THE WARS
Student Notes on Narrative Structure/Style
4U1 - Efpatridis
The Wars
won Governor General’s award/City of Toronto Book Award
written by Toronto-born Findley many years after the War
first published in 1977
Notes on the Novel:
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Findley has likened his novel to a long row of billboards, on which there flash the
moments which he has selected from Robert Ross’ life
Some critics have stated his novel is constructed like a television documentary
The use of photographs and fragments as a narrative style is just as important as the
actual content of the novel
In using this narrative technique, Findley is able to transmit the emotion of the era
through his work
He directly links the past with the present by having the present day researcher reveal
what he/she is looking at, quoting the captions from photos, and then relating back the
archivist who all the while is working in the library while the researcher attempts to put
the pieces of the past together
Brilliant use of photos and interview clips and information is directly linked to the
subject matter: HISTORY. How else is history discovered/retold except through
fragmented pieces of what people remember?
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The novel speaks to our senses; it is an extremely visual book filled with symbols
As a reader, each one of us will remember the most powerful visual images
Therefore, the novel engages each reader on a completely different level
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The “main” narrator posed as “a research figure who attempts to piece together an
historical tale” was commonly used during the 1970’s by many novelists
Novelists during this time period were very concerned with questioning the past and
contemplated “how can we know the past or better yet trust someone’s recollection and
interpretation of it?”
What was being examined by writers was “is history objective or something we can be
absolutely sure about or do we create it just as the novelist creates a work of fiction?”
Findley seems to address this fact in his novel in Book I (Ch2) when he writes, “As the
past moves under your fingertips, part of it crumbles. Other parts, you know you’ll
never find. This is what you have.”
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The “research narrator” reminds us often that we ARE reading a novel, and just as the
people who came into contact with Robert throughout his life (Juliet d’Orsey, Marian
Turner, etc.), we are judges and witnesses of his actions
We are then very much like the narrator him/herself: trying to piece together Robert’s
story and the glimpses we are given into his heart and mind, and it is this relationship
that binds us to the novel
The novel poses many questions and themes: Can we know the past? Should we forget it
or remember it? What is heroism? Do some of us have the potential to be like Robert
Ross-he is defiant but look at what motivates his gesture that is loved/hated by some!
The Title – THE WARS
WWI was intended
 to be “the war to end all wars” BI(Ch2), but we all know it wasn’t
 The title is symbolic of ALL WARS: political, personal, domestic, etc. that we (any
of us) face
 The content of the novel deals with the war, but also Robert’s personal battles, his
growth, his family relationships, his responses, and his interaction with others
 Therefore, we are all connected to the novel because we all face personal wars
within our own lives and all have battles with others like Robert
Books I-V
Set up like a Shakespearean play?
Central Phrases
1. “Never that which is shall die.” (Euripides)
2. “In such dangerous things as war the errors which proceed from a spirit of benevolence
are the worst.” (Carl von Clausewitz)
3. “Not yet.” (Robert Ross.)
4. “EARTH and AIR and FIRE and WATER (Ross’ epitaph)
5. “Look! You can see our breath!” And you can. (caption on the back of a photo)
Importance of Key Phrases
1. The existence of one who lives never ceases even when he/she dies.
(All of us are alive, but some of us never really live!)
2. Acting out of kindness or goodwill leads to errors when it comes to decisions
about war.
3. Robert refuses to give up his life and his will to survive is strong even though he
knows the presence of death is near. (He has experienced the darkness.)
4. The 4 elements of life-very symbolic in this novel.
Earth=creation of life, Air=sustains life, Fire=destroys life, and Water=cleansing
of destruction.
5. Asks the reader to become engaged with the text just as the researcher has with
the artifacts. Photographs bring to life Robert’s tale.
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Main Themes
Relationships
Growth from Innocence to Maturity (Journey Motif)
The Obscenities of War-glory?destruction/chaos?/annihilation?
Illusion vs. Reality
Mental/Physical/Spiritual Suffering
Physical/Spiritual/Mental Death
Insanity and Madness
The Preservation and Destruction of Nature
The Value and Importance of ALL life
The Importance of Love as an Attitude or Guiding Principle
Love-infatuation/sexual/homosexual, etc. . .
Fate/Free-will
Most of the themes seem to somehow emphasize conflict, much like the central theme of conflict in
the novel: war.
THE WARS
Student Notes on Content/Style
The Genre
fiction (historical documentary with realism)
BOOK ONE
30 chapters-series of shots and commentary
blocks of time-many interruptions in narrative flow
(This narrative style directly linked to subject matter)
a variety of narrators
The Prologue
Content
Purposes
Why is it important in the introduction of The Wars?
 Figurative language creates vivid description of setting and
appeals to visual and auditory senses
 Black horse/dog (companions) -gain symbolic relevance
throughout the novel
 Description of Robert-introduces him-reader is able to
“interpret him”
 Actually an excerpt from the ending of the novel (Inverted
Structure)
 Therefore, creates interest in reader
 Characters created and introduced (look at weather-beaten
description of his appearance)
 Author attempts to paint first-hand portrait of Robert’s
predicament and war efforts. This description of him is
directly connected to the setting
 Illustrates war torn era-conflicts with the idealistic view of
war presented in some of the first chapters
 Sets mood and atmosphere, and setting-ravaged soldiers and
countryside
 Introduces journey motif-journey towards
freedom/Magdalene Wood. Man with a purpose and spirit
 Introduces theme of freedom and captivity
 Emphasizes Robert’s love of animals-which becomes more
clear throughout novel
 Introduces idea of war-Can one fight for a cause? Are there
valid reasons behind war? Etc. . .
THE WARS
Student Notes on Content/Style
R. Dobson-Efpatridis
BOOK ONE
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Is the beginning of a vivid collage of which Robert is the center
Robert is a symbolic vehicle for Findley
There is an innate sense of sensitivity and fragility about him.
This is shown through his awareness of himself, affinity for animals, interest in nature and
his concern for others.
The innocence attached to his youth also becomes very obvious.
Chapter 1
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Use of flashback-3rd person narrator asks us to remember, but many do not wish to
He/she steps into the novel to introduce people, events and to make comments (in the
present tense)
We know that there have been a lot of inquires into Robert’s story
Public facts are easier to admit to (objective)
Personal recollections are emotional or more difficult to swallow
Ch. ends with horrific descriptions of death (Purpose of these details?)
Chapter 2
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Arrested action of photos, tapes, telegrams, and letters found by archivist assimilated into
some kind of order –story cannot be fully told with words
Journey for the reader-of discovery for “truth” – is similar to Ross’ journey
Emotional undertones in chapter adds force to the novel
The war boils down to this: a shoebox of memoirs
We must accept what is from this collage-“what you have.”(p.11)
Chapter 3
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Pictures are frozen entities, but stories are alive
Description of them creates a sense of movement and noise
Time of war: uniforms, bands, “life is dangerous” . . .
Illusion vs. reality-prosperity of the time juxtaposed with the reality of death, battle,
and loss of Allies during the Battle at Ypres
Findley gives us the “glorified” look at war: like Hollywood in this chapter
Robert’s inner feelings about war: doubt, cowardice (p.13) contrasted with image
in picture we see of him (italics)
Robert undergoes a metamorphosis in the novel
“Upper class” Ross family introduced. Very concerned about appearance: truck for Red
Cross, lack of Rowena’s face in photos
Robert has very special relationship with her: “The innocent victim.”
He is her guardian. For her, because she is unable, he develops a love of running
Mrs. Ross/Ms Davenport perform “duties” because of dreams
Theme of illusion vs. reality “not one word of it is true.”
Taped interview: Marian Turner-nurse at Bois de Madeleine-calls him a “hero”
(researcher listens in the present tense)
Commentary about the war being crazy and the leaders of her time
Her comments echo what the poems you have studied state
Much information in these first chapters-provide historical background of war and
biography on Robert and his family
THE WARS
Student Notes on Content/Style
Chapter 4
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“flashahead”
Constant interplay of moments of time heighten sense of snatches of memory/confusion
of order
Robert enlists April 2, 1915 (Good Friday)-the day after Rowena died
Findley shows a consummate dedication to detail describing Robert
“Annoyed” by women on the platform-despises phoniness
Reference to Heather Lawson-reveals Robert’s sexuality/inexperience
Pessimistic/realistic atmosphere
References to “bruises”-discover origin in ch. 9
Hesitates to leave-indecisiveness about his choice.
He closed his eyes and took a breath . . . the mist was filled with rabbits, Rowena
and his father and his mother and the whole of his past life-birth and death and
childhood. He could breathe them in and breathe them out.
This KEY PHRASE reveals much about Ross’ family situation
Chapter 5
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Short, succinct-dramatically written-short sentences
Suited to Rowena’s tragic and quick death: a gut-wrenching accident
“Robert’s fault: he was making love to his pillows”
Guilt now attached to early sexual experience
Chapter 6
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Use of contrast/juxtaposition to trigger memory
Ie. Accident repeated with memory of Robert & Rowena
Long distance runner-form of escapism-running away from “?”
Allows him peace, solitude
Love and dedication for Rowenea shown-shunned by rest of family
Who was really handicapped in the family?
Element of forever (p22)-part of fantasy and reality
Chapter 7 & 8
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Brief, abrupt, short chapters-much like the life of Rowena and the action of eliminating
the rabbits
The need for their death emphasized-eliminate any innocence or goodness attached to
her memory or reminder of her burden/handicap
Like a mini-drama-many emotions shown in these chapters
P23-“Gracious! You’re a grown up man” This quote contrasts the true nature of Ross
Chapter 9
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Savageness of Budge’s purpose-killing/destruction of all that was pure, innocent and
good
It’s just a business/punishment to be done
Brutal confrontation between Robert/Terry-fight for Rowen’a honour
Chapter 10
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Confrontation between son and mother ends in pessimistic/cold comments about life
pg.28
Mrs. Ross seen close up-harsh reality sets in when rabbits (innocence) disappear ( a lot
of graphic details given)
Mrs. Ross symbolized by cigarette and empty glass
Chapter 11 & 12
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Robert is one with nature while out on his run
Running with coyote to escape? Always a need to run-to where? To escape?
Horizon imagery-symbolic of the beginning of the day(life) or the end (death/suicide)
his intelligence is discovered
Beauty of Findley’s descriptions-colourful, sensory, appealing, picturesque, extensive use of
simile and metaphor to bring alive the environment
Reveals Robert’s affinity with Nature
Every short chapter provides the reader with vital information which is inflected with
emotional undertones
This wave of emotion gives the novel power/force
Chapters become longer and more detailed
Chapter 13 and 14
 Taffler’s attitude towards war is stereotypical, idealistic and horrible – explain each!
 End of chapter has Robert asking for a gun - unusual request or ominous clue
Chapter 15, 16 and 17
 Animalism theme-repetition of dogs and horses
 Robert’s sexual inexperience brought to the surface-emphasizes his youth and innocence all
the more
 Confrontation with homeosexuality=image of model and hero shattered by looking through
the hole in the wall
 Grotesque images disgust him
 Robert seen as fragile-his complete inexperience and innocence is almost pitiful and
unbelievable but Findley’s creation of this character assists in depicting his experience in the
war as even more tragic due to his innocence and vulnerability
Chapter 18/19/20/21
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Sense of movement-Robert on his journey as an acute observer
Affinity between Robert and his surroundings
Celebration of Rob’s 19th birthday-celebration of youth and war together
Father/son bond-he has a connection with him that he doesn’t have with his mother
Family problems illuminated-alcoholism, fear
His own comments about war and those interjected by Marian’s transcript are stylistically
very important placed in this chapter – war changes civilization; reality is that it is a mistake
 We get some history and direction of the war
 We see him changing from small scrawny boy to war hero
 Wanting to be like Longboat and Taffler reveals his own identity crisis: life is open to him like
a gift and he has to decide what to do with it
Chapter 20:
Photo of Robert Ross
Image of him: young and pure except for fingers in a fist
Glorified image of hero’s death almost morbid and perverted
Chapter 21
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Reconnects to details from ch 19
Dec. 18 Ross boards the S.S. Massanabie in St. John Harbour headed for England
In a convoy
Leaving at night (atmosphere) with no one to see them off and word of a storm
Bringing horses on board – highly unusual; put in cargo hold
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Writes a letter to go out to his father: requesting an automatic gun different from the one
he was given
Knows his father won’t refuse him: issue of safety
Just saw him in Montreal and it made the world of difference; connection to home
His mother never showed up
The picture he sends his father shows the inexperience of the men under Ross’ lead
Individual Work
1.
Examine the various voices that narrate Part One.
Who is each narrator, what does each narrative perspective add to the story, and
how would you determine his/her reliability?
2.
Illusion vs. reality of war
Select key images and phrases of glory and honour that contrast with terror and
fear facing men in the war.
3.
Trace the journey motif just before Robert leaves Toronto to the end of Book One
Make sure to include key episodes that develop the theme of innocence
4.
Love is depicted in many forms in the first section of the novel
Examine key relationships and the purpose of each
a)
Robert and Rowena
b)
Robert and Heather Lawson
c)
Robert and Ella
d)
Robert and Mrs. Ross
e)
Robert and Taffler
5.
Examine the frequency and placement of animal imagery and how Findley uses it
to reveal Robert or represent other characters.
6.
What is the role of 3 minor characters in chapters 20-30?
7.
Examine different aspects of Findley’s style:
a)
the impact of certain chapters on others – those that serve as links to
others. Where? Why?
b)
his dedication to details – select diction in various spots and its purpose
c)
how is Findley able to create so many emotions that are wrapped into one
incident – pick a key situation from ch 20-30 to illustrate Findley’s art with
words
8.
Main characters – select the most revealing line of dialogue that you find for each
and explain what each reveals about his/her character
9.
“War is fought on two fronts: the battlefield and the home front.”
To what extent is there evidence that i) the war is having an effect on those at
home, and ii) those away from home?
THE WARS
Student Notes on Content/Style
R. Dobson-Efpatridis
Chapter 22
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The Ross family goes to church
Mrs. Ross is described as “less and less and companion to her husband and her
children”
She is sorry that the church will be filled with soldiers – militant and blood-thirsty sermon
Dressed in black, with a veil hiding her face but not her features
She is irritated by everyone and hates everyone
Dispersing chocolates on the train station platform – makes her feel she is “mitigating
bullets”
Irony of being at church: ½ the people there have sons who left in the same convoy as
Robert; acknowledges he as gone away to die
Reference to madness: hers, son’s, society’s: Findley conveying message about war
changing civilization and the heart of man forever
Mrs. Ross tunes everything in church out: hearing the Bishop speak about war is too
much for her – walks out and sits on the cold wet step
Mr Ross know that she doesn’t need him or her children who are present: she needs an
opportunity to scream out her pain: loss of brother, loss of father, loss of daughter and
now the loss of her son: she is helpless to protect those she loves
“What does it mean – to kill your children and then sing about it?”
She goes back into the church hand in hand with a child: innocence she wishes to
remember
Image of throwing a snowball is madness but killing people in war was not?
Ross very realistic about war – this is why she is so afraid
This is one of Findley’s most moving passages involving Mrs. Ross. She is an alcoholic who tries
to drink away the destruction she has and will face in her family.
While it contrasts the vile and vulgar Mrs Ross we saw in the bathroom with her son before his
departure for Kingston, it is in keeping with the bitter and angry mother who fears for her son’s
life.
Chapter 23
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Life of a soldier on a ship-descriptive passages visually graphic: living conditions,
washrooms, food, etc. Smells, sounds, sights are all depicted with such realism
Sense of suffocation – greatly contrasts wonderful family trips/crossings
Fighting, bullying, cheating, sex left to the imagination of the reader
First class accommodations reserved for senior officers
No other escape expect on picket duty with horses
Robert feels safer having the revolver in his possession: keep the men from mutiny
Gives him the edge of authority: as an officer he is much younger and smaller than the
men who are under his command
Captain Ord: “he was going to do a boy’s work”
Clifford Purchas: saw the war as “a deadly and heaven-sent chance to become a man”
Harris an only child: comes down with pneumonia and it is because of his fragility that
Robert becomes involved with the horses.
Robert is his successor to take care of the horses in the hold
Chapter 24
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Robert is angry to see the condition that the animals are living in; attempts to create order
Intrigued with this world below the decks; disengages from other life; even goes below
when off duty.
No one else allowed to take care of the “damned horses” Barbarous to travel together on
same boat
Image of storm connected with war
Chapter 25
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Harris and Robert both have an affinity with nature
Just outside of England, the ship cannot dock due to the storm
Battery Sergeant Major demands that he kill the injured horse just as his mother was
adamant about killing the rabbits
Officer must do it with gun
Chapter 26
 Robert stalls to avoid killing the horse with a broken leg – thought desperately for ways of
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avoiding what had to be done”
He is forced to be something he is not-“he had never squeezed a trigger against a living
thing all his life
He looks to the Sergeant who has a reputation for killing in the war, instead he leads him
in the dark to his duty
Chapter 27
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Horses on board are compared to men on ship-in tight stalls trying to hold their footings
Storm outside symbolic of storm inside Robert – revulsion at killing the horse
Undergoes sever trauma as a result of shooting the animal
Regis from Regina even younger than Robert: reflection of innocence; makes and keeps
promises to his mother
Robert exercises his authority with Regis because he can
B.S.M. watching him the entire time; embarrassed by his naivety, inexperience and
ignorance
Takes on the role of a Teddy Budge; wants a Robert Ross to save him in his time of need
Recalls death of his sister
Several attempts until the horse dies
Chapter 28
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Robert’s internal injury from shooting horse reflected in outer injury gained when ship
lurches into harbour
Robert fell: fall from grace and Eden occur when Rowena dies, killing horse is another
fall on his journey
“hadn’t felt a thing” numbed from the pain he feels inside for taking an innocent life-any
life is valuable to Robert: foreshadows important events in the novel
Robert’s legs were black tied to chapter where Mrs. Ross speaks of Robert’s ability to
bruise – Ch 10 shins black – “just like a savage painted for the wars”
Mrs. Ross’s words ring true in a morbid and cynical manner
Harris and Robert become connected while lying on the stretchers
Witnessing the horses fighting for their life in the water paralyzes Ross
His note home not only simplifies his experience on the ship for the sake of his family, but
reveals his plight: needs a better gun for protection even though he has no intention of
using it
Less painful/quick death if he were to use it again
Chapter 29
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Provides link to chapter 21 – find out how Mister Ross was able to meet up with the troop
train to say one last goodbye to his son and deliver the Colt to him
Know his mother was in the train car but unable to get out to see him
“Instead, she waved from behind the glass and she watched he son depart”
Information about how Monty Miles, her brother, was killed provides insight
Mrs. Ross fears death
We see that his novel is much more about ALL the wars we face; not just the one in
which the story is set
Story about the journey of Ross, but each of Rowena, Mister Ross and Mrs. Ross play an
important role in the “puzzle” of Robert’s life
Chapter 30
 Robert continues to write his family guarding the truth from them-connections with them
reaffirmed yet limited
 These letters have found their ways into the archives
 Ross’s little brother Stuart trades letters for other artifacts of war
 Must have the authentic “smell of fire” for any “trade value”