Idea is, as defined by Hugh H. Paschal, “The author’s central meaning or the theme of a literary work” (372). Paschal also states that an idea is the author’s means of presenting a point which may change the way his reader views life and lives it (67). Sometimes the idea may be clearly stated. More often, the idea is implied or suggested through other elements. In fact, one can determine the idea by looking closely at other literary elements involved, such as characterization, setting, events, point of view, tone, irony, imagery, etc. In other words, idea is illuminated through these literary elements. Often, different people reach different opinions about the idea in a literary work and many times there is more than one idea presented. Therefore, in-depth research of an author and his work is needed to discover the point he is trying to get across to his reader.

Idea can be substantially influential in a literary work causing the reader to acquire or reinforce existing values and, as a result, have a great impact on the reader’s life. Now one can study the idea in Willa Cather’s “Paul’s Case” that the lack of love and affection a person feels, due to an abnorm

His teachers were asked to state their respective charges against [Paul], which they did with such a rancor and aggrievedness as evinced that this was not a usual case. Disorder and impertinence were among the offenses named, yet each of his instructors felt that it was scarcely possible to put into words the real cause of the trouble, which lay in a sort of hysterically defiant manner of the boy’s; in the contempt which they all knew he felt for them, and which he seemingly made not the least effort to conceal. (167)

The first technique one can use in examining Cather’s idea is that of the dialogue between Paul and his principal. Dialogue between characters gives the reader insight into the author’s intended meaning. “Whether the words of characters support or oppose the author’s own views, they still may address the story’s idea” (Paschal 75). With this in mind, one can study Paul’s attitude when being addressed by his principal. Cather writes:

In reading this one can assume that Paul’s teachers, the major adult influences in his life, knew there was something seriously wrong with Paul. However, they made no effort to find the meaning in his actions. Instead, his teachers passed him over with the remark, “there is something wrong about the fellow” (Cather 168). Cather’s presentation of why Paul has no regard for authority comes simply from their attitudes towards him, that in the midst of crying out no one would take the time to listen.

In Paul’s response one can see his complete lack of respect for authority figures. This may result from the way he is perceived by his teachers. E.K. Brown comments that, “Paul is a student at the Pittsburgh high school; and in the early scenes the life of the school is given in classroom vignettes and on one long disciplinary incident in which the boy is under attack from principal and staff” (121). There are indeed many references in “Paul’s Case” as to the feelings Paul’s teachers have towards him. Cather writes:

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