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54 pages 1 hour read

Patti Callahan Henry

Once Upon a Wardrobe

Fiction | Novel | Adult | Published in 2021

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Chapters 11-15Chapter Summaries & Analyses

Chapter 11 Summary: “Finding North”

George privately reflects that his sister’s storytelling abilities are improving as she resumes the story. At the age of 13, Lewis attended Cherbourg Preparatory School in Malvern, near the Devonshires’ home. Meanwhile, Warnie was a student at Malvern College. Lewis disliked Cherbourg but found a copy of The Bookman magazine in the library, where he read the lyrics to Wagner’s opera Siegfried and the Twilight of the Gods, based on Norse mythology. The experience gave Lewis the same “joy” he felt when he first read about Squirrel Nutkin or saw Warnie’s miniature fairy garden in a biscuit tin. Lewis was inspired to read other books on Norse mythology. He also discovered the works of Irish poet W. B. Yeats that drew on Irish folklore. Around this time, he lost faith in God and became an atheist.

When Lewis fell ill, Cherbourg’s headmaster sent him home, fearing that he would infect the other students. As his recovery was slow, he had more time to read. Walking in the garden at Little Lea, Lewis envisioned scenes from Norse mythology taking place there, seeing the landscape through new eyes. He also developed a love of nature.

At the ages of 14 and 16, the Lewis brothers were sent to stay with their aunt Helen for the summer at her cottage near the Wicklow Mountains. In his aunt’s library, Lewis discovered the book Siegfried and the Twilight of the Gods, illustrated by Arthur Rackham. Thrilled by how the illustrations brought the story to life, he saved up for his own copy with Warnie’s help. Lewis felt as if these Norse mythologies, with their harsh landscapes, “endless winters,” and resurrected gods, were already a part of him.

Megs describes to George how, while walking around Lewis’s garden, she could imagine the fantastical characters of Narnia inhabiting the woods. When she asked the author why he wrote fairy tales, he said that his friend J. R. R. Tolkien believed that “[m]yth-making is the art of the sub-creator” (122). George asks Megs if she has ever experienced the kind of imaginative joy that Lewis described. She replies that she may have felt something comparable when solving a math equation or when suddenly struck by nature’s beauty on a spring day. When Megs reveals that Lewis loved the Norse myths for their “Northerness” and “Tragedy,” George solemnly nods.

Chapter 12 Summary: “The Other Professor”

Megs resumes the story. When Lewis was 16, he arrived in Great Bookham, Surrey, to be privately tutored by William Thompson Kirkpatrick. Kirkpatrick was his father’s former headmaster, informally known as “the Knock.” Lewis replaced Warnie as Kirkpatrick’s residential pupil when his brother left to train for the British Army at Sandhurst Royal Military Academy. At first, Lewis was intimidated by his new tutor’s interrogation of his ideas and opinions. However, he soon settled into a pleasant routine in the book-filled cottage, where he had a room of his own. His days were made up of intense study and reading, walks in the countryside, and intellectual conversation. Kirkpatrick was an atheist and taught Lewis the skill of debating. Whenever his tutor said “I hear you” to one of his arguments (133), Lewis was delighted.

One day, Lewis found a copy of Phantastes by George MacDonald at a bookstall. The story’s combination of fairies, medieval romance, and quests spoke to the author’s soul, and he wrote to his friend, Arthur Greeves, to tell him about it. Arthur was a boy of the same age who lived near Little Lea and had a debilitating heart condition. The boys became friends when they discovered their mutual love of Siegfried and the Twilight of the Gods. Discovering Phantastes led Lewis to seek out similar stories, including The Faerie Queen by Edmund Spenser.

George comments on the coincidence that Lewis’s friend Arthur was also confined to bed with a heart condition. Megs confirms that Arthur is still alive, as Lewis continues to visit him in Belfast. George suggests that the professor from The Lion, the Witch and the Wardrobe is based on Kirkpatrick. However, Megs says that the professor reminds her of Lewis himself.

Chapter 13 Summary: “Surprised by Enchantment”

Megs reads few novels and cannot imagine experiencing the joy that Lewis and George derive from reading. Part of her resistance to fiction is that it makes her feel emotional when she is trying to be strong. She reflects on the tragedy that George will not live to read all the books he desires.

Megs visits the Bodleian Library, which possesses a vast collection of books and attracts scholars from around the world. Discovering a section devoted to George MacDonald, she sits and reads Phantastes, transfixed by the story. When Padraig approaches her, Megs suddenly feels like she is wasting her time with fairy tales when she should be studying for mathematics exams. However, Padraig disputes her dismissive claim that they are “silly stories.” He reveals that he once attended one of Einstein’s lectures with his father, and the famous scientist stated that imagination was a sign of intelligence. Megs argues that literature cannot be as important as science, but Padraig insists that they are equally important, as the universal truths in stories help us understand the world. Suddenly despondent, Padraig says that Megs is just like his father, who is a math professor. Megs is surprised to learn that she has been to the lectures of Padraig’s father, Professor Cavender. She apologizes to Padraig, explaining her desire to help George and her sense of powerlessness.

Chapter 14 Summary: “The Secrets Inside a Story”

Megs continues reading Phantastes in her room instead of revising. Heading for another appointment at the Kilns, she realizes that she enjoys these visits for her own sake as well as for George’s. The Lewis brothers suggest a walk in the snowy woods.

Lewis resumes his story, explaining that he almost failed to get into Oxford University due to the algebra test in the entrance exam. He was sent to France during World War I but eventually graduated with a Triple First in English, Greek, and philosophy.

Chapter 15 Summary: “Being Brave”

Having completed her exams, Megs returns home for the holidays. However, the house is deserted, and a note explains that her parents have taken George to the hospital. George’s bed is covered in drawings of lions. Megs runs the two miles to the hospital.

Mrs. Devonshire explains that she found George in his wardrobe, struggling to breathe. Connected to tubes and oxygen in his hospital bed, he is now stable. On seeing Megs, George asks if she has brought him another story. Megs warns him that the subject matter is somber, as Lewis’s new stories are about his harrowing experiences in the war. George is undeterred, insisting that he wants to hear about how the author who writes books about courage “was once scared” (164).

Chapters 11-15 Analysis

The Power of Storytelling in Shaping Human Experience is emphasized as both Megs and George are affected by Lewis’s stories. George’s observation that Megs is becoming a better storyteller is corroborated in her increasingly vivid and imaginative descriptions of her encounters with Lewis. For example, she uses figurative language to convey the sensation of walking around the garden of the Kilns, “[their] feet mashing the snow, winding among the trees that look like they are trying to grab the clouds” (121). Megs’s increasing appreciation of the emotional power of storytelling is highlighted when her immersion in George MacDonald’s Phantastes takes precedence over her mathematics revision. Her gradual understanding of the benefits of storytelling is demonstrated in her “hope that one day Mr. Lewis will say something that will have [her] understanding all the pain and death and joy that seem to bump into each other in [her] life” (151). Meanwhile, Lewis’s stories fortify George during his contemplation of his forthcoming death. The eight-year-old takes courage from the author’s account of his horrific experience of warfare and feels less alone on learning that Lewis’s real-life friend Arthur Greeves was also bedbound from a heart condition.

This section focuses on Lewis’s literary influences as the narrative further explores The Origins of Creative Expression. The “endless winters” depicted in the Norse myths beloved by the author as a teenager call to mind Narnia, where it is “always winter but never Christmas” (2). Similarly, the death and resurrection of Norse gods are echoed in Aslan’s fate in The Lion, the Witch and the Wardrobe. Meanwhile, on reading MacDonald’s Phantastes (first published in 1858), Megs discovers similarities between the story and Lewis’s latest book. The cold, pale Maid of Alder resembles the White Witch, and her lulling of victims to sleep echoes Mr. Tumnus’s actions on behalf of Narnia’s ruler. While MacDonald is a little-known author today, he was an influential figure in the development of fantasy fiction and became Lewis Carroll’s mentor. Significantly, he was also a Christian minister, and Lewis admired the divinity he perceived in MacDonald’s fiction, underscoring his belief in the connection between faith and imagination.

In describing the author’s love of Norse mythology and the works of MacDonald, Callahan introduces readers to Lewis’s concept of “joy”—a spiritual sensation the author experienced when first encountering literature that spoke to his heart and imagination. Lewis’s feeling that these stories were already a part of him hints at Carl Jung’s definition of the collective unconscious. Jung argued that the impact of fairy tales and myths is particularly powerful because these stories spring from the collective subconscious—a deeper level of consciousness and creativity that all humans share. The connection between creativity and spirituality is also expressed in Lewis’s response to Megs’s question of why he writes fairy tales. Quoting J. R. R. Tolkien, he states that “[m]yth-making is the art of the sub-creator” (122). In other words, the invention of fantastical worlds by humans imitates God’s creation of the universe from nothing. Following his conversion to Christianity, Lewis, like Tolkien, believed that artistic creation was both a sign of the human race’s connection to its maker and a tribute to God’s powers.

The story-within-a-story structure of the narrative draws further parallels between Lewis’s history and George’s character. Lewis’s period of extended illness as a boy resembles George’s current position, and his projection of scenes from Norse mythology onto the gardens of Little Lea resembles George’s vivid imaginings of Narnia and scenes from Lewis’s life. Both characters are a testament to the power of fiction, as reading allows them to imaginatively transcend challenging circumstances. However, while Lewis recovered from his illness and Arthur survived his heart condition, the same cannot be said for George, whose health only worsens in this section. The repeated drawings of lions that Megs finds on his empty bed signify his growing proximity to God and the afterlife.

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