Elder Conklin and Other Stories — Key Ideas to Explore
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The catalog record for Elder Conklin and Other Stories — Key Ideas to Explore provides practical reading context through 65,361 words, 4 hr 45 min estimated reading time, and 7 detected text sections.
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rtance of which he had been trained to over-estimate.
During their drive Miss Conklin made her companion talk of Eastern life; she wanted to know what Chicago was like, and what people did in New York. Stirred by her eager curiosity, Bancroft sketched both cities in hasty outline, and proceeded to tell what he had read and heard of Paris, and Rome, and London. But evidently the girl was not interested by his praise of the art-life of European capitals or their historical associations; she cut short his disquisition:
“See here! When I first seed you an' knew you was raised in Boston, an' had lived in New York, I jest thought you no account for comin' to this jumpin'-off place. Why did you come to Kansas, anyway, and what did you reckon upon doin'? I guess you ain't goin' to teach school always.”
The young man flushed under the frankness of the girl's gaze and question, and what appeared like contempt in her opinion of him. Again he became painfully conscious that there was a wide social difference between Miss Conklin and himself. He had been accustomed to more reticence, and such direct questioning seemed impertinent. But he was so completely under the spell of her beauty, that he answered with scarcely visible hesitation:
“I came out here because I wanted to study law, and wasn't rich enough to do it in the East. This school was the first position offered to me. I had to take it, but I intend, after a term or two, to find a place in a lawyer's office in some town, and get admitted to practice. If I'd had fifteen hundred dollars I could have done that in Boston or New York, but I suppose it will all come right in time.”
“If I'd been you I'd have stayed in New York,” and then, clasping her hands on her knee, and looking intently before her, she added, “When I get to New York--an' that won't be long--I'll stay there, you bet! I guess New York's good enough for me. There's style there,” and she nodded her head decisively as she spoke.
Miss Loo and Bancroft were among the latest arrivals at the Morrises'. She stood beside him while he hitched Jack to a post of the fence amidst a crowd of other horses, and they entered the house together. In due form she presented the schoolmaster to Mr. and Mrs. Morris, and smilingly produced three linen tablecloths as her contribution to the warming. After accepting the present with profuse thanks and unmeasured praise of it and of the giver, Mrs. Morris conducted the newcomers across the passage into the best sitting-room, which the young folk had already appropriated, leaving the second-best room to their elders.
In the small square apartment were some twenty boys and girls, ranging between sixteen and twenty-two years of age. The boys stood about at one end of the room, while the girls sat at the other end chattering and enjoying themselves. Bancroft did not go among those of his own sex, none of whom he knew, and whom he set down as mere uncouth lads. He found it more amusing to stand near the girls and talk with them. By so doing he unconsciously offended the young men.
Presently a tall youth came towards them:
“I guess we'd better play somethin'?”
“Forfeits! Mr. Stevens,” was a girl's quick reply, and it was arranged to play forfeits in a queer educational fashion. First of all Mr. Stevens left the room, presumably to think. When he came in again he went over to Miss Conklin and asked her to spell “forgive.” After a moment's pause she spelt it correctly. He retired slowly, and on his return stopped again in front of Miss Conklin with the word “reconciliation.” She withstood the test triumphantly. Annoyed apparently with the pains she took, Mr. Stevens, on his next entrance, turned to a pretty, quiet girl named Miss Black, and gave her “stranger,” with a glance at Bancroft, which spread a laugh among the boys. Miss Black began with “strai,” and was not allowed to go on, for Mr. Stevens at once offered his arm, and led her into the passage.
“What takes place outside?” asked Bancroft confidentially of the girl sitting nearest to him, who happened to be Miss Jessie Stevens. She replied with surprise:
“I guess they kiss each other!”
Frank Harris's Elder Conklin and Other Stories (1894) opens with a scene that immediately establishes the collection's attention to social nuance: the daughter of Elder Conklin and the new schoolmaster stand on a verandah, looking out over a prairie landscape. The evening air is described as betokening the near approach of Indian summer, a phrase that signals Harris's interest in natural cycles as backdrop to human drama. The dialogue that follows is charged with miscommunication—the schoolmaster, Bancroft, speaks in a more formal register, while Miss Loo Conklin uses colloquialisms like "giving the mitten" and "I guess." This linguistic contrast is not merely decorative; it becomes a vehicle for exploring class, education, and romantic maneuvering.
Dialogue as a Map of Desire and Deception
In the excerpt from "Elder Conklin," Harris uses dialogue to reveal character and motive with remarkable economy. When Miss Loo Conklin accuses Bancroft of asking Jessie Stevens to a dance, his response is immediate and heated: "I certainly didn't ask her." The exchange is built on a misunderstanding fueled by a third party's lie—Seth Stevens. Harris does not simply report the conflict; he dramatizes it through the characters' word choices. Loo's phrase "I didn't give him the mitten" requires Bancroft to ask for clarification, highlighting the cultural gap between them. Later, when she repeats "'Afraid,' as if the word stung her," the narrator notes her physical reaction, linking speech to bodily response. This technique recurs in other stories: in the second excerpt, the Reverend John P. Letgood composes a letter with careful attention to alliteration and tone, revealing his vanity and self-deception. Harris thus makes dialogue and internal monologue a primary tool for exposing the gap between what characters say and what they feel.
The Landscape as Emotional Mirror
Harris frequently uses setting to reflect or contrast with his characters' inner states. In the opening of "Elder Conklin," the description of the prairie at sunset—"the sun was sinking, a ball of orange fire against the rose mist of the sky"—creates a serene backdrop that belies the tension between Bancroft and Loo. The house stands on the crest of a roll in the prairie, a position that suggests visibility and exposure, much like the characters' own vulnerability in their social interactions. Later, in the story featuring Reverend Letgood, the weather shifts with his mood: "The day was cloudy; a thunderstorm was brewing, and had somehow affected his temper." This direct correlation between atmosphere and emotion is typical of Harris's method. He does not overstate the connection; instead, he lets the natural world serve as a quiet counterpoint to human preoccupations. The orchard of peach-trees and the creek fringed with cottonwoods in the first story ground the romance in a specific, tangible place, while the storm in the second story underscores the minister's internal turmoil.
The Performance of Piety and Propriety
Harris's characters are acutely aware of how they appear to others, and the stories often hinge on the gap between public performance and private reality. Reverend Letgood's letter to the Chicago deacons is a masterclass in calculated piety: he writes of needing "Divine assurance" and seeking guidance "at the foot of the Great White Throne," yet the narrator reveals that his real concern is his relationship with Mrs. Hooper. Harris notes that Letgood "liked this letter so much that he read it over a great many times," exposing his vanity. The minister's prayer that night is "more earnest than they had been of late—perhaps because he avoided the dangerous topic." This ironic aside is typical of Harris's narrative voice, which remains detached but pointed. Similarly, in the first story, Miss Conklin's indignation at being thought afraid is a performance of pride, while Bancroft's internal comparison of her to "a perfect Hebe" reveals his literary pretensions. Harris thus presents a world where social roles—Elder, schoolmaster, minister—are constantly tested by private desires.
Readers of Elder Conklin and Other Stories will find that Harris's fiction rewards attention to small details: a gesture, a phrase, a shift in the weather. The stories are not plotted around dramatic events but around moments of recognition and misrecognition. Pay particular attention to how characters speak—the rhythms of their dialogue often tell more than they intend. Harris's West is not a landscape of mythic heroism but a stage for ordinary human folly and longing.
That rainy afternoon, Harris’s frontier hypocrisies felt almost humid against the windowpane, each minister’s letter a small, self-betraying sigh. Later, idly, I found myself turning pages of The Little Lady of Lagunitas: A Franco-Californian Romance — Reading Companion, and the same quiet ache of performance—of loving behind a veil—seemed to linger there, gentler, under a different sun.
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