The Nature and Elements of Literature by W.H.Hudson

The Nature and Elements of Literature 


Introduction:

In his book "An Introduction to the Study of Literature" (1963), W.H. Hudson explains the nature and elements of literature in a simple and practical way. He believes that even though many books discuss specific topics of literature, there is still a need for a clear and comprehensive book like his, which has been proven useful by practical experience in educational institutions.


1. What is Literature?

Hudson defines literature as books that are of general interest to all people and give pleasure through their form. He explains that literature is not just any written work but those books that:

  • Talk about topics that people can relate to

  • Present ideas in a way that connects with the reader’s mind

  • Provide enjoyment and beauty through well-structured writing

He also emphasis that literature is different from technical or specialized books like astronomy or history because literature is meant for everyone, not just for experts.


2. Literature and Life

Furthur to Hudson, literature reflects life. It is a record of what people see, feel, and experience in their lives. Good literature helps us understand life better and forms a connection between the reader and the world. Hudson states:

A great book grows directly out of life, and by reading it, we develop a deeper relationship with life, which explains its power and importance.


3. The Impulses behind Literature

Hudson mentions four basic reasons why people create literature:

Desire for self-expression – expressing one’s thoughts and emotions

Interest in people and their actions writing about human experiences and relationships

Interest in reality and imagination describing the world we live in or creating a world from imagination

Love of form as art enjoying beauty and structure in writing


He also explains that these reasons often overlap, just like they do in real life.


4. The Themes of Literature

Hudson groups the themes of literature into five categories:

Personal experience a person’s own life and feelings

Common human lifebig questions like life, death, sin, and destiny

Social world relationships between people and society’s problems

Nature our relationship with the natural world

Literature and art how humans create and express through art and writing


5. The Classification of Literature

Hudson divides literature into three main types:

Self-expression works where the writer expresses their feelings, like lyric poetry, essays, and criticism

Going outside oneself works that describe human activities and history, like novels, biographies, and plays

Descriptive literature books that describe places and experiences, such as travel books and descriptive poems


6. The Elements of Literature

Hudson explains that literature has three important elements:

Intellectual Elementthe ideas and thoughts the writer shares

Emotional Element the feelings that the writer wants to express and share with the reader

Imaginative Element the creative power that makes the writing vivid and helps readers imagine things


Conclusion:

In a nutshell, W.H. Hudson explained  literature is not just about writing but about expressing life, feelings, thoughts, imagination, and beauty in a way that everyone can enjoy. It helps us understand ourselves and the world around us, making it an important part of education and life.


I am in love, hence free to live by Vera Pavlova

About Poet: 

Best-selling Russian poet Vera Pavlova was born in Moscow. She graduated from the Gnessin Academy, specializing in the history of music. She is the author of numerous collections of poetry, including If There is Something to Desire: One Hundred Poems (2010) and L’ Animal Céleste (2004). She has also written several opera librettos, lyrics to four cantatas, and many essays on musicology. Her works have been translated into over 20 languages. She lives in Toronto, Ontario. (poetryfoundation.org)

Poem: 

Translated By Steven Seymour

I am in love, hence free to live
by heart, to ad lib as I caress.
A soul is light when full,
heavy when vacuous.
My soul is light. She is not afraid
to dance the agony alone,
for I was born wearing your shirt,
will come from the dead with that shirt on.

Summary:

The speaker says that she is in love, and this love makes her free to live. She feels free in love, with no restrictions or control to bind her. Love brings complete freedom to her life.Her soul feels joy and happiness when she receives love. However, she feels empty if there is no love. Love gives her strength, making her ready to face any situation. In the end, she feels eternal love—from birth to death—and believes that love remains alive even after death. The shirt is the only image in the poem that symbolizes eternal love.

Analysis given by ChatGPT from above summary and poem:

This poem expresses a deep, almost spiritual love, emphasizing the speaker’s freedom and lightness that come from being in love. Let’s break it down:

Love as Freedom – The poem begins with a declaration: “I am in love, hence free to live”. Love, in this context, is not a burden but a liberation. The speaker feels free to express themselves spontaneously (“to ad lib”), as they embrace love without constraints.

The Soul’s Weight – The speaker contrasts a full soul with an empty one: “A soul is light when full, heavy when vacuous.” This suggests that love brings fulfillment, making the soul feel light and joyful, while emptiness or loneliness creates heaviness and sorrow. Since the speaker’s soul is light, it implies that they are content and fulfilled in their love.

Strength in Solitude – The line “She is not afraid to dance the agony alone” reveals resilience. Love has given the speaker (or the person they refer to as ‘she’) the strength to face suffering alone, transforming pain into a dance, a form of expression rather than mere sorrow.

Eternal Connection – The poem ends with a powerful, almost mystical image: “For I was born wearing your shirt, will come from the dead with that shirt on.” This suggests a love that transcends time, existing from birth to death and even beyond. The shirt symbolizes a deep connection—perhaps a sense of belonging, devotion, or identity tied to the beloved.

The poem conveys a love so profound that it grants freedom, resilience, and an eternal connection. The speaker is not weighed down by love but lifted by it, embracing both joy and pain. The final lines hint at a spiritual or fated bond, one that exists beyond the limits of life and death.


This image is generated by ChatGPT. 







Two-day National Seminar at GAC

Goverment Arts College, Vallabhipur organised Two-Day National seminar on AI and Education: Opportunity, Challenges and Innovation. I feel privileged to have been a part of this thought-provoking seminar

The keynote address by Prof.(Dr) Dilip Barad Sir, highlighted the fundamental aspect of accessing any information that requires human experience. For that, we have to document futuristic requirements. Sir also highlighted the previous year's Oxford Dictionary Word of the Year, 'Brain Rot' that we have to shift or filter our ideas while using AI. Sir also highlighted a very fundamental concern that whether should we use technology or not is not a debatable topic now. Sir also quoted and discussed Thomas Friedman, Plato, Alvin Toffler, and Noam Chomsky. Sir also highlighted the UN's SDG goal 4 on 'Equitable Quality Education'

The first plenary session was by Prof (Dr) Nigam Dave, sir. He highlighted Ethics and AI and its implications in education. Sir used the metaphor of 'Eye of Hurricane' and anthropocentric concern as well. Sir mentioned The Singularity Is Nearer: When We Merge with AI by futurist Ray Kurzweil and some AI tools like Jill Watson (Georgia Tech), MATHia, Lola, Squirrel AI, Stepwise AI, etc. Sir also shed light on 'AI Hallucination' and AI Bluff and HCPs 2.0. 

Second plenary session led by Dr. Rakesh Damir sir, who, given his expertise on introducing various AI tools, talked about 'Digital Darwinism', how AI and teachers will coexist, prompt engineering, Android and Apple intelligence, and many more AI tools that will be of great help in academia. 


Prof. (Dr.) Mahesh Jivani Sir led the third plenary session on the second day, which focused on the fundamentals of artificial intelligence. Sir suggested utilizing AI as "Intellectual Labor." Also, Sir emphasized everyday tools like Microsoft 365 (for online usage, office.com) and prompt engineering (five stages: Clarity, Context, Precision, Role-Play, and Tone) and how using AI makes these easier. We create data, and the data includes facts and numbers. . Sir also highlighted the 'Internet of Things'. Sir provided us with a several AI platforms, including code.org, AI awaaz, AutoDraw, Gemini writer, and others, to access and process our creative work. Sir said that we must distinguish between feelings and logic and continue learning through the cycle of "learn, unlearn, relearn." 

Overall, it was quite enriched seminar on AI and education had been a great experience of knowing the digital world especially AI's implications in education and how we can teach and learn better with artificial intelligence. 


I am thrilled to share that I got third rank as a best research paper presenter. I am grateful to my supervisor Dr.Vishal Pandya sir, and the organizers of the college. 















FDP - Literature, Film and Media: Theory and Praxis

GOVERNMENT ARTS COLLEGE, MANINAGAR Shri K.K. Shastri Educational Campus, Ahmedabad & KNOWLEDGE CONSORTIUM OF GUJARAT jointly organized One Week Faculty Development Program on Dates of FDP: 22/07/2024 to 27/07/2024 Place: Knowledge Consortium of Gujarat (KCG). 


OBJECTIVES OF THE FACULTY DEVELOPMENT PROGRAMME: 

  • The objective of the FDP on ‘Literature, Films and Media’ study is to analyze and interpret texts, films and media products in order to gain insight into their growth, development, application and interconnectedness as well as understand its massive impact on the present generation. 
  • To acquire knowledge about its theory and praxis and gain an in depth understanding of the process of creating literary texts, cinematic and media adaptations, scriptwriting and screen plays for films, TV shows, web series and other media contents such as blogging, vlogging, podcasts, audiobooks, news stories, advertising, documentary making, radio jockeying and e story telling. 
  • To learn how to interpret and evaluate texts, films and other media products critically. 
  • To gain knowledge about how literature and media can be used to break time, distance, geographical and language barriers and construct and challenge existing power structures and hierarchies. 
  • To gain a better understanding of the role of literary texts, films and media in building, reinforcing and reforming cultural identities and values as well as addressing psychological, social, political and economic issues. (from the given brochure)

I had the honor of participating in One Week Faculty Development Program on 'Literature, Films, and Media: Theory and Praxis' jointly organized by Government Arts College, Maninagar, Shri K.K. Shastri Educational Campus, Ahmedabad & Knowledge Consortium of Gujarat. I learned many new things and theories, detailed outcomes from the speakers' learnings, and more insights. 

Stopping by Woods On A Snowy Evening

 

Stopping by Woods on a Snow... by Julia Garces

MID - Mass Media and Communication BA Semester 2

Unit 1. Media and Culture 
The evolution of media has transformed society through various roles, including entertainment, education, public discourse, and government oversight. Media provides escape, information, and a platform for discussion on important issues, influencing societal values and perceptions. Technological innovations, from the printing press to the Internet, have shaped media industries and communication patterns, reflecting and shaping cultural norms and behaviors.

American households are immersed in a vast sea of media content, from traditional newspapers and television to online streaming and social media platforms. The ubiquity of media, in various forms, has redefined how information is accessed, consumed, and shared, with the average person interacting with an immense amount of data daily.

Media plays essential roles, such as entertainment, education, public discourse facilitation, and governmental oversight, impacting societal values, beliefs, and behaviors. Through storytelling and information dissemination, media shapes narratives and influences public opinion, serving as a mirror reflecting society's cultural norms and values.

The advent of new technologies, such as the printing press, radio, television, and the Internet, has revolutionized how information is disseminated, with each innovation leading to societal shifts and cultural changes. These advancements have both influenced and been influenced by evolving social values, reshaping communication landscapes and individual behaviors.

Free speech, a cornerstone of the American mass media landscape, is protected by the First Amendment, although limits exist based on social values. Definitions of obscenity and copyright laws are examples of legal constraints on free speech that have evolved over time, reflecting changing societal attitudes towards what is considered acceptable in media content.

Propaganda, a tool used to influence public opinion for ideological, political, or commercial purposes, can distort truths, selectively present facts, or appeal to emotions. The use of propaganda in media messaging highlights the power of communication in shaping beliefs and perceptions, illustrating how social values can be manipulated to serve specific agendas.

Gatekeepers in the media industry play a crucial role in curating and controlling the flow of information to the public. These individuals or entities decide which stories are shared, emphasizing certain narratives while potentially omitting others. Gatekeepers hold significant influence over the content we consume, shaping societal conversations and reinforcing dominant cultural norms.

Overall, the evolution of media, driven by technological advancements and societal values, has transformed how information is created, distributed, and consumed. From traditional newspapers to digital platforms, media continues to play a central role in shaping cultural narratives, reflecting and influencing the values and beliefs of society at large.

- Gatekeepers in the media, such as editors and reporters, impact what news is considered important, thus shaping societal values and beliefs through their biases.

- The lack of media coverage on events like the Rwandan genocide in 1994 due to gatekeeping potentially led to political inaction and countless deaths.

- Traditional media, with limited space and time, heavily relied on gatekeepers, while the internet allows for more diverse content and minimizes the gatekeeper function.

- The digital age has shifted gatekeeping roles to platforms like Twitter and YouTube, with less transparency on decision-making processes.

- Different cultures and subcultures present stories differently, showcasing their distinct social values and perspectives on media messages.

- Media literacy is vital in today's society to decode and analyze the vast amount of information transmitted through various media channels.

- Media literacy enables individuals to assess messages critically, understand biases, and evaluate the credibility and purpose behind media content.

- Understanding the creator, format, audience, content, and purpose of media messages helps individuals navigate through the vast and often conflicting information available.

- Considerations for evaluating media messages include the message’s author, format, audience, content, and purpose.

- Media literacy is crucial as individuals decode messages from various sources like individuals, companies, governments, or organizations.

- Analyzing current events online involves identifying the author, format, audience, content, and purpose of the chosen subject.

- Responses to critical questions should be a minimum of one paragraph each regarding changes in information perception, practicing media literacy, and public responsibility.

- End-of-chapter assessment questions cover topics like mass communication vs mass media, the role of media in society, historical events shaping mass communication, and the impact of convergence in the digital age.

- Critical thinking questions explore the history of media technology, the necessity of gatekeepers and tastemakers in mass media, changing cultural periods in the digital age, and the influence of cultural values on U.S. media law.

- Media literacy curriculum in schools and the need for it are considered, along with the role of consultants in helping organizations navigate the media landscape.

- Merlin Mann's work as a writer, speaker, and consultant is explored through his website, projects, fees, and opinions on social networking and public relations.

- Recommendations are provided for consultants to enhance organizations' media presence and reach their goals effectively

National Seminar on 'Convergence of AI, DH and English Studies

The Department of English, Maharaja Krishnakumarsinhji Bhavnagar University organized a One-day Nation Seminar on 'Convergence of AI, DH and English Studies on 29th of March 2024 in hybrid mode.

The seminar started at 10:30 a.m. with the key person of the day Prof. (Dr.) Nigam Dave PDEU, Gandhinagar, Gujarat. Sir addressed his point of view or observations rather than as an expert on "Value Neutrality of Deepfakes and its Positive Implications." The Keynote Speaker session was chaired by Dr. Parul Mishra Professor at Amity University, Jaipur Rajasthan, and the Moderator of the session was Ms. Kavisha Alagiya.




The speaker focuses on how we can revisit the word and a falsified assumption behind the 'Deepfackes' or synthetic media. Sir stressed the line behind the word by analyzing by using archetypes such as Chyavan Rishi(the story of Chyavan Rishi and Sukanya), Aklavya (he learned by the imaginative idol of Drauna )Greek Mythology (before the story of Helen's birth), some interesting memes that can be related in the present scenario, either of politics or of education. The key line sir said, "....synthetic media can be used as malicious, and potential intent." The speaker also demonstrated the concept of Voice Banking, Synthetic Literature by AI, Hologram, Microsoft HoloLens, etc. At the end of the session, sir addressed particular points about how synthetic media can be taken as neutrally. It can be used as a cognitive association with the loved one, and it can be emotionally linked with near and dear ones and that is why we are living or rather co-existing with synthetic media. And it could encourage us to think critically. Sir deconstructed the word 'DeepFake' and also threw light on why we should reframe the concern behind this notion by giving live examples from the disciplines of Medicine, Film, and Education, we can use it to promote more activity efficiently with the value of neutrality of using such AI tools.

Learning Outcome: The resistance to technology always comes with a new start of how and why to learn. We are living in the coexisting world of AI where we can fit ourselves with AI and it can be helpful to us. We should cultivate creative, cognitive insight beyond our only one perception. Ex. As Sir mentioned, a knife can be used for killing and can be used for cutting fruits.

In the first session,(11:45 AM to 12:45 PM) the plenary session was chaired by Dr. Valiur Rahaman Associate Professor at LPU, Punjab. The moderator of the session was Ms. Megha Trivedi.


The session was about Engaging with "Digital Humanities: Tools, Techniques and Scope" by Dr. Richa Mishra (Nirma University, Ahmedabad, Gujarat). Ma'am addressed the origin of the area of Digital Humanities and from its roots to the possible research areas in this field. As the speaker mentioned, "...we can not undo the things, Data is the Soil." Then she talked about language, multiple languages, and gender biases on the internet. For example, the reaction to a particular message on social media might be different from both genders' sides and she addressed the gender linguistic aspects on the internet or on social media. She also suggested some linguistics tools for exercising or researching a particular area. Also gave some real-life experiments and research work in this area.

Learning Outcome: Digital Humanities is still a new emerging era. The new concepts and ideas will keep coming by practicing. There are many stereotypes regarding Gender and Language. We also keep focusing on how to rethink and redefine particular stereotypes as we stand side by the technology.

In the second session, the plenary session was chaired by Dr. Sunita Nimavat Principal, Government Arts College, Vallabhipur, Bhavnagar and the moderator of the session was Ms. Prakruti Bhatt. "The session was about The Role of AI in the Creative Process: Rethinking Authorship" by Dr. Richa Srishti (CHRIST University, Pune, Maharashtra.)


The speaker asked the question first about what we call Creativity(values, consciousness, emotion) while we are expecting any creative work from AI. What do we mean by creativity? Ma'am addressed that AI is learning what we can do, so AI can follow our command while we make mistakes. It starts learning from that if we address it that it is a mistake. Ma'am also mentioned Einstein (thought experiment), Ada Lovelace (first lady and world's first computer programmer) and claimed that AI can be considered as a true author. She also recommended some online AI tools for collaborative writing (Human+AI). The speaker addressed the term Scriptor which was coined by Ronald Barths. As Barths mentioned, "Scriptor whose only power is to combine pre-existing text in new ways' ' Some of the books like, 'There is No I in AI' by Jeo Fansler, 'The Inevitable 'by Kevin Kelly. Ma'am displayed various poems and engaged listeners by asking which poem and image was written and drawn by humans and AI. Verse by Verse, Chat GPT, AI Dungeon, etc for image, poetry, and prose-generating online AI tools she recommended. She also highlights Human Creativity versus Capability and Credibility by Technology. She also threw light upon Ethical concerns from writing to publishing work whether it is by AI or Human and by Collaboratively done work.

Learning Outcome: The question about authorship, and copyright law will be in the particular frame but we can now rethink this new style of writing and publishing the work. We can now effectively work with AI as we can be considered as thinking assistants who can help us to think critically and systematically in a particular form of art. Then we can rethink the work of art.

In the third session, the plenary session was chaired by Dr. Mansukh Gaijan (Incharge Principal, Shamaldas Arts College, Bhavnagar) and the moderator was Ms. Kavisha Alagiya. The session was about "AI for Teaching and Learning" by Dr. Shoba K. N. NITTTR, Chennai, Tamil Nadu.


The speaker first addressed the evolution of technology in teaching, from the printing press to the World Wide Web. She claimed that AI is not new, it has been built for a long time. The evolution of technology in teaching started from the first invention of computers to machine learning to Deep Learning. Ma'am gave quite an interesting example that as in sports, players could practice as per the requirements and equipment. Now times have changed and as evolution is the concern, players have more opportunities to set new records from the previous records. It is applicable in the teaching process as well. Ma'am drafted three educators parallel, Benjamin Bloom and Bloom's Taxonomy, Sal Khan and Khan Academy, (non-profit educational organization), Sam Altman (CEO of OpenAI company), and how these three people provide a kind of framework for teaching with AI either for mathematics or for literature. She also suggested some courses for teacher training with AI that are available on the Coursera platform. She also highlighted that we as a teacher have to require the knowledge of AI and then we are teaching with AI in the classroom. She also recommended various AI tools for lesson planning for the teachers, such as Pictory, InvideoAI, Tome, SlideAI, Gamma, Eduaideai, Twee, Magicschool.Ai, Alayna.Ai, Preplexity, Curipod, autoclassmate etc. 

Learning Outcome: This session was based on teaching. I personally believe that in Teaching Aptitude it is mentioned that Teachers always should be Learners first. So whenever it is required we should learn how to operate a particular site or application then we can introduce it to the students.

 


As a Research Scholar, it was the first National Seminar that I have attended. I express my sincere gratitude to all the renowned speakers, Prof. Dr. Dilip Barad Sir, the head of the Department of English, and scholar's team Vaidehi Ma'am, Megha Ma'am, Prakruti Ma'am, and Kavisha Ma'am. Thank you for organizing the Department of English, MKBU for such an insightful, interactive, enriching, and powerful Seminar.




 

Workshop on 'The Imagination'

On 28th February, the Department of English organized a one-day offline workshop on 'The Imagination' by I.A. Richards. The resource person of the day was Dr. Vishal Pandya Sir. Sir is currently working as Assistant Professor and the Head of the Department of English at Government Arts College, Vallbhipur. The session was anchored by Himanshi Parmamr ma'am. Principal of the college Dr.J.B.Gohil sir addressed the speaker. Further, the verbal welcome of the guest by Aamena Rangwala ma'am. As per the late news we received, we had to shift our program to the class rather than in the conference room. But in the end, we received a amount number of insights from the speaker. 



As per the part of the syllabus of the third-year student, the essay 'The Imagination' by I.A.Richards was dealt with by the speaker but it is more about the deep root of the concept. Sir talked about philosophy and questioned the students what we meant by the word Philosophy. The students also enthusiastically participated and answered the questions as well. As the speaker said, Philosophy is not talking about any great thing or idea, but it is about the base and fundamental thing, in short philosophy is wisdom. Sir talked about the evolution of species and as time passed, the particular species were free from hands then another group of species learned that they could afford food from the land so they did not have to need for food from place to place. In conclusion, humans have time to think, you could imagine if you are mentally free. That is the base we can say why humans can imagine. For thinking, freedom to think is necessary. If we are pressured to not think in our own imagination or in our own way, our mind automatically feels depressed from the external aspects and we try to detach ourselves from the external world. Because the root of imagination as per our way of thinking is different from person to person. So what one person thinks about the sky is his or her speculation but another might think differently. The speaker also mentioned how Socretics and other great philosophers had their truth, they spoke and the world neglected them. Sir also mentioned that the WORD created the WORLD. Sir also mentioned the difference between Fancy and Imagination. In imagination, there are outputs through Language. Without language, we are not able to think.  Another quite interesting point the speaker raised is that there is nothing perfect in Imagination. It is not necessary to think in a straight way and to express what we think in any kind of perfection. At the same time, the process of imagination is quite important. Sir also talked about the concept of Overstanding instead we say that we just Understand the topic or subject. The fundamental thing in Imagination is that it starts with WHY rather than WHAT. Sir also gave some examples from philosophers like Socrates to Aristotle and Galileo to Einstein. 
At the end of the session, the learning outcome from the talk was given by the student from F.Y.B.A Monti Bhill. Prof.Brijedrasinh Jadeja Sir gave verbal thanks to the speaker. 

The Accursed House by Emile Gaboriau

About the Author: 


Émile Gaboriau, (born November 9, 1832/33/35, Saujon, France—died c. October 1, 1873, Paris), French novelist who is best known as the father of the roman policier (detective novel). He has been described as the Edgar Allan Poe of France.


Gaboriau’s prolific imagination and acute observation generated 21 novels (originally published in serial form) in 13 years. He made his reputation with the publication in 1866 of L’Affaire Lerouge (The Widow Lerouge) after having published several other books and miscellaneous writings. His later books, many of them classics of their kind, include Le Crime d’Orcival (1867; The Mystery of Orcival), Monsieur Lecoq (1868), Les Esclaves de Paris (1868; The Slaves of Paris), La Vie infernale (1870; The Count’s Millions), and L’Argent des autres (1874; Other People’s Money). Gaboriau created the fictional detectives Père Tabaret and Monsieur Lecoq; the latter was a fictional precursor of Sherlock Holmes

(https://www.britannica.com/biography/Emile-Gaboriau)

CLICK HERE to read the full text of the short story The Accursed House. 

Here is the presentation of this story. It might be helpful for the examination.




Critical Interpretation: 

The story is quite simple. However, the title might be distracting from the concern of the story. It has a sarcastic tone on society as well as shallow and poor thinking of people. For human beings, if things are right they will easily accept but if things will be right in a more easy way for them, they probably create doubt, passing and coloring their judgments without doing a fact check. The main concern is evoked from the story while we go through the dialogues between tenants. They triggered him and made several speculations as a criminal, some sinful things he did and tried to hide his crime for that reason he made fack sympathy towards them. Slowly as a reader, we come to know that Victome is not strange but the author made the other characters as strange as Bernard feel quite anxious which reflects all tenants' anxiety about their proprietor. For Victome, money is not an important thing to achieve in his lifetime but people's (tenants) blessings. He said,

 When one bears a great name like mine, one should not lend himself to such plundering. I will begin to-morrow to lower my rents, and my tenants will bless me."


Around us, we can find lots of people who really want to do something without any returns or pay. On the other hand, we can find another number of people who distrust others' beliefs and emotions. The purpose of human beings should be to sympathize serve and show compassion towards others. 

TEXT: The Accursed House by Emile Gaboriau

Emile Gaboriau, best known for his remarkable detective stories, was born at Sanson in 1853, and died at Paris in 1873. He was for a time private secretary of Paul Feval, the novelist, and published a great variety of work. In 1866 appeared in the paper called "Le Pays" his first great detective story, "L'Affaire Lerouge," which the author dramatised in collaboration with Hostein in 1872. Like all of the great series, "L'Affaire Lerouge," "Monsieur Lecoq," "Les Esclaves de Paris," etc., are written in an easy flowing style, and are full of exciting moments.

It is interesting to trace the ancestry of the modern detective story. The first seeds are said to be found in Voltaire's "Zadig"; they germinate in Poe's tales, take form in Gaboriau, and are in full bloom in Conan Doyle's "Sherlock Holmes."



The Accursed House by Emile Gaboriau

THE Vicomte de B______, an amiable and charming young man, was peacefully enjoying an income of 30,000 livres yearly, when, unfortunately for him, his uncle, a miser of the worst species, died, leaving him all his wealth, amounting to nearly two millions.

In running through the documents of succession, the Vicomte de B______ learned that he was the proprietor of a house in the Rue de la Victoire. He learned, also, that the unfurnished building, bought in 1849 for 300,000 francs, now brought in, clear of taxes, rentals amounting to 82,000 francs a year.

"Too much, too much, entirely," thought the generous vicomte, "my uncle was too hard; to rent at this price is usury, one can not deny it. When one bears a great name like mine, one should not lend himself to such plundering. I will begin to-morrow to lower my rents, and my tenants will bless me."

With this excellent purpose in view, the Vicomte de B_____ sent immediately for the concierge of the building, who presented himself as promptly, with back bent like a bow.

"Bernard, my friend," said the vicomte, "go at once from me and notify all your tenants that I lower their rents by one-third."

That unheard-of word "lower" fell like a brick on Bernard's head. But he quickly recovered himself; he had heard badly; he had not understood.

"Low—er the rents!" stammered he. "Monsieur le Vicomte deigns to jest. Lower! Monsieur, of course means to raise the rents."

"I was never more serious in my life, my friend," the vicomte returned; "I said, and I repeat it, lower the rents."

This time the concierge was surprised to the point of bewilderment — so thrown off his balance that he forgot himself and lost all restraint.

"Monsieur has not reflected," persisted he. "Monsieur will regret this evening. Lower the tenants rents! Never was such a thing known, monsieur! If the lodgers should learn of it, what would they think of monsieur? What would people say in the neighborhood? Truly—-"

"Monsieur Bernard, my friend," dryly interrupted the vicomte, "I prefer, when I give an order, to be obeyed without reply. You hear me—-go!"

Staggering like a drunken man, Monsieur Bernard went out from the house of his proprietor.

All his ideas were upset, overthrown, confounded. Was he, or was he not, the plaything of a dream, a ridiculous nightmare? Was he himself Pierre Bernard, or Bernard somebody else?

"Lower his rents! lower his rents!" repeated he. "It is not to be believed! If indeed the lodgers had complained! But they have not complained; on the contrary, all are good payers. Ah! if his uncle could only know this, he would rise from the tomb! His nephew has gone mad, 'tis certain! Lower the rents! They should have up this young man before a family council; he will finish badly! Who knows—after this —what he will do next? He lunched too well, perhaps, this morning."

And the worthy Bernard was so pale with emotion when he re-entered his lodge, so pale and spent, that on seeing him enter, his wife and daughter Amanda exclaimed as with one voice:

"Goodness! what is it? What has happened to you now?"

"Nothing," responded he, with altered voice, "absolutely nothing."

"You are deceiving me," insisted Madame Bernard, "you are concealing something from me; do not spare me; speak, I am strong—what did the new proprietor tell you? Does he think of turning us off?"

"If it were only that! But just think, he told me with his own lips, he told me to—ah! you will never believe me—-"

"Oh, yes; only do go on."

"You will have it, then!— Well, then, he told me, he ordered me to notify all the tenants that—he lowered their rents one-third! Did you hear what I said? —lowered the rents of the tenants—-"

But neither Madame nor Mademoiselle Bernard heard him out — they were twisting and doubling with convulsive laughter.

"Lower!" repeated they; "ah! what a good joke, what a droll man! Lower the tenants' rents."

But Bernard, losing his temper and insisting that he must be taken seriously in his own lodge, his wife lost her temper too, and a quarrel followed! Madame Bernard declaring that Monsieur Bernard had, beyond a doubt, taken his fantastic order from the bottom of a litre of wine in the restaurant at the corner.

But for Mademoiselle Amanda the couple would undoubtedly have come to blows, and finally Madame Bernard, who did not wish to be thought demented, threw a shawl over her head and ran to the proprietor's house. Bernard had spoken truly; with her own two ears, ornamented with big, gilded hoops, she heard the incredible word. Only, as she was a wise and prudent woman, she demanded "a bit of writing" to put, as she said, "her responsibility under cover."

She, too, returned thunderstruck, and all the evening in the lodge, father, mother, and daughter deliberated.

Should they obey? or should they warn some relative of this mad young man, whose common sense would oppose itself to such insanity?

They decided to obey.

Next morning, Bernard, buttoning himself into his best frock coat, made the rounds of the three-and-twenty lodges to announce his great news.

Ten minutes afterward the house in the Rue de la Victoire was in a state of commotion impossible to describe. People who, for forty years had lived on the same floor, and never honored each other with so much as a tip of the hat, now clustered together and chatted eagerly.

"Do you know, monsieur?"

"It is very extraordinary."

"Simply unheard of!"

"The proprietor's lowered my rent!"

"One-third, is it not? Mine also."

"Astounding! It must be a mistake!"

And despite the affirmations of the Bernard family, despite even the "bit of writing" "under cover," there were found among the tenants doubting Thomases, who doubted still in the face of everything.

Three of them actually wrote to the proprietor to tell him what had passed, and to charitably warn him that his concierge had wholly lost his mind. The proprietor responded to these skeptics, confirming what Bernard had said. Doubt, thereafter, was out of the question.

Then began reflections and commentaries. "Why had the proprietor lowered his rents?" "Yes, why?"

"What motives," said they all, "actuate this strange man? For certainly he must have grave reasons for a step like this! An intelligent man, a man of good sense, would never deprive himself of good fat revenues, well secured, for the simple pleasure of depriving himself. One would not conduct himself thus without being forced, constrained by powerful or terrible circumstances."

And each said to himself:

"There is something under all this!" "But what?"

And from the first floor to the sixth they sought and conjectured and delved in their brains. Every lodger had the preoccupied air of a man that strives with all his wits to solve an impossible cipher, and everywhere there began to be a vague disquiet, as it happens when one finds himself in the presence of a sinister mystery.

Some one went so far as to hazard:

"This man must have committed a great and still hidden crime; remorse pushes him to philanthropy."

"It was not a pleasant idea, either, the thought of living thus side by side with a rascal; no, by no means; he might be repentant, and all that, but suppose he yielded to temptation once more!"

"The house, perhaps, was badly built?" questioned another, anxiously.

"Hum-m, so-so! no one could tell; but all knew one thing—it was very, very old!"

"True! and it had been necessary to prop it when they dug the drain last year in the month of March."

"Maybe it was the roof, then, and the house is top-heavy?" suggested a tenant on the fifth floor.

"Or perhaps," said a lodger in the garret, "there is a press for coining counterfeit money in the cellar; I have often heard at night a sound like the dull, muffled thud of a coin-stamper."

The opinion of another was that Russian, maybe Prussian, spies had gained a lodgment in the house, while the gentleman of the first story was inclined to believe that the proprietor purposed to set fire to his house and furniture with the sole object of drawing great sums from the insurance companies.

Then began to happen, as they all declared, extraordinary and even frightful things. On the sixth and mansard floors it appeared that strange and absolutely inexplicable noises were heard. Then the nurse of the old lady on the fourth story, going one night to steal wine from the cellar, encountered the ghost of the defunct proprietor—he even held in his hand a receipt for rent—by which she knew him!

And the refrain from loft to cellar was:

"There is something under all this!"

From disquietude it had come to fright; from fright it quickly passed to terror. So that the gentleman of the first floor, who had valuables in his rooms, made up his mind to go, and sent in notice by his clerk.

Bernard went to inform the proprietor, who responded:

"All right, let the fool go!"

But next day the chiropodist of the second floor, though he had naught to fear for his valuables, imitated the gentleman beneath him. Then the bachelors and the little households of the fifth story quickly followed this example.

From that moment it was a general rout. By the end of the week, everybody had given notice. Every one awaited some frightful catastrophe. They slept no more. They organized patrols. The terrified domestics swore that they too would quit the accursed house and remained temporarily only on tripled wages.

Bernard was no more than the ghost of himself; the fever of fear had worn him to a shadow.

"No," repeated his wife mournfully at each fresh notification, "no, it is not natural."

Meanwhile three-and-twenty "For Rent" placards swung against the facade of the house, drawing an occasional applicant for lodgings.

Bernard—never grumbling now—climbed the staircase and ushered the visitor from apartment to apartment.

"You can have your choice," said he to the people that presented themselves, "the house is entirely vacant; all the tenants have given notice as one man. They do not know why, exactly, but things have happened, oh! yes, things! a mystery such as was never before known—the proprietor has lowered his rents!"

And the would-be lodgers fled away affrighted.

The term ended, three-and-twenty vans carried away the furniture of the three-and-twenty tenants. Everybody left. From top to bottom, from foundations to garret, the house lay empty of lodgers.

The rats themselves, finding nothing to live on, abandoned it also.

Only the concierge remained, gray green with fear in his lodge. Frightful visions haunted his sleep. He seemed to hear lugubrious howlings and sinister murmurs at night that made his teeth chatter with terror and his hair erect itself under his cotton nightcap. Madame Bernard no more closed an eye than he. And Amanda in her frenzy renounced all thought of the operatic stage and married—for nothing in the world but to quit the paternal lodge—a young barber and hair-dresser whom she had never before been able to abide.

At last, one morning, after a more frightful nightmare than usual, Bernard, too, took a great resolution. He went to the proprietor, gave up his keys, and scampered away.
.......................................
And now on the Rue de la Victoria stands the abandoned house, "The Accursed House," whose history I have told you. Dust thickens upon the closed slats, grass grows in the court. No tenant ever presents himself now; and in the quarter, where stands this Accursed House, so funereal is its reputation that even the neighboring houses on either side of it have also depreciated in value.

Lower one's rents!! Who would think of such a thing!!!


Source: 

Patten, William S. Short Story Classics: French II and index. Collier/Macmillan, 1907, https://www.google.co.in/books/edition/Short_Story_Classics_American/nG8oAQAAIAAJ?hl=en&gbpv=1&pg=PA329&printsec=frontcover. Accessed 26 11 2023.