34 pages • 1 hour read
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Duncan, the protagonist, leaves America, where he is a “dropout,” and goes to China, where he is regarded as a “foreign expert.” His decision to leave for China comes out of an experience in a museum looking at Sung dynasty porcelain, where he remarks on the art’s “wholeness, confidence and supremely untortured air” (50). Duncan wonders if this history is still alive in his heritage and in him, and he takes a position teaching English at the coal mining institute in Shandong.
Duncan is overseen by Professor Mo, a member of the Cultural Revolution whose English saved him and secured him a job. Duncan feels that Professor Mo’s animosity toward him comes from his being a better-liked teacher. Duncan becomes close to a few students—William, Louise and Reginald—and gets to know them better when he invites them to his apartment for conversational lessons. Duncan quickly falls for Louise and organizes a field trip for him, Louise, and William to take, and Professor Mo insists on being the chaperone.
When the group gets to Tai Shin, Professor Mo settles into the hotel while Duncan, William, and Louise set off on their hike up the mountain, where others have journeyed to beg a favor of the Buddha. During this overnight pilgrimage, Duncan feels like Louise shares in his desire, his evidence for this being that she touches his hand twice and says she prayed to the Buddha for someone special for Duncan. Duncan also suspects that William saw these exchanges because Louise is quickly dismissed after the trip. Duncan learns that William “made a report” and Professor Mo filed it without actually knowing if Louise had participated in the “immoral behavior” that she was charged with. Professor Mo tells Duncan that Louise is a woman of secrets, that her family's survival of the Cultural Revolution was and is a mystery, and that Duncan should be wary of her.
Duncan gets ready to take a trip to Beijing with Professor Mo to meet his cousin, which is a major hope of his in going to China. Duncan’s cousin Guotai shows up at Duncan’s hotel with his son Bing Bing, along with a cough that Duncan suspects is tuberculosis. It is clear that they expect Duncan will sponsor them to get to America. The evening is a disaster; Guotai has been beating his son every time he does something wrong, and at dinner he gives Bing Bing glass after glass of beer after realizing that Duncan has no intention of helping them get to America. Bing Bing dances on the table and passes out; Duncan is mortified.
Duncan and Professor Mo leave Beijing, and upon arriving home, Duncan finds Louise and her daughter, Lingli, at his door. Duncan realizes that all of Louise’s questions for him on their pilgrimage were to assess if he would be a good fit for her 19-year-old daughter. Duncan is hopeful in his instant love for this younger version of Louise, and while he knows that the possibility of the arrangement going awry is likely, he is still hopeful for the happiest outcome for himself, and it is this hope that makes him recognize himself as American.
“Duncan in China” follows the narrative arc of the hero’s journey or the monomyth, a convention in mythology in which the hero sets out on an adventure, faces a crisis, and returns home transformed. Duncan leaves for China is search of himself and his heritage, he hopes to fall in love, he journeys up a literal mountain and sees the sun rise, Professor Mo stands in the way of his desire for Louise, Duncan comes face to face with his cousin and his actual heritage—which changes his romantic view of both his homeland and himself—and while he may not get the love he desires, he walks away with new knowledge of himself: that his “hope” makes him “American.”
This story picks up the thematic thread of lapses in understanding between characters as Duncan perceives Louise’s questions about his health and person to be a sign of her interest in him. The “us”-versus-“them” theme also arises in this story as Duncan finds himself becoming more and more like Professor Mo, whom he pitted himself against upon arriving at the school. Duncan’s romanticized view of what “home” would be like for him is challenged as soon as he realizes how difficult it is to just stay warm and to survive.
Professor Mo functions as both an antagonist and a kind of mentor for Duncan. Mo asks him directly if he “is a Chinese man” and Duncan is forced to consider before replying, “I guess no” (55). Mo responds by explaining himself: “‘My meaning is, I guessed from the start you are inside here—’ Mo indicated the inside of his lapel— ‘a sarcastic brute.’ ‘Ah,’ said Duncan. ‘Do you understand me now?’ ‘Yes and no,’ said Duncan” (56). This response from Duncan is true of his whole experience in China, as many things remain a mystery to him even as he begins to understand.
By Gish Jen