Excerpt

Excerpt from Anne of the Island, by L. M. Montgomery

“I like you a big bit—and I think you’re a dear, sweet, adorable,
velvety, clawless, little—kitten,” laughed Anne, “but I don’t see when
you ever get time to learn your lessons.”

Phil must have found time for she held her own in every class of her
year. Even the grumpy old professor of Mathematics, who detested coeds,
and had bitterly opposed their admission to Redmond, couldn’t floor
her. She led the freshettes everywhere, except in English, where Anne
Shirley left her far behind. Anne herself found the studies of her
Freshman year very easy, thanks in great part to the steady work she
and Gilbert had put in during those two past years in Avonlea. This
left her more time for a social life which she thoroughly enjoyed. But
never for a moment did she forget Avonlea and the friends there. To
her, the happiest moments in each week were those in which letters came
from home. It was not until she had got her first letters that she
began to think she could ever like Kingsport or feel at home there.
Before they came, Avonlea had seemed thousands of miles away; those
letters brought it near and linked the old life to the new so closely
that they began to seem one and the same, instead of two hopelessly
segregated existences. The first batch contained six letters, from Jane
Andrews, Ruby Gillis, Diana Barry, Marilla, Mrs. Lynde and Davy. Jane’s
was a copperplate production, with every “t” nicely crossed and every
“i” precisely dotted, and not an interesting sentence in it. She never
mentioned the school, concerning which Anne was avid to hear; she never
answered one of the questions Anne had asked in her letter. But she
told Anne how many yards of lace she had recently crocheted, and the
kind of weather they were having in Avonlea, and how she intended to
have her new dress made, and the way she felt when her head ached. Ruby
Gillis wrote a gushing epistle deploring Anne’s absence, assuring her
she was horribly missed in everything, asking what the Redmond
“fellows” were like, and filling the rest with accounts of her own
harrowing experiences with her numerous admirers. It was a silly,
harmless letter, and Anne would have laughed over it had it not been
for the postscript. “Gilbert seems to be enjoying Redmond, judging from
his letters,” wrote Ruby. “I don’t think Charlie is so stuck on it.”

So Gilbert was writing to Ruby! Very well. He had a perfect right to,
of course. Only—!! Anne did not know that Ruby had written the first
letter and that Gilbert had answered it from mere courtesy. She tossed
Ruby’s letter aside contemptuously. But it took all Diana’s breezy,
newsy, delightful epistle to banish the sting of Ruby’s postscript.
Diana’s letter contained a little too much Fred, but was otherwise
crowded and crossed with items of interest, and Anne almost felt
herself back in Avonlea while reading it. Marilla’s was a rather prim
and colorless epistle, severely innocent of gossip or emotion. Yet
somehow it conveyed to Anne a whiff of the wholesome, simple life at
Green Gables, with its savor of ancient peace, and the steadfast
abiding love that was there for her. Mrs. Lynde’s letter was full of
church news. Having broken up housekeeping, Mrs. Lynde had more time
than ever to devote to church affairs and had flung herself into them
heart and soul. She was at present much worked up over the poor
“supplies” they were having in the vacant Avonlea pulpit.

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Explanation

Detailed Explanation of the Excerpt from Anne of the Island by L.M. Montgomery

Context of the Source

Anne of the Island (1915) is the third book in Lucy Maud Montgomery’s beloved Anne of Green Gables series. It follows Anne Shirley as she leaves her rural home in Avonlea, Prince Edward Island, to attend Redmond College in Kingsport, Nova Scotia. The novel explores Anne’s transition from a small-town girl to a young woman navigating academic challenges, friendships, romance, and the bittersweet pull between her past and future.

This excerpt occurs early in Anne’s first year at Redmond, where she is adjusting to college life while maintaining deep emotional ties to Avonlea. The passage highlights her social and academic experiences, her nostalgia for home, and the subtle tensions in her relationship with Gilbert Blythe, her longtime rival and potential love interest.

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Themes in the Excerpt

1. Nostalgia and the Duality of Home vs. New Beginnings

   • Anne is physically in Kingsport but emotionally anchored to Avonlea. The letters act as a bridge between her old and new lives, easing her homesickness.
   • The contrast between Avonlea’s simplicity (Marilla’s "wholesome, simple life") and Redmond’s intellectual and social excitement reflects Anne’s internal conflict between growth and belonging.

2. Female Friendship and Rivalry

   • The excerpt contrasts Phil’s academic competence (who excels despite her social butterfly persona) with Anne’s natural brilliance (especially in English).
   • The letters from Avonlea reveal different female relationships:
     • Diana’s letter is warm and familiar, reinforcing their lifelong bond.
     • Ruby’s letter is frivolous but stings Anne due to the mention of Gilbert, introducing jealousy.
     • Jane’s letter is dull and self-absorbed, highlighting how some friendships fade with distance.

3. Academic and Intellectual Growth

   • Anne’s ease with her studies (thanks to her preparation with Gilbert in Avonlea) contrasts with Phil’s surprising competence, challenging stereotypes about "frivolous" girls.
   • The grumpy math professor’s bias against "coeds" (female students) reflects the gender barriers of the early 20th century, which Anne and Phil navigate successfully.

4. Romantic Tension and Miscommunication

   • The Ruby-Gilbert subplot is a classic Montgomery device—misunderstandings driven by letters. Anne assumes Gilbert’s letters to Ruby imply romantic interest, though the truth is innocent.
   • This unspoken rivalry between Anne and Ruby over Gilbert foreshadows later developments in their relationship.

5. The Power of Correspondence

   • Letters in Montgomery’s works are not just communication but emotional lifelines. Each letter reveals the sender’s personality:
     • Marilla’s is stoic but loving ("wholesome, simple life").
     • Mrs. Lynde’s is gossipy and church-focused, showing her nosy but well-meaning nature.
     • Diana’s is vivid and personal, bringing Avonlea to life.
     • Ruby’s is superficial yet provocative, sparking Anne’s insecurity.

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Literary Devices & Stylistic Choices

1. Characterization Through Dialogue & Letters

   • Anne’s voice is warm, witty, and slightly dramatic ("dear, sweet, adorable, velvety, clawless, little—kitten"). Her playful insult to Phil shows her sharp but affectionate nature.
   • The letters serve as mini-character studies:
     • Jane’s precise but boring letter ("every ‘t’ nicely crossed") mirrors her unimaginative personality.
     • Ruby’s "gushing epistle" and "harrowing experiences with admirers" reveal her vanity and melodrama.
     • Diana’s "breezy, newsy" letter reflects her loyal, spirited friendship.

2. Irony & Dramatic Tension

   • Situational Irony: Phil, who seems more social than studious, excels academically, while Anne, the bookworm, has more free time for socializing.
   • Dramatic Irony: The reader (and later, Anne) learns that Gilbert’s letters to Ruby are innocent, but Anne’s jealous reaction creates tension.

3. Imagery & Sensory Language

   • Avonlea as a Sensory Memory:
     • Marilla’s letter brings a "whiff of the wholesome, simple life" and "savor of ancient peace"—olfactory and gustatory imagery that makes home feel tangible.
     • The letters visually and emotionally transport Anne back, making the distance feel smaller.
   • Contrast in Tone:
     • The lively, humorous opening (Anne teasing Phil) shifts to melancholic nostalgia (Anne’s reliance on letters) and then to sharp emotion (her reaction to Ruby’s postscript).

4. Symbolism

   • Letters as Lifelines: They symbolize connection, but also the gaps in communication (e.g., Jane’s lack of answers to Anne’s questions).
   • The "Two Existences": Anne’s feeling that her lives in Avonlea and Kingsport are "hopelessly segregated" until the letters symbolically stitch them together.

5. Foreshadowing

   • Ruby’s mention of Gilbert foreshadows their evolving dynamic.
   • Anne’s jealousy hints at her unacknowledged feelings for Gilbert, a recurring theme in the series.

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Significance of the Passage

1. Anne’s Maturation

   • This moment shows Anne balancing independence with emotional ties. She is no longer a child but not yet fully confident in her new world.
   • Her reaction to Gilbert’s letters reveals her vulnerability—she is still prideful and quick to assume the worst, a flaw she must overcome.

2. Gender and Education

   • The professor’s bias against "coeds" reflects real early 20th-century attitudes toward women in higher education. Anne and Phil’s success challenges these stereotypes.
   • Phil’s social charm and academic skill subvert the idea that women must choose between intellect and sociability.

3. The Role of Home in Identity

   • For Anne, Avonlea is not just a place but a part of her identity. The letters reaffirm her roots while allowing her to grow.
   • This theme resonates with readers who have left home for education or adulthood, making Anne a relatable, timeless character.

4. Romantic Subplot Development

   • The Gilbert-Ruby-Anne triangle (even if one-sided) keeps readers engaged in the will-they-won’t-they tension.
   • Anne’s denial of her feelings (she doesn’t admit jealousy outright) is a classic Montgomery trope, adding humor and depth.

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Close Reading of Key Lines

1. “I like you a big bit—and I think you’re a dear, sweet, adorable, velvety, clawless, little—kitten”

   • Tone: Playful, affectionate, but with a hint of teasing ("clawless" implies Phil is harmless, not threatening).
   • Characterization: Shows Anne’s wit and warmth, as well as her tendency to dramatize (even compliments are elaborate).

2. “Before they came, Avonlea had seemed thousands of miles away; those letters brought it near”

   • Imagery of Distance vs. Closeness: The letters shrink the emotional gap, making Anne’s transition easier.
   • Psychological Realism: Captures how nostalgia and homesickness work—small tokens (like letters) can anchor a person.

3. “Gilbert seems to be enjoying Redmond, judging from his letters… I don’t think Charlie is so stuck on it.”

   • Subtext: Ruby’s casual mention of Gilbert’s letters triggers Anne’s insecurity.
   • Anne’s Reaction: She doesn’t question the context (that Gilbert is just being polite), showing her pride and sensitivity.

4. “Yet somehow it conveyed to Anne a whiff of the wholesome, simple life at Green Gables”

   • Sensory Language: "Whiff" suggests a fleeting but powerful memory—Marilla’s letter doesn’t say much, but what it evokes is profound.
   • Contrast: The simplicity of Green Gables vs. the complexity of Redmond highlights Anne’s internal conflict.

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Conclusion: Why This Passage Matters

This excerpt is a microcosm of Anne of the Island—it blends humor, nostalgia, academic ambition, and romantic tension while deepening Anne’s character. Montgomery masterfully uses letters to explore themes of change, connection, and self-discovery, making the reader feel Anne’s joy, insecurity, and longing.

The passage also sets up key conflicts:

• Will Anne overcome her pride regarding Gilbert?
• How will she balance her past and future?
• Can she succeed in a world that isn’t always welcoming to women?

Ultimately, this moment captures the bittersweet beauty of growing up—holding onto home while stepping into the unknown.

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Final Thought: Montgomery’s genius lies in making ordinary moments extraordinary. A simple scene of Anne reading letters becomes a meditation on love, friendship, ambition, and the places we carry with us—no matter how far we go.

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Questions

Question 1

The passage’s depiction of Anne’s reaction to Ruby’s postscript—“Gilbert seems to be enjoying Redmond”—primarily serves to:

A. expose Ruby’s manipulative tendencies by framing her as a deliberate provocateur in Anne’s romantic life.
B. reveal Anne’s unresolved emotional investment in Gilbert, despite her outward dismissal of his correspondence.
C. critique the superficiality of female friendships in early 20th-century academic settings.
D. contrast Anne’s intellectual maturity with her peers’ fixation on trivial romantic rivalries.
E. foreshadow Gilbert’s eventual betrayal of Anne’s trust through his correspondence with Ruby.

Question 2

The narrative’s treatment of Phil’s academic success—despite the professor’s bias against “coeds”—is most effectively read as:

A. a satirical commentary on how institutional sexism inadvertently benefits socially adept women.
B. an ironic subversion of gendered expectations, where frivolity and competence coexist in a character.
C. a didactic lesson on the importance of perseverance in the face of systemic discrimination.
D. a realistic portrayal of how male authority figures reluctantly acknowledge female intellectual superiority.
E. a narrative device to emphasize Anne’s exceptionalism by juxtaposing her with a less serious peer.

Question 3

The letters from Avonlea function in the passage as all of the following EXCEPT:

A. a mechanism to collapse the psychological distance between Anne’s past and present selves.
B. a series of character sketches that reveal the senders’ personalities through stylistic and thematic choices.
C. a literal interruption of Anne’s academic focus, underscoring her inability to fully commit to Redmond.
D. a sensory and emotional anchor that mitigates Anne’s initial alienation in Kingsport.
E. a narrative tool to juxtapose the mundane (Jane’s lace-making) with the emotionally charged (Diana’s familiarity).

Question 4

Which of the following best describes the passage’s implicit critique of Anne’s response to the letters?

A. Her selective fixation on Ruby’s postscript betrays a tendency to privilege emotional narratives over objective realities.
B. Her dismissal of Jane’s letter reflects a mature prioritization of substantive content over superficial politeness.
C. Her appreciation of Marilla’s epistle demonstrates her growing capacity to find meaning in understated expressions of care.
D. Her contempt for Ruby’s “silly, harmless letter” aligns with the professor’s misogynistic dismissal of female students.
E. Her immersion in Diana’s letter reveals an escapist avoidance of the intellectual challenges at Redmond.

Question 5

The passage’s closing description of Mrs. Lynde’s letter—“full of church news” and her preoccupation with the “poor supplies” in Avonlea’s pulpit—primarily serves to:

A. reinforce the thematic contrast between the communal, tradition-bound world of Avonlea and the individualistic pursuits of Redmond.
B. underscore the hypocrisy of religious figures who prioritize institutional concerns over personal connections.
C. provide comic relief by caricaturizing Mrs. Lynde’s nosy, gossip-driven personality.
D. highlight Anne’s growing disdain for the parochialism she once found comforting.
E. foreshadow a future conflict between Anne’s secular academic life and the moral expectations of her hometown.

Solutions and Explanations

1) Correct answer: B

Why B is most correct: The passage explicitly notes Anne’s visceral reaction to Ruby’s postscript—“She tossed Ruby’s letter aside contemptuously”—despite the lack of actual evidence that Gilbert’s letters to Ruby signify romantic interest. This overreaction, coupled with the narrator’s observation that Anne “did not know” the letters were merely courteous, exposes her unresolved emotional investment in Gilbert. The text frames this as a moment of unconscious vulnerability, not rational assessment, making B the most defensible answer.

Why the distractors are less supported:

• A: The passage does not suggest Ruby is manipulative; her letter is described as “silly, harmless,” and the postscript is likely innocent. The focus is on Anne’s interpretation, not Ruby’s intent.
• C: While the letters reveal differing female personalities, the passage does not critique the superficiality of friendships broadly; Diana’s letter, for example, is portrayed warmly.
• D: Anne’s reaction is not framed as a contrast between her “intellectual maturity” and others’ “trivial” fixations. Her jealousy is treated as a human flaw, not a marker of superiority.
• E: There is no textual basis to infer Gilbert will betray Anne; the postscript is a misunderstanding, not foreshadowing of betrayal.

2) Correct answer: B

Why B is most correct: Phil is introduced as a socially vibrant “kitten” whom Anne teases for seemingly prioritizing fun over studies, yet the narrator immediately undercuts this assumption: “Phil must have found time for she held her own in every class.” This ironic subversion—where a character who appears frivolous proves competent—challenges gendered expectations of the time. The passage does not moralize (ruling out C) or satirize institutional sexism directly (A); it simply upends assumptions through Phil’s duality.

Why the distractors are less supported:

• A: The professor’s bias is noted, but the passage does not suggest sexism benefits Phil; her success is framed as earned, not a byproduct of systemic flaws.
• C: The tone is observational, not didactic. There’s no “lesson” on perseverance—just a quiet demonstration of Phil’s ability.
• D: The professor’s acknowledgment of Phil’s success is not portrayed as “reluctant” or a power dynamic; it’s a neutral fact.
• E: Phil’s success is not used to emphasize Anne’s exceptionalism. Anne’s ease with studies is attributed to prior preparation, not a contrast with Phil.

3) Correct answer: C

Why C is most correct: Options A, B, D, and E are all supported by the text:

• A: The letters “brought [Avonlea] near” and linked Anne’s “old life to the new.”
• B: Each letter’s style (e.g., Jane’s “copperplate production,” Ruby’s “gushing epistle”) reveals the sender’s personality.
• D: The letters provide “a whiff of the wholesome, simple life,” acting as an emotional anchor.
• E: The juxtaposition of Jane’s mundane details with Diana’s vivid news is explicit.

C is the exception: The letters do not interrupt Anne’s academic focus or suggest she is unable to commit to Redmond. The text states she finds her studies “very easy” and has more time for social life, implying her focus is intact. The letters are a complement, not a disruption.

4) Correct answer: A

Why A is most correct: Anne’s reaction to the letters is selective and emotionally driven:

• She fixates on Ruby’s postscript despite its innocence, ignoring the context (that Gilbert replied out of courtesy).
• She dismisses Jane’s letter entirely, though it’s harmless, because it lacks emotional resonance.
• She cherishes Diana’s and Marilla’s letters for their personal connection, not objective content.

This pattern reveals her privileging of emotional narratives (e.g., jealousy over Gilbert) over objective realities (e.g., the letters’ actual intent). The passage does not praise this tendency; it’s treated as a flaw in her perception.

Why the distractors are less supported:

• B: Anne does not demonstrate “maturity” in dismissing Jane’s letter; she simply finds it boring. The text does not frame this as a prioritization of substance.
• C: While Anne appreciates Marilla’s letter, the passage does not suggest she has a “growing capacity” to find meaning in understatement. She has always valued Marilla’s quiet care.
• D: Anne’s contempt is not aligned with the professor’s misogyny; her issue is with Ruby’s perceived claim on Gilbert, not female students broadly.
• E: Diana’s letter is a comfort, not an escape from intellectual challenges. Anne is thriving academically.

5) Correct answer: A

Why A is most correct: Mrs. Lynde’s letter—focused on church affairs and the “poor supplies” in Avonlea’s pulpit—serves as a microcosm of Avonlea’s communal, tradition-bound values. This contrasts sharply with Anne’s individualistic pursuits at Redmond (academic and social). The passage does not:

• Critique religion (B),
• Use Mrs. Lynde for comic relief (C),
• Show Anne’s “disdain” (D), or
• Foreshadow conflict (E).

Instead, Mrs. Lynde’s preoccupation with collective concerns (the church, the pulpit) reinforces the thematic divide between Avonlea’s interdependent, rooted culture and Redmond’s self-directed, forward-looking environment. This contrast is central to Anne’s internal conflict.

Why the distractors are less supported:

• B: The passage does not portray Mrs. Lynde as hypocritical; her focus on church matters is consistent with her character.
• C: While Mrs. Lynde is often comic, the tone here is neutral. Her letter is part of the broader contrast, not a joke.
• D: Anne does not express disdain; she finds comfort in the familiarity of Mrs. Lynde’s nosiness.
• E: There’s no indication of future conflict between Anne’s secular and religious worlds. The church news is background, not foreshadowing.