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Pauls case

 


             The first technique one can use in examining Cather's idea is that of the dialogue between Paul and his principal. Dialogue between characters gives the reader insight into the author's intended meaning. "Whether the words of characters support or oppose the author's own views, they still may address the story's idea" (Paschal 75). With this in mind, one can study Paul's attitude when being addressed by his principal. Cather writes:.
             [ ] and the Principal asked [Paul] whether he thought that a courteous speech to have made to a woman. Paul shrugged his shoulders slightly and his eyebrows twitched. "I don't know," he replied. "I didn't mean to be polite or impolite, either. I guess it's a sort of way I have of saying things regardless. (168).
             In Paul's response one can see his complete lack of respect for authority figures. This may result from the way he is perceived by his teachers. E.K. Brown comments that, "Paul is a student at the Pittsburgh high school; and in the early scenes the life of the school is given in classroom vignettes and on one long disciplinary incident in which the boy is under attack from principal and staff" (121). There are indeed many references in "Paul's Case" as to the feelings Paul's teachers have towards him. Cather writes:.
             His teachers were asked to state their respective charges against [Paul], which they did with such a rancor and aggrievedness as evinced that this was not a usual case. Disorder and impertinence were among the offenses named, yet each of his instructors felt that it was scarcely possible to put into words the real cause of the trouble, which lay in a sort of hysterically defiant manner of the boy's; in the contempt which they all knew he felt for them, and which he seemingly made not the least effort to conceal. (167) .
             In reading this one can assume that Paul's teachers, the major adult influences in his life, knew there was something seriously wrong with Paul.


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