Appearance
Excerpt
Excerpt from Dear Enemy, by Jean Webster
When I got home last week, after my dash to New York, I made a brief
speech to the children. I told them that I had just been seeing Aunt
Judy off on a big ship, and I am embarrassed to have to report that the
interest--at least on the part of the boys--immediately abandoned Aunt
Judy and centered upon the ship. How many tons of coal did she burn a
day? Was she long enough to reach from the carriage house to the Indian
camp? Were there any guns aboard, and if a privateer should attack her,
could she hold her own? In case of a mutiny, could the captain shoot
down anybody he chose, and wouldn't he be hanged when he got to shore?
I had ignominiously to call upon Sandy to finish my speech. I realize
that the best-equipped feminine mind in the world can't cope with the
peculiar class of questions that originate in a thirteen-year boy's
brain.
As a result of their seafaring interest, the doctor conceived the idea
of inviting seven of the oldest and most alert lads to spend the day
with him in New York and see with their own eyes an oceanliner. They
rose at five yesterday morning, caught the 7:30 train, and had the most
wonderful adventure that has happened in all their seven lives. They
visited one of the big liners (Sandy knows the Scotch engineer),
and were conducted from the bottom of the hold to the top of the
crow's-nest, and then had luncheon on board. And after luncheon they
visited the aquarium and the top of the Singer Building, and took
the subway uptown to spend an hour with the birds of America in their
habitats. Sandy with great difficulty pried them away from the
Natural History Museum in time to catch the 6:15 train. Dinner in the
dining-car. They inquired with great particularity how much it was
costing, and when they heard that it was the same, no matter how much
you ate, they drew deep breaths and settled quietly and steadily to the
task of not allowing their host to be cheated. The railroad made nothing
on that party, and all the tables around stopped eating to stare. One
traveler asked the doctor if it was a boarding school he had in charge;
so you can see how the manners and bearing of our lads have picked up.
I don't wish to boast, but no one would ever have asked such a question
concerning seven of Mrs. Lippett's youngsters. "Are they bound for a
reformatory?" would have been the natural question after observing the
table manners of her offspring.
Explanation
Detailed Explanation of the Excerpt from Dear Enemy by Jean Webster
Context of the Source
Dear Enemy (1915) is a novel by Jean Webster, best known for her classic Daddy-Long-Legs (1912). It is an epistolary novel (told through letters) and serves as a sequel to Daddy-Long-Legs, following the life of Sallie McBride, a young woman who becomes the superintendent of the John Grier Home, an orphanage. The novel explores themes of childhood, education, social reform, and the contrast between institutional rigidity and nurturing care.
This excerpt is written in the form of a letter (likely from Sallie to a friend), recounting an amusing and heartwarming episode involving the orphaned boys under her care. The passage highlights their curiosity, energy, and the transformative effect of positive experiences—contrasting with the harsh, neglectful environment they previously endured under Mrs. Lippett, the former strict and unfeeling matron of the orphanage.
Themes in the Excerpt
Childhood Curiosity and Imagination
- The boys’ fascination with the ship (rather than Aunt Judy) reflects their adventurous, inquisitive nature. Their questions—about coal, guns, mutinies, and naval battles—reveal a romanticized, action-driven view of the world, typical of young boys.
- Their excitement over the ocean liner, aquarium, and museum shows how new experiences stimulate their minds, something likely deprived under Mrs. Lippett’s rigid rule.
The Power of Positive Mentorship
- The doctor’s initiative to take the boys to New York demonstrates progressive, compassionate child-rearing—giving them educational and cultural exposure rather than punitive discipline.
- The boys’ improved manners ("no one would ever have asked such a question concerning seven of Mrs. Lippett's youngsters") suggest that kindness and engagement (rather than strictness) bring out the best in children.
Class and Social Reform
- The boys’ awareness of cost ("how much it was costing") and their determination to "not let their host be cheated" reveal their working-class mentality—they are used to scarcity and want to ensure fairness.
- The contrast with Mrs. Lippett’s orphans (who would have been assumed to be heading to a "reformatory") critiques institutional neglect and advocates for reform in child welfare.
Humor and Humanity
- The comical exaggeration of the boys’ eating ("the railroad made nothing on that party") and the onlookers’ reactions add lightheartedness, but also underscore how deprivation makes them seize opportunities (like unlimited food).
- The narrator’s self-deprecating tone ("the best-equipped feminine mind can't cope with a thirteen-year boy's brain") humorously acknowledges the gap between adult expectations and childish enthusiasm.
Literary Devices Used
Irony & Understatement
- "I had ignominiously to call upon Sandy to finish my speech." → The narrator downplays her inability to answer the boys’ questions, highlighting the humorous struggle of adults to keep up with children’s imaginations.
- "The railroad made nothing on that party." → Understatement for the boys’ voracious eating, emphasizing their enthusiasm and past deprivation.
Juxtaposition & Contrast
- The boys’ polite, engaged behavior vs. Mrs. Lippett’s orphans (who would be assumed to be "bound for a reformatory") → Highlights the impact of nurturing vs. neglectful care.
- Their fascination with adventure (ships, guns, mutinies) vs. the narrator’s focus on Aunt Judy → Shows the difference between adult and child priorities.
Hyperbole (Exaggeration)
- "the most wonderful adventure that has happened in all their seven lives" → Emphasizes the transformative joy of the experience.
- "they settled quietly and steadily to the task of not allowing their host to be cheated" → Comically dramatic portrayal of their determination to eat their money’s worth.
Dialogue & Indirect Characterization
- The boys’ questions (about coal, guns, mutinies) reveal their personalities—curious, imaginative, and slightly rebellious.
- The traveler’s question ("Is it a boarding school he had in charge?") indirectly shows how well-behaved the boys are now, compared to their past.
Symbolism
- The ocean liner symbolizes possibility, adventure, and escape—something the orphans rarely experience.
- The Natural History Museum and aquarium represent education and wonder, contrasting with the confines of the orphanage.
Significance of the Passage
Critique of Institutional Care
- The excerpt subtly condemns the harsh, joyless environment of traditional orphanages (like Mrs. Lippett’s) by showing how small acts of kindness (a trip to New York) can transform children’s behavior and outlook.
Progressive Education & Child Psychology
- Webster, influenced by early 20th-century child welfare reforms, advocates for experiential learning—the boys learn more from a single day of exploration than from rigid discipline.
- The doctor’s role as a mentor (rather than an authority figure) reflects modern ideas about child development.
Social Class & Opportunity
- The boys’ reaction to unlimited food ("not allowing their host to be cheated") reveals their working-class mindset—they are unused to abundance and want to maximize what they’re given.
- The contrast with upper-class children (implied by the traveler’s question about a "boarding school") highlights class disparities in how children are raised.
Humor as a Tool for Social Commentary
- The comical tone makes the critique of orphanage conditions more palatable, while still exposing the neglect these children faced.
- The boys’ antics (eating endlessly, asking rapid-fire questions) humanize them, making the reader sympathize with their plight.
Key Takeaways from the Text Itself
- The narrator’s voice is warm, observant, and slightly amused, creating an intimate, conversational tone (fitting for an epistolary novel).
- The boys’ excitement is contagious, making the reader share in their joy—a stark contrast to the bleakness of their past.
- The doctor’s kindness is revolutionary in their world, showing how small acts of generosity can change lives.
- The humor (like the eating scene) softens the social critique, making the message more engaging without diminishing its importance.
Conclusion
This excerpt from Dear Enemy is a microcosm of the novel’s larger themes: the power of compassionate care, the resilience of children, and the need for social reform. Through humor, contrast, and vivid characterization, Webster celebrates childhood curiosity while critiquing systemic neglect. The passage reminds us that children thrive not under strict control, but through love, adventure, and the freedom to explore—a message as relevant today as it was in 1915.
Questions
Question 1
The narrator’s remark that “the best-equipped feminine mind in the world can't cope with the peculiar class of questions that originate in a thirteen-year boy's brain” primarily serves to:
A. Reinforce a gendered stereotype about women’s intellectual limitations in technical domains.
B. Highlight the boys’ precociousness by framing their questions as uniquely sophisticated.
C. Undermine the doctor’s authority by suggesting his knowledge is also insufficient for the boys’ queries.
D. Use self-deprecating humor to underscore the unbounded, idiosyncratic nature of adolescent male curiosity.
E. Criticize the educational system for failing to prepare girls to engage with boys’ practical interests.
Question 2
The traveler’s question—“Is it a boarding school he had in charge?”—is most effectively interpreted as:
A. A literal inquiry into the doctor’s professional role, revealing the traveler’s unfamiliarity with orphanage systems.
B. An ironic comment on the boys’ exaggerated politeness, which the traveler finds performatively stilted.
C. A class-based assumption that only privileged children could exhibit such composure in public.
D. A veiled criticism of the doctor’s parenting skills, implying the boys’ behavior is unnaturally restrained.
E. An unintentional compliment to the doctor’s mentorship, as it reflects the boys’ marked improvement in demeanor.
Question 3
The boys’ reaction to the dining-car’s all-you-can-eat policy—“settled quietly and steadily to the task of not allowing their host to be cheated”—is best understood as:
A. A calculated act of defiance against authority figures, rooted in their orphanage upbringing.
B. A literal interpretation of economic fairness, revealing their naiveté about social dining norms.
C. An instinctive response to perceived scarcity, exposing their psychological trauma from deprivation.
D. A humorous exaggeration of their enthusiasm, blending pragmatism with the joy of unrestricted abundance.
E. A subconscious replication of Mrs. Lippett’s frugal teachings, despite their new environment.
Question 4
The passage’s juxtaposition of the boys’ past under Mrs. Lippett with their current behavior under the doctor’s care primarily functions to:
A. Illustrate the transformative power of nurturing guidance over punitive discipline.
B. Satirize progressive education by implying the boys’ improvement is merely superficial.
C. Argue that institutional care is inherently flawed, regardless of the caregiver’s intentions.
D. Suggest that the boys’ reform is temporary, as their true nature will resurface without constant supervision.
E. Emphasize the doctor’s exceptional patience, positioning him as an unrealistic ideal rather than a model.
Question 5
The narrator’s decision to describe the boys’ questions about the ship in such specific detail (e.g., “How many tons of coal did she burn a day?”) is principally a device to:
A. Establish the narrator’s credibility by demonstrating her attentiveness to the boys’ concerns.
B. Contrast the boys’ technical focus with the narrator’s emotional attachment to Aunt Judy.
C. Foreshadow the doctor’s later decision to organize the New York trip as a direct response to their queries.
D. Immersion the reader in the boys’ perspective, making their curiosity tangible and their excitement infectious.
E. Critique the boys’ lack of interest in human relationships, as evidenced by their disregard for Aunt Judy.
Solutions and Explanations
1) Correct answer: D
Why D is most correct: The narrator’s remark employs self-deprecating humor to highlight the whimsical, unbounded nature of the boys’ curiosity, which defies adult expectations (even those of a "best-equipped feminine mind"). The tone is playful rather than critical, emphasizing the idiosyncratic energy of adolescence—a theme central to the passage’s celebration of childhood. The line underscores the gap between adult frameworks and childish imagination, a contrast that drives the humor and pathos of the scene.
Why the distractors are less supported:
- A: The passage does not endorse gendered stereotypes; the narrator’s tone is ironic and affectionate, not serious. The "feminine mind" phrase is self-mocking, not a literal claim about intellectual limits.
- B: The boys’ questions are not framed as sophisticated but as quirky and relentless—the narrator is amused, not impressed, by their focus on ships over Aunt Judy.
- C: The doctor is never mentioned in this context; the remark is about the narrator’s own limitations, not his.
- E: There is no critique of education here, nor any suggestion that girls should engage with these topics—the focus is on the unpredictability of boys’ interests.
2) Correct answer: E
Why E is most correct: The traveler’s question is unintentionally revealing: it assumes the boys are from a boarding school (a privileged setting) because their behavior is so polished—a stark contrast to the stereotype of orphanage children (who, under Mrs. Lippett, would have been assumed "bound for a reformatory"). This indirectly compliments the doctor’s mentorship, as the boys’ improvement is so dramatic that outsiders misread their background. The humor lies in the irony of the misassumption, which reflects their genuine progress.
Why the distractors are less supported:
- A: The question is not literal; the traveler is reacting to the boys’ demeanor, not seeking factual information.
- B: There is no irony in the traveler’s tone—the remark is earnest, even if misguided.
- C: While class is a factor, the primary effect is to highlight the boys’ transformation, not to critique class assumptions directly.
- D: The traveler is not criticizing the doctor; the question is neutral, even positive, in its implications.
3) Correct answer: D
Why D is most correct: The boys’ reaction is exaggerated for comic effect, blending pragmatism ("not allowing their host to be cheated") with unbridled joy at unlimited food. The phrase mock-serious—they treat eating as a solemn "task"—while the context (their voraciousness) makes it humorous. This captures their enthusiasm and the novelty of abundance after likely deprivation, without reducing it to trauma (C) or defiance (A).
Why the distractors are less supported:
- A: Their actions are not defiant but playfully earnest; there’s no suggestion of rebellion, only wholehearted engagement.
- B: While they take the policy literally, the tone is celebratory, not naive—they’re delighted by the opportunity, not confused.
- C: The passage does not dwell on trauma; the scene is lighthearted, focusing on their joy, not psychological scars.
- E: Mrs. Lippett is associated with deprivation, not frugality—the boys’ behavior is new and liberating, not a holdover from her teachings.
4) Correct answer: A
Why A is most correct: The juxtaposition is central to the passage’s argument: the boys’ dramatic improvement under the doctor’s nurturing, experiential care contrasts with their past neglect under Mrs. Lippett. This illustrates the power of positive mentorship over punitive institutionalization, a key theme in Webster’s social critique. The comparison is not satirical (B) or cynical (D) but optimistic, showing that children thrive when given kindness and opportunity.
Why the distractors are less supported:
- B: The passage does not satirize progressive education; it endorses it through the boys’ genuine growth.
- C: The doctor’s care is presented as successful, not flawed—the critique is of Mrs. Lippett’s methods, not institutions per se.
- D: The boys’ reform is not framed as temporary; the narrator boasts about their lasting improvement ("manners and bearing... have picked up").
- E: The doctor is not positioned as unrealistic but as effective; the focus is on the boys’ change, not his exceptionalism.
5) Correct answer: D
Why D is most correct: The specific, rapid-fire questions (e.g., coal tons, ship length, guns) immerse the reader in the boys’ perspective, making their curiosity visceral and their excitement palpable. This narrative technique aligns the reader with the boys’ energy and wonder, reinforcing the passage’s celebration of childhood curiosity. The detail isn’t just descriptive—it’s infectious, drawing the reader into their world.
Why the distractors are less supported:
- A: The narrator’s credibility is not the focus; the questions are shared to evoke the boys’ enthusiasm, not to prove her attentiveness.
- B: While there is a contrast, the primary effect is immersion, not a judgment of the narrator’s emotional attachment.
- C: The trip is not framed as a direct response to the questions; it’s a separate initiative by the doctor, inspired by their general seafaring interest.
- E: The boys’ disregard for Aunt Judy is not criticized—it’s presented as natural and amusing, part of their childlike prioritization of adventure.