Summary
In the small village of Marygreen, young Jude Fawley helps his beloved schoolmaster Mr. Phillotson pack up and leave for the university town of Christminster. While the other villagers help with practical matters—finding storage for Phillotson's troublesome piano—eleven-year-old Jude feels the deeper loss. He's not a regular day student but attended night school, making his bond with the teacher more precious. Phillotson explains his departure simply: he dreams of earning a university degree and becoming ordained, and believes being near the university will give him the best chance. As the cart disappears around the corner, Jude returns to his chores at the ancient village well, overwhelmed by the magnitude of his teacher's ambitions and his own sense of loss. The chapter establishes the central tension between staying and leaving, between accepting your circumstances and reaching for something greater. Hardy paints Marygreen as a place where old things are torn down and replaced with inferior modern versions—the ancient church demolished, the historic graves forgotten. Only the well remains unchanged, a symbol of continuity in a world of disruption. Jude's tears falling into the well suggest both his current sorrow and his future connection to this place that will both anchor and limit him. The mentor's parting words—'read all you can' and 'hunt me out if you ever come to Christminster'—plant the seed of possibility that will drive the entire story.
Coming Up in Chapter 2
Jude returns home to his aunt Drusilla's bakery, carrying the weight of water buckets and new dreams. The contrast between his humble reality and Phillotson's grand ambitions begins to take shape in the boy's mind.
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An excerpt from the original text.(~500 words)
The schoolmaster was leaving the village, and everybody seemed sorry. The miller at Cresscombe lent him the small white tilted cart and horse to carry his goods to the city of his destination, about twenty miles off, such a vehicle proving of quite sufficient size for the departing teacher’s effects. For the schoolhouse had been partly furnished by the managers, and the only cumbersome article possessed by the master, in addition to the packing-case of books, was a cottage piano that he had bought at an auction during the year in which he thought of learning instrumental music. But the enthusiasm having waned he had never acquired any skill in playing, and the purchased article had been a perpetual trouble to him ever since in moving house. The rector had gone away for the day, being a man who disliked the sight of changes. He did not mean to return till the evening, when the new school-teacher would have arrived and settled in, and everything would be smooth again. The blacksmith, the farm bailiff, and the schoolmaster himself were standing in perplexed attitudes in the parlour before the instrument. The master had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, the city he was bound for, since he was only going into temporary lodgings just at first. A little boy of eleven, who had been thoughtfully assisting in the packing, joined the group of men, and as they rubbed their chins he spoke up, blushing at the sound of his own voice: “Aunt have got a great fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.” “A proper good notion,” said the blacksmith. It was decided that a deputation should wait on the boy’s aunt—an old maiden resident—and ask her if she would house the piano till Mr. Phillotson should send for it. The smith and the bailiff started to see about the practicability of the suggested shelter, and the boy and the schoolmaster were left standing alone. “Sorry I am going, Jude?” asked the latter kindly. Tears rose into the boy’s eyes, for he was not among the regular day scholars, who came unromantically close to the schoolmaster’s life, but one who had attended the night school only during the present teacher’s term of office. The regular scholars, if the truth must be told, stood at the present moment afar off, like certain historic disciples, indisposed to any enthusiastic volunteering of aid. The boy awkwardly opened the book he held in his hand, which Mr. Phillotson had bestowed on him as a parting gift, and admitted that he was sorry. “So am I,” said Mr. Phillotson. “Why do you go, sir?” asked the boy. “Ah—that would be a long story. You wouldn’t understand my reasons, Jude. You will, perhaps, when you are older.” “I think I should now, sir.” “Well—don’t speak of this everywhere. You...
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Intelligence Amplifier™ Analysis
The Road of Borrowed Dreams
When we mistake admiration for someone else's path as a calling to follow that exact same path ourselves.
Why This Matters
Connect literature to life
This chapter teaches how to recognize when you're adopting someone else's dream wholesale instead of adapting their inspiration to your own circumstances.
Practice This Today
This week, notice when you feel envious of someone's path and ask: Do I want their daily reality or just their status? What would this actually require me to sacrifice?
Now let's explore the literary elements.
Terms to Know
Schoolmaster
In 19th century England, often the only educated person in a village, responsible for teaching basic literacy and serving as an informal community leader. They were poorly paid but highly respected, caught between their humble origins and their learning.
Modern Usage:
Like a community college instructor who becomes a mentor to first-generation students, bridging worlds of education and opportunity.
Christminster
Hardy's fictional name for Oxford University and its surrounding city. Represents the pinnacle of English education and social advancement, a place where working-class people could theoretically rise through learning but rarely did in practice.
Modern Usage:
Like an Ivy League school that promises social mobility but remains largely inaccessible to working-class families.
Cottage piano
A smaller, cheaper version of a full piano that middle-class families could afford. Phillotson bought it with dreams of self-improvement but never learned to play, making it a burden rather than an accomplishment.
Modern Usage:
Like buying expensive exercise equipment or online courses with good intentions, then having them gather dust and complicate your life.
Night school
Evening classes for working children and adults who couldn't attend regular day school. This was how poor children got any education beyond basic survival skills, if they were lucky enough to have access.
Modern Usage:
Like adult education programs or community college night classes for people working multiple jobs.
Ordination
The process of becoming an Anglican priest, which required a university degree and offered one of the few paths for working-class men to achieve respectability and steady income in Victorian England.
Modern Usage:
Like pursuing a professional degree (law, medicine, teaching) as a way to escape working-class limitations and gain social status.
Temporary lodgings
Cheap, short-term housing for people without established connections or steady income. Shows Phillotson's precarious position despite his education - he's taking a big risk with no guarantee of success.
Modern Usage:
Like crashing on someone's couch while you pursue a dream job in an expensive city, living paycheck to paycheck.
Characters in This Chapter
Jude Fawley
Protagonist
An eleven-year-old boy who feels the loss of his teacher more deeply than the adults around him. His tears and thoughtful assistance show he's sensitive and intelligent, already different from his practical village neighbors.
Modern Equivalent:
The kid who stays after class to help the teacher and actually listens to their life advice
Mr. Phillotson
Mentor figure
The departing schoolmaster who dreams of university education and ordination. His struggle with the cottage piano shows how aspirations can become burdens, and his kindness to Jude plants seeds of possibility.
Modern Equivalent:
The community college instructor who encourages promising students to transfer to a four-year university
The rector
Authority figure
The local clergyman who deliberately avoids witnessing the transition, showing how those in comfortable positions often ignore the disruption change causes others.
Modern Equivalent:
The manager who takes a vacation day when layoffs are happening
The blacksmith
Village representative
One of the practical villagers helping with the move, focused on solving immediate problems rather than understanding the deeper implications of Phillotson's departure.
Modern Equivalent:
The neighbor who helps you load the moving truck but doesn't ask why you're leaving
Key Quotes & Analysis
"I shall do better at Christminster than I should here."
Context: Explaining to Jude why he's leaving the village for the university town
This simple statement reveals the central tension of the novel - the belief that geography can change destiny. Phillotson assumes proximity to learning will create opportunity, but he's also running from his current limitations.
In Today's Words:
I'll have better opportunities in the big city than I do stuck here.
"When I get to Christminster I shall hunt up the books I want, and in a few years I shall, I hope, be ordained."
Context: Sharing his plans and dreams with young Jude
Shows the optimism and naivety of someone who believes education alone can overcome class barriers. The casual 'I hope' reveals his uncertainty beneath the confident planning.
In Today's Words:
Once I'm there, I'll get the education I need and hopefully make something of myself.
"Be a good boy, remember; and be kind to animals and birds, and read all you can."
Context: His parting advice to Jude before leaving
This paternal advice combines moral guidance with intellectual encouragement. The emphasis on reading plants the seed that will drive Jude's entire life quest, while the kindness to animals shows Phillotson recognizes Jude's sensitive nature.
In Today's Words:
Stay out of trouble, be decent to everyone, and never stop learning.
Thematic Threads
Class
In This Chapter
Jude's working-class position makes Phillotson's university dreams seem impossibly elevated and desirable
Development
Introduced here
In Your Life:
When you feel like opportunities are for 'other kinds of people,' not you
Identity
In This Chapter
Jude begins defining himself through his teacher's ambitions rather than discovering his own nature
Development
Introduced here
In Your Life:
When you find yourself trying to become someone else's version of successful
Social Expectations
In This Chapter
The village expects Jude to accept his station, while Phillotson represents breaking free from limitations
Development
Introduced here
In Your Life:
When family or community pressure conflicts with your desire to grow beyond your current circumstances
Personal Growth
In This Chapter
Jude's education happens in night school, showing his hunger for learning despite obstacles
Development
Introduced here
In Your Life:
When you're trying to improve yourself while managing work and family responsibilities
Human Relationships
In This Chapter
The mentor-student bond between Phillotson and Jude creates both inspiration and eventual abandonment
Development
Introduced here
In Your Life:
When someone you look up to moves on with their life, leaving you to figure out your own path
You now have the context. Time to form your own thoughts.
Discussion Questions
- 1
What specific things does Jude lose when Mr. Phillotson leaves, and why does this hit him harder than the other villagers?
analysis • surface - 2
Why does Phillotson believe that being near the university will help him achieve his goals, and what does this reveal about how opportunity works?
analysis • medium - 3
Think about someone whose career or life path you've admired. How much of their daily reality do you actually know versus the appealing end result you see?
application • medium - 4
If you were Jude's older sibling, how would you help him process his teacher's departure without crushing his dreams or letting him chase someone else's path blindly?
application • deep - 5
What does the contrast between the demolished church and the unchanged well suggest about which parts of our past we should preserve versus which we should let go?
reflection • deep
Critical Thinking Exercise
Dream Audit: Yours vs. Theirs
Think of a goal or dream you're currently pursuing or considering. Write down three specific things that attract you to it, then honestly assess whether each attraction comes from your authentic interests or from admiring someone else's success. For each borrowed element, ask: do I want the daily grind this requires, or just the status it provides?
Consider:
- •Consider both the glamorous parts and the unglamorous daily requirements
- •Think about your actual personality, not who you think you should be
- •Remember that adapting someone's path to your circumstances is different from copying it wholesale
Journaling Prompt
Write about a time when you pursued something because it looked impressive from the outside, only to discover the reality didn't match your expectations. What did that teach you about choosing your own path?
Coming Up Next...
Chapter 2: When Kindness Gets You Fired
The coming pages reveal showing compassion in the wrong context can backfire spectacularly, and teach us sensitive people often struggle in systems that demand hardness. These discoveries help us navigate similar situations in our own lives.