Windows and Words: A Look at Canadian Children's Literature in English

L. M. Montgomery and Everybody Else: A Look at the Books

L. M. Montgomery and Everybody Else: A Look at the Books VIRGINIA A. S. CARELESS SCHOLARS HAVE COMPARED L. M. Montgomery's books, and in particular Anne of Green Gables., to many others, including The House ofthe Seven Gables (Selkowitz 1993, 12), Uncle Toms Cabin (E. Smith 1996, 20), The Five Little Peppers and How They Grew (Kornfeld and Jackson 1987, I4lff), Little Women (Berg 1994, 38ff; Kornfeld and Jackson 1987, 14Iff; Litster 1997, 66; MacLulich 1985a, 5), The Adventures of Tom Sawyer (MacLulich 1985a, 5; Rubio 1976, 29ff), Alices Adventures in Wonderland (Litster 1997, 61), The Adventures ofHuckleberry Finn (Rubio 1985, 66), The Little Princess (McCabe 1995-96, 11), The Country of the Pointed Firs (Gay 1986, 103; Santelmann 1994, 68), Heidi (McCabe 1995-96, 11; Nodelman 1980, 29), Treasure Island (Weiss-Townsend 1986, 113fr), Pride and Prejudice (Santelmann 1994, 71), Elizabeth and her German Garden (Epperly 1992, 252 note 3; Waterston 1993, 67), The Story of an African Farm (Epperly 1992, 252 note 3; Waterston 1993, 67), and Rebecca of Sunnybrook Farm (Cadogan and Craig 1976, 94; Classen 1989, 42ff; Epperly 1992, 251 note 2; Kornfeld and Jackson 1987, I4lff; MacLulich 1985a, lOff; McCabe 1995-96, 11; Nodelman 1980, 29; Townsend 1996, 59). L. M. Montgomery was compared (and still continues to be compared) to a number of different authors in her own time: in 1930, she herself listed twenty-two others to whom she had been likened (Montgomery 1998, 40). 144 Using comparisons to understand a topic is valid, in general as well as in scholarly life. By looking at two or more things together, we can see each more clearly. We see similarities and differences, and we can get a better understanding of each thing individually. We can understand something new in terms of what we know already. We can determine what is idiosyncratic in something, and what may be typical of a larger underlying principle. We can see general principles that emerge from the comparisons; and we can place what we are studying in context. In the reading I have done, I have found that the comparisons of Montgomery's work to others' have gone into a great many topics. Some deal with aspects related to literary structure and style, such as genre (Classen 1989, 42; Gay 1986, 103; Kornfeld and Jackson 1987, I4lff; Litster 1997, 64; MacLulich 1985a, 5; MacLulich 1985b, 87; Rubio 1975, 29; Waterston 1993, 51), settings (Classen 1989, 42; Epperly 1992, 157ff; McGrath 1992, 65; Rubio 1994, 7; Townsend 1996, 59), characters (separate discussion of this will follow), plot twists (Waterston 1993, 75), use of particular expressions (Classen 1989, 46ff; Litster 1997, 70-71 note 3; MacLulich 1985a, 10; McGrath 1992, 65), use of allusions (Litster 1997, 71-72 note 7; MacLulich 1985a, 10-11; McGrath 1992, 62; Waterston 1993, 53), type of title (Litster 1997, 71 note 4; Townsend 1996, 59), and writing style (Townsend 1996, 59). Other comparisons in the literature on Montgomery's writing discuss aspects of the society and culture being depicted, such as social rules (Epperly 1992, 155; McCabe 1995-96, 12; McGrath 1992, 64; E. Smith 1996, 20), child-rearing practices (Epperly 1992, 156-60; MacLulich 1985a, 10; McGrath 1992, 63), education (Classen 1989, 45-46; Gates 1989, 165ff; E. Smith 1996, 21), material culture (Classen 1989, 42-44; Litster 1997, 70-71 note 3; McGrath 1992, 63ff; E. Smith 1996, 20), travel and transportation (Drew 1995, 20; McCabe 1995-96, 11; Nodelman 1980, 29), transgenerational interaction (Drew 1995, 21; Epperly 1992, 155; MacLulich 1985a, 10; McCabe 1995-96, 11; McGrath 1992, 64-65; Nodelman 1980, 29, 31ff; Selkowitz 1993,12; E. Smith 1996, 21; Townsend 1996, 59), family ties or lack of same, for instance if one were orphaned (Cadogan and Craig 1976, 88ff; Classen 1989, 42; Mills 1987, 227ff), religion (Rubio 1985, 77; Rubio 1985, 28ff; E. Smith 1996, 20), humour (Rubio 1975, 31; Townsend 1996, 59), and concern with nature (Drew 1995, 21; McCabe 1995-96, 11; Nodelman 1980, 35; Waterston 1993, 53). 145 Still other comparisons look at features of the individual, such as gender (McCabe 1995-96, 11; Nodelman 1980, 29; Selkowitz 1993, 12) and age (MacLulich 1985a, 5ff; McCabe 1995-96, 11; Selkowitz 1993, 12-13; Townsend 1996, 59), physical appearance (Classen 1989, 43ff; Nodelman 1980, 29; Santelmann 1994, 68; E. Smith 1996, 20), aspiring to be an artist/writer (Drew 1995, 21; Epperly 1992, 192ff; McGrath...