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It is now 10:00 a.m, and Stephen is teaching a group of boys. He hates his job and lacks control over his classroom.

“Had Pyrrhus not fallen by a beldam’s hand in Argos or Julius Caesar not been knifed to death? They are not to be thought away. Time has branded them and fettered they are lodged in the room of the infinite possibilities they have ousted. But can those have been possible seeing that they never were? Or was that only possible which came to pass? Weave, weaver of the wind.”

One of the things that you end up realizing about Stephen is his strong internal dialogue. He often slips into his own mind and gets lost in contemplation. As a teacher, it’s not necessarily a good trait to have.

Structural notes:

Style: Catechism (personal) – this description is not as straightforward as “Telemachus.” It is assumed that the reason why this style is called a catechism is because of the multiple question-answer parts of this chapter which influences the structure.

Time and place: The school at 10:00 a.m.

As usual with Stephen Dedalus, there are many historical allusions that the majority will not be able to understand. After reading the first three chapters, I realized how unnecessary this is. The constant allusions are, for the most part, a way of highlighting Stephen’s arrogance. Although Stephen is an intellectual, he is also very snobbish about the fact that he knows more than others. Paradoxically, he has no desire to impart his wisdom on others due to his inherent narcissism.

After class, Stephen visits the schoolmaster, Mr. Deasy. Mr. Deasy begins an anti-sematic rant. Stephen does not go along with Mr. Deasy’s beliefs, but he doesn’t do much to defend his beliefs.  Afterwards, Stephen departs and wanders to the beach.

Until next time,