May 18th 2011
• Margaret Atwood , parts of Montgomery manifested in Anne.
• In 1921 , in a letter " people were never right in saying I was Anne"
• 1917 published memoirs , situated the aspects of her life in connection
to Anne" I have written at length about the incidents and childhood , they
had a remarked influence on my literary gift , if not the Cavendish years, I
don’t think Anne would have ever been written.
• Like Anne , she sees herself as an orphan , felt no one wanted her,
knew what it was like to live with much older unsympathetic gaurdians
• Reliance on imagination and natural world to sooth alienation
• Intelligent and sensitive
• Anne and Montgomery have undoubted similarities
• Anne is a figurative manifestation of what it meant to be Montgomery.
• Matthew is more willing to engage in Anne - strikes emotion
• Moments that montgomery knows that it is a literary convention
• Mocking irrational displays of affection - chapter 21 , certainly adheres
to conventions of emotion. Romantic formula triumph over adversity .
Successes are not just a success of her own , but also give validation to
matthew and marilla - considers the feelings of others,
"‘Dear me, there is nothing but meetings and partings
in this world, as Mrs. Lynde says,’ remarked Anne
plaintively, putting her slate and books down on the kitchen
table on the last day of June and wiping her red eyes with a
very damp handkerchief. ‘Wasn’t it fortunate, Marilla, that
I took an extra handkerchief to school today? I had a presentiment
that it would be needed.’
‘I never thought you were so fond of Mr. Phillips that
you’d require two handkerchiefs to dry your tears just because
he was going away,’ said Marilla.
‘I don’t think I was crying because I was really so very
fond of him,’ reflected Anne. ‘I just cried because all the
others did. It was Ruby Gillis started it. Ruby Gillis has always
declared she hated Mr. Phillips, but just as soon as
he got up to make his farewell speech she burst into tears.
Then all the girls began to cry, one after the other. I tried to
hold out, Marilla. I tried to remember the time Mr. Phillips
made me sit with Gil—with a, boy; and the time he spelled
my name without an e on the blackboard; and how he said
I was the worst dunce he ever saw at geometry and laughed
at my spelling; and all the times he had been so horrid and
sarcastic; but somehow I couldn’t, Marilla, and I just had to
cry too. Jane Andrews has been talking for a month about
how glad she’d be when Mr. Phillips went away and she declared
she’d never shed a tear ". Romanticsm: emotions, nature, in many ways the novel ascribes the
tenents of romantiscm. Confederation Poets : Canadas Romantics
- celebration of nature - novel offers concrete examples of setting ,
picture the natural world in detail and celebrate it. Celebration of the
natural world if also in Annes personification of nature, by investing it with
human life it allows for
• Emphasis on imagination , nature opens scope for imagination,
recognize that often it is fancy and not imagination
• What Anne terms imagination is fancy fantasy .
• Anne's need for friendship is supplied with fantasy, reflection.
• Longing for a romantic adventure -fantasizes of herself in a
melodramatic situation. Within a romantic context , these are flight s of
fantasy m not imagination.
• Harmless and enriching - boundary maintained.
• Through Anne's imagination she perceives the world filled with beauty
• Suspicion of industrialization - keeping with romantic trend it
undermines the urban. The urban is linked with death.
• The urban is linked with the death of Matthew
• The value of the natural rule - suspicion of the urban
• Children were somehow closer to nature, God and innocence ,
romantic literature contains much about children. They are blessed and
view point should be respected.
• Children should be heard and respected and should be given attention
and heard. Anne gives her perspective and opinions and has people
listening to it.
Marilla decided that Annes inappropriate commentary is correct but
cannot be said due to social conformities.
• Openness was supported by the educational system of the time.
Montgomery was doing this.
• Shift in pedegogy: passing sentences - going through sentences and
identifying elements of speech.
• Open and expressive child adheres to romantiscm and a new form of
pedagogy. Also resists to 19th century assumptions - children should be
seen and not heard.
• Annes openness goes expressedly against this assumption - resists the
approaches to child rearing.
• Coming of age narrative : Bildungsroman
• The brook - a metaphor for Anne's development:
"brook that had its source away back in the woods of the old Cuthbert
place; it was reputed to be an intricate, headlong brook in
its earlier course through those woods, with dark secrets of
pool and cascade; but by the time it reached Lynde’s Hollow
it was a quiet, well-conducted little stream. " at the start Anne is
tempestuous, but accepted and refined by the end.
• Begin with the stream and ends with the road.
• How does Anne grow? • Winning the affection by those in her immediate environment