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10 - Rereading My Ántonia

from Part II - Studies of major works

Published online by Cambridge University Press:  28 May 2006

Marilee Lindemann
Affiliation:
University of Maryland, College Park
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Summary

What brains they must have in Christminster and the great schools, [Jude] presently thought, to learn words one by one up to tens of thousands! There were no brains in his head equal to this business; and as the little sun-rays continued to stream in through his hat at him, he wished he had never seen a book, that he might never see another, that he had never been born.

Somebody might have come along that way who would have asked him his trouble, and might have cheered him by saying that his notions were further advanced than those of his grammarian. But nobody did come, because nobody does.

Thomas Hardy, Jude the Obscure (1896)

Though Hardy's Jude the Obscure and Cather's My Ántonia begin with boyhood - Jude is eleven, Jim ten - neither book is remotely for young people. Both writers focus upon the tension between youthful idealism and the less highly colored vision of middle age; both also accord the latter's pragmatism more novelistic interest than the former's energy. Each author explores the gap between what we expect of the world and what we obtain from it, only to close by assuming the impossibility of ever making these ideas equivalences. “Nobody did come, because nobody does”: this is a striking tack away from the high-spirited inventiveness that characterizes so much of fiction-writing, where, of course, the novelist may direct anyone at all to rescue, enlighten, or waylay the protagonist.

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Publisher: Cambridge University Press
Print publication year: 2005

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