61 pages • 2 hours read
Helen DeWittA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Content Warning: This section of the guide includes a discussion of suicide.
This theme revolves around the character of Ludo, an undisputed child prodigy. Sorabji, upon finding Ludo’s extraordinary education and intellect, admires it and when he learns that it is Kudo’s mother who taught her, he exclaims, “I take my hat off to her!” (328). Ludo’s education, meticulously nurtured by his mother, Sibylla, serves as a testament to the profound impact of parental influence on intellectual development and the exceptional nature of his genius, evoking admiration from those who encounter his remarkable intellect.
Ludo’s quest to find his father and his exploration of multiple father figures in are also intricately connected to his intellectual pursuits and genius. His relentless search for a suitable father figure mirrors his intellectual curiosity and the desire to find someone who can match his prodigious intellect. This journey serves as a parallel to his pursuit of knowledge as he seeks answers about his paternity.
The novel portrays a world that celebrates and cherishes intellectual prowess. Sibylla is a highly educated and intellectually gifted woman who is determined to pass on her passion for learning to her son, Ludo. The narrative exudes a deep affection for literature, classics, mathematics, and languages, but intellectual pursuit in the novel extends beyond formal education, embracing a broader curiosity and the quest for knowledge in all its forms. The characters explore various subjects, grapple with challenging texts, and engage in intellectual debates. Sibylla’s insistence on teaching Ludo Japanese and her emphasis on reading classic texts underscores her belief in the transformative power of education and intellectual exploration. Moreover, her contemplation of Ludo’s extraordinary intellect highlights the mysterious and somewhat arbitrary nature of genius. She becomes fixated on the sequence of events leading to Ludo’s birth and recognizes that even the slightest alteration in her life could have deprived the world of “a genius” (37). The novel therefore presents the benefits of intellectual pursuits while warning against fixating on the concept of genius.
Sibylla’s sense of responsibility for Ludo’s brilliance underscores the burden that genius places on those in close proximity. She reflects on the endless work by admitting, “once you start explaining something there is no end to it” (41). The weight of genius does not seem to burden Ludo; rather, it is his mother who feels the immense pressure to document and interpret the events of his life. She believes that it is her duty to preempt history by recording and deciphering her son’s life, comparing him to someone like Mozart. This discrepancy between Sibylla and Ludo suggests that true genius is not obsessed with its own status, while fixating on this status creates obstacles for intellectual pursuits.
DeWitt depicts parenthood as a challenging and relentless duty. Sibylla’s inner struggle is revealed when she exclaims, “[i]t is my duty as a mother to be cheerful, & so it is clearly my duty to watch a work of genius & abandon Advanced Angling & composition” (77). This passage underscores the innate difficulties of being a mother, as she grapples with the weight of responsibility and the need to prioritize her child’s well-being over her personal pursuits. Sibylla’s dedication to her role as a single mother is evident when she laments, “[w]hat kind of childhood is this for a child?” (97). Despite her tireless efforts, she still carries a sense of inadequacy, highlighting the constant parental struggle to provide the best for their children. Sibylla’s anxieties manifest in a metaphor of being a “monster of spikes & wire” (158), revealing the self-doubt and identity crises that parenthood can provoke. As she grapples with how much to encourage or discourage Ludo’s genius, Sibylla faces a moral and ethical dilemma. By presenting the challenges of parenthood, DeWitt explores whether a more fulfilling and successful parent-child relationship could be born outside the confines of traditional roles and familial and biological structures.
The sacrifices and compromises that parenthood entails are further exemplified when Sibylla reluctantly tutors Ludo in areas that she has no desire to revisit. She muses, “I did not want to go over the long vowels & diphthongs. I don’t want to go over them now” (106), but she has to for Ludo. This illustrates the demands of parenthood in which parents find themselves doing things they do not want to do solely for the sake of their children’s development. Moreover, Sibylla also faces judgment and criticism from others regarding her parenting style, as she receives comments like, “I think you are making a terrible mistake” (110). This highlights the societal pressures and unsolicited advice with which some parents have to contend.
Amidst the difficulties, the novel also beautifully portrays the profound love between a mother and her child, as seen in the heartwarming moment when Sibylla kisses Ludo “four or five thousand times” (160). This love and affection reflect the deep emotional connection that parenthood can bring, despite its inherent challenges and sacrifices. Ludo also acknowledges his mother’s efforts, as he mentions, “[e]verything I know about delicacy I learned at my mother’s knee” (216). This highlights the enduring influence of a mother’s guidance and the values instilled in a child through the nurturing bond of parenthood. At the same time, the intensity of this bond emphasizes the weight of Sibylla’s responsibility for “everything” Ludo knows and for kissing him to a hyperbolic extent.
This theme extends to Ludo’s persistent yearning to know his father, a desire driven by his mother’s reluctance to reveal any details. Ludo’s curiosity about his father’s origins is evident when he questions Sibylla on their way home, listing various nationalities, to which she responds with a resounding, “No” (115). Ludo’s frustration and determination to uncover his father’s identity become increasingly pronounced as he admits trying all week to find his father’s name, but “Sibylla will not even tell [him] the first letter” (172). This exemplifies how Sibylla’s reluctance to disclose information about his father becomes a source of conflict within their parent-child relationship. Moreover, Ludo’s rejection of his biological father leads him to question the concept of parenthood. Disappointed by his biological father’s lack of intellect, Ludo embarks on a search for replacement fathers. He realizes that he can choose or even have multiple fathers, opening up the idea that successful parenthood may lie outside the structures that society attempts to dictate to Ludo. The novel does not include a resolution regarding Ludo’s search for a father figure, highlighting the challenges of building strong parental relationships.
Ludo’s “aptitude for languages” in The Last Samurai highlights the theme of language and art (101). Ludo knows “French and Greek and Arabic and Hebrew and Latin” and is learning Japanese as well (137). His mastery of diverse languages opens doors to new worlds of literary and cultural artistry. This multilingualism grants him a unique lens to appreciate the intricate beauty of poetry, literature, and various global cultures. DeWitt hence reinforces the idea that language serves as a conduit for the artistic expression of diverse human experiences.
Art has a profound impact on Sibylla who has experienced suicidal inclination. Her deep love for Seven Samurai and Ludo’s request for another recording from Yamamoto underscore the capacity of great art to infuse meaning into existence. Ludo even hopes that Yamamoto’s CD might serve as a lifeline for his mother. He characterizes Sibylla as someone who deems “boredom” worse than death. Sibylla’s life, along with the magazines she works with, engenders an all-encompassing sense of boredom. In this context, art becomes a sanctuary from the mundane, playing a transformative and vital role in enriching the human experience.
The prominent role of Kurosawa’s Seven Samurai in the novel further illustrates the power of great art to enrich human experience, particularly in the context of Sibylla and Ludo’s lives. Sibylla screens the film repeatedly to impart ethical lessons to Ludo, believing that her role as a single mother cannot adequately convey these morals. She attributes profound moral and emotional power to the film, considering it a surrogate paternal figure for her “fatherless uncleless boy” (163). This underscores her reliance on art as a source of meaning and connection. She and Ludo agree that the film could only be adequately enjoyed by learning the original Japanese, reinforcing the novel’s ideal that learning languages opens the door to greater enjoyment of the arts.
DeWitt further explores this theme by challenging conventional literary and aesthetic norms. Sibylla criticizes the narrow and uncreative use of language in art, emphasizing the limitations of Western literary practices. She imagines a world in which writers draw inspiration from diverse languages like Chinese, Finnish, and Hungarian to create a richer linguistic tapestry. Sibylla advocates for a more varied and flexible approach to language, treating different languages as unique shades of paint that can be used to craft a complex and beautiful whole. DeWitt mirrors Sibylla’s perspective by infusing the novel with various foreign languages, such as French, Greek, Japanese, and Icelandic. Through this approach, DeWitt challenges the conventional use of language in literature, illustrating the transformative power of linguistic diversity in art and suggesting that this will enrich the human experience.