Section II begins by introducing a new series of characters into the story. These are the regulars who stay at the dosshouse. Each has a unique story. One of those mentioned is a boy that they called Kuvalda Meteor.
Here is an excerpt from his introduction to the story:
"Boy! What business have you here on this earth?"
The boy answered boldly and stoutly:
"I am a barefooted tramp. . . ."
"You are a fool!" decided Aristid Kuvalda. "what are you knocking about here for? You are of absolutely no use to us . . . Do you drink vodki? . . . No? . . . Well, then, can you steal?" Again, "No." "Go away, learn, and come back again when you know something, and are a man. . . ."
The youngster smiled. "No. I shall live with you."
"Why?"
"Just because. . . ."
After Gorky finished introducing the new cast of characters he notes:
“The above were the chief members of the Captain's company, and he called them with kind-hearted sarcasm "Creatures that once were Men." For though there were men who had experienced as much of the bitter irony of fate as these men; yet they were not fallen so low.”
I am curious to see how Gorky works these characters into the story, especially the boy. The boy doesn’t drink and therefore is not a prisoner to that vice. Yet he chooses to stay at the dosshouse. I also find it interesting how Gorky notes that other men had suffered as much as these men but still avoided the same fate as these men. Some men become victims of their circumstances and others rise through them.
The story next shifts to Tyapa, who was an old man who was described as “tall and angular, he kept his head in such a position that his chin touched his breast.” We learn that he walked that way because someone had once tried to slit his throat because of a rumor stating Tyapa had a hidden collection of money. Tyapa spends a great deal of time reading his old bible.
One Sunday while reading the bible the following exchange occurs:
"Oh, you drunken blackguard," said Kuvalda to him, "what do you understand of it?"
"Nothing, wizard! I don't understand anything, and I do not read any books . . . But I read. . . ."
"Therefore you are a fool . . ." said the Captain, decidedly.”
Tyapa often goes to the teacher to ask questions about the Bible. He is particularly concerned about who he is descended from.
“You are learned . . . Tell me, then, whose descendants are we? Are we Babylonians, or who are we?"
"We are Slavs, Tyapa," said the teacher, and attentively awaited his answer, wishing to understand him.
"Speak to me from the Bible. There are no such men there."
Then the teacher began criticizing the Bible. The old man listened, and interrupted him after a long while.
"Stop . . . Wait! That means that among people known to God there are no Russians? We are not known to God? Is it so? God knew all those who are mentioned in the Bible . . . He destroyed them by sword and fire, He destroyed their cities; but He also sent prophets to teach them.
That means that He also pitied them. He scattered the Jews and the Tartars . . . But what about us? Why have we prophets no longer?"
Tyapa is trying to wrap his head around how the Bible relates to Russians. Since Russians are not named in the Bible he feels that God must not love them as much as he does those named in the Bible, but he wants him to. He is also striving to understand where the prophets of today have gone. This is an opportunity for a profoundly deep theological discussion about the nature of God but the teacher cannot unders what Tyapa is trying to convey. He sees it as the ramblings of an old drunk man. He struggles to answer Tyapa and eventually breaks down in tears. Tyapa doesn’t understand this reaction and tells him he needs to get a real job.
The teacher and Tyapa became friends after this interaction. This surprised the others who stayed At the dosshouse. Gorky notes:
“From this day they became friends, and the "creatures that once were men," seeing them together, said: "The teacher is friendly with Tyapa . . . He wishes his money. Kuvalda must have put this into his head . . . To look about to see where the old man's fortune is. . . ."
Probably they did not believe what they said. There was one strange thing about these men, namely, that they painted themselves to others worse than they actually were. A man who has good in him does not mind sometimes showing his worse nature.”
This last sentiment is interesting. Surrounded by others in dire conditions they try to make themselves seem worse than they really are. I wonder if in the presence of others who are well off they would have tried to act better than they actually are. Perhaps under different circumstances they would make entirely different choices. The difference between a positive influence and a negative influence can be immense.
This is how section II ends. I feel like something is building up that will probably occur in the next couple of sections. I look forward to seeing what happens next. Let me know your thoughts on Section II.
Great literature should do more than entertain us. It should provide a roadmap to improving our lives.
In A Tale of Two Cities, Charles Dickens introduced readers to Sydney Carton, one of literature's most compelling and deeply flawed characters. Dickens also gives him an unusual title: the Jackal.
His struggles raise questions that remain relevant today.
Are we defined by our past mistakes? Can we overcome our weaknesses? What separates the people we are from the people we could become?
Lessons From the Jackal is a 25-day character study exploring these questions through Sydney Carton’s life, decisions, relationships, and personal development.
This is not a traditional course on A Tale of Two Cities. Our reading assignments will focus specifically on Carton, with sufficient background provided to understand his story. No previous knowledge of the novel is necessary.
Each day will feature selected readings, historical comparisons, reflection questions, discussions, and practical challenges ...
Lessons From the Jackal will return next week. Based on the first five days are there any thoughts you want to share? Are there any changes you would like to see? What do you like most about the course? What do you like least? Any feedback would be great as a finalize the next lessons in the series.
Five days ago, we began with a simple question: How do you measure potential?
Over the course of this week, Sydney Carton has challenged us to reconsider what potential really means.
We met a man whose careless appearance concealed remarkable intelligence. We watched him make observations that others overlooked, only to receive little recognition for his contributions.
We discovered a man who recognized in Charles Darnay a reflection of what he might have become, yet seemed unwilling or unable to pursue that possibility.
We examined his relationship with Mr. Stryver and considered what it means to become a jackal: someone who possesses the ability to contribute to another person’s success while neglecting the pursuit of his own.
Finally, we learned that Carton’s habits began long before his professional career. Even as a schoolboy, he devoted his abilities to completing the work of others while neglecting his own.
Carton attributes some of his disappointments to bad luck. Perhaps circumstances have indeed worked ...
