Chapter 27 — Teaching Companion

What it asks It asks the student to weigh the reasons in the chapter’s opening paragraph. “She had not at first thought very seriously of going thither; but Charlotte, she soon found, was depending on the plan, and she gradually learned to consider it herself with greater pleasure as well as greater certainty. Absence had increased her desire of seeing Charlotte again, and weakened her disgust of Mr. Collins. There was novelty in the scheme; and as, with such a mother and such uncompanionable sisters, home could not be faultless, a little change was not unwelcome for its own sake. The journey would, moreover, give her a peep at Jane; and, in short, as the time drew near, she would have been very sorry for any delay.” Here “thither” means there, and “uncompanionable” means poor company. The student decides who, or what, brought her round to wanting the visit, and may answer that she taught herself. The card does not say what she will find at Hunsford; she has not arrived.

One reading

Charlotte. The narrator gives Charlotte the first place and two reasons: her friend is counting on the visit, and time apart has made Elizabeth want to see her again. Even Mr. Collins is easier to bear from a distance. On this reading the winter has warmed a friendship that had cooled, and the visit is a way back to it.

• Absence had increased her desire of seeing Charlotte again,
• but Charlotte, she soon found, was depending on the plan,

Another reading

Longbourn. The reasons with feeling in them are about home: walks that are “sometimes dirty and sometimes cold”, “such a mother and such uncompanionable sisters”, and a change welcome “for its own sake”. Charlotte is the occasion, and the winter is the cause. On this reading the winter at Longbourn is her teacher, and the visit appeals because it takes her away.

• with such a mother and such uncompanionable sisters, home could not be faultless,
• a little change was not unwelcome for its own sake.

Listen for

• Notices “herself” in “to consider it herself”: she may be her own teacher, piling up reasons until she is sure.
• Weighs “weakened her disgust of Mr. Collins”: distance softens him, and nothing new has been learned.
• Hears the narrator’s “in short”, which cuts off a list that was getting long.
• Does not say what she will find at Hunsford.

If stuck

• What did Elizabeth think of the visit at first?
• What has the winter at Longbourn been like?
• Which reason would she least like Charlotte to hear?

A strong answer A strong response names a teacher and tests it against the paragraph. One reader names Charlotte: she is counting on the plan, and time apart has made Elizabeth want to see her. Another names the winter at home, with its cold walks, its mother and its sisters. The best answers notice the word “herself”: these are reasons Elizabeth gives herself, and the chapter will soon show her giving reasons for someone else.

What it asks It asks the student to read one short paragraph about Mr. Bennet. “The only pain was in leaving her father, who would certainly miss her, and who, when it came to the point, so little liked her going, that he told her to write to him, and almost promised to answer her letter.” The sentence builds to its most loving act and lands on “almost”. The student decides how much feeling the word holds, and why the promise stops there. The card does not say whether he will write; the chapter does not show it.

One reading

His ease. The joke is on him. His strongest feeling in the chapter still stops short of the trouble of writing a letter. The sentence asks her to write and gives him only half a promise to answer. On this reading the narrator smiles at a father whose love is real and whose ease comes first.

• almost promised to answer her letter.
• he told her to write to him,

Another reading

Feeling he will not show. For this father, “almost” is a great deal. The narrator is sure he “would certainly miss her”, and his feeling comes out only “when it came to the point”, at the last moment and sideways. On this reading the half-promise is how a dry man says he will miss her, and the narrator lets us hear it.

• who would certainly miss her,
• The only pain was in leaving her father,

Listen for

• Hears the sentence build through “so little liked her going, that” and drop on “almost”.
• Notices that the narrator is sure he “would certainly miss her”.
• Weighs whether leaving him is the one pain because it is the greatest, or because it is the only one she admits.
• Does not say whether he will write.

If stuck

• What is the one pain of leaving home?
• What does her father ask her to do, and what does he offer?
• Would a full promise mean more from him, or less?

A strong answer A strong response explains the “almost” and rests on the paragraph’s words. One reader hears the narrator laughing at a man whose love cannot beat his ease. Another hears a father who can only show feeling by halves. The best answers weigh whether the narrator’s joke and the father’s feeling can both be true at once, and keep that question in mind for the theatre.

What it asks It asks the student to look closely at the parting. His present pursuit, the narrator says, “could not make him forget that Elizabeth had been the first to excite and to deserve his attention, the first to listen and to pity, the first to be admired; and in his manner of bidding her adieu, wishing her every enjoyment, reminding her of what she was to expect in Lady Catherine de Bourgh, and trusting their opinion of her--their opinion of everybody--would always coincide, there was a solicitude, an interest, which she felt must ever attach her to him with a most sincere regard; and she parted from him convinced, that, whether married or single, he must always be her model of the amiable and pleasing.” Here “pursuit” is his courting of Miss King, “solicitude” means caring concern, and “coincide” means agree. The sentence names his pursuit near its start and ends on “whether married or single”. The student decides why his marrying is on her mind as they part. The card does not say whether his interest is sincere, or that she is heartbroken; the chapter gives his manner and her feeling, not his motives.

One reading

Plain sense. His “present pursuit” is no secret, and she does not pretend it away. She settles what he will be to her either way: a model of good manners, not a suitor. On this reading the phrase is generous and clear-eyed, a friendship that asks nothing of him and can outlast his marriage.

• His present pursuit could not make him forget that Elizabeth had been the first to excite and to deserve his attention,
• he must always be her model of the amiable and pleasing.

Another reading

Making her peace in advance. Nobody has asked her about his marriage, and she has already ruled on it: whatever he does, he stays her model. She keeps the man she admires by deciding that his marriage cannot lower him. On this reading the phrase is the first step of the defence she makes at the theatre the next evening, before her aunt has said a word.

• and she parted from him convinced, that, whether married or single,
• which she felt must ever attach her to him with a most sincere regard;

Listen for

• Notices that one sentence names “His present pursuit” and ends on “whether married or single”.
• Notices “on his side even more”: he is warmer at parting than she is.
• Hears that “amiable and pleasing” are words for how a man behaves.
• Does not say that his interest was false or true, or that she is heartbroken.

If stuck

• What does Wickham say and do as he says goodbye?
• Whom is he courting now?
• What does she decide he will always be to her?

A strong answer A strong response explains why his marrying enters her thoughts and rests on the sentence itself. One reader hears plain sense: his pursuit of Miss King is known, and she calmly settles what he will be to her either way. Another hears her deciding in advance that his marriage cannot lower him, the first step of the defence she makes at the theatre. The best answers notice that the sentence ends in what she was “convinced” of, and test that conviction against the argument with her aunt.

What it asks It asks the student to read the paragraph about the journey. “Her fellow-travellers the next day were not of a kind to make her think him less agreeable. Sir William Lucas, and his daughter Maria, a good-humoured girl, but as empty-headed as himself, had nothing to say that could be worth hearing, and were listened to with about as much delight as the rattle of the chaise. Elizabeth loved absurdities, but she had known Sir William’s too long. He could tell her nothing new of the wonders of his presentation and knighthood; and his civilities were worn out, like his information.” Here a “chaise” is a light travelling carriage, “absurdities” are foolish things that make a person laugh, and Sir William’s “presentation” is his being presented at court. The student decides why a woman who loves absurdities finds no fun in this one, and whether the change is in him or in her. The card does not say whether Wickham deserves the praise she gives him; the chapter gives her feeling, not his motives.

One reading

Nothing new. The narrator gives a reason: he can tell her nothing new, and his civilities are worn out like his news. An absurdity amuses by surprising. Heard for the tenth time, it is only noise. On this reading Elizabeth’s laughter needs something fresh, and a fool she knows by heart has nothing left to give her.

• He could tell her nothing new of the wonders of his presentation and knighthood;
• his civilities were worn out, like his information.

Another reading

Her mood, not his. The paragraph opens with Wickham, not Sir William: the travellers were not the kind to make her think him less agreeable. She gets into the chaise a day after a farewell that left her sure of his worth, and she is hardly listening. On this reading Sir William is no duller than he ever was. Elizabeth is the one who has changed, and the dull company only makes the man she has left shine brighter.

• Her fellow-travellers the next day were not of a kind to make her think him less agreeable.
• were listened to with about as much delight as the rattle of the chaise.

Listen for

• Hears the narrator’s own reason, “nothing new”, and asks whether it is the whole reason.
• Notices that the paragraph begins with Wickham, not Sir William.
• Sets this morning’s boredom beside her joke that evening that “Stupid men are the only ones worth knowing”.
• Does not say whether Wickham deserves her praise.

If stuck

• What does Sir William talk about on the road?
• Whom did Elizabeth say goodbye to the day before?
• Is a joke still funny the tenth time you hear it?

A strong answer A strong response gives a reason and tests it against the paragraph. One reader trusts the narrator: the absurdity is worn out, and comedy needs something new. Another notices that the paragraph begins with Wickham and finds the change in Elizabeth, whose mind is still on the man she has just left. The best answers carry the question to the theatre, where the same day ends with her saying that stupid men are the only ones worth knowing.

What it asks It asks the student to follow one word across the end of the chapter. Mrs. Gardiner answers the joke about stupid men: “Take care, Lizzy; that speech savours strongly of disappointment.” The chapter gives no reply. The next sentence moves to the invitation, and Elizabeth answers that instead: “what delight! what felicity! You give me fresh life and vigour. Adieu to disappointment and spleen. What are men to rocks and mountains?” Here to savour of something is to have a taste of it, “spleen” means bad temper or low spirits, and “felicity” means happiness. The student decides what she bids goodbye to. The card does not say that she is heartbroken, or where the tour will go; Mrs. Gardiner says only “perhaps, to the Lakes”.

One reading

To a mood. She has been cross all evening, and now she has something better to talk about. The cry is full of new energy, and the hours of “transport” she looks forward to. On this reading she closes the subject gaily, and the word she borrows is part of the joke, not a confession.

• You give me fresh life and vigour.
• Oh, what hours of transport we shall spend!

Another reading

To what her aunt heard. The word came from her aunt first, and you can only say goodbye to something that was there. Her next question still talks about men. On this reading the line is the nearest she comes to answering her aunt, and she can say it only because the mountains have given her somewhere else to look.

• Take care, Lizzy; that speech savours strongly of disappointment.
• What are men to rocks and mountains?

Listen for

• Notices that the word “disappointment” passes from her aunt’s mouth to hers.
• Notices that the page gives her no direct answer to her aunt.
• Weighs “What are men to rocks and mountains?” as turning away from men or still talking about them.
• Does not say that she is heartbroken, or where the tour will go.

If stuck

• What does Mrs. Gardiner say after the joke about stupid men?
• What happens before the play ends?
• Whose word was “disappointment” first?

A strong answer A strong response says what she bids goodbye to and rests on the two lines that share the word. One reader hears a mood thrown off in high spirits, the borrowed word part of the fun. Another hears an answer to her aunt that is never quite given, admitting the disappointment in the act of dismissing it. The best answers notice that Austen gives the aunt’s line no reply and lets the invitation answer it instead.

What it asks It asks the student to read the end of the chapter’s last speech. “And when we _do_ return, it shall not be like other travellers, without being able to give one accurate idea of anything. We _will_ know where we have gone--we _will_ recollect what we have seen. Lakes, mountains, and rivers, shall not be jumbled together in our imaginations; nor, when we attempt to describe any particular scene, will we begin quarrelling about its relative situation. Let _our_ first effusions be less insupportable than those of the generality of travellers.” Here “recollect” means remember, “relative situation” means where one place lies beside another, “effusions” are gushing outpourings, “insupportable” means unbearable, and “the generality of travellers” means most travellers. Gutenberg’s underscores mark italics, so her voice leans on “_do_”, “_will_” and “_our_”. The student decides why knowing places exactly matters to her at the end of this evening. The card does not say where the tour will go; Mrs. Gardiner says only “perhaps, to the Lakes”.

One reading

Pride in seeing clearly. She sets herself apart from other travellers, who come home without “one accurate idea of anything”. To see exactly and describe well is what Elizabeth prides herself on. On this reading the vow is her usual confidence in her own eye, spoken in high spirits. She is promising to be what she already believes she is.

• it shall not be like other travellers, without being able to give one accurate idea of anything.
• Let our first effusions be less insupportable than those of the generality of travellers.

Another reading

Relief at something that can be known. She has spent the evening arguing about a man whose motives neither woman can see, and she ended by giving up. A mountain stays where it is. You can know where you have gone and remember what you saw, and nobody need quarrel about it. On this reading the vow matters tonight because places, unlike people, can be got exactly right, and that is part of the delight.

• We will know where we have gone--we will recollect what we have seen.
• nor, when we attempt to describe any particular scene, will we begin quarrelling about its relative situation.

Listen for

• Notices that she promises not to quarrel, at the end of an evening spent arguing.
• Hears the comedy of a vow against gushing, made in a rush of delight.
• Sets her vow to know places exactly beside an evening when neither woman has the facts about Wickham’s motives.
• Does not say where the tour will go.

If stuck

• What does Elizabeth say other travellers get wrong?
• What has the rest of the evening been spent on?
• Which is easier to know exactly, a place or a person?

A strong answer A strong response gives a reason the vow matters and rests on the speech’s words. One reader hears Elizabeth’s confidence in her own eye, the pride of someone who means to see better than most travellers. Another hears relief: after an evening spent on a man nobody can see into, here is something that can be known and described exactly. The best answers notice that both readings are about how well she sees, and carry that into the last written question.

What it asks It asks the student to judge the aunt’s last point in the argument. Mrs. Gardiner opens with “what sort of girl is Miss King?”, and Elizabeth can say only, “She is a very good kind of girl, I believe. I know no harm of her.” When the aunt objects to his haste, Elizabeth asks, “If _she_ does not object to it, why should _we_?” Mrs. Gardiner answers: “_Her_ not objecting does not justify _him_. It only shows her being deficient in something herself--sense or feeling.” Elizabeth replies, “have it as you choose. _He_ shall be mercenary, and _she_ shall be foolish.” Here “deficient” means lacking, “sense” means good judgment, “feeling” means a proper sense of what is fitting, and “mercenary” means acting for money. The student builds a thesis on whether the aunt is fair to Miss King, meets the strongest objection, and revises. The card must not say whether Wickham is mercenary; the chapter gives the aunt’s doubt and Elizabeth’s defence, and no fact about his motives.

One reading

Unfair. The aunt began by asking what sort of girl Miss King is, as if the answer would settle things. Now she settles it without the answer. Miss King is found wanting for the one thing either woman knows of her, that she has not sent Wickham away. Elizabeth’s reply puts the verdict in its bluntest form. On this reading the aunt, careful not to think ill of Wickham, thinks ill of a stranger in one sentence.

• what sort of girl is Miss King?
• He shall be mercenary, and she shall be foolish.

Another reading

Fair. Her point is about what Miss King does, not who she is. By Elizabeth’s own account he paid the girl no attention until the fortune came, and then turned to her soon after her grandfather’s death. A girl who does not mind that lacks either the sense to wonder at the timing or the feeling to mind it. The aunt says “something”, and does not say which. On this reading she judges an act and will not let the girl’s silence answer for him.

• Her not objecting does not justify him.
• It only shows her being deficient in something herself--sense or feeling.

Listen for

• Notices that the aunt first asks what Miss King is like, and then judges her without being told.
• Separates a judgment of what Miss King does from a judgment of who she is.
• Hears Elizabeth’s “_she_ shall be foolish” as her aunt’s point turned into a joke.
• Does not say whether Wickham is mercenary.

If stuck

• What does Elizabeth know about Miss King?
• What does Mrs. Gardiner say Miss King’s not objecting shows?
• Can you judge an act fairly without knowing the person?

A strong answer A strong response might argue that the aunt is unfair, because she asks what sort of girl Miss King is and then answers the question herself from one fact. Key evidence includes her opening question and Elizabeth’s retort that “_she_ shall be foolish.” The strongest objection is that the aunt judges an act, not a character: a girl who does not mind such haste must lack “sense or feeling”, and her silence cannot clear him. A revised thesis might grant that the inference holds as far as it goes, while noting that both women judge Miss King on very little, each in the way that suits her side of the argument.

What it asks It asks the student to judge the question at the centre of the chapter. Mrs. Gardiner says, “I should be sorry to think our friend mercenary.” Elizabeth answers with questions: “Pray, my dear aunt, what is the difference in matrimonial affairs, between the mercenary and the prudent motive? Where does discretion end, and avarice begin?” As the argument goes on she says, “If it were not allowable for him to gain _my_ affections, because I had no money, what occasion could there be for making love to a girl whom he did not care about, and who was equally poor?” Of Miss King: “She is a very good kind of girl, I believe. I know no harm of her.” Of his haste: “A man in distressed circumstances has not time for all those elegant decorums which other people may observe.” And at last: “have it as you choose.” Here “discretion” means good sense, “avarice” means greed, “making love to” means courting, and “decorums” are proper forms of behaviour. The student builds a thesis on whether the question is honest or a defence, meets the strongest objection, and revises. The card must not say whether Wickham is mercenary, or that Elizabeth is heartbroken; her aunt hears disappointment, and nothing more is shown.

One reading

Honest. It is the real question of the marriage market, and she asks it of her own case as readily as of his: she had no money, she says plainly, so it was “not allowable” for him to court her. Her aunt does not answer it head on. On this reading Elizabeth has seen a true difficulty, and Wickham is the occasion, not the reason.

• Pray, my dear aunt, what is the difference in matrimonial affairs, between the mercenary and the prudent motive?
• If it were not allowable for him to gain my affections, because I had no money,

Another reading

A defence. Every answer she gives runs his way. His haste is excused by his circumstances, and Miss King is cleared on very little knowledge. When her aunt presses, she gives up the argument rather than follow her own question further. On this reading a question asked for its own sake would stay open, and hers closes when it stops helping him.

• A man in distressed circumstances has not time for all those elegant decorums which other people may observe.
• She is a very good kind of girl, I believe. I know no harm of her.

Listen for

• Notices that she answers her aunt’s worry with a question, and asks why.
• Tracks each of her answers and notices which way each one runs.
• Weighs “have it as you choose” as giving up, or as refusing to be drawn.
• Does not say whether Wickham is mercenary, or that Elizabeth is heartbroken.

If stuck

• What does Mrs. Gardiner ask, and what does Elizabeth ask back?
• How does Elizabeth answer each thing her aunt objects to?
• Could a question be honest and still be useful to her?

A strong answer A strong response might argue that the question is a defence, because each of Elizabeth’s answers favours Wickham and she drops the argument when her aunt presses. Key evidence includes the excuse of “distressed circumstances” and how little she knows of Miss King. The strongest objection is that the question is a real one that her aunt does not answer, and that Elizabeth applies it to her own poverty too. A revised thesis might hold that the question is honest in itself and asked at a moment when it serves her, and then weigh the joke and the farewell that come before and after it.