A Midsummer Night's Dream SUMMARY This play is a love story that t hat is split between four sets of lovers; Hippolyta and Theseus, Hermia a nd Lysander, Helena and Demetrius and Titania and Oberon. The story begins with a distraught father, Egeus,, asking the Duke, Thesus, to bring the law upon his daughter's, Hermia‟s, head. His request is Egeus made because he wants her to marry Demetrius and she has disobeyed him by seeing Lysander in secret. The Duke gives Hermia up to the day of his wedding to decide to obey her father or suffer the consequence of consignment to a nunnery if she chooses to oppose him. This decision spurs Hermia and Lysander to meet in the woods to facilitate their elopement. Things get interesting at this point because Puck, a fairy, carries out Oberon‟s request to meddle in the lovers‟ lives. Mistaken identity occurs with hilarious consequences. The tale of Titania , Oberon and Bottom intersect as a subplot, as well as the play within the play. The play ends with all the lovers being wed. SETTING
The play is set in Athens Some scenes occur within the palace walls While others occur in the wood, outside of Athens
CHARACTERS Puck
Puck, also known as Robin Goodfellow, is a mischievous fairy who delights in playing pranks on mortals. His antics are responsible for many of the complicat ions that propel the other main plots He mistakes the young Athenians, applying the love potion to Lysander instead of Demetrius, thereby causing chaos within the group of young lovers He also transforms Bottom‟s head into that of an ass.
Oberon
The king of the fairies, Oberon is initially at odds with his wife, Titania, because she refuses to give him a young Indian prince. Oberon‟s desire for revenge on Titania leads him to send Puck to obtain t he lo ve‐potion flower (love in idleness) that creates so much of t he play‟s confusion.
Titania
Titania is very stubborn because she resists her husband‟s attempts, Oberon to obtain the child. She has a brief, potion‐induced love for Nick Bottom, whose head Puck has transformed into that of an ass.
Lysander
A young man of Athens who is in love with Hermia. Lysander‟s relationship with Hermia highlights the theme of love‟s difficulty He cannot marry Hermia openly because Egeus, her father, wishes her to wed Demetrius He becomes the victim of misapplied magic and wakes up in love with Helena.
Demetrius
A young man of Athens who is initially in love with Hermia He ends up, ultimately, falling in love with Helena.
Hermia
Egeus‟ daughter. A young woman of Athens. Hermia is in love with Lysander and is a childhood friend of Helena. She is in love with Lysander She is left without a lover when both Lysander and Demetrius suddenly fall in love with Helena. She ends up marrying Lysander
Helena
A young woman of Athens. She is in love with Demetrius. Demetrius and Helena were once courted, but when Demetrius met Helena‟s friend Hermia, he fell in love with her and abandoned Helena. Lacking confidence in her looks, Helena thinks that Demetrius and Lysander are mocking her when the fairies‟ mischief causes them to fall in love with her.
Egeus
Hermia‟s father, who brings a complaint against his da ughter to Theseus: Egeus has given Demetrius permission to marry Hermia, but Hermia, in love with Lysander, refuses to marry Demetrius. Egeus‟s severe insistence that Hermia either respect his wishes or be held accountable to Athenian law places him squarely outside the whimsical dream realm of the forest. forest.
Lysander
A young man of Athens who is in love with Hermia. Lysander‟s relationship with Hermia highlights the theme of love‟s difficulty He cannot marry Hermia openly because Egeus, her father, wishes her to wed Demetrius He becomes the victim of misapplied magic and wakes up in love with Helena.
Demetrius
A young man of Athens who is initially in love with Hermia He ends up, ultimately, falling in love with Helena.
Hermia
Egeus‟ daughter. A young woman of Athens. Hermia is in love with Lysander and is a childhood friend of Helena. She is in love with Lysander She is left without a lover when both Lysander and Demetrius suddenly fall in love with Helena. She ends up marrying Lysander
Helena
A young woman of Athens. She is in love with Demetrius. Demetrius and Helena were once courted, but when Demetrius met Helena‟s friend Hermia, he fell in love with her and abandoned Helena. Lacking confidence in her looks, Helena thinks that Demetrius and Lysander are mocking her when the fairies‟ mischief causes them to fall in love with her.
Egeus
Hermia‟s father, who brings a complaint against his da ughter to Theseus: Egeus has given Demetrius permission to marry Hermia, but Hermia, in love with Lysander, refuses to marry Demetrius. Egeus‟s severe insistence that Hermia either respect his wishes or be held accountable to Athenian law places him squarely outside the whimsical dream realm of the forest. forest.
Theseus
He is the duke of Athens. He is engaged to Hippolyta. Theseus represents power and order throughout the play. He appears only at the beginning and end of the story, he is therefore removed from the dreamlike events of the forest.
Hippolyta
The queen of the Amazons. She is engaged to Theseus. Like Theseus, she symbolizes order.
Nick Bottom
The overconfident weaver chosen to play Pyramus in the craftsmen‟s play for Theseus‟s marriage celebration. He is full of advice and self ‐confidence. He frequently makes silly mistakes and misuses language. He is the comic relief in the play because of he is unaware that he possessed an ass‟ head.
Peter Quince
A carpenter. The „leader‟ of the craftsmen‟s attempt to put on a play for Theseus‟s marriage celebration. Quince is often ignored by the overly confident Bottom. He plays the Prologue in the play within the play.
Francis Flute
The bellows‐mender. He is chosen to play Thisbe in the t he play within the play. Forced to play a young girl in love.
Robin Starveling
The tailor. He was to chosen to play Thisbe‟s mother in the play within the play He ends up playing the part of Moonshine.
Tom Snout
The tinker. He is chosen to play Pyramus‟s father in the play within the play. He ends up playing the part of Wall, dividing the two lovers.
Snug
The joiner. He is chosen to play the lion in the play within the play. Snug worries that his roaring will frighten the ladies in the audience.
Philostrate
Theseus‟s Master of the Revels. He isresponsible for organizing the entertainment for the duke‟s marriage celebration.
Peaseblossom, Cobweb, Mote, and Mustardseed
The fairies ordered by Titania to attend to Bottom after she falls in love with him.
SUMMARY Act 1 Scene 1 Theseus and Hippolyta are ecstatic about their wedding day. The scene continues with Egeus, who wants his daughter, Hermia, to marry Demetrius instead of Lysander. Egeus Egeus visits the duke of Athens, Theseus, to request the enforcing of the old Athenian law w hich states that a disobedient daughter may be sent to her death by her father. Hermia could accept the death sentence, marry Demetrius, or join the nunnery. The chapter ends with Lysander and Hermia planning their elopement, elopement, and telling Helena, Hermia‟s childhood childhood friend, of their plans. Scene 2 Quince, Snug, Bottom, Flute, Snout and Starveling meet to discuss a play that they will enact on the Duke‟s wedding night. Quince is the main organizer and Bottom appears to be the person that wants to play everyone‟s everyone‟s part. Quince gives everyone their roles and asks them to meet the following night in the palace woods. Act 2 Scene 1 This scene opens with the fairy and Puck conversing. Both Oberon and Titania enter and start arguing. The audience learns that nature is being affected negatively by this and Oberon suggests that she should just give him the changeling boy to end it all. She refuses, and Oberon retaliates by plotting, with Puck, to acquire the flower, „love‐in‐idleness idleness‟‟, to let her fall in love with the first creature that she sees. This scene continues with Demetrius‟ Demetrius‟ blatant rejection of Helena in the woods. The scene continues with Oberon informing Puck that he is going to drop the love juice on Titania‟s eyelids. He instructs Puck to do the same to Demetrius.
Scene 2 Titania enters the wood and instructs her fairies t o sing her to sleep. Oberon then arrives and places the love juice on her eyelids. As a result, Titania falls in love with Bottom, the first „ creature‟ that she sees. Lysander and Hermia then make their entrance in the woods, where Hermia suggests that Lysander sleep further away from her, for the sa ke of propriety. After this scene, P uck enters and mistakenly anoints the Lysander, instead of Demetrius, with the love juice. Lysander awakes to see Helena and declares his love for her. Helena believes that he is mocking her and storms off angrily, with Lysander in tow. Hermia then awakes from a bad dream finding herself herself alone. Act 3 Scene 1 The craftsmen met in the woods to rehearse the play. They discuss, and decide, on changes that are to be made to the play and the rehearsal begins. During the rehearsals, rehearsals, Puck is watching and sees Bottom leave the scene. Puck follows him and, without his knowledge, transforms Bottom‟s head into that of an ass. Most of the artisans flee in terror. Bottom suspects that his companions are trying to make an ass of him and decides to sing to himself. The song awakens Titania, who immediately sees Bottom and falls in love with him. Titania as ks him to remain with her in the woods; she will have him attended to and cared for by her fairies. She summons Peaseblossom, Cobweb, Cobweb, Moth and Mustardseed, and tells them to lead Bottom to her bower. Scene 2 Puck speaks to Oberon about the mischief that has occurred. He reports that Titania has fallen in love with Bottom. Hermia and Demetrius enter, with Hermia accusing Demetrius of killing her her beloved Lysander, who has vanished. The argument reveals no truths so Hermia departs in search of Lysander, leaving Demetrius to sleep. At this point, Puck and Oberon realized that a mistake has been made and Puck is sent in search of Helena while Oberon enchants the sleeping Demetrius. They unintentionally wake Demetrius who immediately falls in love with with Helena because she is the first person that he sees. Helena now thinks that Demetrius is a part of the prank because of his sudden change of heart. The situation escalates when Hermia enters. Lysander and Demetrius fight over Helena, while Helena starts a fight with Hermia. Helena thinks Hermia is also a part of the prank. Oberon rushes to retrieve the Indian boy from Titania, while Puck leads the lovers away from each other before a life is lost. They get lost in a fog and fall asleep to wake up in love. ACT 4 Scene 1 Titania and Bottom get acquainted, with Titania being completely enamored with Bottom. She offers him the services of her fairies and they t hey both fall asleep. Oberon decides to take the spell from Titania's eyes, after she consents to giving up the Indian boy. After Puck removes the asses head from Bottom, the fairies leave the wood. Theseus and his followers then arrive for a celebration in the wood. They meet upon the lovers and awaken them. After a conversation with the pairs of lovers, Theseus declares that both pairs of lovers should marry, along with himself and Hyppolyta, in the palace. They all leave, then Bottom wakes up and makes his way to Athens. Scene 2 The actors are worried about the missing Bottom, and about whether or not the play can go on without him. He then makes a dramatic entrance. ACT 5 Scene 1 Theseus and Hyppolyta are back at the palace discussing the experiences that the lovers described. All the couples choose Bottom's play for the evening's entertainment. The play progresses, the actors leave, and then Puck gives a closing speech. THEMES Romantic love Infatuation Power and authority Magic vs. reality Women in society Class
The Wine of Astonishment SUMMARY The book is about Eva and Bee Dorcas, members of the Spiritual Baptist Church. It is about their experiences of being persecuted for their religious affiliation and the faith that t hey have in Ivan Morton to change their situation. The c haracter Bolo is also at the forefront of this story because he embodies the result of not being able to be a man in a society that does not view being Black as valuable. SETTING Time / Place:
The story is set over a 20 year time period, 1932 – 1951 Set in a small, remote village in Trinidad called Bonasse
Political structure:
Trinidad was still a colony under the British Empire Trinidad was ruled under the Crown Colony system – Head of State in England governed the island via the Governor, who was his or her representative Political power, therefore, lay in the governor, assisted by a Council Universal adult suffrage (right of all adults to vote) did not occ ur to Trinidad until 1946. Power still lay in the hands of those who owned plantations and these people, in turn, controlled the instruments of power; the legislature, the courts and the police.
Economy:
The economy was still predominantly agricultural; sugar, cocoa, coffee, coconuts a nd citrus. The petroleum industry was just beginning to make an impact. Subsistence farming (production of foodstuff for domestic use) was the norm World War II led to the establishment of American bases, which introduced opportunity to earn money WW II also introduced a consumer attitude to life in Bonasse
Social structure:
Trinidad boasted a very diverse Creole society populated by a variety of ethnic groups (Indian, Black, Chinese, White), each with its own cultural and religious practices. Trinidad was still a series of small villages connected by a network of tiny roads, hence, travel between villages was infrequent
Religion:
The protagonists in the novel are Spiritual Baptists/ Shouter Baptists This religion arose out of a fusion of Protestant Christianity and African Orisha elements The religion was outlawed in 1917 on the grounds that they disturbed the peace with their bell ringing, loud singing and highly expressive behavior during worship. See video clip of Spiritual Baptist in Grenada at the bottom of this page.
MAJOR CHARACTERS Eva Dorcas:
The wife of Bee Dorcas and mother to 5 children She is the emotional support for her husband She is a strong Christian The story is told through her eyes (1st person narrator) She is patient and long suffering
Bee Dorcas:
Eva‟s husband and father of her 5 children Pastor of the Shouter Baptist church in the text He is a strong Christian He is considered to be the pillar of t he community He is very wise, patient and long suffering He is very persistent, as seen in his lobbying for Ivan Morton Shoulders his responsibilities well and does not view them as a burden
Bolo:
Local stick fighting champion Initially beloved and admired by the community, seen as a hero/warrior figure Was imprisoned for 3 years for defending his mother, and the church, during a police raid of the Shouter Baptist church Later becomes the terror of the community because of how he bullied every-one after his return from prison A brave, yet simple character that was crushed by the realities of life as a black man in Trinidad
Ivan Morton:
Local boy who was considered to be the pride of t he community because he was „bright‟ Failed his college Exhibition examination twice He eventually became a teacher within the community He married a light skinned girl from Tunapuna, and abandoned Eulalie and their illegitimate baby The community chose him to represent them on the Council and he became a true politician; talk without action
MINOR CHARACTERS Clyde:
Ivan Morton‟s driver A lot of second hand information about Ivan is gleaned from this character, via Joyce Eventually marries Joyce
Mr. Buntin:
Black owner of the local shop He believed in Black empowerment He was not a good businessman; a lot of people owed him and his shop was virtually empty by the end of the book He enjoyed the company of his patrons
Mitchel:
Carpenter on the American Base Money-lender and contact man Owner of the local shop that eventually „competes‟ with Buntin‟s shop An example of some-one who has profited from the American presence in Trinidad Bolo destroys his establishment He campaigns for Ivan Morton during his bid for re-ele ction to the council
Clem:
The polar opposite of Bolo Calm and able to go with the flow A musician who eventual leaves Bonasse to become the successful Lord Trafalgar He got along with everyone
Eulalie:
The most attractive girl in Bonasse Widely believed that she would eventually marry Bolo She dated Ivan Morton instead She became pregnant by Ivan and was abandoned by him She eventually went to live in the United States
Corporal Prince:
He was tall and stocky Enforced the law at all costs Arrested and brutally beat Bolo, 1st time Raided the Shouter Baptist church He was unsympathetic to the Shouter Baptists
Primus:
Quiet and gentle resident of Bonasse He tried to be friendly with every-one Bolo kidnapped his two daughters Winston:
Oldest of the Dorcas children 19 years old at the beginning of the story Leaves Bonasse to become a police
Taffy:
16 years old at the beginning of the story The most troubled of the Dorcas children He got in trouble with the law and had to flee to Port of Spain Also the most charming of the children
Joyce:
15 years old at the beginning of the story Reader gets all the second hand news about Ivan Morton from her, via Clyde Dated, then eventually got married to Clyde At the end of the book, she is pregnant with her first child
Reggie:
8 years at the beginning of the text A very intelligent young man Preparing to take the college Exhibition exam in the middle of the text Gets caught up with talk of black empowerment at Buntin‟s shop gains a place in high school on his own initiative, at the beginning of the text
Gem:
4 years old Youngest child Playful and very „bright‟
CHAPTER SUMMARIES Chapter 1: The readers are introduced to the narrator, Eva, and her husband Bee, along with three of their children: Joyce, Gem and Reggie. Reggie has failed his examination and the couple debates whether or not to ask Ivan Morton for help. It becomes apparent that the hope of the community rests on this young politician‟s shoulders. He d isappoints the community, however, when he does not support the Shouter Baptists. The reader is introduced to the budding relationship between Joyce and Clyde, as well as Bolo‟s disappointment in the church‟s apathy. The chapter ends with Reggie being placed in a high school after previously applying without his parents‟ knowledge. Chapter 2: This chapter charts the changes in Bonasse and how it affects Bolo and Clem. Clem accepted and went with the flow, while Bolo just could not accept change and became disruptive. The banning of carnival, hence stick fighting, became a reality, and the change that Americans had on the cul tural identity of the people was emphasized throughout this chapter. Chapter 3: The church plays a vital role in this chapter. The pride that is felt about its existence and perseverance is expressed by Eva. However, a law is passed that makes the church illegal, thereby forcing the members to plot to keep the church alive. The formulated a plan to be „quiet‟ in the way they worship and to try to „put a man in the Council‟. Other things that occur in the chapter a re: the tragic tale of Eulalie/Ivan/Bolo, Bolo losing his temper and its tragic results, and the coming of Prince. In the end, Bee decides to break the law because the church is slowly dying. Chapter 4: In this chapter, the reader learns about Bee‟s children, as well as their response to his talk of „breaking the law‟. Winston wants to become a police and Taffy wants to leave Trinidad. Bolo sits in church as a question mark and eventually leaves, while Bee finally „breaks the law‟. Chapter 5: Bee breaks the law continuously until the church is raided. Everyone is dragged to jail, but Bolo intercedes on behalf of his mother. He is beaten and subsequently imprisoned for three years with hard labour. Bee was left with no c hoice but to sell his cow to avoid going to jail. Buntin‟s shop becomes „black empowerment‟ central, attracting all the youngsters, including Reggie, to join the discussions. Taffy stabs a boy and runs off to stay with his uncle in Port of Spain, while the Winston leaves Bonasse i n order to become a police.
Chapter 6: This chapter is all about the campaign trail and how diligently Bee worked to get Ivan elected. An air of freedom and joy pervades this chapter. It ends, however, with Eva‟s observation of the changes that Ivan makes in his life, in accordance with his new position, as well as her views on the implications behind Ivan Morton‟s procurement of the house on the hill. Chapter 7: This is a very dramatic chapter that highlights Bolo‟s release from jail and the extent to which things had changed during his incarceration. He tried to get land and did not succeed, he tried to stick fight and faced cowards. The chapter e nds with the destruction that he wrought on the drums in order to express his anger and frustration. Chapter 8: This chronicles Bolo‟s descent into a mode of destructive behavior: (a) obtaining a job and (b) extorting products from the market vendors, rum shop and gambling shop. Bolo‟s fame extends outside Bonasse i n this chapter, thereby highlighting the severity of his anger. Chapter 9: Joyce, the Dorcas‟ only daughter, gets married, while Bolo kidnaps Primus‟ two daughters. Bee tries to get men to „challenge' Bolo, since that is what he wants, but he barely succeeds at this. The police intercede and Bolo, as well as Primus‟ youngest daughter, gets killed. Chapter 10: Election time and Ivan is on the trail. The reader is not made aware of whether or not he is re-elected, but what is known is that the Shouter Baptists were legalized. T he irony at the end of the book, however, is that on the cusp of their great victory, the spirit left the church. Despite this tragedy, Eva hears it in the music that the boys play on the steel pan. THEMES Racism Women in society Religion Education vs. religion Change Power and authority Violence
A Contemplation Upon Flowers LITERAL MEANING The persona wishes that he could be as brave as the flowers, who are aware of their allegiance to the earth. They know their place and obey the order, or cycle, of life and death. The persona wishes that he could be this way because he is the opposite, he wants to live forever. The persona wants the flowers to teach him NOT to fear death, but to accept it.
LITERARY DEVICES 1. SIMILE
Stanza 1, line: The persona is wishing that he could be as brave as the flower. This implies that the does not think that he is brave, but a coward in the face of death.
Stanza 2, line 14: This is another comparison between the persona and the plant. The persona wishes that he could look death in the face and be cheerful, like the plant. Again, this emphasizes that he fears death.
2. EUPHEMISM This phrase is a replacement for the word death. It softens death and makes it appear welcoming and pleasant. 3. IRONY It is ironic that the flowers look so fresh and alive, when they are facing their very mortality, on the top of a casket. Death is a sad affair, yet the flowers are at their best when ushering people back to the earth. 4. PERSONIFICATION The persona is speaking directly to the flowers and giving th em human qualities, therefore, the whole poem is an example of the use of personification at its best. He even goes as far as to ask the flowers to teach him things that will allow him to acquire their qualities. IMPORTANT WORDS/ PHRASES 5. 'galant' This word literally means brave or heroic. The word, however, also brings to mind adjectives such as charming and attentive, like a knight would be in olden days. So t he plants are not simply brave in their acceptance of death, but they are also gracious. 6. 'harmless show' The word harmless sticks out in this phrase because it implies that the flowers are demure and quiet in their beauty. 7. 'bier' This is a movable frame on which a coffin or a corpse is placed before a burial or cremation, or on which they are carried to the grave. 8. 'teach me that my breath like yours may sweeten and perfume my death' This implies that if death is not feared, then the person will go into death's ar ms joyfully, without any sorrow, remorse or bitterness.
TONE The tone of the poem is admiration, because the persona literally admires the flowers for its accepting attitude towards death. MOOD/ ATMOSPHERE The mood, or atmosphere of the poem is a pensive one. The persona is thinking about death, how he relates to it versus how others relate to it. CONTRAST A contrast in this poem is the persona's fear of death, versus the flowers' acceptance of it. THEMATIC CATEGORY Death, nature
A Stone's Throw LITERAL MEANING A crowd has caught a woman. The persona implies to the reader that the woman is not decent. She was beautiful, but scared because she had gotten 'roughed up' a little by the crowd. The persona states that the woman has experienced men's hands on her body before, but this crowd's hands were virtuous. He also makes a proviso that if this crowd bruises her, it cannot b e compared to what she has experienced before. The persona also speaks about a last assault and battery to come. He justifies this last assault by calling it justice, and it is justice that feels not only right, but good. The crowd's 'justice' is pl aced on hold by the interruption of a preacher, who stops to talk to the lady. He squats on the ground and writes something that the crowd cannot see. Essentially, the preacher judges them, thereby allowing the lady to also judge the crowd, leading to the crowd inevitably judging itself. The crowd walks away from the lady, still holding stones [which can be seen as a metaphor for judgments] that can be thrown another day
LITERARY DEVICES 1. SARCASM The persona is making the point that the lady was in fact NOT decent looking. 2. PERSONIFICATION This device is particularly effective because the word 'kisses' is used. Kiss implies something pleasant, b actually utilized to emphasize something painful that has happened to the lady; she was stoned. 3. PUN
Title: The title of the poem is itself a pun on two levels. A stone's throw is used by many people i Caribbean to describe a close distance. e g. "She lives a stone's throw away". The other use of the ti highlight the content of the poem. It is a figurative stoning, or judging, of a woman.
Line 23: There is a play on the word 'come'. The persona is telling the reader that the crowd is planning to eanrape the lady. This act is to come, or occur, in the near future. Come, in this context, also ms to ejaculate, the culmination of the act of sex. The rapists in the crowd also plan to 'come'.
4. ALLUSION (biblical) The content of the poem alludes to the story of Ma ry Magdalene in the Christian Bible. See John 8 v 57. IMPORTANT WORDS/ PHRASES 5. 'we' This immediately tells the reader that the persona is in a crowd, which highlights to us that the mob mentality exists in this context. The crowd acts as one entity. 6. 'they' The use of this word immediately alienates the lady and places her in the scornful realm of the 'ot her'. 7. 'dead scared' The use of the term 'dead' to describe the lady's e motional state of fearfulness implies that she is extremely frightened, it is beyond regular fear. 8. 'tousled' This word means to be handled roughly and, as a result, to look disorderly and disheveled. It is the perfect word to use in this context because it adds to the sexual innuendo that exists throughout the poem. 9. 'nothing much' The persona disregards the damage that they have done to the lady. He admits to the rough treatment, but tries to make himself, and the crowd, look favourable despite their wrong doings. 10. 'But ours were virtuous, Of course' This is almost like a tongue in cheek admittance that their touch was actually the opposite of virtuous. The use of the term 'of course' highlights this interpretation. 11. 'battery' In the Caribbean context, battery refers to the slang term for the rape of an individual, conducted by several people in succession. Therefore, the persona is pointing out the intent of the crowd, or some people in the crowd. 12. 'Of right' This is a clear indication, from the persona, that he believes that he and the mob are in the right. 13. 'tastes so good' 'Taste', to a lot of individuals, is one of the higher senses. Therefore, when the persona uses this word, he is highlighting the intense pleasure that he antici pates from meting out this 'justice'. 14. 'this guru, Preacher, God-merchant, God-knows-what' The persona's annoyance at this individual for disrupting his fun com es out in this statement. The persona is deliberately being disrespectful. 15. '(Should never speak to them)' This particular line speaks to the alienation that the lady faces. She is scornfully grouped as 'them'. 16. 'And saw in her something we couldn't see' The intruder saw value in the lady, something that the crowd did not see. 17. 'He turned his eyes on us, Her eyes on us, Her eyes upon ourselves.' This speaks to the fact that the preacher and the lady judge the crowd, and, more importantly, the crowd judges itself. The preacher's act of kindness sheds light on the cruelty that is inflicted on the lady by the crowd. 18. 'We walked away Still holding stones' This implies that the crowd still plans to keep judging, and acting on their judgments, as they see fit. TONE The tone of the poem is mixed. At times it is almost braggadocious, then it becomes sarcastic, moving to scornful. THEMATIC CATEGORY Discrimination, religion, survival, hypocrasy, oppression, alienation.
Dreaming Black Boy LITERAL MEANING The poem is about a black boy who wishes that he could have regular things in life. Things such as a congratulatory hug, to be educated to the highest level and to travel without harassment. The persona yearns to stop fighting for the basic right to be successful and to rise above societal expectations
LITERARY DEVICES 1. REPETITION: The constant repetition of the phrase 'I wish' points to a yearning, a desperation even, for the basic things tha to offer. The repetition gives credence to the idea that the persona might believe that his wishes are actually that might not come true. 2. ALLUSION:
Stanza 1, lines 6 and 7, alludes to slavery, the state of lacking control over one's own life and destin fact that reference is made to this hints to how the persona feels about his life. He does not feel as if control over it.
Stanza 3, lines 19 to 20, alludes to Paul Robeson, a black intellectual, who attained success despite difficult circumstances. The persona yearns to be like this person. He wants room to stretch intellectually. Stanza 4, lines 22 to 25, alludes to the klu klux klan. Burning lights refers to the burning of crosses and the pyjamas alludes to their wh ite outfits that look like pyjamas. The persona wants them to leave him alone, find something else to do other than make his life difficult by contributing to his wishes remaining in the realm of the dreams.
IMPORTANT WORDS / PHRASE 3.'not sink to lick boots' This refers to the concept of being subservient. To have no choice but to kowtow to people in order to get ahead. 4. 'Inside eye a sun' This refers to the persona's mind. He wants to show how intelligent he is without fear. He wants his mind to be a sun. Sun represents brightness and light, that is how he wants his intelligence to shine. TONE The tone/mood of the poem is one of sadness. The persona is thinking about how he is treated and he reacts to this in a sad way. He keeps wishing that things were different. THEMATIC CATEGORY: Racism, survival, oppression, desire/dreams.
Dulce et Decorum Est LITERAL MEANING Wilfred Owen, the poet, tells of his first hand experience in war. He tells the tale of tired and wounded soldiers walking through dirt and sludge. Suddenly, there is a warning aboutgas, which the soldiers hurriedly and awkwardly heed by don ning their helmets. Unfortunately, one soldier is too late in donning the helmet and his companions watch him 'drowning' in the gas. The unfortunate soldier was thrown in the back of a wagon, where it is implied that he was left to die. The persona points out that if you (the reader/ listener) could have witnessed these events, then you would not tell children the old lie: dulce et decorum est pro patria mori (It is sweet and honourable to die for one's country).
LITERARY DEVICES 1.SIMILE
Stanza 1, line 1: This simile introduces the exhaustion of the soldiers. Stanza 1, line 2: This emphasizes not only the tiredness of the soldiers, but the fact that they might b well. Stanza 2, line 19: This device gives a visual i mage of how the soldier physically reacted to the Floundering implies flopping about, therefore, the soldier was flopping about violently. We know violent because fire and lime illicit excruciating pain. Stanza 4, line 39: This device gives a visual image of the expression on the soldier's face. This is a p grotesque image that highlights the soldier in the throes of death.
Stanza 4, line 39: Cancer is a horrible disease that takes many lives on a daily basis. Therefore, to compare this dying soldiers face to this disease is to emphasize the agony that the soldier was going through, which was reflected on his face. Stanza 4, lines 39-40: This is another graphic comparison that compares the soldier's fac e to incurable sores. 'Sores' is a disgusting visual image of degradation which, in turn, highlights the soldier in the throes of death.
ALLITERATION
Stanza 1, line 7: This device points to the level of fatigue that the soldiers were undergoing. Stanza 1, lines 7-9: This highlights not only the fatigue that the soldiers were feeling, but the fact that they were injured as well. Stanza 4, lines 29-30: This device highlights a visually graphic death mask. The soldier is in the throes of impending death.
IMPORTANT WORDS/ PHRASES 3.'Bent double' The soldiers are bent over with fatigue. It is very significant that the poet/ persona initiates the poem by highlighting the exhaustion of the soldiers. He is trying to emphasize the harsh realities of war. 4.'haunting flares' Flares are typically used to signal distress. The flare is f ired from a flare gun, in the air, where rescue crafts, at sea or in the air, can have a general idea of the location of the soldiers who are i n distress. Therefore, to describe the flares as haunting implies th at the soldiers are severly distressed by their situation. 5.'deaf even to the hoots of tired, outstripped Five -Nines that dropped behind.' Five-nines are German 5.9 artillery shells. This means that bullets were firing around them while they were walking. The extent of the soldiers' tiredness is also emphasized at this point because the soldiers do not hear the shells going off around them.
6.'An ecstasy of fumbling' The word ecstasy, that is used to describe the fumbling, implies the level of panic that this one word (gas) elicits. The soldiers' were so tired that they could not even hear the five nines, but this one word immediately wakes them up. 7.'Dim, through the misty panes and thic k green light, as under a green sea, I saw him drowning.' This describes exactly what the outside world looks like through the lens of a gas mask. The effect of the gas is seen in the mention of the word 'drown'. It implies that the unfortunate soldier could not breathe. 8.'He plunges at me, guttering, choking, drowning.' This is the very graphic result of breathing in the gas. It is a very violent reaction, as seen in the word 'plunge'. The dying soldier did not simply reach for t he persona/poet, but he did so in a desperate manner, while all the time being unable to breathe. 9.'wagon that we flung him in' The statement implies that the soldier was left for dead in a wagon. No regard was shown to him, through the use of the word 'flung'. This i mplies that war is heartless and tragic. 10.'Dulce et decorum est pro patria mori.' This statement literally means it is sweet and honourable to die for one's country. The persona/ poet clearly does NOT believe this to be the case. MOOD/ ATMOSPHERE The mood of the poem is reflective. The persona/ poet is thinking about his experiences in WW1. TONE The general tone of the poem is both sarcastic and ironic. The persona/ poet tries to present a visual of the realities of war while using the haunting words that contradict that reality. It is, in fact, NOT sweet and honourable to die for one's country. THEMATIC CATEGORIZATION War, death, survival, oppression, patriotism
Epitaph LITERAL MEANING The poem is an epitaph to a slave that was hung in the past. The first stanza explains that the nameless slave was hung in the morning, and while some respect was paid to his memory, in the form of the children's actions, life essentially went on. In stanza two, the persona makes it clear that this slave's death has little relevance in the present, except as a passing memory when islanders think about what has influenced their lives up to the present.
LITERARY DEVICES 1. SIMILE
Stanza 1, line 4: The swinging body of the slave is c ompared with an apostrophe to pain. This comparison is very powerful because, in English grammar, an apostrophe r epresents ownership. Therefore, it is implying that the pain of the black race is so palpable that it is almost something that they own. It emphasizes the painful nature of their history. Stanza 2, line 14: The dead slave's body's swing is compared to sighs. A sigh is an exhalation of breathe that can signal many feelings; relief, agitation, joy, etc., with the major quality being brevity. Therefore, the emphasis is not necessarily on the feeling that the dead slave elicits, upon being remembered, but the brevity with which he is remembered.
2. METAPHOR This metaphor emphasizes the fun that the ch ildren paused, out of respect for the swinging body of the dead slave.
3. ALLUSION This line alludes to the Negro Spiritual 'Swing Low'. This spiritual speaks of an individual's journey to heaven. This relates to this poem because it c arries the implication that the slave's soul has gone to heaven. He hung 'sweet and low' and the chariot came for him, his soul is at rest. IMPORTANT WORDS/ PHRASES 4.'clement morning' The slave was hung on a clear, mild and pleasant morning. This highlights the fact t hat there is no regard for this human being and emphasizes the sadness of this fact. Not even nature cares to coincide with the sadness of this hanging. 5.'swung' 'This is a visual image of the hanging slave. One can literally see the slave swinging. 6.'the cane kept growing' Despite the death of this slave, life literally went on, as chronicled by the growth of the cane. 7.'what can we recall of a dead slave or two' This highlights the disregard shown towards the slave. This line also c ontributes to the sarcastic tone of the poem. 8.'punctuate our island tale' To punctuate a sentence is to insert commas, full stops etc, in order for the sentence to make sense. Therefore, in this context, when the slave is inserted, or acknowledged in the island's history, it implies that he has an important place in it. 9.'the brutal sentences 'This refers to the actual history of the island. 10.'anger pauses till they pass away.' The reaction to the recollection of the dead slave and his contribution to the island's history is anger. However, this anger is put on hold until the memory of the slave passes away. MOOD/ ATMOSPHERE The mood of the poem is reflective TONE The tone of the poem is reflective and slightly sarcastic . THEMATIC CATEGORIZATION Death, racism, desires and dreams
Forgive My Guilt LITERAL MEANING An adult is reminiscing about a traumatic childhood experience. The persona went hunting and shot two birds, plovers. He suffers extreme guilt about this action in adulthood. The poem describes the event, the actions of the bird, how he reacts, and, by the last line, asks the birds to forgive his guilt.
LITERARY DEVICES 1.METAPHOR
Line 4: The nature of frost is that it covers everything in its path, therefore, when the flowers are com frost, it implies that there were a lot of flowers, enough to hide the boy from the birds.
Line 8: The sand is being compared to gold, the c olour. It is emphasizing how beautiful the setting was.
Line 12: This metaphor emphasizes the injuries that the birds sustained. The bones are compared to jagged ivory, which is a direct contrast to the smooth feathers that existed before the injury. Lines 20-21: The birds are compared to a flute, an instrument that plays beautiful m usic. This emphasizes the sadness that is related to their death.
2. SIMILE
Line 5: The air and the flowers are being compared, both are blue.
Lines 6-7: This simile offers a beautiful visual image of the birds. Dreams are beautiful, and the birds are compared to this. Line 7: The speed of the birds is being highlighted, while also maintaining that beautiful visual imagery.
3. PUN The pun is between the words 'airy' and 'air' . 'Airy' means light and beautiful, while 'air' refers to the sky and flying. The poet is lamenting that t hese light and beautiful things can no longer fly and feel the pleasure of air rushing past them. IMPORTANT WORDS/ PHRASES 4. 'the blue' This literally translates to the sky. The birds were crying out to the other birds that were flying away. 5. 'in war or peace' This phrase highlights the fact that the persona feels extremely guilty about killing the birds, so much so that he thinks about it all the time. Their cries went out for literally one day, but he thinks about the birds all the time. 6. 'drown' It is important that the poet chooses to use the word drown, because it means death. He cannot get rid of the sounds of sorrow that the birds made while th ey were dying. MOOD/ ATMOSPHERE The mood of the poem is nostalgia and guilt. TONE The tone of the poem is sad. The poet's response to his guilt is sadness. THEMATIC CATEGORY Death, childhood experiences, nature, guilt, loss of innocence, desire/dreams.
God's Grandeur LITERAL MEANING The poet expresses that the world is full of God's glory and greatness. This greatness, however, will burn out in a dramatic manner because of man who smears, smudges and pollutes everything without consciousness. Nature is resilient, however, and will persevere from deep in the earth and burst forth, counteracting all of man's ill.
1. SIMILE
Line 3: This line indicates that the world will burn out in a brilliant way. Think of how shiny and refl can be, that is the brilliance with which the earth will temporarily burn out. Line 4: Think of the manner in which oil slowly spreads across water, eventually taking over as mu surface as possible. That is the way in which the world gathers to a greatness.
2. RHETORICAL QUESTION The persona questions why men do not care a bout God's wrath. He implies that this wrath is sure because the Earth is charged, or commanded with the grandeur of God. 3. ALLUSION (biblical) This 'rod' refers to the rod of correction that is found in the Christian Bible. See 2 Samuel 7:14. This line implies that God will punish man for being reckless with the world. 4. REPETITION This device highlights the damage that man has done t o the world. Trodding implies that one walks, or tramples, in order to crush or injure. 5. ALLITERATION
Lines 10-11: This device emphasizes the impact that man has had on his environment. He has impacted every crevice of the world in some negative way, as implied by words such as 'smudge'. Lines 14-15: This device clarifies that the Earth is resilient, no matter what man does to harm it, it will bounce back. Lines 18-19: This device simply re-iterates the resilience of the Earth, we can actually visualize the sun rising.
IMPORTANT WORDS/ PHRASES 7. 'charged' This word implies intensity, impassioned. Therefore, the world has been gifted with intensity of the greatness of God. 8. 'grandeur' This implies that something is awesome, or awe inspiring. Therefore, the world is infused with the 'greatness' of God. 9. 'And all is seared with trade; bleared, smeared with toil; Everything in the world is tainted and influenced by man's presence. 10. 'nor can foot feel, being shod' This means that man is blind to the damage that he has caused. If one is wearing shoes, it protects them from stones etc, therefore, man's consciousness is deadened by his inability to see the damage that he has caused. 11. 'Holy Ghost over the bent World broods with wa rm breast and with ah! bright wings' This can be interpreted to mean that the Holy Ghost is protective of the world. The word 'broods' implies that the Holy Ghost is like a mother hen protecting her hurt young chic k. 'Warm breast' implies that the Holy Ghost has warm, or maternal feelings, towards the damaged world, while t he phrase 'bright wings' implies hope, that all w ill be well in the long run. MOOD/ ATMOSPHERE The mood of the poem is pensive because the persona is reflecting on man's influence on the world. TONE The tone of the poem is one of confidence and formality. THEMATIC CATEGORY Nature, religion
It is the Constant Image of your Face LITERAL MEANING The persona reflects on the image of some-one he cares for. This love interest accused him, with their eyes, of breaking their heart. The persona admits that both of them (he and the love interest) can make no excuses for his behaviour because the love interest does not take precedence over his land, or country. Despite this fact, the persona begs for mercy, pleading guilty for being seduced by his love interest's beauty. This person protects him dearly and he admits that, as a result of this, he has committed treason against his country. He hopes that his cou ntry, his other dearest love, will pardon him because he loves both his country and his love interest. LITERARY DEVICES 1. PERSONIFICATION
Lines 4, 6-7: The love interest's eyes constantly acc uses and convicts the persona. This device highlights the extent to which the persona has hurt this person. Lines 18-20: The persona hopes that his country, his other dearest love, will forgive him for the treasonous act of loving another. This highlights t he patriotism that defines the persona's relationship to his country.
2. OXYMORON The term heart's-treachery implies that the heart, something so v ital and indicative of love, has committed a terrible crime. It highlights the heartbreak that the persona h as caused his love interest. IMPORTANT WORD/ PHRASES 3. 'constant image' This implies that the persona constantly, or always, remembers his love interest's face. It emphasizes the guilt he feels in relation to this person. 4. 'grave attention' The love interest's eyes display grave atte ntion. The word grave implies intensely serious, so this person is truly hurt. 5. 'world of knives' A knife inflicts pain and destroys. The persona, therefore, is identifying his world with causing pain. 6. 'such blackmail with your beauty' To blackmail someone is to have something over them that puts their will in your control. The love interest's beauty has captivated the persona in such a way that he betrays his country with this person. MOOD/ ATMOSPHERE The mood of the poem is reflective. The persona is thinking about his two loves and how he is torn between them. TONE The tone of the poem is sadness and guilt. The persona is guilt ridden over this love triangle and sadness permeates the words that he uses to describe it. THEMATIC CATEGORY Love, guilt, patriotism, places, desires/ dreams
Le Loupgarou LITERAL MEANING This poem tells the tale of old LeBrun, a man that was rumoured by the townspeople to be a loupgarou. Old women would relax under eaves and gossip about Le Brun, while literally shutting him out of their lives with their closing windows. The prevailing gossip, in this poem, is that he transformed into a hound one night, but was dealt a wound by his own watchman. He then lugged his entrails back to his doorstep, almost dead. LITERARY DEVICES 1. ALLITERATION
Lines 1-3: This alliteration gives the reader a visual imagery of the manner in which the gossip about Le Brun spread. A thread is thin and fine and can weave itself in any cr evice, sometimes in a very non-linear and sinuous manner. This describes the way in which the gossip spread. It managed to touch the whole village in an almost insiduous, and c omplete, manner. Line 5: This literary device speaks to the r esults of the gossip. Le Brun is alienated from the people of the town. Their fascination with him, however, is evident by the fact that they slowly shut their jalouses/windows. The lack of speed implies that t hey are watching him, while also alienating him. Lines 17-21: This alliteration highlights the severity of the loupgarou's injuries. You can almost see and hear the wetness of the blood, as well as see the entrails trailing wet through the use of this device.
2. ONOMATOPOEIA The tap-tapping cane is a part of Le Brun's physical description. He appears to stand out, in terms of his physical appearance, down to the use of his cane. 3. PARADOX This statement appears nonsensical at first, but act ually makes sense in the long run. The loupgarou is, in fact, a man who is leading a half life as man and beast, so he is not really 'living'. The fact that he can pass on the 'gift' of becoming a werewolf clarifies the fact that Le Brun is actually 'licensed to sell sick fruit', or pass on his sick 'gift'. 4. OXYMORON The words 'Christian' and 'witches', placed together, emphasizes t he dual nature of the women in the village. They are good Christian women who mean no harm, but their fear of the 'difference' that they sense in Le Brun (contributed by his mode of dress), leads them to react in an unchristian manner, like witches, in dealing with him. * IRONY It is ironic that Le Brun's own watchman dealt him a lethal blow. IMPORTANT WORDS/ PHRASES 5.curious This word emphasizes the strangeness of the story that is circulated about Le Brun. 6.white linen-linen suit, pink glasses, cork hat (and c ane) This outfit would let anyone be seen in a crowd, or ot her wise. It emphasizes Le Brun's difference , hence, one of the reasons that he would be the focus of gossip. Imagine an individual dressed in the combination below:
7.Alsatian hound, a slathering lycenthrope This description of Le Brun displays the distaste that is felt towards him in his animal form. MOOD/ ATMOSPHERE The mood of the poem is reflective. TONE The tone of the poem is calm and reflective. The persona appears to be simply recounting a piece of gossip. THEMATIC CATEGORIZATION Supernatural
West Indies, U.S.A LITERAL MEANING The persona is travelling in a plane, looking down at San Juan, Puerto Rico, as the plane descends. He is saying that this island is the wealthiest in the Caribbean because it has won the jackpot, it has come up lucky. He then points out that he, and others, had travelled to many Caribbean islands and received a hint of the flavour of each island through it's calling card, - its airport - all of which fail when compared to plush San Juan. As they land, they are instructed to stay on the plane if their destination is not San Juan. The persona takes offence and states that America does not want blacks in San Juan, implying that they might be a disruptive force. He notes the efficiency with which things flow, enabling them to take to the skies once more. During the ascent, the persona notes the contrast between the influences of the Caribbean and America. He likens San-Juan to a broken TV, it Iooks good on the outside, but broken on the inside.
LITERARY DEVICES 1. SIMILE
Line 2: Puerto Rico is compared to dice that is tossed on a casino's baize, it can either come up with numbers, or losing numbers. Puerto Rico comes up with winning numbers in the game of chance, as in its wealthy exterior, which is supported by America.
Lines 7-8: San Juan's glitter is compared to a maverick's gold ring. The word maverick implies non-conformist, an individualist. This implies that San Juan, P uerto Rico is in the Caribbean, but not a part of the Caribbean. It belongs to America. Lines 10-11: Airports are compared to calling cards. This means that, like a calling card, the quality of the airport gives you an idea of the island's economic status. The a irport is also compared to a cultural fingerprint. A fingerprint is an individual thing, therefore the airport gives the traveler an idea of the island's cultural landscape. Line 39: The road is compared to twisted wires. This means that the roads, from above, look both plentiful and curvy. This does not carry a positive connotation, but implies confusion. 2. ALLUSION
Line 5: Dallas is an oil rich state in America. Therefore, many of its inhabitants are wealthy, and the state itself, is wealthy. By stating that San Juan is the Dallas of the West Indies, it implies that it is a wealthy island in the West Indies. Lines 5-7: An allusion is being made to the well known clic he; 'every cloud has a silver lining'. It means that behind everything that is seemingly bad, there is good. In the context of this
poem, it means that the good, the silver lining, has a mark, or stamp, that authenticates its good quality; it is hallmarked. This implies that it will always have its silver lining showing. 3. SARCASM
Line 20: This statement means the exact opposite of what is stated. The persona is disgusted that Uncle Sam (America) would have such a regulation. This regulation bars anyone from stepping a toe on Puerto Rican soil, if it is not your intended destination. You just have to remain in the air craft, no matter the waiting period, until it is time for takeoff. The persona believes that the Americans are being blatantly discriminatory, and are attempting to camouflage it through the use of regulations. He does not believe that they have achieved their goal of subtlety. Line 26: The persona implies that America is all talk and no action. They really do not want the poor because they bar them from entering and exp ediently sends them on their way when they enter their airport. The statement is sarcastic because it is loaded with a n alternate meaning, due to the contrast in statement and ac tion.
IMPORTANT WORDS/ PHRASES 4. 'plush' This word implies soft, like a teddy bear. It also implies luxury. So San Juan is all of these things. 5.'desperate blacks might re-enslave this I sland of the free' These 'desperate blacks' to whom the persona is referring are t he poor people of the Caribbean. If they converge on the glistening San Juan, sucking up its resources, then it might become re-enslaved by poverty. 6.'America's back yard' A backyard means one of two things for people. It is a haven where you relax, therefore you decorate it and invest time and money in it. Or, you ignore it and spend all your ti me indoors, not investing any time, energy or money in it. America viewed Puerto Rico as the latter, a prize in which it saw value. Therefore, when the persona uses this phrase, he is implying that while it is valued, it is still at the back. Slight sarcasm is being used here. 7.'the contrasts tantalise' When something, or someone, is tantalising, it implies that it is intriguing. The persona, by using this phrase, is trying to draw the readers attention to to the jarring contrasts by stating that he finds them intriguing. 8.'fierce efficiency' The word fierce, used to describe the level of efficiency with which the people worked to get the plane off the ground, shows the extent to which they were not wanted on the island. 9.'fools-glitter' This implies that the flashiness of San Juan was not authentic. 10.'It's sharp and jagged and dangerous, and belonged to some-one else.' This implies that San Juan is not safe. The cultures are not melding, but jarring against each other. The reason for this is because it belongs to someone else. CONTRAST The contrast in this poem is found in stanza 5. The American cars etc, against the pushcarts. The American culture versus the Puerto Rican culture. MOOD/ ATMOSPHERE The mood of the poem is sarcastic. TONE The tone of the poem is slightly bitter, which is fueled by the sarcastic atmosphere. THEMATIC CATEGORIZATION Discrimination, oppression, places, culture.
To An Athlete Dying Young The persona is recalling the fact that an athlete, who was a fellow townsman, won a race for their town. As a result, the athlete was cheered by the townspeople and brought home on their shoulders. The persona then takes the poem into the present by making the reader/ audience aware that the athlete is now dead. The third stanza reveals the persona's views on the death of the athlete. He believes that the athlete was smart to die. This is the case because he has left a world where glory is fleeting. The persona goes on to explain that if a person is dead, they cannot see their record broken. He believes that the athlete is lucky because he will not be one of the many athletes who have worn their honours out, and have been beaten. The persona is basically pointing out that if you die young, in the midst of your success, you will not see your record, or the standard that you have set, broken.
LITERARY DEVICES 1. ALLITERATION
Stanza 1, line 1: This device sets a meandering, yet interesting, pace to the poem. This is so because
slow down to pronounce each 't'. It is almost as if the persona is about to tell us, the audience, a story.
Stanza 6, lines 21-22: This device emphasizes the major point of this poem; that glory is fleeting, therefore, the persona is lucky that he is no longer in the race. He has set his 'fleet foot', or speedy legs, at death's door. The interesting repetition of two different consonants first draws the reader's eye, then the words emphasize the main point of the poem.
2. PUN The pun is placed on the word 'chaired' and 'cheering'. The first word implies t hat the athlete was carried on the shoulders of the townsfolk, while the second word, implies that t he athlete was applauded by the inhabitants of the town. Both words carry the implication that people of the town were pleased with the athlete's performance. 3. REPETITION The repetition of this particular phrase highlights the fact hat, whether in life or death, the athlete was respected. 4. EUPHEMISM
Stanza 2, line 8: The term 'stiller town' is used to replace the word cemetery. It is a term that softens the tone of the poem. Stanza 4, line: 13: The term 'shady night' is used to replace the harsher word 'death'. It too softens the tone of the poem.
5. SIMILE A laurel is literally a plant with dark, green glossy leaves. This plant was worn on the head as an emblem of victory, or a mark of honour, in classical times. This plant is compared to the rose because it is said, according to the persona, to wither faster. On a figurative level, this could be interpreted as meaning that victory, as represented by the laurel, does not last. 6. OXYMORON The contrast exists between silence being given a sound. This immediately draws the rea der/ audience's attention, which, in turn, purposefully highlights the main theme of the poem; it is better to
die before one witnesses their record cut. Silence is no worse than cheers when one can hear neither of them. IMPORTANT WORDS/ PHRASES 7.'smart lad, to slip betimes away from fields where glory does not stay' The persona believes that the athlete is smart to die before his record was shattered by some -one else. 8.'after earth has stopped the ears' Earth, in this context, literally means the dirt that covers a coffin. Therefore, the athlete can hear neither silence nor cheers when his coffin is enclosed by dirt. 9.'rout' This word literally means an overwhelming defeat. The persona is, therefore, saying that the athlete will not become a part of the group of athletes that are defeated if he dies before his record is broken. 10.'wore their honours out' This line refers to the fact that when an athlete outlives his record, he is no longer placed on a pedestal and adored. He has, therefore, worn his honours out. 11.'lintel' This word is defined as a horizontal architectural member supporting the weight of an opening (window or door). In this context, t he lintel is the supporting structure above the coffin and th e persona is holding it up. This implie s that the athlete will remain victorious in death. 12.'early laurelled head' This line means that the athlete was victorious in his youth. 13.'and find unwithered on its curls the garland briefer than a girl's' The dead will find that the athlete is stil l victorious, even in death. Therefore, the laurel, which signifies success and victory, will be fresh and unwithered on the athlete's head. MOOD/ ATMOSPHERE The mood of the poem is reflective. TONE The tone of the poem is reflective. THEMATIC CATEGORIZATION Death, sports
This is the Dark Time, My Love The persona speaks to some-one that he cares for. He tells this person that this is the dark time, which is, in essence, a time of sadness. It is implied, by certain key terms; such as 'dark metal', that it is a time of war. The persona warns his 'love' that it is a dark, sad time.
LITERARY DEVICES 1. REPETITION
Stanza 1, line 1 & stanza 2, line 7: The repetit ion of this phrase highlights that there is something seri amiss. The persona is telling his 'love' that this is a sad and terrible time.
2. ALLITERATION This device literally draws the readers' visual attention to the sentence. The sentence implies that everything that is good and positive is hidden away, or gone. This alliteration sets a sad tone at the very beginning of this poem. 3. PERSONIFICATION This device emphasizes the sad tone of the poem. This is the case because flowers are usually associated with feelings of happiness and cheerfulness. Therefore, if the flowers - embassadors of joy are sad, then it highlights how really sad the times have become.
4. METAPHOR The contrast in this device is start ling. The terms 'festival' and 'carnival' not only describes fun and festivity, but also a large amount of each. Both words are associated with huge crowds. This emphasizes how terrible the times have become because guns and misery are plentiful. 5. RHETORICAL QUESTION
Stanza 3, line 13: This device informs the reader/ audience that a threat exists and that it comes in the dark of night. Stanza 3, lines 14 - 15: It is implied that the threat is a soldier through the term 'boot of steel'. The 'slender grass' is the innocent youth who is cut down and trampled by these 'boots of steel'. The fact that we are given this information through the use of rhetorical question adds mystery and intrigue to the poem.
IMPORTANT WORDS/ PHRASES 6.'All round the land brown beetles crawl about.' Some variety of brown beetles are scavengers that feed on decaying or dead carcass es. Therefore, when the persona states that they crawl about, it implies that a lot of dead or decaying bodies exist in the land. 7.'season of oppression, dark metal, and tears.' A season is an extended period of time. Therefore, the persona is telling his 'love' that it is a period of extreme sadness. This sadness is brought about by the 'dark metal', which c an be literally interpreted as vehicles of war. 8.'man of death' The man of death, in this context, is the soldier. 9.'Watching you sleep' Sleep is a state of extreme vulnerability. This is t he case because when one falls asleep, they fall into unconsciousness, which equates to a state of defenselessness. The fact that the man of death, ie soldier, watches the persona's 'love' while he/she sleeps, implies that t his person is not only vulnerable, but in extreme danger. 10.'aiming at your dream.' The man of death's purpose is to destroy the persona's 'love's' dreams, or desires. MOOD/ ATMOSPHERE The mood of the poem is a sad one. The persona is giving his 'love' sad and depressing news. TONE The tone of the poem is also a sad one. THEMATIC CATEGORIZATION Racism, places.
Theme For English B LITERAL MEANING The persona's lecturer gave him an assignment to write a page that ref lects 'him', or his character. The persona wonders if this is a simple task, and begins to think about his life. Things like his age, place of birth, race and place of residence. Based on these musings, he surmises that he is confused due to his youth. He guesses that he is what he feels, sees and hears, which is Harlem, New Yo rk. He continues his musing about what he likes, and concludes that he likes the same things that people of other races like. On this basis, he questions whether or not his page will be influenced by race. He concludes that it will not be white. He admits that his instructor, as well as the fact that this instructor is white, will have some influence on his page. He states that they both influence each other, that is what being American is about. He believes that both of them might not want to influence each other, but it cannot be helped. He concludes that both of them will learn from each other, despite the fact that the instructor has the advantage of being older, white and 'more free'. All of these musings and conclusions become his page for English B.
LITERARY DEVICES 1.RHETORICAL QUESTION
Stanza 2, line 6: The persona ponders the ease of what he is asked to do. This question, in turn, actual highlights the difficult nature of the task. Stanza 3, line24: This question highlights the persona's confusion as to who he is, or his character. H unsure. Stanza 4, line 32: The persona is wondering whether his race will affect what he writes on the page. despite the fact that he concludes that race does not hinder people, in general, liking the same thi ngs.
2. REPETITION This repetition emphasizes the profound impact that Harlem, Ne w York, has had on the personality of the persona. IMPORTANT WORDS/ PHRASES 3.'here to this college on the hill above Harlem.' The fact that the college is on a hill, above Harlem, is very important. It highlights the fact that the college is a superior entity. The people of Harlem look up at it, showing their inferiority. 4.'I am the only colored student in the c lass.' This line emphasizes the persona's 'otherness' in relati on to every-one else in the class. He is different. The isolation of the sentence (enclosed by full stops/periods) also emphasizes the persona's 'otherness'. 5.'The steps from the hill lead down into Harlem, through a park, then I cross St. Nicholas, Eighth Avenue, Seventh, and I come to the Y, the Harlem Branch Y, where I take the elevator up to my room' This line highlights the fact that the college is a great distance from his home. This distance is also metaphorical because it is implied that the experiences that he has at the college are also a great distance from the experiences that he has i n Harlem. They are two different worlds. 6.'But it will be a part of you, instructor. You are white - yet a part of me, as I am a part of you.That's American.' This statement reveals the fact that America is viewed as a melting pot by the persona. He believes that different races and cultures influence each other, thereby forming the term 'American' 7.As I learn from you, I guess you learn from me - although you're older - and white - and somewhat more free. This statement, by the persona, repeats his belief that the American society is a melting pot. It also, however, states that not every-one is equal within this society.
* It is interesting to note that the persona's 'page for English B' becomes a journey of self discovery that actually does not end. He forms no conclusion as to who he is because his personality is still 'in process' MOOD/ ATMOSPHERE The mood of the poem is reflective. TONE The tone of the poem is also reflective. THEMATIC CATEGORIZATION Racism, places
The Woman Speaks to the Man Who Has Employed Her Son LITERAL MEANING The persona in this poem is telling the story of a mother who loved her son. The mother became aware of the child's presence when she experienced morning sickness. She placed all her hopes in the child and raised him as a single parent because his father was indifferent to the child's existence. The mother had set no barriers on what the child could become, but is told that he has an employer who values him so much that he is given his own submarine gun. The son tells his mother that his employer is like a father to him, but the mother wonders at the father figure who purposefully endangers his child. She prepares for her son's death by going downtown to buy funeral apparel. The mother feels powerless, so she prays for her child and says protective psalms for him. On t he other hand, she reads psalms of retribution for the employer and weeps for her son. Her situation does not look good and is likened to a partner system in w hich she draws both the first and the last hand.
LITERARY DEVICES 1. SIMILE
Lines 1-2: The persona emphasizes that the mother placed al l her hopes in her son. When you are poo generally, you have no prospects, you only dream and hope. Therefore, the persona uses this metapho emphasize the mother's dependence on her son's success. Line 17: The employer is being compared to a father figure. This implies that this person fills a gap i life.
2. SARCASM The persona appears to praise the child's father by referring to him as 'fair-minded'. She is, however, chastising him for not only ignoring his son, but all of his other children. 3. IRONY (situational) The son innocently tells his mother that his employer values him so much that he gave hi m a whole submachine gun for himself. The irony in this situation is that if you really care about someone, you do NOT give them a gun due to the negative results that are bound to occur. 4. ALLUSION (biblical)
Lines 28-29: This line alludes to a particular verse in the Christian Bible, Luke 11 vs 11. The verse questions what the actions of a good father should be. Lines 38-39: Psalms is a particular chapter in the Christian Bible. In this chapter there are verses for protection, the mother uses those for her son, as well as verses for retribution and rebuking. It is implied that the mother chooses those for the employer.
Lines 43-45: In the Christian Bible, Judas Iscariot betrayed Jesus. Therefore, it does not bode well for the mother if she is in a 'partnership' with this person's mother because she might also be betrayed. The banker in the 'partnership' also happens to be the thief on the left hand side of the cross' mother. This also does not bode well for the mother if the a pple does not fall far from the tree. Line 49: Absalom is the son of David, in the Christian Bible. Absalom betrayed his father, which implies that the mother feels betrayed by her son because she has placed all her hopes in him.
IMPORTANT WORDS/ PHRASES 5. 'a need to cry for little reasons and a metallic tide rising in her mouth each morning.' These two symptoms are early signs of pregnancy. The metallic tide refers to vomiting. These signs usually occur in the first trimester of pregnancy. 6. 'full term' This means that the mother carried her son for the full nine months that a pregnancy should last. 7. 'tight up under her heart' This hints at the love that the mother harbours for her child. He was not simply 'close to her heart', but 'tight up' under it. It implies that the son holds a special place in her heart. 8. 'set no ceiling' A ceiling is something that blocks you in, you cannot get past it. The mother set no limits on her son, he could be anything he wanted to be. 9. 'his bloody salary' This implies that the mother believes that the result of the son's 'job' will be death. 10. 'the level of earth' The mother has no power to change her son's situation. Earth is used to emphasize her powerlessness on this level, the realm of 'reality'. 11. 'knee city' This refers to the fact that t he mother constantly prayed for her child. 12. 'eye water covers you' This implies that the mother cried constantly for the plight of her son. The fact that it 'covers him' speaks to the high quantity of tears that were shed. 13. 'partner' This is an informal saving scheme set up with a specific number of individuals for the duration of a specific time span. Each person agrees to pay a designated figure on a monthly basis. The 'draws' are decided, meaning who gets the money first, second, third etc, on a monthly basis.The banker then collects the money and gives the monthly pool to the person who is to receive their 'draw'. Therefore, a 'partnership' is dependent upon the honesty of t he banker, who could abscond with the money, as well as the honesty of the members of the savings scheme, who could decide NOT to pay after they have received their draw. 14. 'banker' The banker, or financial controller, of this partnership is the mother of a thief. This does not bode well for the mother if the thief on the cross learnt it from his mother. 15. 'her draw though is first and last for she still throwing two hands as mother and father'. This statement implies that though the mother ha s the advantage of first draw as mother, she loses that advantage because she also has the role of father. Mothers cannot father sons. The fact that the son has found a father figure proves this to be true. Therefore, she has the last draw, whic h carries with it the disadvantage of not receiving a full 'draw'. The longer one waits for a draw is the more likely that dishonesty will come into play on the part of the participants. MOOD/ ATMOSPHERE The mood of the poem is reflective. The persona is t hinking about a mother's response to her son's life choices. TONE The tone of the poem is pragmatic and pessimistic. The persona is telling the tale as it is, with no positive energy. THEMATIC CATEGORY Death, love, survival, desires/ dreams, childhood experiences.
Test Match Sabina Park LITERAL MEANING The persona, a white male, proudly enters Sabina Park to watch a cricket match between England and the West Indies. The persona notices that the game is slow and that the crowd is not reacting well. He is, in fact, initially shocked that there is a crowd at all because this is usually not the case at Lords. By lunch, England is sixty eight for none, and the crowd gets abusive. They even state that maybe they should borrow Lawrence Rowe. The persona tries to explain the reason behind the slow pace of the British side, but fails to convince even himself. His embarrassment at England's performance has him eventually skulking out of the venue.
LITERARY DEVICES 1. RHETORICAL QUESTION
Stanza 2, lines 6-7: This question reveals that, despite the fact that cricket is a popular sport in Engla venues for the matches are not crowded. This questi on could also point to the fact that Sabina Park w crowded.
Stanza 3, line 10: This question represents the general frustration of the West Indians in the crowd. They are annoyed that the cricket match is progressing so slowly. Stanza 4, lines 16-18: These questions imply that the West Indian crowd's level of frustration has escalated.
2. ALLUSION The allusion to Lawrence Rowe, a very colourful and successful West Indian cric keter, emphasizes the fact that the match is slow and boring. 3. SARCASM To 'boycott' is to abstain from, or to stop, doing something. Therefore, the persona is being sarcastic because excitement is a good thing. People usually boycott for something negative, therefore the persona is, again, highlighting the slow and boring pace of the cricket match. IMPORTANT WORDS/ PHRASES 4.'rosette of my skin' Rosette implies a reddish colour, or tint, to the skin, that sometimes resembles a rose. This description immediately identifies the race of the persona as caucasian. The persona is proud of his race, as he enters Sabina Park. 5.'strut 'This word means to walk proudly. It emphasizes the fac t that the persona is proudly walking into Sabina Park. 6.'something badly amiss' The persona is jolted by the fact that the match is going slowly. The word 'amiss' implies wrong, the game should not be going so slowly. 7.'vociferous partisans' Vociferous means to be very noisy and clamorous, while patisan is a person who shows biased, emotional allegiance. Therefore, the West Indian crowd was extremely noisy in their support of their team. They were also very unappreciative of t he slow pace of the match. 8.'England sixty eight for none at lunch' While this is a good score, it never-the-less highlights the slowness of the match, hence the fact that the experience, for the crowd, was far from exciting. 9.'the wicket slow' The purpose of the wicket is to 'out' the opposing side. Therefore, no 'outing' is occ urring, the wickets are standing. Everything about the match is going slowly. 10.'sticky wickets'
This implies a sticky, or awkward situation. It highlights England's situation. 11.'loud 'busin' The English team was being loudly abused. 12.'skulking behind a tarnished rosette' Skulking implies hiding in shame, and tarnished means tainted. Therefore, the proud Englishman is now embarrassed, and the rosette of his skin is making him stand out. Initially this was a very good thing, but now it is a disadvantage. 13.'blushing nationality'. At this point, the Englishman admits to being embarrassed for his team, as well as himself. *There is a distinct CONTRAST between the beginning of the poem when the persona is proud, and 'struts'. However, by the end of the poem, he is embarrassed and 'skulking' VOICES There are two distinct voices in this poem. The English man's and the West Indian's. MOOD/ ATMOSPHERE The mood of the poem is tense. TONE The tone of the poem is one of frustration (West Indian) and embarrassment (English man). THEMATIC CATEGORIZATION Discrimination, places, culture and sports
South LITERAL MEANING The persona speaks about the fact t hat today he is recapturing the beauty of the island of his birth. He reflects on the fact that he has travelled to the lands of the north, which appeared to be the very opposite of his island. The persona appeared, at that point, to be homesick for his island and resented the ease and comfort that the Northerners' felt towards their land. He then shifts back to the present where he appreciates c ertain features of the island, particularly those t hat remind him of his past on the island.
LITERARY DEVICES 1. ALLITERATION
Stanza 1, lines 1-2: The sound that the alliteration illicits, when spoken, is a positive one. This is the because the alliteration forces the reader to sound cheerful, thereby facilitating the interpretation that persona is happy to be home. Stanza 1, lines 4-5: This alliteration, again, draws the reader through the sound that it illicits. One can hear the sound that the sea makes through the repetition of the 's' sound. It emphasizes the joy that the feels to be home. Stanza 2, lines 13-14: This alliteration, when spoken, is staccato. It literally emphasizes the persona's discomfort, and dislike, of the new context that he is f aced with. It is alien to him, as seen when contr with the scene that he describes in the first stanza.
Stanza 4, line 33: This device gives the reader a visual image of the scene. It is simple i mage that highlights the persona's excitement at being home and seeing scenes, even seemingly inconsequential ones, that he knows and loves.
Stanza 5, line 43: This alliteration gives the reader a visual of what the persona sees as pleasant and calming, as opposed to the alliteration in stanza 2. The sound that the alliteration illicits is a calm one, implying that the persona is at peace.
2.PERSONIFICATION
Stanza 1, lines 6-7: This device gives a beautiful impression of the effect that the island had on the persona. He felt whole when he was there, at peace. Stanza 2, lines 16-17: The shadows, in this c ontext, represents his past life and exp eriences on the island. The memories of his island illicits feelings of sadness, even homesickness. These memories cast an oppressive shadow over his life in the north.
3.SIMILE The persona compares the flowing of the rivers, which represents the north, to his longing for his island home. This comparison indicates that his longing is an intense one, he is homesick. IMPORTANT WORDS/ PHRASES 4.'recapture' The word capture means to take possession of something or someone. Therefore, when the persona says that he is recapturing his island, it implies that he is taking back possession of what he once owned. 5.'Since then I have travelled' This line indicates that the persona did not remain on the island of his birth. 6.'sojourned in stoniest cities' This highlights a contrast between the persona's island and the cities that he visited. His island has beaches and oceans, while the cities that he visited were concrete jungles made of stone. 7.'We who are born of the ocean can never seek solace in rivers' The persona refers to the north, and its populace, as rivers, while the south, and his island, is the ocean. This line highlights the persona's discontent in t he north. 8.'reproves us our lack of endeavour and purpose' Reprove is to reprimand. Therefore, the line is saying that the flowing river, the nort h, reprimands the ocean, the south, for its lack of effort a nd resolve. This implies that the persona might be homesick and, therefore, not functioning at full capacity i n the new northern environment. 9.'proves that our striving will founder on that.' The term founder literally means the owner or operator of a foundry. This has little to do with the context of the poem, therefore, it can be assumed that poetic license was utilized at this po int. Contextually, the line can be interpreted as meaning that the persona's subsequent striving, or efforts, will be founded on the reprimand made by the river, or the north. 10.'there' The emphasis placed on this word, through the use of italics, highlights the fact that the persona is both happy and excited to be home. 11.'and look!' The exclamation mark emphasizes the persona's enthusiasm, and excitement, when he identifies a scene that is reminiscent of his past. MOOD/ ATMOSPHERE The mood of the poem is reflective. The persona is t hinking about his island home, as well as places that he has visited in the north. TONE The tone of the poem goes from being reflective, to being elated. THEMATIC CATEGORIZATION Patriotism, places, desires and dreams
Sonnet Composed Upon A Westminster Bridge, September 3, 1802 LITERAL MEANING The persona in this poem is reflecting on the perfection of the city. He believes that there is nothing on Earth so beautiful as the city in the morning. Only a dull person would not appreciate such a majestic sight. He is awed by the calm of the city. LITERARY DEVICES 1. SIMILE The persona compares the manner in which the beauty of the morning settles over the city, to that of a garment on a body. This emphasizes the perfection of the beauty of the morning, just as a garment flows smoothly over a body. 2. PERSONIFICATION
Lines 9-10: The sun is referred to as a male who rises sharply and beautifully. This emphasizes the beauty of the city in the morning. The use of this personification also helps the reader to personalize this beauty. Line 12: Like the sun, the river is personalized as well. This allows the reader to see the river as real, instead of a thing. It comes alive and we can visualize it's movement, gliding, as beautiful. Line 13: When some-one is asleep, they are usually peaceful. Therefore, whe n the persona describes the houses as sleeping, he is emphasizing the peace that exists in the city in the morning. The inhabitants of the houses are asleep, therefore the houses are quiet and peaceful.
IMPORTANT WORDS/ PHRASES 4. 'fair' The word fair, in this context, literally means beautiful. The persona is setting the stage for the reader, introducing the fact that the city is beautiful. 5. 'majesty' This word implies that the city is regal in it's splendour. Therefore, it is beyond beautiful and has become stately. 6. 'steep' This word describes the way in which the sun asc ends into the sky. It is stressed that it does so in a beautiful manner. MOOD/ ATMOSPHERE The mood of the poem is pensive, or thoughtful. The persona is expressing his thoughts, and reaction to, the city in the morning. TONE The tone of the poem is one of awe. THEMATIC CATEGORIZATION Nature, places.
Orchids LITERAL MEANING The persona is moving from a house that she has occupied for five weeks. She has sent her belongings to her future home, but one item remains in her old space, an orchid. The persona clarifies that she was given the o rchid as a gift, but implies that it holds no value because the gifting of orchids is habitual for the person who gave her. She describes the flower as odourless, but attractive. She watered the orchid once, expecting it to die, but it survived. It not only survived, but bloomed. The persona contemplates plucking the bloom and pressing it between the pages of a book. The purpose of this is to allow her to appreciate the flower.
LITERARY DEVICES 1. SIMILE The orchid's full blown blossoms are being compared to a polished poem. The word polished in this compari implies perfection, shiny and pleasant to read. 2. PUN The purple heart literally refers to the splash of color in the center of the orchid's bloom, but it could also refer to the bravery of the flower. This is so because a purple heart, in the army, is a medal that a soldier receives for bravery. IMPORTANT WORDS/ PHRASES 3. 'box pieces' This phrase implies that the persona's l ife is literally in boxes, all her belongings are stored and ready to be moved. 4. 'from a bouquet one who makes a ritual of flower-giving sent.' This phrase implies that the persona plac es no value in the orchid because its giver gifted it without any sentiment attached. 5. 'unfurled' This word literally means to open. Therefore, despite the persona's attempts at killing the orchid, through starvation, it not only survived but flourished. 6. 'full-blown blooms' These full-blown blooms represent the flower at its peak, where it is most full of life, as well as where it is most usually appreciated. 7. 'pages of memory' This refers to the practice of placing a flower between the pages of a book, t hereby drying, or killing the flower. The purpose of this act is to keep the flower for nostalgic reasons. 8. 'peculiar poetry' This phrase highlights the persona's desire to discover the value in the flower. It is very IRONIC, however, that she would choose to kill it in order to achieve this goal. Usually people plac e value in a living flower that can give pleasure through its beauty. MOOD/ ATMOSPHERE The mood of the poem is pensive, or thoughtful. The persona is thinking about the lack of value that she places in the orchid. TONE The tone of the poem is one of almost bored musing. THEMATIC CATEGORY Death, nature, survival, desire/ dreams.
Once Upon A Time LITERAL MEANING A parent is talking to his/her's son and telling him how things used to be. The parent tells the son that people used to be sincere, but are now superficial and seek only to take from others. The persona tells the child that he/she has learnt to be just like these people, but does not want to be like that anymore. The parent wants to be as sincere as the son.
LITERARY DEVICES 1. METAPHOR The people's eyes are as cold as ice. This means that there is no warmth or real feeling in the words that they how they behave.This metaphor literally allows you to visualize a block of ice, cold a nd unwelcoming. 2. SIMILE
Stanza 4, lines 20-21 emphasizes the constant changes in the pers ona's face. If you think of how ofte woman changes her dress, then that is how often the persona adjusts his/her's personality to suit an au The list of faces that follow this line emphasizes this point. Stanza 4, lines 23-24 compares people's faces to s miles in a portrait. If you think about a portrait, it is very formal and stiff, even uncomfortable. Therefore, the implication is that the smiles are actually fa stiff. They are conforming, or trying to fit, to a preconceived mold that is set up by societal expectati Stanza 6, lines 38-40 compares the persona's laugh to a snakes. When you think of a snake, words su sneaky and deceitful come to mind. Therefore, the implication is t hat the persona is fake, just like the he/she despises.
3. REPETITION This phrase is repeated at the beginning and the end of the poem. This usually signals the beginning of a fairy tale. Therefore, it is implied that the persona is nostalgic about the past. IMPORTANT WORDS/ PHRASES 4.'they only laugh with their teeth' This emphasizes the insincerity of the people around the persona. To laugh with your teeth means that only the bottom half of your face is e ngaged, the laugh does not reach the eyes. 5. 'shake hands with their heart' To shake hands with your heart implies a strong handshake that is sincere, this is the opposite of what now occurs between people. 6. 'search behind my shadow' This implies that the person cannot look the persona in the eye, they are looking everywhere but there. Looking someone in the eye during a conversation implies that one is sincerely interested in what you have to say. Not being able to do so implies shiftiness. 7. 'hands search my empty pockets' People are only 'seemingly' nice to get something from you. So, they smile with you, but it is not sincere, they are seeking to get something from you. 8. 'unlearn all these muting things' The word mute means silence, think of what happens when you press the mute button on the TV remote. Therefore, there is an implication that the insincere actions that the persona describes are muting, they block, or silence, good intentions. Hence, the p ersona wants to 'unlearn' these habits. MOOD/ ATMOSPHERE The mood of the poem is nostalgic. The persona is remembering how things used to be when he was young and innocent, like his son.
TONE The tone of the poem is sad. The poet's response to his nostalgia is sadness. THEMATIC CATEGORIZATION Death, childhood experiences, hypocrisy, loss of innocence, desire/dreams. * It is IRONIC that the persona is behaving in the exact way that he/she despises. There is an implication that things cannot go back to what he remembers, due to the influence of societal expectations.
O'l Higue LITERAL MEANING In this poem, the Ol' Higue / soucouyant tells of her frustration with her lifestyle. She does not like the fact that she sometimes has to parade around, in the form of a fireball, without her skin at night. She explains that she has to do this in order to scare people, as well as to acquire baby blood. She explains that she would rather acquire this blood via cooked food, like every-one else. Her worst complaint is the pain of salt, as well as having to count rice grains. She exhibits some regret for her lifestyle but implies that she cannot resist a baby's smell, as well as it's pure blood. The 'newness' of the baby tempts the Ol' Higue, and she cannot resist because she is an old woman who fears death, which can only be avoided by consuming the baby's blood. She affirms her usefulness in the scheme of things, however, by claiming that she provides mothers with a name for their fears (this being the death of a child), as well as some-one to blame when the evil that they wish for their child, in moments of tired frustration, is realized. She implies that she will never die, so long as women keep having babies LITERARY DEVICES 1. SIMILE Cane-fire has a very distinct quality. It burns very quickly and its presence is felt through it's pungent smell. Therefore, when the Ol' Higue compares herself to ca ne fire in her fireball state, it implies that she uses a lot of energy quickly, and is very visible. 2. RHETORICAL QUESTION
Stanza 1,line 4: This rhetorical question highlights the scant regard that the Higue has for the average person. She is thoroughly annoyed that she has t o literally waste her energy on them. Stanza 1, line 5: This highlights the fact that, again, she is annoyed that she has to expend so much energy to obtain a few drops of baby blood. Stanza 1, lines 6-8: The Ol' Higue is emphasizing th e fact that regular people ingest blood too, just in a more palatable manner. She would not mind if she could ingest it in the same manner as well. Stanza 3, lines 22-23: At this point the Ol' Higue is making excuses for her presence, claiming that she serves an actual purpose in the scheme of life. If a child dies of unknown c auses, she can be scapegoated for it. Stanza 3, lines 24-25: 'The murder inside your head' re fers to the moments, when out of pure frustration and tiredness, a mother might wish ill on he r child. The Ol' Higue is implying that, again, she can be used as a scapegoat if something unfortunate happens to the child. The mother is relieved of bearing the burden of guilt.
3. REPETITION The repetition of the word 'soft' emphasizes the fact that the call of the child's blood has captured and beguiled the Ol' Higue'. She implies that she cannot resist that call.
4. ALLITERATION This device emphasizes the Ol' Higue's dependence, even addiction, to the sweet blood of the baby. IMPORTANT WORDS/ PHRASES 5. 'stupidness!' This is a distinctly Caribbean phrase that highlights frustration or scorn. Therefore, it highlights the Ol' Higue's frustration with her lack of self control. 6. 'gallivanting' This term refers to some one 'playing around', having fun. The Ol' Higue is being sarcastic at this point. She is expressing displeasure at having to fly around to seek prey. 7. 'pure blood running in new veins' Babies are often associated with purity, this is what is emphasized here. The Ol' Higue simply cannot resist the lure of new and pure blood. 8. 'holding her final note for years and years, afraid of the dying hum ...' This tells us that the Ol'Higue has been living this desperate existence for a long time. It also implies that she will keep hanging on, despite her frustration. The final line confirms this point: 'As long as it have women giving birth a poor Ol' Higue like me can never dead' MOOD/ ATMOSPHERE The mood of the poem is reflective. TONE The tone of the poem is slightly bitter and resigned. She accepts that the cycle of her life cannot change. THEMATIC CATEGORIZATION Supernatural
Berry SUMMARY Berry is about a young black man called Millberry Jones who is employed at Dr. Renfield's Home for Crippled Children. He was reluctantly employed by Mrs. Osborn, the housekeeper, because the Scandinavian kitchen boy had left without notice, leaving her no choice in hiring Berry. Her reluctance to hire Berry stemmed from his race, which initiated questions such as where he would sleep, as well as how the other employees would react to the presence of a Negro. She had a meeting with Dr. Renfield and they decided to hire Millberry on a reduced salary. He was overworked and underpaid, but took solace in the children whom he loved. An unfortunate incident occurred, however, where a child fell from his wheel chair while in th e care of Berry. The result was that Berry was fired and given no salary for the week that he had worked. SETTING
Dr. Renfiled's Home for Crippled Children New Jersey coast
CHARACTERS Millbury Jones (Berry)
A Black male, approximately 20 years old. Described as good natured and strong. Poor and uneducated. Very observant and intuitive about people and places. Very good with children due to his gentleness.
Mrs. Osborn
The housekeeper at the children's home. Rumoured to be in love with Dr. Renfield. Very high handed with her staff, but docile with Dr. Renfield. Displays racist characteristics in subtle forms.
Dr. Renfield
Rumoured to have romantic affairs with his female staff. Berry observes that the Home is 'Doc Renfield's own private gyp game' (Hughes, p. 162), meaning that he runs his establishment for his own pro fit, instead of a desire to take genuine care of the children. He is blatantly racist.
THEMES Racism This theme is apparent when Berry was being considered for employment at the Home. Mrs. Osborn was concerned about where Berry would sleep, implying that he could not sleep with the white servants because he was considered to be beneath them. His salary was also cut due to his race, and he was overworked, with no discussions of days off, 'everybody was imposing on him in that taken-forgranted way white folks do with Negro help.' (Hughes, 162). Even more importantly, when the unfortunate accident occurred with the child, there was no attempt at discerning what led to the incident, but blame was laid on the obvious person - Berry. As a result, he was relieved of his job in a hail of racist slurs.
Blackout SUMMARY This short story is about a white American woman's encounter with a black man on the street of an unnamed island in the Caribbean. The story opens with the young lady waiting at a bus stop on the night of a blackout. She encounters a young man who a pproaches her and politely asks for a li ght (for his cigarette). She explains that she does not have a light, but he points out that she is smoking a cigarette. She grudgingly acquiesces to give him a light from her cigarette. She holds her arm out for him to take her cigarette and light his, but instead, as is the case with many smokers, he bends over the offered arm and lights his cigarette. He looks up to thank her and realizes that she has discarded her cigarette. An ongoing internal monologue occurs, where it is r evealed that the white woman is racist. The black male proceeds to educate her on the differences in race relations in the Caribbean versus America. The situation remains unresolved as the woman boards the bus and goes on her way and the man remains at the bus stop, where he picks her half smoked cigarette out of the gutter. SETTING
An unnamed island in the Caribbean. The story occurred around the time of World War II.
CHARACTERS American Woman (White)
Took pride in the fact that she was an American young woman who did not scare easily. Considered herself to be superior to the young man.
Caribbean Man (Black)
Had a sense of pride about being black. Did not consider himself to be inferior to the American woman.
THEME Racism This is a strong theme in this short story. The simple act of asking for a light becomes a tension filled moment in time where two individual's honestly confront each other about their beliefs. The fact that the woman feels that she is superior to the man, based on race, is highlighted when she expresses the following views: 1. 'She could snub him quietly, the way she should have properly done from the start" (Mais, p.10) 2. 'In America they lynched them for l ess than that' (Mais, p.10) 3. 'Do you really think that all men are created equal?' (Mais p.10)
The young man's reaction to her rejection of him is to be quietly contemptuous, a reaction that she categorizes as insolence, proving that she believes herself to be superior to him. Her reaction implies that he should be accepting of whatever she 'dishes out' to him. She boards her bus, shaken, but still holding on to her beliefs, as seen in her refusal to take a last look at him. However, the young black males show of strength is, ironically, lessened by the fact that he picks her cigarette out of the gutter.
Emma SUMMARY This short story is told from the first person perspective of a little girl called Dorian York. The focus of her thoughts is her mother; the games that they play together, and the games that she plays with her friend, that revolve around her mother. The first person perspective of the narrative gives the reader an intimate view of how the little girl sees her mother, as well as how she feels about her. We are also able to garner information about the people around her from her i nnocent narrative, innocent because the little girl does not understand many of the things that she reports. The audience learns that Emma and Mr. York have a volatile relationship t hat is seemingly caused by his infidelity. This infidelity is initially implied by Emma‟s constant watching of the clock and waiting for her husband to return home, as well as the fight that Dorian reported. Grandfather‟s visit, however, brings a happy atmosphere to the family unit because daddy starts to do things with the family, hence they s eem more like a conventional happy family. The audience is given the impression that things go back to normal after grandfather leaves, however, due to the spectral presence of the „lad y at the train station‟, as well as Mrs. Robinson‟s pointed discussion about Mr. York‟s status as a „player‟. The narrative climaxes with the death of Emma at the train station. She saw her husband with the mysterious lady and runs away, followed closely by Dorian and Jack. Unfortunately, when Jack caught her by the arm, she ran into the path of an oncoming vehicle and was killed. Jack and Mrs. Robinson then get romantically involved, and they send both Maria and Dorian to St. Agnus, a boarding school, in th e country. SETTING
The story occurs in three places; the York residence, an unnamed mall and the old t rain station. The mood of the story fluctuates from happiness to sadness.
CHARACTERS Jack York (Daddy)
He is Doran‟s father and Emma‟s husband. He is characterized as a „player‟ by Mrs. Robinson. He is not faithful to his wife. He was not ready for the arrival of his daughter, Dorian, and does not seem to have a close relationship with her.
Emma York
She is Dorian‟s mother and Jack‟s wife. She is a good mother who plays with her child and treats her well. She is a good wife who loves her husband (as seen in how she greets him when he gets home) and is considerate of his feelings; as seen in her reasons for not having another baby. She is a very smart and polished lady who can handle herself with people who are coy and critical of her; as seen in her argument with Mrs. Robinson in the mall.
Dorian York
A very innocent little girl who is the first person narrator of the story. She is younger than her friend Maria, who is nine (9) years old. She adores her mother and her grandfather. She is often puzzled by the content of adult discussion.
Grandaddy
Emma‟s father. Brought joy into the family because daddy stayed home, came home early, and spent quality time with the family, due to grandaddy's implied interference. Loved her grandfather because he seemed to do what her dad didn‟t – spent time with her – and her first person perspective of him reflected her love.
Ruby Robinson
She is Emma‟s friend and Maria‟s mother. She is not a good friend to Emma because she is both critical and jealous of her. She gets romantically involved with Jack after Emma dies. She‟s very impatient with both girls. She sends Maria and Dorian to boarding school in order t o enact her plan to keep the „player‟.
Maria Robinson
She is the nine (9) year old daughter of Ruby Robinson. She is Dorian‟s playmate. She filters and explains a lot of the adult c onversations that Dorian does not understand.
THEMES Innocence This theme is epitomized by Dorian York. The story is tol d from her perspective, therefore, the reader gets a firsthand view of t he innocence behind her
misunderstanding of adult conversation and situations. She senses emotions, but misses a lot of the innuendo, as is seen when she tells the audience about the fight that her parents had. Her innocence is also seen in her expectation that her mother would come home after the accident, but instead, she finds Mrs. Robinson in her mot her‟s bed. Her growth, or advancement into maturity, is highlighted in the end of the short story when Dorian reassures Maria that everything will be ok, they will play adult games better. Love and family relationship There are two types of families in this short story, the nuclear family and the single family unit. Dorian‟s family is the nuclear f amily, consisting of mother, father and child. This family is a troubled one b ecause the father is seemingly more abs ent than present due to an implied „other woman‟, who is later confirmed as very real. He also seems uncomfortable around his only child, as is confirmed by Emma, who decides to forgoe having another child because „Jack wasn‟t ready for Dori‟ (Cole, p.53). Emma, o n the other hand, seems to live to please both her child and husband. She is very affectionate with Dorian, and this love is returned ten fold, as seen in the adoration that imbues the tone of the narrator. She is the same with her husband, but the reception is less enthusiastic. It would be unfair to say that the family is dysfunctional, because one parent is at least invested in the emotional happiness of the child, but the family has issues because the head of the household‟s concentration lies elsewhere. Mrs. Robinson is a single mother, parenting her only c hild; Maria. She does not appear to be particularly liked by both girls because no-one wants to „play‟ at being her. She aggravates her child constantly and appears to be unhappy with her life. This family structure can be seen as dysfunctional because the parent does not seem to devote her energies toward making her child feel loved and comfortable, which is one of the primary aims of any family structure. Friendship There are two contrasting friendships in this short story. There is the friendship between Dorian and Maria, which is characterized by play, conversations and support of each other. Then there is the friendship between the adults, Emma and Mrs. Robinson, which is contrastingly characterized by cattiness and je alousy; mostly on Mrs. Robinson‟s part. MOTIF Play The motif of play appears to be a strong one in this short story, perhaps due to the fact that the narrator is a young child. The children „play‟ at being adults, immitating – and fighting over – their favourite adult. They also literally see the life of adults as play. Dorian confirms this at the end of the story when she reassures Maria that „I l earned a lot about this game. When it‟s our turn to play, we‟ll play smarter.‟ (Cole, p.58). SYMBOL Deck of cards The deck of cards that Emma carries around in her purse is a powerful symbol for life. In any card game that is being played, every-one has a chance at success, or failure, depending on how they play the game. Mrs. Robinson gives Emma an alternate way to play the game of life, with success be ing the joy of keeping her „player‟ husband. Emma, however, chooses to play the game in an another way, one in which she attempts to satisfy the needs of both Dorian and Jack. Emma is the loser in the game, however, because she dies with the joker in her hand. This signifies that her future could have gone in any direction because the joker introduces the element of chance to the game; it can be a bonus, a penalty, or both, depending on how it is used in the game. In the game of life, Emma lost because she chose to take a chance with pleasing both members of her family, instead of concentrating soley o n her husband, as Mrs. Robinson suggested. The game of life gives every-one chances however, just like a card game, and Mrs. Robinson was given a chance to bag her rich man with Emma‟s exit from the game.
Mom Luby and the Social Worker
SUMMARY This short story is about an elderly woman, fondly called Mom Luby, who fosters two small children. The story opens with her visit to the Social Welfare office, in order to obtain monetary assistance in taking care of the children. She then returns home to find people waiting to enter the speakeasy that she runs in her back room. There is a knock on the door, but instead of the police - coming to collect money - it is a social worker. The social worker, Miss Rushmore, visits i n order to investigate the living conditions of the children. She is skeptical about some of t he answers that Mom Luby gives, but gives her information about the many forms, along with lengthy dir ections, regarding the acquisition of clothes and shoes for the children. Mom Luby is astonished, yet slightly amused, about the length of time it could take to obtain clothes and shoes for the children. She responds by stating that she simply did not have enough time because she had a long list of chores to attend to. Miss. Rushmore volunteers to go along with Mom Luby, expressing her disbelief that she could accomplish so much in such a short time. They both return from completing the chores, with Miss Rushmore looking very bedraggled. She states that Mom Luby does not need her help because she got more things done in two hours than Miss Rushmore has managed to c omplete in two years. The great irony of the situation is revealed when Mom Luby comments that the Social Welfare office should consider hiring her, but Miss Rushmore comments that that is not possible because Mom Luby is not qualified. SETTING
The United States of America. Between 1920-1933, the time of the Prohibition in the United States.
CHARACTERS Mom Luby
An elderly woman who is as strong as any young woman. She has white hair and false teeth. She runs a speakeasy in the back room of her house. She fosters two young children. She is a midwife, herb doctor and ordained minister of t he Gospel. She's a very productive woman who helps the people i n her community. She is very proud.
Miss Rushmore
She works at the Department of Child Welfare, Bureau of Family Assistance. She is very thorough in her investigation of Mom Luby. She is awed by Mom Luby's productivity.
Elijah (narrator) & Puddin' - The two young children that Mom Luby fosters.
THEME Love and Family Relationship The love that Mom Luby has for her two young charges is apparent by her simple act of fostering them. She is a poor, older woman who runs a speakeasy to survive. This is not the profile of someone who should be willing to take care of two young children, as well as a whole community, yet she does. The act of visiting the Social Security Office is a testament to her commitment to taking care of the two children. The great irony in this short story is that a poor, older lady, is able to take better care of two little children than the State agency that is assigned to do so. This is because she can get more accomplished in two hours, to benefit them, than the agency can accomplish in two years with their most motivated agent.
Septimus SUMMARY The short story 'Septimus' is set in Barbados. It is told from the perspective of an adult and opens in the „present‟. Mama is crying over a letter that she has received from Septimus. The last sentence of the letter makes Mama cry “… at last I can have a whole apple for Christmas”. A flashback occurs at this point. Septimus‟ family resides in the Gap and the reader learns that the seven children have claimed the place and its residents. The story really begins one Christmas Eve when Mama sent the girls on an errand at Aunt Bless‟ house. She had recently returned from shopping in town and Septimus saw three shiny apples on the top of the shopping bag. He ran off with one because he wanted it for himself. He was told that this was impossible because the three apples had to be shared among the nine members of the family. Septimus was not pleased, but he was appeased by Aunt Bless who later gave him an apple for himself. When he returned home he sliced the apple in nine pieces and offered it to his mother. SETTING The story is set in Barbados. CHARACTERS Mama:
Gentle and caring. Strict with her children, for example, th e girls thought that Septimus would get in trouble for accepting the apple.
Septimus:
The seventh child out of six. The only boy and the youngest child. 6 years old at the beginning of the story w ith a childish selfishness. Performs a caring and beautiful act by sharing his apple with his family.
Aunt Bless:
Real name is Letitia. Given the nick name by Septimus because of her habit of greeting people with a blessing.
Loves all the children. Septimus is her favourite of the seven children.
Old Bostic:
A watch maker. A very grumpy man who tolerates the children.
THEMES Poverty: The family is very poor, as seen in the description of where they live, the C hristmas gifts that Mama bought and the sharing of t hree apples among nine people. The narrator herself confirms that the family is poor, “the principle had to be established that what we had – which was not much – had to be shared…” p. 107. Happiness: Despite their physical state of being poor, the s even children were very happy. A major part of this happiness was their ownership of the Gap and the people in it, they had a sense of belonging. Innocence: Septimus defines this through his youth, as well as his actions based on his youth. He is perturbed by the concept of sharing, initially, but once he got pass this feeling, he embraced the concept with the vivacity of innocence and youth. SYMBOL Apple: The apple represent knowledge and a loss of innocence because a six year old child is forced to face the reality of being poor. He cannot have a whole apple for himself. The child is no longer innocent after he is faced with this reality because he learns that life is not fair because he cannot always get what he wants. The apple also represents growth as well because Septimus is able to accept his situation by voluntarily sharing his apple.
Shabine SUMMARY 'Shabine' is the story of Justene, a mixed race woman who is constantly mocked for being poor, of mixed heritage, and presumably promiscuous. She was taunted with t he words jamette and shabine (half white, or of mixed heritage) on the streets. The story opens with the narrator explaining that she had a fiery temper, which she unleashed on her tormentors when provoked. Her two sons, Gold and Silver, were subjected to similar taunts, with Silver reacting in the same way as his mother, while Gold tried to do damage control. The reader then learns t hat Justene had lived with her mother, who was a maid in Justene's father's house. It is implied, by the narrator, that her mother invited white sailors surreptitiously into her house to sleep with Justene. The rest of the story is filled with the narrator's regret for what could have existed between him and Justene. SETTING
The name of the Caribbean island is not mentioned. The story is set around the time of WWII, when American troops were prevalent in the Caribbean.
MAJOR CHARACTERS Justene (Shabine)
She is described as having 'pale, reddish skin colour, the mass of c oarsish red hair that resembled the wool of sheep, the grey eyes ... the chocolate freckles.' (Simmonds-McDonald, p.14). She is very coy and provocative, as can be seen in her response to the narrator. She does not fear her taunters, but boldly defends herself. She is fiercely protective of her children, as can be seen when she defends them. She is a proud woman who does not want her children to stoop to the l evel of their taunters.
Narrator
He is male. He seems to be completey enthralled by Justene, as is seen with th e token gift of paradise plums, that he ritualistically left for her on the gate post. He mourns the loss of the possibility of a future that he might have had with Justene.
MINOR CHARACTERS Gold - Justene's son. He had thick wooly red curls, red bushy eyebrows, a freckled f ace and grey eyes. Silver - Justene's son. He was sort of blond, he had straight close cropped, sun bleached white hair and he was fearless. Mr. Cazaubon - Justene's mother's employer. He is also Justene's father, but he does not acknowledge her. Mrs. Cazaubon - Wife to Mr. Cazaubon. She is aware of Justene's parentage, and treats mother and child in a contemptuous manner. Shabine's mother - Mrs. Cazaubon's maid. It is rumoured that she died from 'too much rum and grief because Misie Cazaubon had never kept his promise to her to acknowledge Justene as his daughter and to send her to Convent School.' (SimmondsMcDonald, p.13). THEMES Love and Family Relationship This theme is brought out by Justene and her two children. She protects them by dispersing her children's tormentors in a hale of her own words and stones. She then told them that they should not respond to their tormentors because they would become like them. This is the hallmark of a loving mother. She defends and protects her children, yet teaches them the value of maintaining their pride. This is in cont rast with the very vague details surrounding the relationsh ip with her mother. Whereas the reader sees Justene hugging and comforting her children, there is only the implication that Justene's mother allowed white sailors to 'visit' her home, implying that Justene might have been the lure, or the mother herself. The narrator also implies that he had good intentions towards Justene through his shy, patient and consistent courting. However, Justene's mother discourages this: 'Justene 's mother had come to complain about his giving of paradise plums and putting ideas in Justene's head and upsetting her life' (Simmonds-McDonald, p.14 ). The narrator implies that the mother
robbed her daughter of a future that was close to 'paradise' as Justene would have gotten. She is not a totally bad mother, however, because she stands up for her child when Mrs. Cazaubon attempted to treat her like a servant. Women in Society This short story highlights the fact that women, in general, have v ery few choices. Justene's mother has a child by her employer and remains under his roof. Many people would argue that she had a choice to leave with her child, but that is easier said than done. Raising a child takes a village, so it is difficult for anyone to decide to leave a space of financial security. The argument is the same for Mrs. Cazaubon. She stays with a man who has fathered a child, in her own home, with their maid. What is even worse is that the maid and the child, the evidence of her husband's indiscretion, remains in her home. Her impotence, concerning the situation and her life, is seen in her treatment of Justene and her mother, as well as her quarrels, or rather, abusive monologues, with Mr. Cazaubon. Both women are tied to this man based on the fact that he provides financial security in a world that can be even more cruel to women who lack this. The severe hypocrasy in the society, as it concerns the sexual indiscretions between men and women, is also highlighted in this short story. Justene and Mr. Cazaubo n are treated very differently for their sexual indiscretions. Mr. Caz aubon remains a respected gentleman, despite fathering a c hild with the maid, and having them reside under the same roof with his wife, while Justene is stoned and castigated in the streets for keeping company with white sailors, as implied by the n arrator. Society appears to have different rules for women and men in the sexual arena. SYMBOL Paradise Plums Paradise plums represent the alternate life that Justene could have had. The fact that this candy/ 'sweety' was used to court Justene in such a shy, innocent and consistent manner, implies that her life with the narrator cou ld have been very pleasant and healthy.
The Boy Who Loved Ice Cream SUMMARY This short story is about a little boy's obsession with ice-cream. Benjy is a little boy who lives in rural Jamaica. His family is extremely poor and the most important, and festive, day for them is the Harvest Festival. It is an even more important event for Benjy because this is the only place that he can access the coveted ice cream. Benjy has never tasted i ce-cream, but he relishes the very thought of it through the second hand description that is passed on to him by his sister. The story opens with the family's preparations to attend the festival and t heir scenic journey down the hill. Benjy's obsession with ice-cream becomes evident at the festival when he cannot enjoy himself due to his anxiety surrounding when the ice-cream will be forthcoming. This mirrors his father's obsession with scouting out the man whom he believes to be his wife's lover and Benjy's father. The obsessions collide when Benjy finally gets his ice cream and it falls out of his hand because his father sees a male talking to his wife and drags Benjy along to confront him. The story, therefore, ends in disappointment for Benjy. SETTING
The story occurs in the small town of Springville in rural Jamaica. The family is from an even smaller town called One Eye, located in the mountains of Springville.
CHARACTERS Benjy
The second youngest child. He is a really intense child in terms of achieving his desires.
Elsa
Benjy's older sister. She takes care of Benjy when his mother is busy. She introduces Benjy to the foggy concept of ice c ream.
Mother
She was very progressive and forward thinking. She was a very sociable and friendly person. Always eager to go or do something different.
Papa
He was a farmer. The short story reveals that he was wedded to the soil. He did not like to go out. He preferred a predictable lifestyle. He was very jealous.
THEME Jealousy: Papa is irrationally jealous about his wife's activities. It is revealed that he believes that she cheated on him when she spent three weeks away from him in Springville, where she was attending to her dying mother. He watches her like a hawk at the Harvest Festival, thereby getting very little enjoyment out of the fair. This jealousy has serious implications for his relationship with his son Benjy. He does not believe that Benjy is his biological child, but a product of his wife's 'affair' in Springville. Benjy, therefore, is not treated well by his father, but viewed with suspicion and slight contempt. The narrator tells us that Benjy is in a state of constant suspense, as well as anxiety, in terms of what his father's response to him will be. SYMBOL Ice cream: Ice cream, in this short story, is the symbol for anything that is intensely desired, anything that is anticipated to bring great pl easure.
The Day the World Almost Came To An End SUMMARY This short story was told from the perspective of an adult and chronicles the events behind a c hild‟s (the adult narrator) belief that the world was about to end. The story is set on a plantation in Louisiana in 1936, where the church was the axis around which plantation life revolved. Despite this fact, the narrator was holding on to being a sinner because she believed that she could not „live upright‟. One day, while she was playing, her cousin Rena informed her that the world was coming to an end. This was based on a conversation that Rena overheard, and misunderstood, about the eclipse. The hellfire sermons in church did not help to stem the narrator's mounting panic and she worried herself into a frazzle as a result. She had a conversation with her father about this issue and he tried to quell her fears, but unfortunately, he only managed to increase it with his statement that the world could come to an end at any time. The narrator spent the night conjuring i mages of dooms day, which led to her overreaction to hearing the rumblings of an old airplane. She ran out of her house screaming that the world was coming to an end. Her father caught her on the road and calmed her down. She appreciated life a lot more after that incident and lived her life to the fullest. SETTING The story occurs on a plantation in Louisiana in 1936. CHARACTERS Daddy:
Understanding Has a good relationship with his daughter
1st person narrator:
Imaginative Bold Naive
Rena:
Naive
THEMES Religion: This is the central theme in this short story. Plantation life was centered on religion to the extent that even the narrator's father was a deacon in the church. Religious fervor, in the form of hellfire preaching, is also the fuel for the panic that overtakes the narrator/protagonist in this short story. Love & Family Relationship: The love and trust between father and daughter is glaring. When the
narrator/protagonist was worried about the world coming to an end, the first person that she thought to consult on this issue was her father. His response to her childish fears, in turn, highlights the easy relationship between the two. D addy's care in covering his daughter after her mad dash t hrough the turnrow is also an indication of the love that he has for his child.
The Man of the House SUMMARY This short story is about a little boy called Sullivan who has a sick mother. Sullivan is initially unconcerned about his mother‟s illness, and mildly pleased, because he got to stay home and play at being the „man of the house‟. However, his initial delight changes to concern on the second day due to his fear that his mother has pneumonia. The second night and the third day are even more frightening because he had to fetch the doctor and travel to the North Dispensary to get her medication. At the dispensary he meets a young girl who tricks him into drinking, and sharing the medicine, with the result being an empty bottle to take home to his mot her. Sullivan suffers extreme guilt as a result of this and goes home crying. His mother c onsoles him and forgives his childish misdemeanor. SETTING
A town called Cork, in England.
CHARACTERS Sullivan
A very responsible little boy. Enjoys playing at being a man by taking care of his mother and the household chores.
Mother
A sickly lady. She feels guilty that her son has to display such maturity by taking care of her. Displays what a loving mother she is by understanding that Sullivan is an innocent boy that succumbed to peer pressure. She also takes excellent care of her son when she is able to do so.
Minni Ryan
She is a family friend who advises Dooly during the course of his mother‟s illness. A middle aged woman who is very knowledgeable. Very pious and gossipy; according to Dooly.
Doctor
He was a fat, loud voiced man.
He was the cleverest doctor in Cork.
THEME Love & family relationship This is shown in the relationship between the mother and her son. Sullivan is frightened that his mother will die of pneumo nia, so, despite his fear, he enters a public house (pub) in order to ensure that she gets her home-made remedy, and travels to an unsavory neighbourhood in order to get her medicine. The mother is equally devoted to her son, as seen in her guilt over the fact that he has to take care of her. She is also very understanding when he succumbs to the peer pressure of drinking her medicine. She understands that one cannot expect a child to be a man, no matter how well he does at playing at being a man. Her love for her child is also manifested in the pride she feels when he displays the level of maturity akin to an adult. Innocence The fact that Sullivan does not recognize that his new friend is using him for a taste of his cough syrup proves that he is still an innocent young man, at least in relation to the ways of the world. Despite playing at being a man, he is still an innocent child. His reaction, after realizing that he was used, also points to his innocence. He reacts in the manner that any child would, he ran home crying.
To Dah-Duh in Memoriam SUMMARY This short story is about a young girl's visit, from New York, to the island of Barbados. The protagonist, along with her sister and mother, visit Dah-Duh. The visit is an interesting one in which Dah-Duh and the protagonist develop a caring, yet competitive, relationship. Dah-Duh introduces her to the riches of Barbados (nature), while the protagonist introduces her grandmother to the steel and concrete world of New York (industrialism). There is a competitive edge to their conversations because they each try to outdo each other on the merits of their separate homes. Dah-Duh, however, is dealt a blow when she learns of the existence of t he Empire State building, which was many stories taller than the highest thing she had ever laid her eyes on – Bissex Hill. She lost a little bit of her s park that day and was not given a chance to rebound because the protagonist left for New York shortly after. The story progresses with the death of Dah-Duh during the famous ‟37 strike. She had refused to leave her home and was later found dead, on a Berbice chair, by her window. The protagonist spent a brief period in penance, living as an artist and painting landscapes that were reminiscent of Barbados. SETTING
The story is set in Barbados, in the 1930's.
CHARACTERS Dah-Duh:
A small and purposeful old woman. Had a painfully erect figure. Over eighty (80) years old. She moved quickly at all times. She had a very unattractive face, which was „stark and fleshless as a death mask‟ (Marshall, p.178).
