towels around effectively you explained your topic, and how well your
our swim-sore shoulders, and trudged up to the incorporated your visual aids into your presentation.
cottage, licking our sun-dried lips for fried fish caught
that morning in the lake.
Give It Structure As you write, establish a controlling

impression. Your use of imagery should evoke an
emotion in your reader.
Look at Language Evaluate your word choices.

Include descriptive words that appeal to the range
of senses.

BEFORE YOU READ: The Secret Sharer

Recall a time when you reached out to a stranger. What were the entries about the novels that you read
circumstances, and how did the person respond? this year.
Have a Discussion
SUMMARIZE
With a partner, discuss the situation. What made you extend yourself?
Build Background
Seeing Double
The literal meaning of the German word doppelganger is “double walker.”
According to German folklore, every living being has a doppelganger—an
exact, but usually invisible, spirit double. Legend has it that seeing one’s
doppelganger is a sign of approaching death. In Norse mythology, a ghostly
double known as a vardoeger may precede the living person in performing
actions, as witnessed by those who know that person. This type of double is
considered less ominous than the doppelganger. In everyday usage, a
doppelganger has come to refer to a double, or look-alike of a person.
In literature, the doppelganger is often a device for revealing a character’s

unconscious desires or internal conflicts. Famous dark doubles appear in
Fyodor Dostoyevsky’s The Double, Edgar Allen Poe’s “William Wilson,” and
Ralph Ellison’s Invisible Man. In stories in which the doppelganger acts as an
“evil twin,” a common application of the device, the double may impersonate
the original person and commit crimes, engage in illicit or deceitful activities,
and ruin or even murder the original person. In science fiction, the genetically
identical clone character is sometimes used as a doppelganger. In The Secret
Sharer, the murderer Leggatt is the captain’s very real doppelganger.
H e a rt o f D a rk n e s s and T h e Se c re t S h a re r: T h e Se cre t Sha re r 315

BEFORE YOU READ: The Secret Sharer

SF_Head
왘 BIG Idea Modernism
compunction [kəm pənk´shən]
Modernist authors were fascinated with the tensions between opposites. This n. uneasiness of mind due to
tension was often explored through the types of characters that authors feelings of remorse or guilt
created. Characters in modernist literature are often complex and contradictory, The little boy revealed that he had
collections of opposing characteristics. no compunction after he refused to
apologize for hitting his sister.
As you read, think about how the characters reveal the modernist fascination
with the tension between opposites. edification [e də fə kā´shən]
n. act of edifying; being edified;
intellectual or moral enlightenment
or improvement
Literary Element Character
Patty chose to enroll in the college
A character is a person portrayed in a literary work. Sometimes in a literary course for her own edification.
work, a main character will have attitudes, beliefs, or behaviors that differ
significantly from another character, called a foil. The foil character serves to insolence [in´sə lənts]
highlight particular characteristics, often flaws, in the main character. In many n. insulting contemptuousness in
speech or conduct
works, the foil character is not the complete opposite of the main character,
but also has similarities to him or her. Andrew’s insolence was revealed
when he told his uncle to shut up.
The characters that serve as foils often stand for ideas, qualities, or figures punctilious [pənk ti´lē əs]
beyond themselves. When these characters clash, the conflict often is adj. strictly attentive to the fine
symbolic of an internal struggle within a person. For example, when a hero points of proper or polite behavior
and a villain clash, this may reveal the internal moral conflict between good Grandma is so punctilious; she
and evil. always makes sure that we don’t
put our elbows on the table.
In The Secret Sharer, one character is the narrator’s foil. As you read, ask
tenacious [tə nā´shəs]
yourself, what qualities does the foil character in The Secret Sharer stand for?
adj. holding or inclined to
Use the graphic organizer on the next page to help you.
hold firmly
The team tenaciously fought to the
end of the game, even though their
Reading Strategy Synthesize best player was injured.
To synthesize means to draw information from multiple sources in order to
come to a conclusion.
The information provided in the Build Background is about Information Evidence Conclusion
the dual nature of human beings, or the doppelganger on Duality
theme. This is an idea that is explored in both Heart of of human
Darkness and The Secret Sharer. nature
As you read, take notes about the dual nature of
humankind. Include in your notes information from the
Build Background, independent research, and the literature
of Conrad. Then, synthesize the information to come to a
conclusion about the duality of human nature. You may
find it helpful to use a graphic organizer like the one to
the right.

ACT IVE READING: The Secret Sharer
The captain, the narrator, and his foil, Leggatt, are with descriptive words and phrases that show how the
similar in many ways and different in others. As you two characters are alike and how they are different.
read The Secret Sharer, fill in the Venn diagram below
Captain Leggatt
Captain and
Leggatt
honorable young dishonorable


Character What do the narrator and He had rather regular features; a good mouth; light eyes under
Leggatt have in common as detailed in somewhat heavy, dark eyebrows; a smooth, square forehead; no growth
these passages? What effect do these on his cheeks; a small, brown mustache, and a well-shaped, round chin.
similarities have on the narrator? His expression was concentrated, meditative, under the inspecting light
of the lamp I held up to his face; such as a man thinking hard in solitude
might wear. My sleeping suit was just right for his size. A well-knit young
fellow of twenty-five at most. He caught his lower lip with the edge of
white, even teeth.
“Yes,” I said, replacing the lamp in the binnacle. The warm, heavy
tropical night closed upon his head again.
“There’s a ship over there,” he murmured.
“Yes, I know. The Sephora. Did you know of us?”
“Hadn’t the slightest idea. I am the mate of her—” He paused and
corrected himself. “I should say I was.”
“Aha! Something wrong?”
“Yes. Very wrong indeed. I’ve killed a man.”
“What do you mean? Just now?”
“No, on the passage. Weeks ago. Thirty-nine south. When I say a
man—”
“Fit of temper,” I suggested, confidently.
The shadowy, dark head, like mine, seemed to nod imperceptibly
above the ghostly gray of my sleeping suit. It was, in the night, as though
I had been faced by my own reflection in the depths of a somber and
immense mirror.
“A pretty thing to have to own up to for a Conway boy,” murmured
my double, distinctly.
“You’re a Conway boy?”
“I am,” he said, as if startled. Then, slowly . . . “Perhaps you too—”
It was so; but being a couple of years older I had left before he joined.
After a quick interchange of dates a silence fell; and I thought suddenly
of my absurd mate with his terrific whiskers and the “Bless my soul—
you don’t say so” type of intellect. My double gave me an inkling of his
thoughts by saying: “My father’s a parson in Norfolk. Do you see me
before a judge and jury on that charge? For myself I can’t see the
necessity. There are fellows that an angel from heaven— And I am not
that. He was one those creatures that are just simmering all the time
with a silly sort of wickedness. Miserable devils that have no business
to live at all. He wouldn’t do his duty and wouldn’t let anybody else do
theirs. But what’s the good of talking! You know well enough the sort
of ill-conditioned snarling cur—”
He appealed to me as if our experiences had been as identical as
our clothes. And I knew well enough the pestiferous danger of such a
character where there are no means of legal repression. And I knew well
enough also that my double there was no homicidal ruffian. I did not
think of asking him for details, and he told me the story roughly in
brusque, disconnected sentences. I needed no more. I saw it all going on
as though I were myself inside that other sleeping suit.

“It happened while we were setting a reefed foresail, at dusk. Reefed Literary Element
foresail! You understand the sort of weather. The only sail we had left to
keep the ship running; so you may guess what it had been like for days. Character How are the narrator and
Anxious sort of job, that. He gave me some of his cursed insolence at Leggatt different? How does the
the sheet. I tell you I was overdone with this terrific weather that seemed narrator react to his recognition of
these differences?
to have no end to it. Terrific, I tell you—and a deep ship. I believe the
fellow himself was half crazed with funk. It was not time for gentlemanly
reproof, so I turned round and felled him like an ox. He up and at me.
We closed just as an awful sea made for the ship. All hands saw it coming
and took to the rigging, but I had him by the throat, and went on
shaking him like a rat, the men above us yelling, ‘Look out! look out!’
Then a crash as if the sky had fallen on my head. They say that for over
ten minutes hardly anything was to be seen of the ship—just the three
masts and a bit of the forecastle head and of the poop all awash driving
along in a smother of foam. It was a miracle that they found us, jammed
together behind the forebitts. It’s clear that I meant business, because
I was holding him by the throat still when they picked us up. He was
black in the face. It was too much for them. It seems they rushed us aft
together, gripped as we were, screaming ‘Murder!’ like a lot of lunatics,
and broke into the cuddy. And the ship running for her life, touch and
go all the time, any minute her last in a sea fit to turn your hair gray only
a-looking at it. I understand that the skipper, too, started raving like the
rest of them. The man had been deprived of sleep for more than a week,
and to have this sprung on him at the height of a furious gale nearly
drove him out of his mind. I wonder they didn’t fling me overboard after
getting the carcass of their precious shipmate out of my fingers. They had
rather a job to separate us, I’ve been told. A sufficiently fierce story to
make an old judge and a respectable jury sit up a bit. The first thing I
heard when I came to myself was the maddening howling of that endless
gale, and on that the voice of the old man. He was hanging on to my
bunk, staring into my face out of the sou’wester.
“ ‘Mr. Leggatt, you have killed a man. You can act no longer as chief
mate of this ship.’ ”
His care to subdue his voice made it sound monotonous. He rested a
hand on the end of the skylight to steady himself with, and all that time
did not stir a limb, so far as I could see. “Nice little tale for a quiet tea
party,” he concluded in the same tone.
One of my hands, too, rested on the end of the skylight; neither did
I stir a limb, so far as I knew. We stood less than a foot from each other.
It occurred to me that if old “Bless my soul—you don’t say so” were to
put his head up the companion and catch sight to us, he would think he
was seeing double, or imagine himself come upon a scene of weird
witchcraft; the strange captain having a quiet confabulation by the wheel
with his own gray ghost. I became very much concerned to prevent
anything of the sort. I heard the other’s soothing undertone.


Synthesize At times, doppelgangers Then stillness again, with the great shadow gliding closer, towering
help to create a sense of balance in higher, without a light, without a sound. Such a hush had fallen on the
the nature of their doubles. This ship that she might have been a bark of the dead floating in slowly under
implies that there is an imbalance the very gate of Erebus.
in the nature of the protagonist. Is “My God! Where are we?”
this true with the narrator of The It was the mate moaning at my elbow. He was thunder-struck, and
Secret Sharer? If so, in what way? as it were deprived of the moral support of his whiskers. He clapped his
hands and absolutely cried out, “Lost!”
“Be quiet,” I said, sternly.
He lowered his tone, but I saw the shadowy gesture of his despair.
“What are we doing here?”
“Looking for the land wind.”
He made as if to tear his hair, and addressed me recklessly.
“She will never get out. You have done it, sir. I knew it’d end in
something like this. She will never weather, and you are too close now
to stay. She’ll drift ashore before she’s round. O my God!”
I caught his arm as he was raising it to batter his poor devoted head,
and shook it violently.
“She’s ashore already,” he wailed, trying to tear himself away.
“Is she? . . . Keep good full there!”
“Good full, sir,” cried the helmsman in a frightened, thin,
childlike voice.
I hadn’t let go the mate’s arm and went on shaking it. “Ready about,
do you hear? You go forward”—shake—“and stop there”—shake—“and
hold your noise”—shake—“and see these head-sheets properly
overhauled”—shake, shake—shake.
And all the time I dared not look towards the land lest my heart
should fail me. I released my grip at last and he ran forward as if fleeing
for dear life.
I wondered what my double there in the sail locker thought of this
commotion. He was able to hear everything—and perhaps he was able to
understand why, on my conscience, it has to be thus close—no less. My
first order “Hard alee!” re-echoed ominously under the towering shadow
of Koh-ring as if I had shouted in a mountain gorge. And then I watched
the land intently. In that smooth water and light wind it was impossible
to feel the ship coming-to. No! I could not feel her. And my second self
was making now ready to ship out and lower himself overboard. Perhaps
he was gone already . . . ?
The great black mass brooding over our very mastheads began to pivot
away from the ship’s side silently. And now I forgot the secret stranger
ready to depart, and remembered only that I was a total stranger to the
ship. I did not know her. Would she do it? How was she to be handled?
I swung the mainyard and waited helplessly. She was perhaps stopped,
and her very fate hung in the balance, with the black mass of Koh-ring
like the gate of the everlasting night towering over her taffrail. What
would she do now? Had she way on her yet? I stepped to the side
swiftly, and on the shadowy water I could see nothing except a faint
phosphorescent flash revealing the glassy smoothness of the sleeping

surface. It was impossible to tell—and I had not learned yet the feel of Reading Strategy
my ship. Was she moving? What I needed was something easily seen, a
piece of paper, which I could throw overboard and watch. I had nothing Synthesize As noted in Introduction to
on me. To run down for it I didn’t dare. There was not time. All at once the Novellas, Conrad only served as a
my strained, yearning stare distinguished a white object floating within a ship captain on one ocean voyage,
during which he wrote The Secret
yard of the ship’s side. White in the black water. A phosphorescent flash
Sharer. Nine years later he published
passed under it. What was that thing? . . . I recognized my own floppy
his novel Lord Jim. In that novel, the
hat. It must have fallen off his head . . . and he didn’t bother. Now I had captain abandons his ship during an
what I wanted—the saving mark for my eyes. But I hardly thought of my accident. Based on that information
other self, now gone from the ship, to be hidden forever from all friendly and this passage, what can you
faces, to be a fugitive and a vagabond on the earth, with no brand of the conclude about the pressures of a ship
curse on his and forehead to stay a slaying hand . . . to proud to explain. captain’s responsibilities?
And I watched the hat—the expression of my sudden pity for his mere
flesh. It had been meant to save his homeless head from the dangers of
the sun. And now—behold—it was saving the ship, by serving me for a
mark to help out the ignorance of my strangeness. Ha! It was drifting
forward, warning me just in time that the ship had gathered sternway.
“Shift the helm,” I said in a low voice to the seaman standing like
a statue.
The man’s eyes glistened wildly in the binnacle light as he jumped
round to the other side and spun round the wheel.
I walked to the break of the poop. On the overshadowed deck all
hands stood by the forebraces waiting for my order. The stars seemed
to be gliding from right to left. And all was so still in the world that I
heard the quiet remark. “She’s round,” passed in a tone of intense relief
between two seamen.
“Let go and haul.”
The foreyards ran round with a great noise, amidst cheery cries. And
now the frightful whiskers made themselves heard giving various orders.
Already the ship was drawing ahead. And I was alone with her. Nothing!
no one in the world should stand now between us, throwing a shadow on
the way of silent knowledge and mute affection, the perfect communion
of a seaman with his first command.
Walking to the taffrail, I was in time to make out, on the very edge
of a darkness thrown by a towering black mass like the very gateway of
Erebus—yes, I was in time to catch an evanescent glimpse of my white
hat left behind to mark the spot where the secret sharer of my cabin and
of my thoughts, as though he were my second self, had lowered himself
into the water to take his punishment: a free man, a proud swimmer
striking out for a new destiny.


If so, then mark up the pages as you “I never thought of that,” I whispered back, even more appalled than
read, or reread, to help with your before at the closeness of the shave, and marveling at that something
note-taking. Develop a shorthand unyielding in his character which was carrying him through so finely.
system, including symbols, that works There was no agitation in his whisper. Whoever was being driven
for you. Here are some ideas: distracted, it was not he. He was sane. And the proof of his sanity was
Underline = important idea continued when he took up the whispering again.
Bracket = text to quote “It would never do for me to come to life again.”
Asterisk = just what you were looking It was something that a ghost might have said. But what he was
for alluding to was his old captain’s reluctant admission of the theory of
suicide. It would obviously serve his turn—if I had understood at all the
view which seemed to govern the unalterable purpose of his action.
“You must maroon me as soon as ever you can get amongst these
look up
islands off the Cambodge shore,” he went on.
“Maroon you! We are not living in a boy’s adventure tale,” I protested.
His scornful whispering took me up.
“We aren’t indeed! There’s nothing of a boy’s tale in this. But there’s
nothing else for it. I want no more. You don’t suppose I am afraid of what
can be done to me? Prison or gallows or whatever they may please. But
you don’t see me coming back to explain such things to an old fellow in
a wig and twelve respectable tradesmen, do you? What can they know
whether I am guilty or not—or of what I am guilty, either? That’s my
affair. What does the Bible say? ‘Driven off the face of the earth.’ Very
well, I am off the face of the earth now. As I came at night so I shall go.”
“Impossible!” I murmured. “You can’t.”
“Can’t? . . . Not naked like a soul on the Day of Judgment. I shall
왘 BIG Idea
freeze on to this sleeping suit. The Last Day is not yet—and . . . you have
Modernism Modernist authors understood thoroughly. Didn’t you?”
were fascinated with the tensions
I felt suddenly ashamed of myself. I may say truly that I understood—
between opposites.
and my hesitation in letting that man swim away from my ship’s side had
been a mere sham sentiment, a sort of cowardice.
evidence of how it expresses the “It can’t be done now till next night,” I breathed out. “The ship is on
Big Idea. the off-shore tack and the wind may fail us.”
“As long as I know that you understand,” he whispered. “But of course
you do. It’s a great satisfaction to have got somebody to understand. You
seem to have been there on purpose.” And I the same whisper, as if we
two whenever we talked had to say things to each other which were not
fit for the world to hear, he added, “It’s very wonderful.”
We remained side by side talking in our secret way—but sometimes
silent or just exchanging a whispered word or two at long intervals. And
as usual he stared through the port. A breath of wind came now and
again into our faces. The ship might have been moored in dock, so gentle
and on an even keel she slipped through the water, that did not murmur
even at our passage, shadowy and silent like a phantom sea.

reduce your notes.
Record
TO THE POINT
Recap

AFTER YOU READ: The Secret Sharer

1. Why did the captain uncharacteristically take the five-hour anchor watch Reread Build Background on
rather than having his subordinates do so? [Analyze] page 315. How did that information
2. Why did Leggatt kill the sailor? Was he justified in doing so? [Infer]
3. Why does the captain pretend to be hard of hearing when talking with the
skipper from the Sephora? [Interpret]
4. What purpose does the captain’s floating hat serve? [Interpret}
5. Modernism How do the narrator and Leggatt reveal the tension of

opposites that is characteristic of Modernist literature? [Analyze]

Literary Element Character Vocabulary Practice

Why do you think that the narrator of this story went Respond to these questions.
so far out of his way to assist Leggatt? [Analyze]
1. Who would you describe as having compunction—
someone who apologizes or someone who
refuses to admit fault?
2. What act that would be described as edifying—

reading a book or watching television?
3. Would someone who is insolent be more likely to

say something insulting or something that is kind?
4. Would a punctilious person be more likely to

put their feet on the table or take their elbows
off the table?
5. Would a tenacious person give up or persevere in

the face of adversity?
Reading Strategy Synthesize

The narrators of Heart of Darkness and The Secret
Sharer are examples of characters that have Academic Vocabulary
doppelgangers as their foils. How does each narrator Leggatt affects the narrator in many ways. In the
react differently to his double? [Compare] preceding sentence, affect means “to influence”. Affect
also has other meanings. For example: The crew could
tell from the narrator’s affect that he was not
confident in his leadership abilities. What do you think
affect means in the preceding sentence? What is the
difference between the two meanings?


Write an Incident Report Write an incident report Performance
describing Leggatt’s murder of a shipmate. Based on Assignment With a group of classmates, dramatize a
the facts provided in the story, describe the incident trial scene in which the captain is charged with aiding
and the means by which he is suspected of having and abetting a crime by harboring a fugitive.
escaped from the ship. Include a description of the
fugitive and any other pertinent information that might Prepare Together, assign a character to each group
lead to his capture. member. One student should act as prosecutor and
another should act as defense attorney. Each should
Jot down some notes here first. use evidence from the story to support his position
and may call on other students to serve as jurors to
render a verdict. Rehearse your dialogue at least once
to make sure that everyone knows his or her part.

Be sure that your chosen body language and tone
of voice match your character.
Evaluate After the performance, get together

with your group and discuss how successful your
performance was and how it might have been
better. Use a chart like the one below to record
your group’s ideas.

improvement
• Dialogue • At times, body

appeared well language was not
rehearsed; used to develop
everyone knew character.
their lines.

Heart of Darkness
from the texts. Write your answers on a separate sheet of paper, but jot
The Hollow Men Miriam

T.S. Eliot Truman Capote
What lines in the poem would you use to characterize In both “Miriam” and The Secret Sharer, the presence
Kurtz? In what ways is Kurtz a hollow man? of a double influences certain characters’ behavior.
Contrast Mrs. Miller’s reaction toward Miriam with the
young captain’s reaction toward Leggatt. In what ways
are their reactions different?
The Negro Speaks of Rivers

Langston Hughes
How is the speaker’s brief description of the Congo
different from Marlow’s depiction of the Congo in The Street
the novella? Octavio Paz
Compare the speaker’s feelings toward his double with
the captain’s feelings toward Leggatt. What emotions
characterize each man’s attitude toward his double?
Vessel of Last Resort

Jeffrey Tayler
How does Marlow’s description of his journey compare
with Taylor’s account? What are some similarities and
differences between the two?

LITERATURE EXCERPT: Shooting an Elephant
All this was perplexing and upsetting. For at One day something happened which in a
that time I had already made up my mind that roundabout way was enlightening. It was a tiny
imperialism1 was an evil thing and the sooner I incident in itself, but it gave me a better glimpse
chucked up my job and got out of it the better. than I had had before of the real nature of
Theoretically—and secretly, of course—I was all imperialism—the real motives for which despotic
for the Burmese and all against their oppressors, governments act. Early one morning the
the British. As for the job I was doing, I hated it subinspector at a police station the other end of
more bitterly than I can perhaps make clear. In a the town rang me up on the phone and said that
job like that you see the dirty work of Empire at an elephant was ravaging the bazaar. Would I
close quarters. The wretched prisoners huddling in please come and do something about it? I did not
the stinking cages of the lockups, the gray, cowed know what I could do, but I wanted to see what
faces of the long-term convicts, the scarred was happening and I got on to a pony and started
buttocks of the men who had been flogged with out. I took my rifle, an old .44 Winchester and
bamboos—all these oppressed me with an much too small to kill an elephant, but I thought
intolerable sense of guilt. But I could get nothing the noise might be useful in terrorem.5 Various
into perspective. I was young and ill-educated and Burmans stopped me on the way and told me about
I had had to think out my problems in the utter the elephant’s doings. It was not, of course, a wild
silence that is imposed on every Englishman in the elephant, but a tame one which had gone “must.”6
East. I did not even know that the British Empire It had been chained up, as tame elephants always
is dying, still less did I know that it is a great deal are when their attack of “must” is due, but on the
better than the younger empires that are going to previous night it had broken its chain and escaped.
supplant it. All I knew was that I was stuck Its mahout,7 the only person who could manage it
between my hatred of the empire I served and my when it was in that state, had set out in pursuit,
rage against the evil-spirited little beasts who tried but had taken the wrong direction and was now
to make my job impossible. With one part of my twelve hours’ journey away, and in the morning the
mind I thought of the British Raj2 as an elephant had suddenly reappeared in the town.
unbreakable tyranny, as something clamped down, The Burmese population had no weapons and were
in saecula saeculorum,3 upon the will of prostrate4 quite helpless against it.
peoples; with another part I thought that the It had already destroyed somebody’s bamboo
greatest joy in the world would be to drive a hut, killed a cow, and raided some fruit-stalls and
bayonet into a Buddhist priest’s guts. Feelings like devoured the stock; also it had met the municipal
these are the normal by-products of imperialism; rubbish van and, when the driver jumped out and
ask any Anglo-Indian official, if you can catch him took to his heels, had turned the van over and
off duty. inflicted violences upon it.
1 Imperialism is the policy of extending a nation’s authority by 5 The Latin phrase in terrorem means “to terrify.”
acquisition of territory 6 Here, must refers to the state of frenzy a male animal
2 British Raj (räj) refers to the British Empire in the East; raj is a periodically undergoes during mating season.
Hindu word meaning “rule.” 7 A mahout (m hout’) is an elephant keeper.
e
3 In saecula saeculorum means “forever and ever.”
4 Here, prostrate means “completely overcome”; “helpless.”

Compare the novella you have just read to the literature selection at the left, TALK ABOUT IT
“Shooting an Elephant” by George Orwell, in Glencoe Literature. Then answer Heart of Darkness and “Shooting an
the questions below. Elephant” both address colonialism.
Compare and contrast the commentary
that each piece of literature makes
Compare & Contrast about colonialism. As you are
discussing, take notes on the
1. Epiphany Is the narrator’s epiphany in “Shooting an Elephant” reminiscent
contributions made by your classmates.
of the one experienced by Marlow in Heart of Darkness? Explain.
2. Imagery How does the imagery that Orwell uses to reveal the
“by-products of colonialism” compare with those that Conrad uses
in Heart of Darkness?
3. Figurative Language How do Orwell and Conrad use symbols to achieve

a particular purpose?

Persuasive Essay UNDERSTAND THE TASK

• When you argue in a persuasive
Argue a Position In both Heart of Darkness and The Secret Sharer, Conrad essay, you use logic or reason to
try to influence a reader’s ideas
investigates the idea that humankind has a dual nature—people are often both
or actions.
rational and irrational, good and evil, and brave and cowardly. Write a
persuasive essay on this topic, arguing for or against the idea that everyone
has a dual nature.
Grammar Tip
Prewrite Fill in a chart with evidence that supports your argument. Make Italics
another chart with opposing arguments and evidence to refute those arguments. Use italics for the titles of books,
lengthy poems, plays, films,
Argument Evidence television series, paintings and
sculptures, long musical
People do have a dual nature. Sammy Sosa donates to many compositions, court cases, names
Some people are capable of charities, particularly those of newspapers and magazines,
good and evil. that help children in his native ships, trains, airplanes, and
spacecraft. Also, italicize foreign
country of the Dominican words and expressions. Finally,
Republic. However, he was also italicize words, letters, and
caught using a corked bat, numerals used to represent
which is considered cheating themselves.
by Major League Baseball.
EXAMPLE:
I saw the movie Life is Beautiful
and heard the actors use the Italian
word ciao.
Argument Evidence
People do not always have Hitler, who killed over six
a dual nature. There are million Jewish men, women,
examples of people who could and children, could be said to
be considered totally evil, who be entirely evil.
seem to have only one side to
their nature.
Draft Begin with your thesis. Your body paragraphs should all have topic
sentences related to the thesis. Use evidence from your chart as support.
Address opposing arguments in a separate paragraph. Conclude by restating
your thesis.
Revise Exchange papers with a partner and evaluate his or her paper.
Is the argument logical and well-supported? Does the essay refute
counter-arguments? Does the essay include persuasive techniques?
Revise your essay based on the comments you receive.

Nectar in a Sieve
Kamala Markandaya
N e ct a r i n a Sie v e 331
Nectar in a Sieve
Kamala Markandaya
believes that rebellion against fate, poverty, and

“ India’s life is in her villages; they are her heart,
they are her calm, and Nectar in a Sieve is
misery is the nobler option.
written from that heart.

” Suffering and Hope Markandaya also explores
the role of hope in the face of suffering. The
—British author Rumer Godden novel’s title seem to imply that Markandaya regards
hope as necessary to life. Without it, life cannot
How does an author perform the magic of making continue.
you experience the world from the point of view
of someone else? What does it take to allow you to Love is another important theme in Nectar in a
enter into the mind and heart of someone you will Sieve. The characters’ love for one another keeps
never have the opportunity to meet? How do you their family together despite their desperate
develop sympathy and understanding for someone poverty. The faith they have in one another
whose experiences may be vastly different from is tested severely by the tragedies they endure.
your own? Nevertheless, the bonds linking them are stronger
than the outside forces of nature, society, and
Reading Nectar in a Sieve will help you answer other people.
these questions. The novel’s characters are mostly
southern Indian tenant farmers whose homes Finally, in Nectar in a Sieve, Markandaya
are one-room mud huts, with no running water, examines the tensions caused by the coming of
electricity, or heat. They grow their own food and modernization and industrial progress. Using
cook their meals over dung fires. When, and if, one powerful symbol, she shows the effects of the
rain falls determines whether they will have plenty modern world on village life in southern India.
or be in need. Usually, they are so busy providing Some of the characters adapt successfully to the
for themselves and their families that they cannot inevitable changes that ensue; others are crushed
afford to be concerned with governments, politics, by them.
or other aspects of the wider world. Almost all
marriages are arranged. British Rule in India The novel takes place in
the author’s native southern India. Most of the
The Role of Fate Most of the characters in Nectar action occurs in an unnamed village, while scenes
in a Sieve exhibit an unquestioning acceptance of in the second part of the book are set in a city.
fate, or their destiny. This feeling of acceptance Although the author does not give a specific
runs throughout the novel. In fact, it is one of the timeframe, the novel seems to be set a few years
important dividing lines between the different after India gained its independence from the
characters. To create tension and develop themes, British in 1947. India had been essentially under
Kamala Markandaya focuses on how characters British control since the early eighteen hundreds.
address the issue of fate. Faced with a change from The British believed that they were helping the
the outside that threatens to alter their way of life Indian people by providing India with railroads,
forever, one of the characters says, “Bend like the irrigation projects, and the cessation of civil war.
grass, that you do not break.” Another character India was, in fact, developing at a very fast pace.
strongly disagrees with this advice. “You must cry With improvements in education, an active
out if you want help,” he argues. “It is no use Western-educated group of Indians began to
whatsoever to suffer in silence.” This character emerge, calling for the representation of Indian

interests in government. In 1885 the Indian between India and Pakistan. Deaths caused by
National Congress, a broadly based political party, civil strife numbered in the hundreds of thousands.
was formed. In 1914 Mahatma Gandhi returned to Continuing conflicts, refugee resettlement, and
India after a prolonged stay in South Africa and inadequate resources were but a few of the
eventually became head of the party. Under hindrances to economic and political stability.
Ghandi’s leadership, the party pushed for Indian India’s new prime minister, Jawaharlal Nehru,
independence, using a strategy of passive believed strongly in economic planning. In the
noncooperation. In 1947 the Indian National early 1950s, most of India’s funds were spent on
Congress took over the government following the rebuilding railroads, irrigation systems, and canals.
departure of the British. The separate state of Food production rose between 1951 and 1961, but
Pakistan was created out of the predominately population rose even more. As a result, economic
Muslim northwestern and northeastern portions benefits went mostly to the large landowners and
of India. the elite upper class. The rest of the population
remained landless and unemployed, with an
The period following independence was fraught inadequate food supply, poor housing conditions,
with problems stemming from the partition and a very low literacy rate.
Commonwealth Writers
Kamala Markandaya is often to Britain, the United States, or of the twentieth century. Nigerian
grouped with many other other countries, while others have Wole Soyinka, West Indian Derek
writers under the heading of remained in their homelands or Walcott, South African Nadine
Commonwealth writers. This have returned home after Gordimer, and Australian Patrick
term refers to writers born in traveling abroad. Among the White have all won the Nobel
countries that were formerly common themes addressed by Prize for Literature. Other
British colonies and are now many of these writers are the commonwealth writers include
members of the economic and conflict between traditional and Brian Moore and Mordecai Richler
political alliance known as the modern ways of life, the effects of of Canada; V. S. Naipaul and
British Commonwealth. Most of colonialism on colonized peoples, Samuel Selvon of Trinidad and
these writers either speak English and the outsider status of persons Tobago; Chinua Achebe of Nigeria;
as their native language or have who choose to distance themselves Doris Lessing of Zimbabwe;
chosen to write in English as a from their native traditions. Alan Paton of South Africa; and
way of reaching more readers. Kamala Markandaya, R. K. Narayan,
Some Commonwealth writers have Commonwealth writers include Anita Desai, Raja Rao, and
emigrated from their homelands some of the most famous authors Salman Rushdie of India.
Ne ct a r i n a Sie v e 333
MEET TH E AUTHOR
Kamala Markandaya (1924–2004)
“The eyes I see with are still Indian eyes.” in southern India. Tensions between the old and
the new rise as the dam threatens to harness nature
—Kamala Markandaya and destroy ancestral land. In The Nowhere Man
(1972), Markandaya uses her own experiences as
Kamala Markandaya was born in the southern
an Indian immigrant in London to tell the story
Indian city of Bangalore in 1924. Her real name
of a young student who suffers from the racism
is Kamala Purnaiya Taylor. She was born a
of English thugs. In Two Virgins (1973), she
Brahmin—the highest caste, or social category, of
describes the lives of two Indian peasant girls,
traditional Hindu society. After studying at the
one of whom chooses life in the city, while the
University of Madras, she took a job writing for a
other remains in the village. Relations between
small newspaper. Although she was born in a city,
the British and their Indian colonial subjects
she came to know the villages and rural areas,
around the beginning of the twentieth century are
where the majority of India’s people live. In 1948,
the focus of The Golden Honeycomb (1977). In
when she was twenty-four, she moved to England.
Shalimar (1982), an international corporation’s
Later she married an Englishman and had one child.
decision to build an exclusive resort along the
Immediate Success Nectar in a Sieve was the unspoiled beaches of southern India threatens
first of her novels to be published, although it was the livelihood of local fisherman.
the third one she had written. When it appeared
Markandaya has been acclaimed by critics for her
in 1954, the novel was greeted as a masterful
ability to craft a precise, well-written story. Charles
picture of life in the unfamiliar world of India’s
Larson wrote of the author:
villages. It became a worldwide bestseller and was
translated into seventeen languages. In her next
Markandaya is a rare kind of magician—she knows
novel, Some Inner Fury (1955), Markandaya
how to control the tension in every scene, in every
explores the relationship of an educated Indian
incident . . . , often by nothing more than a word or
woman and her English sweetheart. In A Silence
two which cancel out everything that has been said in
of Desire (1960), she returns to one of the themes
a previous scene or conversation.
of Nectar in a Sieve, the tension between traditional
Indian attitudes and modern Western views. In Although Markandaya lived in England her
A Handful of Rice (1966), Markandaya revisits the entire adult life, she had visited India frequently.
village life of Nectar in a Sieve with the story of There, she gathered background information
a young boy who endures poverty and finally and other material for her novels. Some Indian
escapes from his village to the city and its shadowy readers criticized her for losing touch with her
underworld. roots by choosing to live in another country, but
she disagreed. She claimed that her long residence
Tensions Between East and West, Old
in England and self-chosen role as an outsider gave
and New In The Coffer Dams (1969), Markandaya
her more objectivity and allowed her to examine
again takes up a theme of her first published novel
without prejudice the society, customs, and
as Western and Indian engineers try to build a dam
character of her native land.


What do you value the most in life? Friends? Family? Personal possessions? entries about the novels that you read
Something else? this year.

WRITE THE CAPTION
In your journal, briefly describe what you consider the most important thing
in life.
Build Background
India and Its Climate
A monsoon is a major wind system that changes direction at certain times of
the year. The change in wind direction is caused primarily by the difference in
temperature between the ocean and the land. In summer, for example, the
monsoon winds blow from the colder ocean to the warmer land. Monsoons
bring drastic changes in weather, including rainfall. They can occur in both
summer and winter and bring dry or wet weather. In India the summer
monsoon brings most of the annual rainfall in most parts of the country, and
thus is critically important to agriculture. When the monsoon fails to bring
enough rain, crops suffer. India’s monsoon climate creates three seasons:
One, hot and dry; one, hot and humid; and one, cool and dry.
N e c t a r i n a S i e v e : Ch a p te r s 1 –1 3 335

SF_Head
왘 BIG Idea Colonialism and Postcolonialism
injunctions [in junk´shənz]
British colonialism brought with it the employment, wealth, and pollution of n. restrictions; limitations imposed
the Industrial Revolution. Rural and quiet villages across the world suddenly on a person’s or institution’s
became industrial centers. freedom
Being grounded was only one of
When the tannery comes to Rukmani’s village, it marks the entrance of his injunctions; he also couldn’t
industrialization to her rural Indian life. As you read, consider how the tannery watch TV, use the computer, or play
changes Rukmani’s life and ask yourself if it is for the better, or the worse. video games.
ravenous [rav´ə nəs]

adj. extremely hungry
Literary Element Point of View
She forgot her lunch today, and by
The point of view of a story is the relationship the narrator has to the story. dinner she was ravenous.
This affects the perspective from which the story is told.
reproach [ri prōch´]
Point of view is important to recognize because it can differ from story to story. adj. to blame; to criticize
In a story told from first-person point of view, the narrator is a character in They loudly reproached the coach
the story and uses the words I and me. It is only through first-person point of for the losing season.
view that the reader can know the narrator’s every feeling and thought. solace [solís]
n. comfort
As you read, consider why Kamala Markandaya chose to use first-person point The two-year-old found great solace
of view to tell Rukmani’s story. How does this choice help to establish the in his worn blanket.
theme of individual struggle? Pay close attention to how Rukmani’s use of a
first-person narrator helps to establish her character’s dignity and depth. taciturn [tas´ə turn]
adj. silent; reluctant to talk
He was considered a taciturn man;
Reading Strategy Analyze Conflict he rarely spoke, and when he did,
he used few words.
Conflict is the central struggle between two opposing
forces in a story. Conflict can be external, when a
character struggles against some outside force, like
another person, nature, society, or fate; or it may be Character Accepts Actions
internal, when a character struggles against forces Fate or that Show
within him or herself.
Rejects Fate Acceptance
When you analyze conflict, you determine the
or Rejection
essential features of conflict in a story in order to
determine what the central conflict is, or what different
levels of conflict the story contains. Recognizing and
noting the levels of conflict in a story will give you a
better idea of the author’s purpose as well as the
different themes in the story.
In Chapters 1 through 13, play close attention to the conflict which centers
around fate and destiny. How do the characters’ opinions of their fate differ?
What actions do characters use to either accept or reject their destiny? You
may find it helpful to use a graphic organizer like the one to the right.

In a work of literature, any struggle between two conflict exist. As you read, use the chart on this page
opposing forces is called a conflict. An external conflict to keep track of the various types of external conflict
exists when a character struggles against some outside and note examples. Write down words and phrases
force—society, nature, fate, or another person. In this that describe each conflict.
section of Nectar in a Sieve, several types of external
External Conflict Examples and Description
Against society Rukmani is unable to marry a rich man because

she does not have a large dowry.

Point of View How does the I kept Ira as long as I could but when she was past fourteen her
first-person point of view help us marriage could be delayed no longer, for it is well known with what speed
to see Rukmani as a strong and eligible young men are snapped up; as it was, most girls of her age were
noble character in this excerpt? already married or at least betrothed. The choice of go-between was not
easy to make: Kali was the nearest to hand and the obvious one, but she
was garrulous and self-opinionated: rejection of the young man she
selected would involve a tedious squabble. Besides, she had sons of her
own and might well consider them suitable husbands, which I certainly
could not, for they owned no land. Old Granny, on the other hand,
would be the ideal go-between: she was old and experienced, knew very
well what to look for and never lacked patience; but for some years now
I had not traded with her and she might with every justification refuse to
act for me. But in the end it was to her I went.
“A dowry of one hundred rupees,” I said. “A maiden like a flower. Do
your best for me and I shall be ever in your debt. This I ask you,” I said,
looking straight at her, “although Biswas takes my produce and for you
there has been nothing.”
“I bear you no grudge, Rukmani,” she replied. “Times are hard and we
must do what we can for ourselves and our children. I will do my best.”
Thereafter never a week went by but she brought news of this boy or
that, and she and I and Nathan spent long hours trying to assess their
relative merits. At last we found one who seemed to fulfill our
requirements: he was young and well favoured, the only son of his father
from whom he would one day inherit a good portion of land.
“They will expect a large dowry,” I said regretfully. “One hundred
rupees will not win such a husband, we have no more.”
“She is endowed with beauty,” Old Granny said. “It will make up for a
small dowry—in this case.”
She was right. Within a month the preliminaries were completed,
the day was fixed. Ira accepted our choice with her usual docility; if she
fretted at the thought of leaving us and her brothers she showed no sign.
Only once she asked a little wistfully how frequently I would be able to
visit her, and, although I knew such trips would have to be very rare
since her future home lay some ten villages away, I assured her not a year
would pass without my going to see her two or three times.
“Besides, you will not want me so often,” I said. “This home, your
brothers, are all you have known so far, but when you have your own
home and your own children you will not miss these. . . .”
She nodded slightly, making no comment, yet I knew how bruised she
must be by the imminent parting. My spirit ached with pity for her, I
longed to be able to comfort her, to convince her that in a few months’
time her new home would be the most significant part of her life, the rest
only a preparation . . . but before this joy must come the stress of parting,
the loneliness of beginning a new life among strangers, the strain of the
early days of marriage; and because I knew this the words would not
come. . . .

Wedding day. Women from the village came to assist. Janaki, Kali, Literary Element
many I hardly knew. We went with Ira to the river and, when she was
freshly bathed, put on her the red sari I had worn at my own wedding. Its Point of View According to this
rich heavy folds made her look more slender than she was, made her look passage, what are some of Rukmani’s
a child. . . . fears and regrets? What actions show
her dignity even amidst her poverty?
I darkened her eyes with kohl and the years fell away more; she was so
pitifully young I could hardly believe she was to be married, today.
The bridegroom arrived; his parents, his relatives, our friends, the
priests. The drummer arrived and squatted outside awaiting permission to
begin; the fiddler joined him. There should have been other musicians—
a flautist, a harmonium player, but we could not afford these. Nathan
would have nothing we could not pay for. No debts, he insisted, no debts.
But I grudged Ira nothing: had I not saved from the day of her birth so
that she should marry well? Now I brought out the stores I had put by
month after month—rice and dhal and ghee, jars of oil, betel leaf, areca
nuts, chewing tobacco and copra.
“I didn’t know you had so much,” said Nathan in amazement.
“And if you had there would be little enough,” I said with a wink at
the women, “for men are like children and must grab what they see.”
I did not wait for his retort, hearing only the laughter that greeted his
sally, but went out to speak to the drummer. Arjun, my eldest son, was
sitting next to the man, cautiously tapping the drum with three fingers as
he had been shown.
“There is plenty of food inside,” I said to him. “Go and eat while
there is still some left.”
“I can eat no more,” he replied. “I have been feasting all day.”
Nevertheless he had made provision for the morrow: I saw in his lap
a bundle bulging with food; sugar syrup and butter had soaked through
the cloth patchily.
“Join your brothers,” I said, hoisting him up. “The drummer is going
to be busy.”
He ran off, clinging tightly to his bundle. The wedding music began.
Bride and groom were sitting uneasily side by side, Ira stiff in the heavy
embroidered sari, white flowers in her hair, very pale. They did not look
at each other. About them were packed some fourteen or fifteen people—
the hut could hold no more. The remainder sat outside on palm leaves
the boys had collected.
“What a good match,” everybody said. “Such a fine boy, such a
beautiful girl, too good to be true.” It was indeed. Old Granny went
about beaming: it was she who had brought the two parties together; her
reputation as a matchmaker would be higher than ever. We none of us
could look into the future.

Analyze Conflict What external Kali’s hut had been completely destroyed in the last final fury of the
conflicts are evident in this excerpt? storm. The roof had been blown away bodily, the mud walls had
What are some examples of these crumbled.
conflicts? “At least it stood until the worst was over,” said Kali to me, “and by
God’s grace we were all spared.” She looked worn out; in the many years I
had known her I had never seen her so deflated. She had come to ask for
some palm leaves to thatch the new hut her husband was building; but I
could only point to the blackened tree, its head bitten off and hanging by
a few fibres from the withered stump.
“We must thatch our roof before the night,” I said. “The rains may
come again. We need rice too.”
Nathan nodded. “We may be able to buy palm leaves in the village—
also rice.”
He went to the granary in a corner of which the small cloth bundle of
our savings lay buried. It had been heavy once, when we were newly
married: now the faded rag in which it was tied was too big and the ends
flapped loosely over the knot. Nathan untied it and counted out twelve
rupees.
“One will be enough,” I said. “Let us go.”
“I will take two. We can always put it back.”
In the village the storm had left disaster and desolation worse than
on our own doorstep. Uprooted trees sprawled their branches in ghastly
fashion over streets and houses, flattening them and the bodies of men
and women indiscriminately. Sticks and stones lay scattered wildly in
angry confusion. The tannery stood, its bricks and cement had held it
together despite the raging winds; but the workers’ huts, of more flimsy
construction, had been demolished. The thatch had been ripped from
some, where others stood there was now only a heap of mud with their
owners’ possessions studding them in a kind of pitiless decoration. The
corrugated-iron shacks in which some of the men lived were no more:
here and there we could see the iron sheets in unexpected places—
suspended from tree tops, or blown and embedded on to the walls of
houses still left standing. There was water everywhere, the gutters were
overflowing into the streets. Dead dogs, cats and rats cluttered the
roadside, or floated starkly on the waters with blown distended bellies.
People were moving about amid this destruction, picking out a rag
here, a bundle there, hugging those things that they thought to be theirs,
moving haltingly and with a kind of despair about them. People we knew
came and spoke to us in low voices, gesturing hopelessly.
“Let us go,” I said. “It is no good; we will come back later.”
We turned back, the two rupees unspent. Our children came running
out to meet us, their faces bright with hope.
“The shops are closed or destroyed,” I said. “Go inside. I will get you
some gruel presently.”
Their faces faded; the two younger ones began crying listlessly from
hunger and disappointment. I had no words to comfort them.

At dusk the drums of calamity began; their grave, throbbing rhythm Reading Strategy
came clearly through the night, throughout the night, each beat, each
tattoo, echoing the mighty impotence of our human endeavour. I Analyze Conflict What internal conflict
listened. I could not sleep. In the sound of the drums I understood a vast is evident in these two passages? How
pervading doom; but in the expectant silences between, my own disaster do the characters’ internal conflicts
reflect their ideas on their external
loomed larger, more consequent and more hurtful.
conflict with fate and destiny? Give
We ventured out again when the waters had subsided a little, taking
examples to support your answer.
with us as before two rupees. This time things were somewhat better; the
streets were clear, huts were going up everywhere. My spirits rose.
“To Hanuman first for rice,” said Nathan, excited. “The gruel we have
been swallowing has been almost plain water these last few days.”
I quickened my steps: my stomach began heaving at the thought
of food.
Hanuman was standing in the doorway of his shop. He shook his
head when he saw us. “You have come for rice,” he said. “They all come
for rice.
I have none to sell, only enough for my wife and children.”
“And yet you are a merchant who deals in rice?”
“And what if so? Are you not growers of it? Why then do you come
to me? If I have rice I do not choose to sell it now; but I have told you,
I have none.”
“We ask for only a little. We will pay for what we have—see, here is
the money.”
“No, no rice, but—wait . . . they say Biswas is selling . . . you can
try. . . .”
To Biswas. “We come for rice. Look, here is our money.”
“Two rupees? How much do you think you can buy with two rupees?”
“We thought—”
“Never mind what you thought! Is this not a time of scarcity? Can
you buy rice anywhere else? Am I not entitled to charge more for that?
Two ollocks I will let you have and that is charity.”
“It is very little for two rupees—”
“Take it or leave it. I can get double that sum from the tanners, but
because I know you—”
We take it, we give up the silver coins. Now there is nothing left for
the thatching, unless we use a rupee or two from the ten that remain in
the granary.
I put the rice in my sari, tuck the precious load securely in at the
waist. We turn back. On the outskirts of the village there is Kenny. His
face is grim and long, his eyes are burning in his pallid face. He sees us
and comes up.
“You too are starving, I suppose.”
I tap the roll at my waist—the grains give at my touch.
“We have a little rice—it will last us until times are better.”
“Times are better, times are better,” he shouts. “Times will not be
better for many months. Meanwhile you will suffer and die, you meek
suffering fools. Why do you keep this ghastly silence? Why do you not
demand—cry out for help—do something? There is nothing in this
country, oh God, there is nothing!”

If so, then mark up the pages as you The rest of the week they worked at the tannery, going there soon after
read, or reread, to help with your daybreak and not coming back until it was dark. By the time they had
note-taking. Develop a shorthand entered their late teens they were earning good wages: a rupee for each day’s
system, including symbols, that works work, and without fail they would hand me their earnings, keeping nothing
for you. Here are some ideas: back for gaming or whoring as many of the lads did. Each morning I cooked
Underline = important idea rice for them, sometimes dhal or vegetables as well, which they took with
Bracket = text to quote them to eat at midday; and when they came home I gave them rice water
Asterisk = just what you were looking and dried fish, sometimes a little buttermilk or perhaps even a few plantains
for I had kept from selling. But from what they gave me I had also to buy
clothes for them, for they were expected to put on shirts over their
loincloths, and red turbans on their heads, so that although we had full
bellies and were well clothed, there was not much left over, and the hope
look up
I secretly cherished of putting by some money for Ira soon withered; and
when it finally died I recovered my peace of mind and was happy enough.
If there was nothing to be done in the fields Nathan would accompany
me when I went to market. This happened so seldom that it was always an
occasion, and to round it off we would go to the tannery to see our sons.
They invariably came out at midday for their meal, and we would sit with
them for a few minutes, talking while they ate their rice and enjoying the
rest. Then one day—a bright, soft morning with a whisper of rain in it—we
got there to find the gates closed and guards posted along the iron railings
that encircled the compound.
Midday, mid-afternoon, still no sign of the workers. At last I pluck up
courage to enquire of the guards—it needs courage, for they are in uniform,
and have lathis strapped to their wrists.
왘 BIG Idea
The first one is surly. “Begone! I have no time for idle women!”
Colonialism and Postcolonialism The next swings his lathi jauntily; he does not know anything, he will
The simplicity of life in rural India
not say.
is interrupted with the arrival of
So to the next. He is a big, hefty fellow, and he looks down at me and
industries. How has the tannery
both improved and complicated
says there has been trouble—the workers will not be out today—no, not
life for Rukmani’s family? even to eat.
My knees turn to water. “What trouble?” I stammer. “Are my sons in it?”
Mark up the excerpt, looking for He shakes his head, he does not know.
evidence of how it expresses the My husband is behind me. He supports me a little with his arm and we
Big Idea. go home. And wait. At last they come, long after dusk, with the faces of
angered men, though neither is yet twenty.
“What has happened?” we ask with trepidation. They are still our sons,
but suddenly they have outgrown us.
“Trouble,” they say. “We asked for more money and they took from us
our eating time.”
I bring out some dried fish and rice cakes. They are ravenous. “More
money?” I say, “What for? Do they not pay you well already?” “What for?”
one echoes. “Why, to eat our fill, and to marry, and for the sons we shall
beget.” And the other says, “No, it is not enough.”
I do not know what reply to make—these men are strangers. Nathan
says we do not understand, we must not interfere: he takes my hand and
draws me away. To his sons he is gentle.
Into the calm lake of our lives the first stone has been tossed.

reduce your notes.
Record
TO THE POINT
Recap

1. What does Rukmani see decorating the entrance to her new home when Reread Meet the Author on
she first arrives with Nathan? In what condition are the decorations? What page 334. How did that information
might the condition represent, or symbolize? [Interpret] help you understand or appreciate
2. How does Rukmani feel when she is told that her baby is female? Why
does she feel this way? What does her reaction suggest about the status
of Indian women at the time? [Infer]
3. Contrast Rukmani’s response to the coming of the tannery with that of the
other women in the village. Who do you think is right? Why? [Compare]
4. Why do Arjun and Thambi go to work in Ceylon? What does their decision
say about them? How do Rukmani’s feelings contrast with those of her
sons? [Analyze]
5. Colonialism and Postcolonialism What are some of the positive

changes the tannery has brought to the village? What are some negative
changes? Do you think the new industry in the village is good or bad?
What does Markandaya seem to be arguing? [Analyze]

Literary Element Point of View Vocabulary Practice

How might your feelings regarding Rukmani and Studying the etymology, or origin and history, of a
her family be different if the story was narrated from word can help you better understand and explore its
Kenny’s point of view? What would the reader lose if meaning. Create a word map, like the one below, for
Kenny was the narrator? What would the reader gain? each of these vocabulary words from the selection.
[Infer] Use a dictionary for help.
injunctions reproach
solace taciturn
ravenous
EXAMPLE: scripture
Definition: any sacred writing
Etymology: Latin scriptura means or book “writing”
Sample Sentence:
Ameena follows the scripture of the Muslim faith.
Academic Vocabulary
Rukmani consults with Kenny for help with her
infertility. To become more familiar with the word
consult, fill out the graphic organizer below.
definition synonyms
Reading Strategy Analyze Conflict
Name at least three different conflicts in the text so
far. They can be either external or internal. Which do
you believe is most influential in the characters lives?
[Classify] similarities
sentence/
antonyms image
Writing Connect to Content Areas

Write a Personal Response What were your Social Studies
thoughts at the end of this section? Would you have Assignment Use the Internet and the library to
made the same decision that Rukmani and Nathan research what life is like in India today. Consider the
made? Why or why not? culture, religion, and lifestyles that are common to its
population in both rural and urban settings. Prepare a
Jot down some notes here first. written report that details your findings.
Investigate Begin by identifying your research questions.

What is modern-day India like? What are common
customs, religions, and lifestyles of the people of India?
How do the people in rural and urban India live? How
is traditional life affected by industrialized life? Come up
with at least three more questions that you will seek to
answer in your research.
As you research, look for reliable sources that are

appropriate to the topic. Find sources that reflect various
perspectives. As you take notes, organize your source
information into a correctly formatted bibliography
which you will turn in with your report.
Create Organize and compare the information

(specific data, facts, and ideas) you have compiled
by using a Venn diagram like the one below:
Industrialized Both Traditional

India India
Report Using the most relevant details you have

found in various sources, report how industrialized and
traditional India compare, including comparisons of
rural and urban India. Be sure that each paragraph is
focused on one idea, and that specific examples, as
well as correctly formatted quotations from different
sources, are included to support your research. Include
a correctly formatted bibliography of your sources
along with your report.


“The squeaky wheel gets the grease” is an old saying. What does this entries about the novels that you read
saying mean? this year.
Make a Chart
SUMMARIZE
Create a list of examples, from your personal experience or from history, of
“squeaky wheels” who spoke up for their rights. Did these people get what
they wanted?
Build Background
The Hindu Religion
Most of the characters in Nectar in a Sieve are followers of Hinduism, one
of the world’s major religions. Hinduism developed in India between 1400
and 500 B.C. as a blending of the beliefs of the Aryan invaders and the native
people. Today Hindus live in many countries, including India, Nepal, Sri Lanka,
Malaysia, Guyana, Suriname, and Trinidad and Tobago. More than 1.2 million
Hindus live in the United States.
Hinduism is a polytheistic religion, which means that Hindus worship many

gods. These gods are the separate forms of a single god called Brahma
(or universal spirit). The three major Hindu deities are Vishnu, Shiva, and
Shakti. Hindu worship practices center less around public group activities than
on private rituals, usually performed in the home for important events like
marriages, births, and deaths. Hinduism’s holy scriptures include the Vedas, a
collection of important rituals and commentaries, and a series of epic poems
and stories about gods and heroes.
Among the important beliefs of Hinduism is samsara, the idea that all life
is a series of births, deaths, and rebirths, influenced by the moral purity of a
person’s behavior and attention to religious rituals, called karma. Karma is
sometimes explained as the law of moral cause and effect. By following
proper rituals, doing good deeds, and maintaining purity of thought and action,
people can improve and be reborn into a higher, more spiritual kind of life.
Hinduism places great emphasis on performing one’s duty to the gods as well
as to other people. One’s duty is, in turn, dependent on one’s place in society.
Hindu society has traditionally been divided into groups, called castes, based
on heredity, which determine a person’s occupation and status. Notice how,
in the novel, acceptance of one’s place in society becomes a source of both
comfort and conflict.
N e c t a r i n a S i e v e : Ch a p te r s 1 4 –2 3 347

SF_Head
왘 BIG Idea Globalization
cleave [klēv]
Kamala Markandaya lived and wrote in Great Britain, but was born in India. v. to cut
Nectar in a Sieve reflects an increasingly globalized world, as colonization, He used his machete to cleave a
trading, and industry caused different parts of the world to interact with and path through the thick jungle.
rely on each other.
exuberant [i z¯ oo´bər ənt]
As you read, look for the ways in which Rukmani is forced to interact with adj. joyfully enthusiastic
others she would never have before in a less globalized world. How does When she heard that she won the
meeting and learning from such different people affect her? trip to Jamaica, she was exuberant.
furtively [fur´tiv lē]

adv. secretively
Literary Element Voice He furtively crept up to his room,
Voice is the distinctive use of language that conveys the author’s or narrator’s hoping not to wake his parents.
personality to the reader. Voice is often determined by elements of style such
malignant [mə lińənt]
as figurative language, diction, and tone.
adj. evil
He was a malignant ruler, one who
Many times people will either like or dislike a piece of literature because of
killed ruthlessly and paid attention
the author or the narrator’s voice. It stands out to the reader, in the same way
only to his personal gain.
the personality of a new acquaintance may stand out to you. In many ways,
the author or narrator’s voice is like the personality of the book. taper [tā´pər]
n. candle
As you read, think about the “personality” of Nectar in a Sieve. Pay attention The taper had been glowing
to the words chosen by the writer, the language and the tone that are used. all night long and was nearly
What is Markandaya’s voice as a writer like? What is Rukmani’s voice as a burned out.
narrator like? Use the graphic organizer on the next page to help you look at
elements of voice in the novel.
Scene Picture Writing

Reading Strategy Visualize Created Strategies
To visualize something is to be able to see a picture of it in your
Used
mind. The images, details, and descriptions that a writer uses help the
reader to more clearly visualize what is happening in the story.
Through a book, you can travel to places you have never been,
observe eras in time you would never have been able to witness, and
meet people whom you would otherwise never have met. The more a
reader can visualize in a book, the more effectively the writer captures
the reader in this magic of the written word. As a good reader, you
should look for opportunities when the writer is trying to help you
visualize what he or she is describing. Take advantage of all the writer’s
details and descriptions, and let them create a “movie” in your mind.
As you read, look for how Kamala Markandaya creates settings, scenes,
and complicated actions in a way that makes them easy for the reader to
visualize. What writing strategies does she use to make this happen? You
may find it helpful to use a graphic organizer like the one at the right.

A writer creates voice through conscious and deliberate use of dialogue, and sophisticated and formal diction.
choices. A writer’s diction is made up of the words he Write down the chapters and/or page numbers of your
or she chooses to use. As you read, note in the boxes examples. All of these literary elements combine
below when Markandaya uses descriptive or figurative together to create a distinctive voice for the novel.
language, variations in sentence structure, extensive What voice do all these elements help to create?
Descriptive or Figurative Language Variations in Sentence Structure
We watched it as a dog watches a bone,

jealously, lest it be snatched away”
(Chapter 16).
What voice do these create?
Extensive Use of Dialogue Sophisticated and Formal Diction

Voice What are the qualities of The footsteps were coming nearer: I raised myself on my elbow
Rukmani’s voice as the narrator in the better to listen, trying to still the thudding in my eardrums which
this passage? How does the change impeded my hearing. Nearer and nearer. I stood up, bracing myself for
in tone within this passage reflect the encounter, and stepped from the familiar darkness of the hut into
Rukmani’s voice? the greying night outside. The figure was there, soft and blurred in
outline, but a woman’s. I threw myself at it, pinioning the arms savagely;
thrust at it and beat it to the ground; fell on it with fury; felt the weak
struggles of the body beneath mine like the feeble fluttering of a trapped
bird, and exulted. The air was full of harsh sounds, but whether they
issued from my throat or hers, or existed only in my imagination, I do not
know. The being that was me was no longer in possession: it had been
consumed in the flames of anger and hatred that raged through me in
those few minutes; what took its place I do not know.
Then I heard a thin, shrill scream. “Mother! Mother!” Hands were
dragging me away. I felt myself pulled and thrown to one side. “Fiend!
Madwoman!” Nathan was shrieking. “Accursed mother!” He was bending
over the form, doing something to it. I saw he was quite naked and
wondered at it, forgetting he had come straight from sleep. He turned
to me.
“Are you out of your mind? Your own daughter, you have killed her.
Murderess!”
He and Selvam carried her in. I slunk after them, disbelieving. It
could not be Irawaddy. It was some monstrous mistake they had made,
not I. I crept to her side and saw it was Irawaddy. Her face was puffed and
bore horrible marks, one lip was bleeding where her tooth had bitten
down. I closed my eyes. Red circles opened out before them, receding
into an endless blackness. I shook myself clear of them and went to
aid my husband. He had a pot of water beside him and was wiping the
blood from her body. Her sari was stained with blood. I took the cloth
from him.
“I will see to her.”
He thrust me aside. “Get away; you have done enough harm. You are
not fit.”
“I thought it was Kunthi,” I whispered.
He moved a little, making room for me, but remained near, not
wholly trusting.
She had been badly cut. A long jagged gash showed in her left side,
there was a similar one on her left wrist.
“These wounds,” I said. “I did not make them.” I did not expect him
to believe me.

“I know. The bangles broke.” Literary Element

Bangles? How could she have bangles, who had not a pie of her own?
I stared at him, not knowing amid these unreal happenings whether Voice How is the voice created in this
those were his words or only what I had heard. He pointed. excerpt? What literary elements help to
“Do you not see the glass—there and there. She was wearing bangles.” develop it?
They had broken against her body, which had protected me from
injury. I began to swab. The cuts were full of glass, some of it in splinters,
some of it in powder like shining sand. When I had cleaned them I
bound the two largest gashes. For the rest there was nothing I could use,
but these were smaller and mercifully soon stopped bleeding. The sari I
had taken from her was soaked with blood and grimy where dust clung to
the wet cloth. I took it down to the river intending to wash it, shook it
clear of dust and broken glass. As I did so, something dropped from the
folds, fell in the muddy water, sank and was lost; but not before I had
seen that it was a rupee.
I went on with my work, scrubbing the bloodstains, rinsing the cloth,
laying it on the grass to dry: then I came back, swept and cleaned the
hut, cleared the courtyard, removed all signs of the struggle that had
been. The sun was moving to midday by the time I had finished. Now
that there was nothing more to do, the thoughts I had so far avoided
came crowding in on me in agitated turmoil. Who had given her the
money? Why? Had she stolen it, and if so how and who from? Why did
she have to walk by night wearing glass bangles? I kept very still, not to
waken my sleeping daughter, while the thoughts went galloping through
my head, and question after question, unanswered.
Kuti, lying in a corner of the hut, began to moan. Ira heard and
opened her eyes, gesturing vaguely towards him. I went to her first.
“Lie still; the cut will open again.”
She looked at me sombrely: “Feed him; he is hungry. Take the rupee
you will find in my sari.”
I knew then that it was she who had been responsible for the
improvement in Kuti, not I, not my prayers.
Nathan was about to say something, to question her perhaps. I gripped
his arm, forcing him to silence. Ira was struggling to rise. I went to her.
“Lie still,” I said again, laying restraining hands on her. “I will see
to him.”
I picked up the moaning child and took him outside, trying to quieten
him. It was useless. Ira had fed him and freed him from hunger, the taste
was with him still and he would not be quietened. I walked away from
the hut with him in my arms, and at length his sharp cries sank into soft
whimpering and finally into silence.

Visualize How do Rukmani’s words in While I waited I thought of the other births this very hut had seen.
these passages help you to visualize First Ira herself, then the long, long interval and after that almost every
her fears? her sadness about and passing year I bore a son. There had been hope and expectation, perhaps
distaste for her daughter’s profession? some anxiety, before each birth; they were natural feelings. But now fears
came swarming about my head like the black flying ants after a storm,
and I cowered from the beat of their wings. A child conceived in an
encounter fares no worse than a child born in wedlock . . . so Kenny had
said; but could one be sure? A man takes his wife with passion, as is his
nature, yet he is gentle with her: amid the fire of breast on breast and
bared thigh on thigh he still can hold himself, and give as much as he
takes, leaving the exultant flesh unbruised. The woman is his, his wife,
not only now for this surging experience, but tomorrow and next year.
She will carry his seed and he will see her fruitful, watch while day by
day his child grows within her. And so he is tender and careful, and
comes to her clean that their fulfilment may be rich and blessed.
But the man who finds a woman in the street, raises an eyebrow and
snaps his fingers so that she follows him, throws her a few coins that he
may possess her, holds her unresisting whatever he does to her, for this is
what he has paid for—what cares such a man for the woman who is his
for a brief moment? He has gained his relief, she her payment, he merges
carelessly into the human throng, consigning her back into the shadows
where she worked or to the gaudy streets where she loitered.
Of the thousands of men in the village, in the town, perhaps another
village, another town, one man unknown is the father: of the vast range
of manhood, who is to say he was not of the unsound, the unclean? What
care or safeguard is there when the consequences of one’s act are hidden
from one’s thankful eyes, and the woman is one of many, soft, desired,
lost, forgotten!
If Ira had any tears she did not show them: perhaps she had fought
her battles out alone when I was not there to see and when her face
could not betray her; or perhaps her love for children swamped every
other feeling. She was meant to have children: I had always known that.
It was a cruel twist of Fate that gave them to her this way.
Then at last the birth began, and while I was ministering to her all
these thoughts coiled back into my brain, leaving only the present and
the immediate future which every passing second converted instantly
into the past. Then there was no past or future, only now, the present, as
I received the child and held him, while the fears that were nameless
descended on me and shrieked their message and were no more nameless.
I held him, this child begotten in the street of an unknown man in a
moment of easy desire, while the brightness of the future broke and fell
about me like so many pieces of coloured glass.
I did not want his mother to see: I washed him slowly, and massaged
oil into his body, hoping to mitigate the whiteness of it, hoping to give
colour to his skin, while he cried lustily, for he was a healthy child: and
finally his mother called for him. I swaddled him carefully before I gave
him to her hoping—still hoping—that she would not notice.

“Your son,” I said, handing her the bundle, hovering near in my Reading Strategy
anxiety. She took it, smiling and relaxed.
“A lovely child,” she said, gazing at the small face fondly. “Fair as Visualize What details and specifics in
a blossom.” this excerpt help you to visualize what
Fair! He was too fair. Only his mother failed to see how unnatural is wrong with Sacribani, even without
Markandaya directly naming the
his fairness was, or to notice that the hair which grew slow and unwilling
condition with which he was born?
from his pate was the colour of moonlight, or that his eyes were pink.
Sometimes I wondered whether her mind was gone, since she could not
see what was so plain to others: or whether it was a ghastly pretence
fashioned from her mother’s pride and sustained through who knows
what superhuman effort. However, if she dissembled she dissembled well;
no sign of strain or fear crossed her face, she was as happy as a bird with
her son, singing to him, playing with him, clucking and chuckling as if
he were the most beautiful baby any woman could have. Perhaps he was
to her. Such heaviness of spirit as there was, pressed not on her but on us,
her parents, and of us Nathan was the most burdened.
“She has lost her reason,” he said. “She does not see her child as he is,
but as she would have him be. To her he is only fair, whereas it is clear he
resembles nothing so much as a white mouse. She has done great wrong
to herself and the child, and has given up her sanity rather than face the
truth. My fault,” he said, rocking slowly on his heels. “I might have
prevented this.”
“Hush,” I said. “Do not torment yourself. You could not have stopped
her, for she was determined.”
“It is a cruel thing in the evening of our lives.”
“Cruel, but not unbearable. The girl is happy and the child is
doing well.”
“I have seen him in the sun,” Nathan said sadly. “He turns from the
light, groping instead for the darkness which is kinder to him. Already
he is beginning to be aware of his difference, baby though he is.”
“Foolish talk,” I said. “He turns from the light because his eyes are
weak. Kenny has told me it is always so with such children.”
“It may be the one or the other,” he replied. “Who can be sure? But
whatever the cause, the result is terrible. Sunshine is meant for men,
darkness for bats and snakes and jackals and other such creatures.”
In his pain he was exaggerating, for the child flinched only from
direct sunlight; within the hut, or in the shade of a tree, he was perfectly
content, and would lie on the ground or slung from a branch, sucking his
toes and gurgling like any other baby. And I myself preferred not to see
him in strong sunshine, for his pale, membranic skin was no barrier to
the light, which pierced deep into the flesh and illumined it to a hideous
translucency. Apart from this he burnt easily, even an hour or so in the
sun would bring up red, scaly patches about the neck and forehead and
make him fretful, whereas my children had grown up in the open and
thrived on it.

If so, then mark up the pages as you Raja had not been dead three full days when two officials from the
read, or reread, to help with your tannery came to see us, and the one who was tall and burly with long
note-taking. Develop a shorthand mustaches did all the talking, and the other who was thin and insignificant
system, including symbols, that works stepped timidly in his shadow and agreed with what he said.
for you. Here are some ideas: “The watchmen were only doing their duty,” the tall one began.
Underline = important idea “They are engaged to protect our property, you understand?”
Bracket = text to quote “I understand.”
Asterisk = just what you were looking “No violence was used,” he said. “Only enough to stop him. You agree,
for it was necessary.”
“He was doing nothing.”
“On the contrary. He was seen in the yard, where he had no business
to be, and when the chowkidars caught him they found he had stolen a
look up
calfskin.”
“I do not believe it,” I said. “What use had he for such a thing?”
“Not in itself maybe,” he replied in a strained voice, as if struggling to
keep his temper, “but of course he could have sold it—sold it anywhere.
We have had a lot of losses recently.”
“You cannot blame my son,” I said wearily. “We live from hand to
mouth, as you can see . . . there is no wealth here, such as your goods
might have brought.”
“. . . The lad was caught in the act of stealing—maybe, as you say, for
the first time and in a moment of weakness—still, he was caught, and for
the consequences that followed, no one was to blame except himself. He
should not have struggled. In these circumstances you naturally have no
claim on us.”
왘 BIG Idea
“Claim?” I said. “I have made no claim. I do not understand you.”
Globalization What are the men He made a gesture of impatience.
worried about in this section? How
“You may think of it later, and try to get compensation. I warn you, it
does their conversation highlight the
will not work.”
major differences between Rukmani
and the men?
Compensation, I thought. What compensation is there for death? I felt
confused, I did not understand what he was getting at. There was a pause.
Mark up the excerpt, looking for The timid man said kindly: “He was not brutally treated or anything, you
evidence of how it expresses the know. They merely tapped him with a lathi, as he was trying to escape,
Big Idea. and he fell. He must have been very weak or something.”
“He was,” I said. “He worked hard, and ate little.”
“Naturally, it must have been a blow for you,” said the timid one. “It is
hard to lose—that is—” He tailed off incoherently, seeing his companion’s
glance fixed on him.
“The point is,” the other said, and he thumped on the floor to emphasize
his point, “that no fault attaches to us. Absolutely none. Of course, as my
friend has said, it is your loss. But not, remember, our responsibility. Perhaps,”
he went on, “you may even be the better off. . . . You have many mouths
to feed, and—”
The thinner man raised his hand to check him, appalled by the words,
yet scared by his own daring. Poor little mouse, that gesture must have
taken all his courage, he had none left for speech. His aggressive
companion stopped short; the look of surprise spreading over his face was
quickly replaced by displeasure. . . .

reduce your notes.
Record
MY VIEW
your own notes.
Recap

1. What secret involving Kunthi does Nathan reveal to Rukmani? What secret Reread Introduction to the Novel
does Rukmani reveal in turn? What does their willingness to confess on pages 332–333. How did that
suggest about their relationship? Do you think they are right to confess? information help you understand
Why or why not? [Analyze] or appreciate what you read in
the novel?
2. To what does Rukmani first give credit for Kuti’s better health? What is the
real reason, and how does it make Rukmani feel? [Recall]
3. Rukmani switches to the present tense when describing Raja’s funeral.

Reread this passage in Chapter 15. What effect does the change in tense
produce? Why might the author have chosen to tell this episode in the
present tense? [Analyze]
4. At the end of Chapter 19, Kennington and Rukmani discuss their

approaches to suffering and injustice. Sum up each person’s opinions.
With which person do you agree? Why? [Compare]
5. Globalization Writers of global literature write about the affects of

colonization, the nature of cultural identity, and the experience of crossing
either geographical or historical boundaries. How is Nectar in a Sieve an
example of global literature? [Classify]

Literary Element Voice Vocabulary Practice

Overall, how would you describe Rukmani’s voice as a A synonym is a word that has the same or nearly
narrator? What personality does her voice reflect, and the same meaning as another word. Match each
what elements of the text create this voice? [Classify] boldfaced vocabulary word below with its synonym.
1. cleave a. create
2. exuberant b. candle
3. furtively c. joyous
4. malignant d. extreme
5. taper e. secretly
f. slash
g. malevolent
Academic Vocabulary
Even after years of hardship and many struggles,
Rukmani is still able to sustain her love for Nathan.
Using context clues, try to figure out the meaning of
the boldfaced word in the sentence above. Write your
guess below. Then check it in a dictionary.
Reading Strategy Visualize

What scene in the text so far created the most vivid
picture in your mind? What makes the scene easy to
visualize? [Interpret]

Write a Scene A screenplay of a novel takes the story Oral Interpretation
and lays it out in the format of a script for a movie. Assignment The title Nectar in a Sieve comes from
Choose one dramatic scene from the novel, such as the a poem called “Work Without Hope” by Samuel
tannery break-in, and write a short screenplay for it. Coleridge. In it, Coleridge writes “Work without hope
draws nectar in a sieve / And hope without an object
There are a few items every screenplay must have. First, cannot live.” With a small group, organize and present
a scene heading, all in capital letters, which includes a an oral interpretation of a scene in the book that
short description of the location and the time of day. expresses the idea alluded to in the title.
The scene is usually described thoroughly before the
action begins. The names of the characters are always Prepare First, discuss the lines from Coleridge’s
in all capital letters. Dialogue is centered on the page poem, using a dictionary to look up words if necessary.
under the character’s name, which is always in all When your group understands what the lines mean,
capital letters. If you describe the way a character looks consider how the lines apply to the novel. Why would
or speaks before the dialogue begins or as it begins, Markandaya name her book Nectar in a Sieve? Next,
the description appears in parentheses below the decide on one scene in the text that your group thinks
character’s name. best expresses this idea.
Jot down some notes here first. Once you have chosen your scene, read through it two
times. After the first reading, discuss what happened in
the scene. After a second reading, discuss what the
implied meaning of the scene might be. Why is this an
important scene? As a writer, what point is Markandaya
making through this scene, and how does it reflect the
idea posed in Coleridge’s poem?
Select a director and a person to be in charge of sound

effects. Decide who will read each part in your oral
interpretation. Rehearse the scene, with the director
deciding how the lines should be read (what words
should be emphasized, where pauses should be), and
the sound effects person considering where different
sounds could be added for dramatic effect. Try and
make choices that you think help to reflect the theme
from Coleridge’s poem.
Rehearse the scene until you can perform it smoothly,

focusing on volume, pacing, enunciation, and eye contact.
Perform Present your oral interpretation to the class.

When the reading is finished, talk about the dramatic
choices you made, and how you believe they reflect
the theme from Coleridge’s poem.
Evaluate Discuss how your performance went with

your group members. Write a few paragraphs about
the experience, noting both what went well and what
could be improved.


Recall a time when you felt like giving up. What made you feel this way? entries about the novels that you read
How did you cope? this year.

WRITE THE CAPTION
In your jounal, briefly describe the situation and the ways in which you worked
through it.
Build Background
Help for the Poor and the Sick
One of the best-known charities in the world, the Order of the Missionaries of
Charity, was founded in India in 1948. Its creator, an Albanian woman named
Agnes Gonxha Bojaxhiu, is better known by the name she took in memory of
Saint Theresa of Lisieux—Mother Teresa.
Arriving in India in 1928, Mother Teresa was deeply troubled by the extreme
misery and poverty of the poor. She moved to the slums of Calcutta and, in
1948, was given permission to use a section of the abandoned temple of Kali,
the Hindu goddess of death and destruction. She renamed it Khalignat, the
Home of the Pure Heart. Along with a few helpers, Mother Teresa used the
temple to tend to the sick and dying. Those brought to the temple received
medical attention and were given the opportunity to die with dignity, according
to the rituals of their faith. Muslims were read the Koran, Hindus received
water from the Ganges, and Catholics received Last Rites. As her work became
known, Mother Teresa attracted more followers. Centers spread throughout
Calcutta and other parts of India, serving blind, aged, handicapped, and dying
poor people. The order also operated a leper colony. From its beginnings in
Calcutta, the Order of the Missionaries of Charity has spread to more than
two hundred locations worldwide.
In 1979, Mother Teresa was awarded the Nobel Peace Prize, “for work
undertaken in the struggle to overcome poverty and distress, which also
constitute a threat to peace.” She refused the conventional ceremonial
banquet given to laureates, and asked that the $192,000 funds be given to
the poor in India, stating that earthly rewards were important only if they
helped her help the world’s needy. She died on September 5, 1997, five days
after her 87th birthday.

SF_Head
왘 BIG Idea Colonialism and Postcolonialism
amity [am´ə tē]
Although British colonialism was based on economic exploitation and n. friendship
influenced by racist attitudes toward colonial peoples, it also promoted You could tell there was a real sense
humanitarian goals, such as building railroads, telegraphs, schools, and of amity between them; they simply
hospitals. In a poem written in 1899, Rudyard Kipling coined the phrase enjoyed each others’ company.
“the white man’s burden” to capture this odd blend of racism and
humanitarianism inherent to British colonialism. inexorably [i nek´sər ə blē]
adv. mercilessly, relentlessly
As you finish Nectar in a Sieve, consider the character of Kenny, and how The students all agreed that when
this phrase could connect to him. the teacher decided to give a
surprise quiz plus three hours of
homework, he was just being
inexorably cruel.
Literary Element Setting
A setting is the time and place in which the events of a literary work occur. poignancy [poinýən cē]
Setting includes not only the physical surroundings, but also the ideas, n. bittersweetness
customs, values, and beliefs of a particular time and place. There was poignancy between them
when they said goodbye—they
The setting affects the story itself. For example, a story set today in Malibu, knew they might never see each
other again.
California implies a very different context than one set in 1870 Victorian
England. Recognizing, and even researching the details of a story’s setting predatory [pred´ə toré̄]
gives the reader a better understanding of the story’s characters, conflict, adj. preying on others
and plot. Susan was a predatory thief of
homework; her friends were her
Nectar in a Sieve is set in colonial and postcolonial India, somewhere in the victims and she relied on them to
years of 1935–1950. This was a time of immense unrest in the country: there do all the work for her.
had been a great famine in 1943 that claimed over one million lives, Mahatma
wily [w¯´lē]
Ghandi staged his “Quit India” campaign against British rule during World War II.
adj. sly
By 1947 the country had gained its independence and split into Muslim
He was a wily young boy, always
Pakistan and Hindu India, creating millions of refugees. As you finish the book,
looking to get into new mischief.
consider this setting as the context for Rukmani’s story and think about how
the turmoil and political issues of the age affect the book. Use the graphic
organizer on the next page to help you draw conclusions about the setting.
Reading Strategy Connect to Contemporary Issues

When you connect to contemporary issues, you link what you read to Issues in Both Issues in
events and issues in today’s world. Rukmani’s our World
World Today
Making these connections helps you to understand the author’s message and
how it may relate to our world today.
As you read Rukmani’s story, set in a time of great turmoil and unrest, keep in
mind the turmoil and unrest of today’s world. Think of news stories that you
see often on the television or internet. Look for characters, settings and events
in the text that you recognize in today’s world as well. You may find it helpful
to use a graphic organizer like the one at the right.

Paying close attention to the details of setting can help In the chart below, note some details of the setting
a reader notice subtle implications the author may be in Chapters 24 through 30 that stand out. Think about
making. It can also help a reader to come to his or her the implication of each detail and what conclusion it
own conclusions about themes raised in the book, leads you to—perhaps something it makes you think
events of the plot, characters, and so on. of, or something it may foreshadow.
Detail of Setting Implication Made Your Own Conclusion
Many people were about, The city is large and They will be taken
walking quickly and intent overwhelming to Nathan advantage of at some
on their business: we did and Rukmani point soon
not find it easy to stop and
ask them the way”
(Chapter 24)

Setting How does the setting of the A woman sitting beside me nudged and pointed.
temple described in this excerpt reflect “The food is given to the poor—to us—when it has been blessed.
the ideas, customs, values, and beliefs There is a lot tonight,” she added. “You are lucky!” I saw her sucking her
of postcolonial India? lips in anticipation.
After a while two priests with half-shaven heads entered. One carried
a beakerful of water, the other a tray of more votive offerings, which they
placed at the feet of the God. Bells began to tinkle; at their sound the
priests began intoning the prayers, one taking up where the other left off.
Everyone was standing, most of them with hands folded and closed eyes.
I closed my eyes, too, pressing my hands over them. The eyeballs felt hot
under the lids. I could see beneath them a black-rimmed orange glow
against which floated the images of the past—my sons, Ira, the hut where
we lived and the fields we had worked. The more I banished them the
faster they came. I saw Old Granny again, toothless and wrinkled; Kenny,
his eyes sorrowful when I told him we were going; Sacrabani’s face, white
and scared as it often was. I tried and tried, concentrating on the prayers
that were being said and at last the images faded; I saw in their place the
countenance of the God and his Consort, and it seemed to me that they
looked on me benignly and I was at length able to pray.
All about me was a deep intense silence, and in it I heard my prayer,
voiceless, wordless, rising up and up endlessly like the incense which
burnt perpetually upon the altar. And when at last I opened my eyes
the silence which had enfolded me had given place to a pervasive
murmur, the sound from the suppliant lips and beseeching throats of
the multitude.
A drum struck savagely through the hush, sent it shivering, flying . . .
people blinked and stared, called thus rudely to take up their ordinary
existence. One of the priests began to sprinkle holy water, people
manœuvring to get near the precious drops; the other was handing out
the food to a third man, and as soon as this was done the gilded doors of
the inner chamber were closed. Almost at once the people began moving
to the courtyard which opened from the assembly hall.
“The food will be distributed there,” a woman whispered to me.
“There is not always enough to go round: it is best to be first.”
A lot of people had had the same idea and were jockeying energetically
for position. The murmuring silence gave, the crowd burst into loud
chatter: it was as if the thought of food had loosened all tongues; and the
pushing and thrusting became more violent. The friendliness that had
existed before was gone; men and women struggled to be in the forefront,
fighting their way with ferocity, thrusting forward with strident urgency.
I found myself in the middle of the throng: Nathan had got separated and
looking round I saw him on the outward fringe among the very old and
crippled. He had never been one for pushing. Well, I thought. I can tell
them my husband is here and take two portions. Then I saw two men
enter bringing the food and all other thought ceased. Craning my neck
and body, standing on tiptoe, I saw the cauldrons they carried, cauldrons
of rice heaped high and showing white gleaming peaks from which wisps

of steam issued, and pots filled with a mixture of dhal and vegetables Literary Element
which sent forth a most savoury smell.
From a pile beside him one of the men took out a plantain leaf—not Setting How do Rukmani and Nathan
a whole one, but cut into pieces twice the size of a man’s hand, on this he fit into this new setting? How does the
ladled out two spoonfuls of rice; the other filled a small cup, made from way that each of the characters react
to the setting in these passages
dried leaves held together with thorns, with the dhal mixture.
suggest how they will fare in the city?
From the crush one man at a time—as much by pressure as by his own
efforts—was ejected, like the palm-leaf stopper of a foaming toddy pot:
collected his portion, drank of the holy water and made his way out. My
turn came; the level of the rice was already fallen so low that it was only
by going close to the vessels that I could see any rice at all. One of the
men rebuked me sharply.
“Keep your distance. Do you want to devour pot and all?”
I must ask for my husband, I thought, and found myself quaking. The
plantain leaf was handed to me, the rice placed on top, then the cup of
dhal. Now.
“If you would be so kind, sir,” I said, “I will take my husband’s portion
as well on my leaf.”
They gaped at me, surprised, affronted.
“The woman is mad,” one called out. “Expects a double portion.”
“Not satisfied with one,” the other rejoined in an offended voice,
“but must try and make capital out of charity.”
“I do not,” I said. “I have a husband and he is here, I ask only for
his portion.”
“If he is here let him come and we will serve him in his turn. We
cannot hand out food to everyone merely because they ask for it. Do you
take us for fools? Keep your tales for the unwary!” cried one, and the
other called out impatiently,
“Hurry up, hurry up! Do you want to keep us standing here all night?”
I went, taking my food with me. Those who had been served were
sitting in the open a little way off eating, and I joined them. Perhaps I
looked dejected, for one of the women said consolingly, “They were
sharp-tongued tonight, probably they were tired . . . you must not mind.”
There was a murmur of assent, except from one man who said in a
hostile voice: “Well, they are right. Everyone must come in his turn or
who is to know the truth from a lie when people ask for more than one
portion,” and again from the easily swayed crowd came a murmur of
agreement. I must justify myself in the eyes of these people, I thought
forlornly, and I said, “I spoke the truth . . . my husband is here, see, he is
coming to me,” as I saw him approach. I saw also that his hands were
empty. Still, it was good to share what there was and eat, good to have
food in the belly, good to feel the dizziness replaced by well-being. . . .

Connect to Contemporary Issues How Through the streets of the terrifying city, amid the unaccustomed
might children in the United States traffic and crowds, screwing up our courage each time we asked our way,
living in families with incomes below we went slowly along. Some we questioned would not stop to answer,
the poverty line, live similar lives to the others did not know, many in trying to be helpful directed us wrongly.
homeless Indian children as described Without exception they were confusing—or we were dull. There were so
in this passage? many turnings we were to take, so many not to, that by the time we had
followed the instruction to about the third turning, we were completely
lost and had to stop and ask again. . . .
“I am a little slow,” Nathan said humbly. “They speak so fast I can
hardly follow, and I cannot remember all they say.”
“If you are, so am I,” I said stoutly, “for I also find it difficult.”
It being near midday we sat down to rest by the roadside. A dozen or
more children were playing there, dodging in and out of the traffic with a
skill and indifference which I could not help admiring. For all their play
they looked as if they had never eaten a full meal in their lives, with
their ribs thrust out and bellies full-blown like drums with wind and
emptiness; and they were also extremely dirty with the dust of the
roadside and the filth deposited upon it; and the running sores many of
them had upon their bodies were clogged with mud where blood or pus
had exuded. But they themselves were forgetful of their pains—or patient
with them as the bullock had been—and played naked and merry in the
sun. Merry, that is, until a crust of bread fell on the road or a sweetmeat
toppled from an over-ambitious pyramid when, all childishness lost, all
play forgotten, they fought ferociously in the dust for the food . . . my
children had fought thus too, I remembered, but time had mellowed the
memory or dimmed it, for it did not seem to me that they had struggled
like these: teeth bared, nails clawing, ready, predatory like animals. But
when a man of wealth passed they were as tender and pitiful as fledglings,
beseeching with soft open mouths and limpid eyes, their begging bowls
meekly held before them and altogether changed with an artfulness
which surely my children had not at their command. And however much
they played and were children, still their faces were scored with the
knowledge and cares that children should not have, their eyes were
knowing and guileful beyond their years.
“We may yet be forced to that,” said Nathan, pointing to their
begging bowls, “if we do not find our son—”
“Never,” I protested, a little frightened by his dejection. “Come, we
must be on our way.”
“Let us ask these children,” he said. “They seem quick.”

He clicked his fingers and called, and they came with bright curious Reading Strategy
eyes, twittering like sparrows.
“Tell me, my son, do you know where Koil Street is?” Connect to Contemporary Issues
“Koil Street? There are three or four. Which one do you seek?” Rukmani describes the street children
“Three or four!” exclaimed Nathan. “No wonder we have been as having eyes that “were knowing
and guileful beyond their years.” What
chasing our tails!”
kind of “knowledge and cares that
“If you tell me the name of the people,” a boy said, “there are few I do
children should not have” do many
not know.” poor American kids have today?
“That I can well believe. We are looking for my son who is named
Murugan, and he works with one Birla, who is a doctor.”
“I do not know of Murugan,” the boy said frankly, “but everyone
knows Birla. For a small sum,” he added, “I will take you there myself.”
“I have less than you,” Nathan sighed. “I can give you nothing.”
“Oh,” the boy said, disappointed, his voice falling away. Then an idea
seemed to strike him and he said shrewdly: “Yet I will myself take you
there, and if you prosper you can pay me.”
“And how shall I know you?”
“I am called Puli after the king of animals, and I am leader of our
pack. I am as well known as Birla.”
“Then I shall know where to find you,” Nathan said smiling, for there
was an impudence in the boy which was somehow attractive, “Lead on,
my young friend.”
The boy turned and said something to his companions, and there was
no doubt that he was their leader, for they dispersed at once; then he
beckoned to us. “Follow closely,” he said firmly—this child who might
easily have been our grandson, “or you will be lost!” and he motioned us
forward. And as he did so I saw that he had no fingers but only stumps.
The disease which was rotting his body had eaten away nail and flesh to
the first knuckle.
Prudently we took his advice to follow closely, although he went
at a pace which we found difficult to match, and presently he brought us
to a small whitewashed house set in a street on the corner of which stood
a church.
“This is the street—this is the church—this is the house,” he said
rapidly pointing, and at once turned and made off, his head down and his
shoulders moving as he ran.
We stood and looked at the house, arrived but uncertain how to
proceed, and it looked back at us neither inviting nor forbidding. There
was a wooden paling around it, broken by a small wooden gate, and at
length—there being nobody in sight to ask—we walked through to the
garden and so to the house.

If so, then mark up the pages as you Just then we heard a car driving up, and from it stepped a figure
read, or reread, to help with your wearing shirt and trousers, carrying a small black bag.
note-taking. Develop a shorthand “The doctor is here,” the manservant said hurriedly. “You must
system, including symbols, that works go now.”
for you. Here are some ideas: But we had come too far, hoped too high, endured too much, to turn
Underline = important idea back now.
Bracket = text to quote “I will stay and ask him,” Nathan said stubbornly. “Maybe he will
Asterisk = just what you were looking know,” and he stood firmly.
for The doctor meanwhile was approaching. Under the thin shirt I saw
the figure of a woman and I whispered hastily to my husband: “Be
careful—it is a woman.” Nathan turned bewildered eyes on me. “The
trousers—” he began, but there was no time to say more and he stopped
look up
short confused and stammering.
“Who are you? What do you want?” A woman’s voice, unmistakably.
“Our son came here to work some years ago,” I said. “We have come
to seek shelter with him.”
“His name?”
“Murugan.”
“Oh yes, he came through Kennington, did he not?”
“Yes,” I said eagerly. “Kenny gave him the recommendation. He has
been very good to me and mine.”
“How is he?” she asked, forgetting we thirsted for news. “I have not
seen him for a very long time.”
“Well,” I said, “and happy, since he is building this new hospital. My
son works for him.”
왘 BIG Idea
She looked at me thoughtfully and I could see she wanted to know
Colonialism and Postcolonialism more about the hospital, but she only said: “Of course, you are anxious
The doctor in this passage is a friend
about your son. I am afraid I cannot help you, he left here nearly two
of Kenny’s, and Rukmani and Nathan
years ago.”
are stunned by her for various reasons.
Why is she so surprising to them?
Left . . . two years ago. Where could he go? Why go with no word
How does this passage reflect an era to us? We stood mute and miserable. At last I felt I must know. “Has
of postcolonialism? anything happened—I mean had he done some wrong—?”
“No; nothing like that. He was a very good servant and he went after
Mark up the excerpt, looking for higher wages.”
evidence of how it expresses the Well, I thought. This at least is better hearing, and I licked my dry lips
Big Idea. and said, “If you would tell us where he went—we must go to him, there
is no one else. . . .”
“I am not sure,” she said with a hint of pity in her eyes, “but I have
heard that he works for the Collector. He lives on Chamundi Hill,” she
added. “Anyone will show you the house: it is big enough.”
We were at the gate when she came after us. “You look faint—have
you not eaten?”
“We were fed at the temple,” I said, not meeting those shrewd eyes.
“It is a long time since,” she said. “You had better have a meal here
before you go.” She called to the servant and spoke to him rapidly, and he
came, looking none too pleased, to lead us to where we had to go.

reduce your notes.
Record
MY VIEW
the excerpt.
Recap

1. This section begins with a journey. In what way is this journey a symbolic Reread Build Background on
representation, of the lives of Nathan and Rukmani? How do aspects of this page 359. How did that information
journey reflect the lives of the two characters? [Analyze] help you understand or appreciate
2. To what activity does Rukmani first turn to earn money in the city? What is
ironic, or unexpected, about this choice? [Interpret]
3. Markandaya does not name the city to which Nathan and Rukmani go,
nor does she give specific details about where they live or when the events
occur. There is also no mention of politics, government, or other aspects of
modern life. Why might the author avoid presenting this kind of
information? [Infer]
4. Returning from work one day with Puli, Rukmani spends some of their
precious money on toys and food treats. How does she feel about these
purchases? Do you feel she was right to buy them? What might buying
such things as toys and treats represent to people in Rukmani’s situation?
How would you justify buying the toys and the treats if you were in her
place? [Infer]
5. Colonialism and Postcolonialism In the end, was the coming of British

colonialism more of a blessing or a curse on Nathan and Rukmani’s life?
[Analyze]

Literary Element Setting Vocabulary Practice

The setting for Part 2 is a postcolonial city in India. Write the vocabulary word that correctly completes
What about the city, as well as the ideas, customs, each sentence. If none of the words fits the sentence,
values, and beliefs of the city’s inhabitants make it write none.
clearly postcolonial? [Classify]
amity predatory
inexorably wily
poignancy
1. The lion was a beast;

any other animal placed in his cage would
be in danger.
2. She was happy that Tom had gotten the job in
the next state, but was also sad to see him go;
their good-bye was filled with .
3. The coffee shop was filled with
students, studying for final exams.
4. He wasn’t surprised to find that the
little girl had snuck into
the cookie jar when he wasn’t looking.
5. After he had reminded her ten times in one
day about the cleaning, Susan accused Tom of
nagging her.
6. The protesters’ chants filled the air, creating a
feeling.
7. After being friends for more than twenty years, the
Reading Strategy Connect to between them was apparent
Contemporary Issues to anyone who saw them.
How do Rukmani and Nathan’s struggles and turmoils

in the new city compare to those a person may
experience in a poor, urban area today? [Compare]
Academic Vocabulary
Throughout the book, their poverty kept Rukmani and
Nathan’s welfare in constant peril. In the preceding
sentence, welfare means “one’s safety and well-being.”
Think about something in your life that affects your
welfare. What is it and how does it affect you?
Writing Connect to Content Areas

Write a Checklist At least two characters in the novel Art
are restricted in their daily activities because of certain Assignment The Hindu goddess Sita is often
physical conditions. Puli has leprosy and limited use mentioned by critics as a model for Rukmani’s
of his hands and fingers, and Sacribani cannot stay in character. Sita is known as a symbol of devotion,
the sun for any length of time. However, this does never-ending patience, and self-sacrifice. In art, she
not stop them from being included in almost all daily is most commonly shown gazing at her husband
activities. How accessible is your community to those with blissful happiness. Research a Hindu god or
who are physically challenged? Prepare a checklist for goddess and create a piece of art that reflects his
rating different institutions in your community on how or her well-known qualities.
accessible they are to all people, including those with
disabilities. Use the data you collect to make a list of Investigate Use the Internet and the library to
suggestions on how accessibility might be improved. research Hindu gods and goddesses; there are
hundreds of them. Identify and analyze unfamiliar
Jot down some notes here first. terms. Also keep in mind that with so many gods
and goddesses, and much information regarding them,
some of your research may conflict. Synthesize the
information you have found from multiple sources and
identify if there are any complexities or discrepancies
in the information.
Choose the god or goddess that you find most

fascinating. Compose a word web with the god or
goddess’s name in the center. Make note of all
the qualities you have found attributed to this god
or goddess.
Create Create a piece of art that portrays the god or

goddess of your choice. Through your art, at least one
of the famous qualities of your god or goddess should
be made clear. Choose an artistic medium through
which you think these qualities will best be apparent
to your audience.
Report Share your artwork with your classmates,

using appropriate tone of voice, body language, and
eye contact. Using language fitting to the art medium
you have chosen, explain the artistic choices you have
made, and how they choices help to show what your
god or goddess is most known for.

Nectar in a Sieve
from the text. Write your answers on a separate sheet of paper, but jot
Pictures of Marriage Snatched from Death; In India, Marriages Made

Ved Mehta by Computer
In Nectar in a Sieve, Rukmani is considered a plain translated by Dwijendra Nath Neog; Sheila Tefft
woman, but her daughter, Ira is perceived as beautiful. Considering her values and the hardships for a
How did families take girl’s physical appearance tenant farmer’s wife, list three requirements Rukmani
into account as they selected mates and calculated might emphasize in a newspaper advertisement for
dowries? Among Mehta’s extended family, find the a husband for Ira.
two engagements that were called off because of
physical appearance. Why do you think Mamaji told
Ved “without a moment’s hesitation” that he would
never marry?
Work Without Hope

Samuel Taylor Coleridge
Why might Markandaya have chosen to title her novel
after the last lines of Coleridge’s poem? Do you think
Letter to Lord Irwin and About That Letter; Rice
that the title is effective? Explain.
Mahatma Gandhi; Chemmanam Chacko
If Rukmani’s three sons had come back home after
Nathan’s death, what changes do you think they would
have immediately seen in the farm and the attitudes
of the surviving family members?
from A Passage to India

Santha Rama Rau
The fictional characters Fielding and Kennington
develop warm friendships with individual Indians.
Do you think they are able to bridge the gap between
East and West because they are (1) sensitive to
others? (2) not able to “fit” in with their own
countrymen? (3) have a natural curiosity about other
cultures? Or (4) all of these? Explain your answer.
LITERATURE EXCERPT: Dead Man’s Path
One evening as Obi was admiring his work he “Look here, my son,” said the priest bringing
was scandalized to see an old woman from the down his walking stick, “this path was here before
village hobble right across the compound, through you were born and before your father was born.
a marigold flower bed and the hedges. On going up The whole life of this village depends on it. Our
there he found faint signs of an almost disused path dead relatives depart by it and our ancestors visit us
from the village across the school compound to the by it. But most important, it is the path of children
bush on the other side. coming in to be born . . . ”
“It amazes me,” said Obi to one of his teachers Mr. Obi listened with a satisfied smile on
who had been three years in the school, “that you his face.
people allowed the villagers to make use of this “The whole purpose of our school,” he said
footpath. It is simply incredible.” He shook his head. finally, “is to eradicate just such beliefs as that.
“The path,” said the teacher apologetically, Dead men do not require footpaths. The whole
“appears to be very important to them. Although it idea is just fantastic. Our duty is to teach your
is hardly used, it connects the village shrine with children to laugh at such ideas.”
their place of burial.” “What you say may be true,” replied the priest,
“And what has that got to do with the school?” “but we follow the practices of our fathers. If you
asked the headmaster. reopen the path we shall have nothing to quarrel
“Well, I don’t know,” replied the other with a about. What I always say is: let the hawk perch and
shrug of the shoulders. “But I remember there was a let the eagle perch.” He rose to go.
big row1 some time ago when we attempted to “I am sorry,” said the young headmaster. “But
close it.” the school compound cannot be a thoroughfare.
“That was some time ago. But it will not be used It is against our regulations. I would suggest your
now,” said Obi as he walked away. “What will the constructing another path, skirting our premises.
Government Education Officer think of this when We can even get our boys to help in building it.
he comes to inspect the school next week? The I don’t suppose the ancestors will find the little
villagers might, for all I know, decide to use the detour too burdensome.”
schoolroom for a pagan2 ritual during the inspection.” “I have no more words to say,” said the priest,
Heavy sticks were planted closely across the already outside.
path at the two places where it entered and left the Two days later a young woman in the village
school premises. These were further strengthened died in childbed. A diviner3 was immediately
with barbed wire. consulted and he prescribed heavy sacrifices to
propitiate4 ancestors insulted by the fence.
Three days later the village priest of Ani called Obi woke up next morning among the ruins of
on the headmaster. He was an old man and walked his work. The beautiful hedges were torn up not
with a slight stoop. He carried a stout walking stick just near the path but right round the school, the
which he usually tapped on the floor, by way of flowers trampled to death and one of the school
emphasis, each time he made a new point in his buildings pulled down . . . That day, the white
argument. Supervisor came to inspect the school and wrote a
“I have heard,” he said after the usual exchange nasty report on the state of the premises but more
of cordialities, “that our ancestral footpath has seriously about the “tribal-war situation developing
recently been closed . . . ” between the school and the village, arising in part
“Yes,” replied Mr. Obi. “We cannot allow people from the misguided zeal5 of the new headmaster.”
to make a highway of our school compound.”
1 As it is used here, a row (rou) is a noisy distrubance or quarrel. 3 A diviner is a fortune teller.
2 Pagan means “relating to a religion that involves many gods.” 4 To propitiate is to appease.
5 Zeal is earnest enthusiasm.

Compare the novel you have just read to the literature selection at the left, WRITE ABOUT IT
which is excerpted from “Dead Men’s Path” by China Achebe in Glencoe How is the external conflict in
Literature. Then answer the questions below. Nectar in a Sieve compare to the
external conflict in “Dead Man’s Path”?
How is the conflict in each work
Compare & Contrast similar? Different?
1. Point of View Nectar in a Sieve is written from Rukmani’s first person

perspective, making the reader knowledgeable of all of her inner-thoughts
and feelings. In “Dead Men’s Path,” China Achebe chooses to use an
omniscient third-person narrator. How might the story be different if it was
told from the perspective of the old woman who trespassed through the
school grounds on the old walking path?
2. Voice Kamala Markandaya and Chinua Achebe are both writers of colonial
and postcolonial literature. Using Nectar in a Sieve and “Dead Men’s Path”
as your basis for comparison, how are their writing voices similar? How are
they different?
3. Setting Both Nectar in a Sieve and “Dead Men’s Path” are stories
that reflect the changes brought to India and Africa by British colonialism.
“Dead Men’s Path,” written in 1949, is set in Nigeria during a time when it
was still a British colony. How does Achebe’s setting reflect the British
colonialism of the time?
Autobiographical Narrative UNDERSTAND THE TASK

• A narrative tells a story. It can be
Apply Setting At times, conflict is part of a story just by virtue of the setting. based in fact or fiction, and usually
includes characters, a plot, point of
Giving her story the backdrop of colonial and postcolonial rural India, Kamala
view, theme, and setting.
Markandaya chose a setting that was ripe with tension and struggles. A story
set during the American Civil Rights Movement, for example, would also be • The setting is the time and place
in which the events of a literary
filled with its own inherent conflict.
work occur, but it is also the ideas,
customs, values, and beliefs of
Think about the setting of your hometown. What conflict is inherent for you in
that particular time and place.
your hometown? Are there cultural or societal traditions you have grown up
• Conflict is the central struggle
with but are now perhaps breaking from? Write an autobiographical narrative
between two opposing forces in
that uses the setting of your hometown to detail an external conflict and how
a story. An external conflict exists
you have struggled against it.
when a character struggles against
some sort of outside force, such
Prewrite Make a plan for your narrative. First, answer the following questions: as another person nature, society,
or fate.
What overall point, or theme, do you want to get across to your reader? Where
in your essay will your theme become clear to the reader? Who is your
audience? How will you sequence your information in order to make it clear Grammar Tip
and also intriguing to your audience? Consider how to begin the story, what
the conflict is, and what conclusion you will come to. Sentence Variety
Using a variety of sentence types
helps to give your writing clarity,
Once you have answered these questions, use a graphic organizer like the one
variety, and rhythm. Try to mix up
below to plan out the basic parts of your story. Remember that a “beginning”
complex sentences with shorter,
often introduces conflict, or sets out a central question to the reader. A more simple sentences:
“middle” offers support through illustrations, details, or examples. An “end”
Before:
draws together the beginning and the middle in order to resolve the conflict. Susan and Maria had always been
the best of friends, following each
Beginning Middle End other from middle school to high
school to college and beyond.
Draft As you draft your story, be sure that the significance of the events you Worrying that the distance may put
have chosen to include is communicated to your audience. Pace the action to strain on their relationship, they
accommodate changes in time and mood. Make the setting of your hometown decided to make the best of a bad
situation and e-mail each other
clear through scenes in specific places. Describe the sights, sounds, and smells of
every day with all the news of their
your scenes, as well as the specific actions, movements, gestures, and feelings
lives. Today, even separated, they
of your characters. Since you are the narrator and the story is written from your
are even better friends than they
point of view, feel free to use your own internal monologue throughout. used to be, and they can almost
read each others’ minds.
Revise Revisit your story in order to rethink and revise it. Look at the
After:
questions you answered earlier. Have you addressed these questions in your Susan and Maria had always been
writing? Look at the instructions in the Draft section—have you addressed all the best of friends, following each
the requirements of the assignment? Have a classmate refer to the assignment other even to college and beyond.
instructions, read your story, and give suggestions for improvement accordingly. Then the day came that they had
Consider his or her comments as you revise. to live apart. Although they were
sad, they still e-mailed each other
Edit and Proofread Edit your writing so that it expresses your thoughts every day. Today they are closer
effectively and is well organized. Carefully proofread for grammar, punctuation, than ever.

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Novel

Gulliver’s Travels Nectar in a Sieve

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except

Send all inquiries to:

Printed in the United States of America.

To Students, Parents, Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Beowulf, a translation by Burton Raffel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Work with Related Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Hamlet by William Shakespeare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Work with Related Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115

Gulliver’s Travels by Jonathan Swift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119

Cornell Note-Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .155

Work with Related Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159

Pride and Prejudice by Jane Austen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163

Work with Related Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .227

Silas Marner by George Eliot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231

Cornell Note-Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255

Work with Related Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .271

Heart of Darkness and The Secret Sharer by Joseph Conrad . . . . . . . . . .275

Interactive Reading: Literary Element . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .306

THE SECRET SHARER

Work with Related Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .327

Nectar in a Sieve by Kamala Markandaya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331

Work with Related Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371

Get Set to Read BEFORE YOU REA

who are admired

WRITE THE CAPTION

groupings of chapters, or chapter sets, in the Novel Build Backg round

Companion. Each chapter set begins with an activity

to connect your personal experience to the literature.

context for the chapter set content.

You’re invited to interact with the information in Build

Background by summarizing content or writing a Reading Strate

caption for an image related to the content.

You are then introduced to the targeted skills for the B e o w u l f : P ro l o g u

chapter set: the Big Idea, the literary element, and

the reading strategy. You will also get vocabulary for

the chapter set.

Read, Respond, Interpret

the literary element or the reading

excerpts from the novels that emphasize INTERACTIVE RE

Epic What characteris Words from deep in his Analyze Form

Questions in the margin help you interact

280 If anything will ever end 730

will answer questions about the content, including

how the background information helped you as Unferth. What function

you read. poem? [Compare]

practice using the vocabulary words you were

introduced to and learn a new vocabulary word that 3. Which is

can be used in your academic writing. 5. The Epic Warrior

In addition, you will complete a short writing Reading Strat

assignment and other activities related to what you Unit 1

read in the chapter set content. These activities will U REA D:

draw on what you studied in your interactive work

on the excerpts from the chapters. Wr ite wit Some reade a

related readings, connect the novel to an excerpt length of each

from Glencoe Literature, and finally, write an essay

Note-Taking Lessons and BIG Ideas

The Cornell Note-Taking System

Through the note-taking lessons presented in the Novel Companion, you’ll be

ON-PAGE NOTE-TAKING: BIG Idea

MARK IT UP POEM EXCERPT: PART 18

Read, Question, and Mark-Up Bracket = text to quote

Big Idea assigned to each chapter set.