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Showing posts with label Literature. Show all posts
Showing posts with label Literature. Show all posts

Saturday, September 11, 2010

A Reflection on Being Public "Like a Frog"

Emily Dickinson is in the top five on my list of treasured poets.
Like all of the poets I appreciate, Dickinson created pieces that are
specific about themes but allow a lot of room for interpretation. It
is because of this characteristic of her poetry that one of her poems
came up recently when I had a debate with a friend about how much we
should share publicly. He is a very private person. I consider
myself to be moderately private. My friend argued that I am very
"open" because I have a blog, use Twitter, post on Facebook, and post
photos on Picasa and Flickr. Okay, I understand why my friend might
disagree.

I explained that everything that was shared about me on the internet
was shared because I chose to share it. To me, privacy is getting to
chose what is made public about my life. Given my profession (high
school teacher) I have to be selective about what I post online
anyway. He responded with three lines from Dickinson: "How public
-- like a Frog -- / To tell one's name -- the livelong June -- / To an
admiring Bog!" I think my friend understood privacy to mean something
closer to anonymity.

The reference to Dickinson caused me to go back and reread this poem
and think about how I interpret it in light of this privacy question.
Was I really like a frog singing to no one except an "admiring Bog"?

I'm nobody! Who are you?
Are you -- Nobody -- Too?
Then there's a pair of us!
Don't tell! they'd advertise -- you know!

This first stanza is delightfully rhythmic and frustratingly vague.
For a long time, I identified with this stanza because the angst of my
late teens/early twenties caused me to latch onto the notion of being
a nobody. However, at that time, I didn't think about this as
"anonymity." In fact I understood this poem to be a message from
Dickinson herself, another soul screaming out to be heard. She was
lamenting the fact that she had no one to share with just when she
discovers that there actually is someone else out there like her. Now
the pair of them can be nobodies together. But she maintains her
privacy. "Don't tell!" A great, childlike, excited whisper to an
instantly trusted new friend.

And of course you have to be worried that someone would try to
capitalize on the fact that there are a pair of nobodies. I
understand this line to mean that these nobodies would be put on
display like side show oddities. The other sense of the word
"advertise" that implies that these two nobodies would now represent a
marketable demographic is anachronistic and far less satisfying an
interpretation.

How dreary -- to be -- Somebody!
How public -- like a Frog --
To tell one's name -- the livelong June --
To an admiring Bog!
The second stanza presents a continuation of the topic but introduces
a new layer to the metaphor. It of course could be "dreary" to be put
on display against your will. To be "Somebody" is to be completely
out in the open and naked like a frog. Yet, the frog in the last two
lines of the poem is not seen but heard. But the same message is
repeated here. The frog sings not because it wants to but because it
has to in order to attract a mate, identify its territory, and
communicate with other frogs.

Since June is specifically mentioned it is not a stretch to imagine
that Dickinson was focusing particularly on the aspect of a frog
calling to attract a mate. You don't have to watch too many nature
shows before you learn that attracting a mate can be difficult as
mates are often extremely picky and will choose some other frog simply
because he can croak for a little longer or at a lower tone. So, in
another sense being "somebody" means that you are forced to be on
display because you are on the hunt for a mate. This too can be a
dreary way to spend time.

So, in Dickinson's assessment it is much easier to remain a complete
nobody rather than suffer the risks of being known.
Fortunately/unfortunately most people cannot remain as separate from
the people around them as she could. Most people today are "public --
like a frog" simply because of the necessities of modern life.

Yogi Berra was onto this when he said, "Nobody goes there anymore;
it's too popular." When a place becomes a "destination" it quickly
losses its charm. The quiet cafe with the attentive waiter becomes an
unrecognizable box of chaos filled with a loud, obnoxious mass of
people once it becomes popular. Regardless of how I feel about their
employment and buying practices, I love to go shopping at Walmart at
about four in the morning. The giant box of needless crap bouncing
with morons at five in the afternoon is transformed into a fantasy
land of treasures when there are no other people around to get in my
way. I love individual people but a mass of humanity is almost always
intimidating and scary because they represent the ones who would be
viewing us like those naked frogs on display or expecting us to
perform on demand. The truth of the situation is that most of them
probably don't even notice or remember my presence; but, the mind's
delusions are powerful motivators.

No one wants to be put on display or forced to perform in public.
Using two metaphors, Dickinson explains that not having a choice about
what to make public and when to make it public is a burden. The
conclusion I come to is that it is important to hold onto the right to
choose what is made public. Perhaps my friend is onto something; in
choosing to share as much as I do I might be opening the door just
enough to have it ripped out of my hands and flung open wide. On the
other hand, even the frog gets an occasional uplift from having his
call responded to. Shouldn't it be okay to be at least as social as
the frogs?

Sunday, August 28, 2005

The Use of Beauty: A Reading of Ani DiFranco's "Fierce Flawless" as a Poem

Fierce Flawless
by Ani DiFranco

she was cuffed to the truth like the truth was a chair 1
bright interrogation light in her eyes 2
her conscience lit a cigarette and just stood there 3
waiting for her to crack 4
waiting for her to cry 5
his face scampered through her mind 6
like a roach across a wall 7
it made her heart soar 8
it made her skin crawl 9
they said, we got this confession we just need for you to sign 10
why don't you just cooperate and make this easier on us all 11

there was light and then there was darkness 12
but there was no line between 13
and asking her heart for guidance 14
was like pleading with a machine 15
cuz joy, it has its own justice 16
and dreams are languid and lawless 17
and everything bows to beauty 18
when it is fierce 19
and when it is flawless 20

on the table were two ziploc baggies 21
containing her eyes and her smile 22
they said, we're keeping these as evidence 23
'til this thing goes to trial 24
meanwhile anguish was fingering solace 25
in another room down the hall 26
both were love's accomplices 27
but solace took the fall 28

now look at her book of days 29
it's the same on every page 30
and she's got a little tin cup with her heart in it 31
to bang along the bars on her rib cage 32
bang along the bars of her rib cage 33

I believe that there comes a point in a person's live, or maybe there are several points, in which he or she must decide to either be part of the world as it is or try to change it in some way. Even in America where we have an ongoing fascination with the outlaw and the outsider a person who tries to change things is at a disadvantage. Being different is rewarded as long as it isn't too different. At a very early age Ani DiFranco decided to try to change the world. And she certainly is different.

I had heard of Ani DiFranco over a year ago and I am certain that I have heard her music before but it is only in the last few months that I really began listening to her music. I am now continuing to explore her music because I realize that not only is it good music, it is good poetry. The recent release of Reckoning/Reveling, DiFranco's most recent work, coincided with the assignment of this paper. So I am using this paper to examine one of the songs from this CD. This paper is a little different for me because I first analyze the song as a poem. I then listened to the song and compare my interpretation to the song interpretation.

DiFranco was born in Buffalo, NY in 1970. She grew up surrounded by music and at the age of nine she was playing in bars. By 15 she was writing her own songs. By 1998 she had produced 11 records on her own under her label Righteous Babe Records. She turned down several offers at record contracts with major and independent labels. She is still turning out her own records and has also produced records for other musicians under her label.

DiFranco's work takes in a lot of the landscape of contemporary America. She comments on relationships, mainly, but there is also a strong commentary on government, big business, and the American personality. "Fierce Flawless" is on the Revelling CD in DiFranco's most recent collection. By analyzing it first as a poem and then listening to the song I found that DiFranco's interpretation of the poem is different or she is trying to make a broader social comment. My expectation (based on my reading of the poem) was for the song to be low key and melancholy. It is anything except that.

As a poem "Fierce Flawless" consists of 33 lines in four stanzas. The form is free verse but there are occasionally points in which a line or line fragment is repeated. The poem tells a story from the third person omniscient perspective. The poem begins with the image of a woman handcuffed to a chair in police interrogation style. The poem then ventures inside this woman's thoughts. She thinks about the way joy works. The police interrogation theme continues with the description of the woman's eyes and smile in bags on the table as "evidence." The woman winds up in prison with "a little tin cup with her heart in it."

Lines one through three set the scene. An unidentified woman is described as "cuffed to the truth like the truth was a chair." And the interrogator is her conscience. The description of the truth is complicated. It is a chair so it supports the woman but she is also tied to it so it restricts her. What is "the truth?" A very beneficial way to read this poem is to define the truth as the statements in lines 18-20. The truth is that beauty is power. Reading this poem with that definition of "truth" allows the rest of the poem to be read as a meditation on how people use and hurt each other with beauty.

The interrogator (her conscience) waits for her to "crack" and "cry" as she sees "his" face crawl across the wall in the form of a roach that makes her "heart soar" and her "skin crawl" (lines 4-9). These lines demonstrate how the woman has been hurt by beauty. When she remembers a man that can easily be assumed to be an ex-boyfriend his face is like a roach. But this memory doesn't simply repulse her it makes her heart soar. She is drawn to his beauty. But her skin still crawls because he is, after all, a roach

And "they said, we got this confession we just need for you to sign / why don't you just cooperate and make this easier on us all" (lines 10-11). Her conscience and the memory of this man want her to admit to being used by beauty. The next stanza (lines 12-20) is an interior monologue of the woman while she reads the confession. Lines 12-13 are a corruption of the Biblical description of the creation. In the Bible God creates light and dark and separates them into night and day. Here there is light and dark but there is no separation. These lines are probably a reference to a belief that it is difficult to determine right from wrong. Is it right to be so tied to beauty? The woman asks her heart and finds that it is only a "machine" (lines 14-15).
It is at this point that we are given the "truth." Lines 16-20 present the truth indicated above about beauty as well as some truths about joy and dreams.

Cuz joy, it has its own justice
and dreams are languid and lawless
and everything bows to beauty
when it is fierce
and when it is flawless

These lines present truth in what they say about joy, dreams and beauty. And they also work on some fundamental free verse truths. The repetition of words and letters (alliteration) are important elements. And as a confession these lines are powerful. If the woman signs the confession, she can have no dreams, she can have no joy and she will be the puppet of beauty.
This also isn't DiFranco's only song in which she discusses the importance of beauty and joy. Often beauty is presented as a dichotomy.

but then what kind of scale
compares the weight of two beauties
the gravity of duties
or the ground speed of joy (from "School Night")

In these lines the conclusion is that it is impossible to measure beauty. This adds to the current reading of "Fierce Flawless" because it shows that DiFranco's view of beauty isn't flat. She understands the complexity behind physical beauty. And these lines also further our understanding of the way DiFranco understands joy.

Indeed, the accusation is that she has already been used by beauty just as she has used beauty. "On the table were two ziploc baggies / containing her eyes and her smile" (lines 21-22). Her eyes and her smile are being kept as evidence "till this thing goes to trial." The initial reaction to this image is one of disgust. It is important to remember that this whole poem is going on in the mind of the speaker. What is important is the symbolic significance of her eyes and smile being used as evidence. The eyes and smile would be symbols of her beauty as well as her reaction to beauty. But the case is really out of her hands anyway.

Lines 25-28 develop the relationship between anguish, solace and love. Anguish and solace are described as "love's accomplices." But anguish "was fingering solace" and "solace took the fall." Anguish "fingering" solace is a reference again to the interrogation scene. Anguish said that solace was guilty. I don't think that the sexual definition of "fingering" (i.e. pleasing sexually with the finger) is relevant but perhaps it does. Another way to view these lines is that anguish and love cancel each other out; this leaves behind only solace.

The last stanza (lines 29-33) ends with the woman in jail. She was judged and found guilty. "Now look at her book of days / its the same on every page" (lines 29-30). As each person dies and enters heaven, according to Christian myth, the "book of days" is consulted to see how each person lived his or her life in order to determine if he or she should be admitted to heaven. But this woman's pages are all the same. They are all covered with the downfall of beauty. But her heart protests by banging against her rib cage. The implication is that the "machine," as the heart was described earlier, cannot do anything about this prison.

DiFranco does a lot with her heart. In this song it winds up in a tin cup. In another song it winds up on a raft.

and my little pink heart
is on its little brown raft
floating out to sea (from "Grey")

This song is much more of an emotional song than "Fierce Flawless." Yet the ideas really relate. The description of her heart at sea is made early in the song. So when the song continues to say:

I've got everything i want and still i want more
maybe some tiny shiny key
will wash up on the shore

The only thing we know to be at sea is her heart. It can be supposed that the key is her heart. The heart then takes on increased significance than just being "a machine" in "Fierce Flawless." Her heart in a tin cup begging for release is really her way out. Continuing with the idea of beauty as a cage the heart seems to represent the opposite of beauty. TRUTH. That is being true to your emotions and your feelings.

This idea of truth works equally well in the first lines of "Fierce Flawless." The woman cannot get away from the fact that she has the choice of either worshipping beauty or being true to herself. Either way some part of herself will be lost. The prison in the end of this song then is being unable to decide.

"Fierce Flawless" as a song is presented with a steady wood block beat (like a heart) and an upbeat repeated guitar picking. At the line "make this easier on us all" the music becomes louder and a trumpet joins in. The song seems very festive. There are even upbeat oboe and bass guitar solos. This suggests that I've read this poem in a very different way from DiFranco. One thing that really stands out while listening to this song is the repetition of the words "fierce" and "flawless" to the point of annoyance.

I realized at this that in my explication of this song I didn't go into the significance of these two words. Again beauty is presented as a dichotomy. What does it mean for beauty to be fierce and flawless? Well, flawless is an easy enough state for us to understand even though we have no examples of perfect physical beauty. But what is truly flawless beauty comes from ideas. Fierce is defined as having a violent or cruel nature as of an animal. So it makes much more sense to talk about the physical aspects of beauty as being fierce.

With these ideas about beauty there is a slightly different way to read the poem. A person has two sides: animal and spiritual. Animal beauty can be fierce but only spiritual beauty can be flawless. Both are powerful. And the woman in the song is "tied to the truth" that she is only physically beautiful as evidenced in her eyes and smile.

By reading Ani DiFranco's "Fierce Flawless" first as a poem and then viewing it as a song it is possible to understand it in two very different ways. The conclusions are similar but distinct. As a poem beauty can be seen as a tool used by and on people. While the emphasis on the ideas of "fierce beauty" and "flawless beauty" help us to understand the song as a discussion of the types of beauty a person can achieve. Either way the woman is stuck in a prison in the end of the song. But in one she can never get out while in the later she must grow to get out.

Saturday, August 28, 2004

The Force that through the Green Fuse Drives the Flower: An Explication

The Force that through the Green Fuse Drives the Flower

The force that through the green fuse drives the flower 1
Drives my green age; that blasts the roots of trees
Is my destroyer.
And I am dumb to tell the crooked rose
My youth is bent by the same wintry fever. 5

The force that drives the water through the rocks
Drives my red blood; that dries the mouthing streams
Turns mine to wax.
And I am dumb to mouth unto my veins
How at the mountain spring the same mouth sucks. 10

The hand that whirls the water in the pool
Stirs the quicksand; that ropes the blowing wind
Hauls my shroud sail.
And I am dumb to tell the hanging man
How of my clay is made the hangman’s lime. 15

The lips of time leech to the fountain head;
Love drips and gathers, but the fallen blood
Shall calm her sores.
And I am dumb to tell a weather’s wind
How time has ticked a heaven round the stars. 20

And I am dumb to tell the lover’s tomb
How at my sheet goes the same crooked worm. 22

1933- Dylan Thomas

"The Force that through the Green Fuse Drives the Flower" is a poem about the cycle of life. Creation naturally flows into destruction and back to creation again. Everything that is alive must eventually die and something will be born to take its place. This poem is made up of four five-line stanzas with a rhyme scheme of ababa. The meter for this poem is iambic decasyllabic. The construction of the poem is easy to understand but some of the imagery is far more difficult to interpret. "[Thomas's] early poems deploy a strange fusion of archetypal Christian symbolism with biological or bodily and sometimes industrial imagery" (Christie). These combinations of imagery make the poetry open to many interpretations. That fact will be acknowledged many times in this explication.

Line one introduces us to the focus of the poem. "The force" is explained no further than by detailing what it does. And in this line the force is presented in its role as creator. It "drives" the flower; or, it makes the flower grow and bloom. Also contained within this first line is the first instance of another very important element of the poem; unusual or unlikely word combinations are abundant in this poem (and many of Thomas's works). The "green fuse" is just the first; it is made up of "green" that usually symbolizes life, spring and renewal as well as "fuse," which is a timing device for a bomb, an item of mass destruction. The "green fuse" most likely refers to the stem of the flower.

Line two of this poem also contains an interesting word pairing. "Green age": green with its connotations described above and age with its implied meaning of being old. If Thomas had used years instead of age this word mismatch would not exist. These word mismatchings are part of Thomas’s unique and sometimes confusing imagery. This line also introduces the destructive nature of "the force." Not only does the force drive the flower and the poet but it also "blasts the roots of trees." Here is the first instance of the underlying circle of life theme in this poem. Here "the force" that caused he flowers to bloom in line one now kills the trees; this completes the cycle of life and death.

Because line three breaks away from the decasyllabic structure of the other lines it has special emphasis. Each stanza’s third line displays this characteristic. Line three is used to tie the poet’s fate to that of the tree. The speaker will die just like the tree. This is another instance of the circle of life theme.

Every stanza contains some variation of line four. "And I am dumb to" opens every fourth line in each of the five line stanzas as well as the first line of the couplet. "Dumb" could be interpreted two ways; it could mean unable to speak (for physical or emotional reasons) or it could mean that the speaker was lacking in intelligence to explain what he feels. Crooked rose is another interesting combination of words. A rose, a thing of beauty, is described as crooked. This description seems to destroy the beauty of the rose. One of the possible interpretations of this is that a "crooked rose" is one that is fully in bloom. Fully opened roses tend to bend just below the flower from the weight of the full bloom. This could also be a reference to rose bushes, which are far more scraggly and bent than long-stemmed roses; they also have many more thorns.

The final line of the first stanza is the poets attempt to tell the crooked rose what the poet felt unable to tell in the fourth line. Here the unlikely pairing of "wintry" and "fever" could be interpreted many ways. A broad reading would be that "wintry fever" is a reference to the force. Since both "the force" and "wintry fever" seem to be alluding to the control of nature/time this seems to be the most fitting explanation. Because the speaker "is bent by the same wintry fever" it is as if he is saying that he has fully bloomed; his flower is fully opened. The sexual implication here is that the speaker is now ready to develop a relationship to produce offspring like the fully opened flower.

The second stanza follows the same pattern as the first. But now "the focus changes from the relationship between man and the biological world to man and the geological world" (Gale). This is evident in the imagery used. Stanza one has "the flower," "the roots of trees," and " the crooked rose" while the second stanza has "the rocks," "the mouthing stream," and "the mountain spring." The sixth and seventh lines once again demonstrate the creative and destructive nature of the force. Here the force is driving water through a rock; this image is a very strong Old Testament reference to Moses drawing water from a rock in the desert. The drying of the mouthing stream is the destructive element of this stanza. The "mouthing" stream is not easily interpreted. The probable meaning is one obtained by using "mouthing" as a gerund. If that is done, there is a babbling brook image. Leon Malinofsky has another interpretation of these lines in his paraphrasing of "The Force that through the Green Fuse Drives the Flower." He interprets the lines as, "The same divine force, that erodes the rocks away/Is in me and in my blood; that force that dries the generative streams/Dries my blood, ages me." Malinofsky sees the "mouthing streams" as the "generative" or creative energy.

"Turns mine to wax" in the eighth line is emphasized because of its lack of the decasyllabic format. Here again the poet is saying that he will suffer the same fate as nature. The "mine" is most likely the poet’s blood and it being turned to wax is implying the embalmer’s handiwork.
Lines nine and ten follow the same pattern set in the first stanza. The poet is unable for emotional reasons to tell his veins that he gets his life from the same place as nature. "Mouth in [line 10] takes on an almost vampirish quality, as it sucks life away, the water from the stream, the blood from the speaker’s veins" (Gale). The speaker could also be talking about himself sucking the water from the mountain spring. "Yet I cannot convince myself viscerally that this is so./That my reason and energy are those of nature, on the mountain spring" (Malinofsky). One picture that could be taken form this line is one of a man suckling from the breast of mother earth or from the highly religious symbol of the rock that Moses struck.

While the first three lines of the third stanza follow the same pattern as the first two stanzas’ the remaining two lines of this stanza stray from the established pattern. The rhyme scheme also shifts to ababc. In line 11 it is no longer an arbitrary force that is causing the action it is now embodied in "the hand that whirls the pool." This use of hand seems to indicate the hand of God as it is used in many Bible passages. This could also be a reference to the angle who stirs the water of the pool of Bethesda to make it curative in John 5:1-4 (Abrams 2279). This religious reference fits with the type of imagery Thomas employed and was probably his intent.

If lines 12 and 13 were strictly following the pattern established in the earlier stanzas, they would showcase the destructive nature of the hand. And, if "hauls my shroud sail" is seen in a destructive way--symbolizing the death of the speaker--then this stanza does follow the creation-destruction pattern. Another way to interpret "hauls my shroud sail" is as a reference to death. Another way to see this line is to remember the wonder felt when a strong gust of wind hits you and makes your clothes flutter and fly around you. This is a possible interpretation because so much of the is stanza breaks the pattern it is likely that the non-decasyllabic line will not be the destructive force affecting the speaker like the pattern set in the other stanzas.
Lines 14 and 15 stray drastically from the established pattern. The hanging man is brought in and there was no previous reference to a hanging man earlier in the stanza. The significance of the lime being made from the speaker’s clay is unclear. The lime pit is where the bodies from a hanging execution were disposed but there is no immediate relationship to the themes of the poem. It is even unclear whether the "hanging man" is the executioner, the executed or both.

The fourth stanza also strays dramatically from the pattern set in the first two stanzas. No longer happy to talk about the effects of time or "the force" the speaker now talks about time itself. Line 16 presents a grotesque image of time as a leech. But "leech is an archaic term for doctors, and a loss of blood may be beneficial" (Maud 175). This use of "leech" is another example of Thomas’s imagery. "Much of this stanza is more easily felt than defined" (Gale). The imagery becomes so unclear that interpretation becomes difficult if not impossible.

In lines 17 and 18 it is very difficult to find one interpretation. It is unclear who the "her" is. It is also unclear as to whether the blood is from birth, death or a sexual encounter. The ambiguities of these images make it difficult to pin down a meaning. Lines 19 and 20 are very similar in their use of non-specific images and multiple interpretations. The images are so open to interpretation that to address all the possibilities would take time and space beyond the bounds of this paper. One possible interpretation is that these lines are another reference to the circle of life. Time has "ticked" or measured/counted a heaven, a permanent fixture, around he stars that will eventually die and are born.

The closing couplet is intended to complete the cycle of creation and destruction. The speaker is unable to tell "the lover’s tomb" in this couplet. The lover’s tomb could be an allusion to the final scene of Romeo and Juliet. It could also be a reference to Thomas's lover’s tomb (although there is no historical support for this). The sheet is either a death shroud or a sail on a ship. The crooked worm could be the worm that is supposed to eat a corpse or it could be a phallic symbol. Either way it fits into the cycle of life, death and birth.

"The Force that through the Green Fuse Drives the Flower" is a wonderful poem. Although some of the intended meaning of the imagery is lost because of the intensely personal nature of the writing, it actually makes the poem appeal to a wider audience who can interpret the personal images personally. "Thomas fully intended his images to be understood. Unfortunately for the reader, the intensely personal nature of many of his metaphors makes this difficult" (Gale). I don't know if it is that unfortunate. For instance, if there was a definite interpretation that said line 13 ("Hauls my shroud sail") represented death, this poem would be a lot less hopeful.

Works Cited

Abrams, M.H., et al, Eds. The Norton Anthology of English Literature: Volume 2. 6th
ed. New York: W.W. Norton & Co., 1993.

Christie, William. "Dylan Thomas, Poet." 30 Oct. 1998. www.pcug.org.au/~wwhatman/dtpoet.html, 19 April 1999.

Gale Research, 1997; Merriam-Webster’s Collegiate Dictionary, Tenth Edition: Merriam-
Webster Inc. 1994 http://www.galenet.com (13 Apr. 1998).

Malinofsky, Leon. "The Force that through the Green Fuse Drives the Flower:
Paraphrased." 15 Oct. 1995. www.crocker.com/~lwm/theforce.html, 18 April 1999.

Maud, Ralph. Entrances to Dylan Thomas’s Poetry. University of Pittsburgh Press:
1963.

Thomas Dylan. "The Force that Through the Green Fuse Drives the Flower." The Norton
Anthology of English Literature: Volume 2. 6th ed. Eds. Abrams, M.H., et al. New York: W.W. Norton & Co., 1993. 2279-2280.

Surviving in the Kitchen: Food Images and Chinese Culture in The Joy Luck Club

For the record, I don’t write to dig a hole and fill it with symbols. I don’t write stories as ethnic themes. I don’t write to represent life in general. And I certainly don’t write because I have answers. If I knew everything there is to know about mothers and daughters, Chinese and Americans, I wouldn’t have any stories left to imagine. If I had to write about only positive role models, I wouldn’t have enough imagination left to finish the first story.
--Amy Tan, from "In the Canon, For All the Wrong Reasons"

About a year ago I took a survey class in multicultural literature. The class covered various ethnic-American authors such as Bernard Malamud (Jewish-American), Toni Morrison (African-American), and Amy Tan (Chinese-American). I noticed in many of these works an importance placed on food that isn’t present very often in non-ethnic American literature. This notion was reinforced by a sociology class I was taking. As part of this class we took a trip to various ethnic communities in Chicago. It was stressed that we should sample some of the food in the various neighborhoods to get a better sense for the culture. The question I had is why isn’t "American" food in a place of prominence in "American" literature.

It is difficult to categorize how the food items actually function in these stories (other than creating an "ethnic" atmosphere). So, the fact that Amy Tan has many clear instances that demonstrate the importance of food in her stories made The Joy Luck Club a logical novel for the study of this topic. There were many was of approaching this topic but I found that cultural feminism provides some clear explanations of and contradictions to Tan’s world. Josephine Donovan explains that "instead of focusing on political change, feminists holding these ideas look for a broader cultural transformation ... they also stress the role of the non-rational, the intuitive and often the collective side of life" (31). For this paper these ideas will define "cultural feminism" the true range of cultural feminism is not necessarily represented in this definition but it provides a functional definition to use while examining the way Chinese and American culture interact in The Joy Luck Club. Donovan’s writing on culture also serves as a good resource on cultural feminism because it summarizes many of the main contributors to that field.

Another major reason I selected Tan’s The Joy Luck Club to focus on is that it represents eastern philosophy. I’m very interested in this type of life-philosophy. The research I’ve done for this paper has helped me to understand the traditions of Confucianism and Taoism a little better. There is also an part of the Chinese culture that is strongly influenced by the need to survive (Xu 5). These eastern philosophies also helps to answer some of questions created when various aspects of cultural feminism are applied to Tan’s writing. This topic is, ultimately, a very large. So limiting the discussion to food and food imagery puts a limit on it. Food items and food imagery function in important ways in The Joy Luck Club. First, the repeated inclusion of food and language related to food act as an indication of the heightened importance of food in the story due to the importance of survival in Chinese culture. Secondly, the preparation of food, done mainly by the women, is accepted as part of the woman’s role in Chinese culture; it is even demanded by Confucian tradition. And once these women get to America they are still responsible for the preparation of the food; the cultural context remains constant for the mothers but their daughters, presented with situations that would be approved of by cultural feminists are unable to draw power from their role in the kitchen because their role fails to fulfill their role as prescribed by traditional Chinese beliefs.

It might aid understanding to begin with an overview of the book. The book is set up as a series of short stories narrated by the mothers and daughters of four Chinese-American families: the Woo’s, the Hsu’s, the Jong’s and the St. Clair’s. The mothers are Suyuan Woo, An-mei Hsu, Lindo Jong, and Ying-ying St. Clair. And their respective daughters are Jing-mei "June" Woo, Rose Hsu Jordan, Waverly Jong and Lena St. Clair. The book is also divided into four sections and there are four stories in each section. Each section is also introduced by a page length story. Two stories by each mother, and two stories by each daughter except for Jing-mei; she narrates four stories all together because her mother has recently died. Much of the criticism about The Joy Luck Club focuses on the relationship between the mothers and daughters who are story tellers. But there are also the grandmothers in the book. They are probably over looked because they do not have a voice of their own. Their stories are taken as less significant because their daughters are narrating them. But even if the daughters are distorting these stories they are still valuable as representations of cultural beliefs as a form of folklore. And many times they demonstrate the important role that food played in the lives of Chinese women during WWII.
Suyuan Woo started the original Joy Luck Club in China during the war. Suyuan included three other women and their families in her club. They took turns hosting the meetings each week. And the hostess would provide a banquet. But since the city was in such a poor state the people in this club were looked down upon:

People thought we were wrong to serve banquets every week while many people in the city were starving, eating rats and, later, the garbage the poorest rats used to feed on. Others thought we were possessed by demons -- to celebrate when even within our own families we had lost generations (Tan 11)

But her mother explained away these criticisms by saying that they did see the pain and they could sit and be sad or they could "choose our own happiness" (Tan 12). And an important part of their "happiness" was a full stomach. They feasted on, not the best quality food, but the best food in the city (10). Having food meant survival. In time dominated by the fears of war and the famine of war not wanting for food was one less worry. "The disposition for many first generation Chinese immigrants in America to see life as a constant test of survival, to the extent that it almost becomes ethnic symbolism, is a complex mentality. It is deeply rooted in China’s past of hardship and numerous famines and wars" (Xu 5). And when Suyuan forms a new Joy Luck Club in America the feast as a sign of good fortune/survival is just as important as it was in China.

By looking at the preparation for the meal that is part of the first story it is possible to see just how much feasting goes on at the meetings of the Joy Luck Club. An-mei is making wontons, a dumpling stuffed with various ingredients; she already has enough for each person to eat ten but she makes more so that each person could eat 20 (Tan 18). That is a large amount of food and it is only one dish served at the meal. And Jing-mei’s (who is at the meeting to fill her mother’s spot) description of the meal supports this idea. "Eating is not a gracious event here. It’s as though everybody had been starving" (Tan 20). Even though they have little fear over not being able to obtain food for survival they act as though they do.

An-mei informs Jing-mei that the women no longer play mah jong for money; they now invest in the stock market and the winner at mah jong gets a few dollars while the loser gets to take home the left over food (Tan 18) "The change in the mah jong game may appear insignificant. But it reflects the Club Aunties’s view of the loser as a victim who fails to survive" (Xu 7). So, it is clear that the tradition of the Joy Luck Club is intertwined with the survival mentality. Another example of this survival mentality comes in the "Best Quality" story narrated by Jing-mei. In this story Jing-mei describes a Chinese New Year meal that her mother prepares. As they are buying the crabs one of them loses a leg and her mother tries to put it back but the store keeper makes her take it (225). This crab is seen as worst quality, least likely to survive. When the platter of crabs is passed around the table every one in turn picks the best quality crab on the platter until it gets to Jing-mei (227). She tries to give her mother the better crab; her mother later says: "Only you pick that crab. Nobody else take it. I already know this. Everybody else want best quality. You thinking different" (234). Jing-mei think that this is another one of her mother’s sayings "that sounded both good and bad at the same time" (234). It was good of Jing-mei to try to take the bad crab because she doesn’t really like crab and she also would have been making a sacrifice for her mother. Everyone else took the best quality crab available so that they could, in some small way, help to ensure their survival. So, the tradition of survival is a solid part of the text. But where does the tradition that follows the mah jong feast come from?

When the people at the meeting are done eating the men quickly get up and leave the room. "The women peck at last morsels and then carry plates and bowls to the kitchen and dump them in the sink. The women take turns washing their hands, scrubbing vigorously" (Tan 21). Jing-mei even goes on to ask: "Who started this ritual?" Throughout the novel we see the mothers being ultimately responsible for the domestic life of their respective house hold. In the Western tradition a woman’s life is defined by long standing Biblical beliefs. Donovan, in her chapter on cultural feminism, uses Elizabeth Cady Stanton’s The Woman’s Bible as a source for this argument. The truly restricting idea that man was made before woman and that woman was made to serve man comes from The Bible (Donovan 37). Therefore, the Bible prescribes the home as women’s sphere. But the homes of the mothers are not dominated by Biblical theory or Christianity. These women are relegated to the kitchen by the philosophies of Chinese Culture.

The two dominant philosophies in China are Confucianism and Taoism. "Confucianism is intrinsically patriarchal and hierarchical" (Tavernise). And the teachings of Confucius are not without similarities to Western culture. In this tradition one receives virtue (Te) from heaven and then that Te is displayed in ritual or Li (Tavernise). This is very similar to the notion in Christianity that righteous people will act righteously. But ritual is not seen the way we see it. Ritual can be as something as simple as the way one prepares a soup or the spices included in a dish. Taoism presents a different idea that is also related to Western tradition. Tao, the One produced the Two (Yin and Yang), which produced the Three (heaven, earth and humans), which produced the Five (elements, directions). "The Yin and Yang are the symbol of the interaction and conjoining of polar opposites, the positive and negative, the male and female" (Tavernise). As in the Western view of the world, a sense of a duality to the world is very important in the form of Yin and Yang. This basic similarity to Western ideas aids us in understanding the Chinese culture. But we are not completely comprehend. However, the language of the Taoist part of Chinese philosophy is clearly more feminine; the Two, Three, and Five are produced by their numeric predecessor, it is not a system of rules that came from (a) man. And the underlying belief is more feminine as well. People more in line with Taoism believe that they can only be themselves; "Taoism stresses passivity, the water elements, strength of the feminine or yielding qualities" (Tavernise). It isn’t a perfect analogy but Confucianism could be viewed as similar to the Old Testament religions, while Taoism is similar to the New Testament religions. Even though both emerged about 500 BCE (Tavernise).

It would be easy to attack this system as sexist, anti-feminine, and anti-woman. And indeed it probably is. But there are many instances in this novel where this very system gives the women power. "The mothers inherited from their families a centuries-old spiritual framework, which, combined with rigid social constraints regarding class and gender, made the world into an ordered place for them" (Hamilton 125). And this power and order comes out of the kitchen; doing something pleasing in the domestic realm helps these women mentally survive. In Lindo Jong’s narrative in the first section of the book we find out about how she was married away from her family in China. In her "new" family she takes on the role of maid and cook.

After a while I didn’t think it was a terrible life, no, not really. After a while, I hurt so much I didn’t feel any difference. What was happier than seeing everybody gobble down the shiny mushrooms and bamboo shoots I had helped to prepare that day ... It’s like those ladies you see on American TV these days, the ones who are so happy they have washed out a stain so the clothes look better than new. (Tan 51)

Lindo goes on to liberate herself from the marriage by using her knowledge of the Confucian system to prove that the marriage was invalid. And the reference to "American TV" will become important when we look at the lives of the daughters. But there is another example of woman’s power flowing from the kitchen in An-mei’s story.

An-mei’s mother has lost face so she is raised by her grandmother, Popo. This "loss of face" is very significant in Confucianism. "Loss of face, in Confucian terms, means a loss of social standing. Since one’s social standing defines the self in the Confucian context, the mother is, for all intents and purposes, ‘dead’ to her family" (Tavernise). An-mei’s mother failed to correctly follow the traditions of honor when her husband died, she became a rich man’s concubine; this is why she has lost social standing. But she comes back when Popo is on her death bed. And she has come back to make a special soup, that only a mother can make for a daughter:

And then my mother cut a piece of meat from her arm. Tears poured from her face and blood spilled to the floor.
My mother took her flesh and put it in the soup. She cooked magic in the ancient tradition to try to cure her mother this one last time. (Tan 41).

This soup is part of the Taoist tradition and it represents a high level of filial respect (Tavernise). And it also directly relates to an earlier part of this narrative in which the commotion over An-mei’s mother’s presence causes a pot of soup to be knocked over and it causes sever burns to An-mei. Mother and daughter are connected by scars caused by soup. And An-mei’s mother finds a way to give her daughter what she couldn’t have; social standing.
And again it is the woman’s knowledge of the system and her ability to manipulate it that brings about these good things.

Three days before the lunar new year, she had eaten ywansyau, the sticky sweet dumpling that everybody eats to celebrate. She ate one after the other. And I remember her strange remark. ‘You see how this life is. You cannot eat enough of this bitterness.’ And what she had done was eat ywansyau filled with a kind of bitter poison, not candied seeds or the dull happiness of opium (Tan 271)

She died; she committed suicide. But she did so to give her daughter a better life. Her mother couldn’t make her life any better but she could make sure her daughter survived. It is a Chinese belief that the soul of the dead person comes back three days after death. In An-mei’s mother’s case this would be the lunar new year, a day on which "all debts must be paid, or disaster and misfortune will follow" (Tan 271). The man that had taken her as a concubine swore to raise An-mei and her brother as his "honored children" and to "revere her as if she had been First Wife, his only wife" because he was afraid of her spirit (Tan 271). So, the mothers and grandmothers were able to find the strength to survive and/or to help their children survive by using the Taoist/Confucian system. But the American born daughters live outside this system.

The most significant aspect of this cultural difference is the conflicts that occur between the mothers and daughters. "Incomplete cultural knowledge impedes understanding on both sides, but it particularly inhibits the daughters from appreciating the delicate negotiations their mothers have performed to sustain their identities across two cultures" (Hamilton 125). But there is really an air of uncertainty around the rest of the daughters’ lives. And once again this important element shows up in the kitchen.

Lena St. Clair is in a marriage that for all outward appearances is perfectly balanced. They divide the costs of living and they even keep a weekly accounting of the things they purchase as individuals that they "share." There is also a scene in which they "work as a team" to prepare a meal.

he starts the charcoal. I unload the groceries, marinate the steaks, cook the rice and set the table ... [they eat and converse] And then he clears the table and starts taking the plates in the dishwasher. (Tan 177)

This scene plays out very nicely. It seems that they work in perfect harmony in their kitchen as well as in their lives. But looking at the scene again it is scene that all Lena has really done is cook the rice and set the table. And we learned earlier that they wouldn’t have even had the rice if Lena’s mother wasn’t there (Tan174). Lena is effectively kicked out of the kitchen. She has no role in the preparation of the meal except the preparation of the cultural token, rice. This creates tension in her. She later confronts her husband over her unhappiness but she cannot come out and say what she is feeling because she doesn’t know (Tan 179). And when she thinks about it she puts her thumb on the problem. "Maybe Harold is a bad man. Maybe I’ve made him this way" (Tan 180). "Bad" is not evil. It is merely not living up to one’s role. By letting him take over what should be her role in the kitchen according to Confucianism (or even Christianity) Lena has let things get out of balance and it is doubtful that her marriage will survive.

This is in immediate opposition to what some cultural feminists support. One example is Charlotte Perkins Gilman’s view of marriage. She equates marriage with prostitution. Because "in both cases the female gets her food from the male by virtue of their sex relationship to him" (Donovan 45). In this relationship Lena and her husband, Harold, share the costs and responsibilities of the home equally. So they do not have a traditional marriage, which is what Gilman’s comments are about. Gilman goes on to say that "in the home is neither freedom nor equality. There is ownership throughout; the dominant father, the ... subservient mother, the utterly dependent child" (Donovan 49). In fact, Lena and Harold’s marriage would seem an ideal arrangement in Gilman’s view. The woman is not owned by the man because she has her own job and supports herself; she pays her own way. But the relationship still doesn’t work. That is because in this relationship (as with most of them in this book) the deciding factor for survival is adherence to traditional Chinese beliefs.

And their is one person in this text who seems to grow throughout. And she grows as she learns to accept the truth in what her mother said and did that she had formerly brushed away as mumbo jumbo. Of course this is Jing-mei. Her story ends with her traveling to China to meet her sisters. But she begins to connect with her mother before that, while cooking in her kitchen.
My father hasn’t eaten well since my mother died. So I am here, in the kitchen, to cook him dinner. I’m slicing tofu. I’ve decided to make him a spicy bean-curd dish. My mother used to tell me how hot things restore the spirit and health. (Tan 235)

By preparing food for her father that uses her mother’s magic (the belief that spicy dishes restore the spirit) she is accepting the things that her mother tried to teach her. "Once she finds herself performing the same kitchen-rituals that her mother did, Jing-mei begins to understand and honor her" (Tavernise). But she is also living up to her obligation as a daughter. According to Tavernise, the woman’s duty according to the Confucian system was to raise sons, care for the aged, and maintain the family burial ground. Here she is caring for her aged father. And she is also learning to survive by using what her mother taught her.

There are many more examples of how Chinese culture and cultural feminism interact in The Joy Luck Club simply within the context of food. But the examination of the instances presented clearly show how important Confucian and Taoist beliefs are to the lives of the women in this novel. The mothers came to America because that was the only way to survive. And with them they brought their beliefs and practices. But the American culture lures their daughters away from these beliefs. And it isn’t until they reconcile their role in the Confucian system, and in the kitchen, that they will find peace and power.

Bibliography
Brown, Gillian. Domestic Individualism. Berkeley: University of California P, 1990.
Cott, Nancy F. The Bonds of Womanhood. New Haven: Yale University P, 1977.
Donovan, Josephine. Feminist Theory. New York: Continuum, 1985.
Hamilton, Patricia L. "Feng Shui, Astrology, and the Five Elements: Traditional Chinese Belief in
Amy Tan’s The Joy Luck Club." MELUS. 24.2: 125-145.
Shear, Walter. "Generational Differences and the Diaspora in The Joy Luck Club." Critique. 34.3: 193-199.
Tan, Amy. The Joy Luck Club. New York: Ivy Books, 1989.
_____ "In the Canon, For All the Wrong Reasons." Harper’s Magazine. 293.1759: 27-30.
Tavernise, Peter. "Fasting of the Heart: Mother-Tradition and Sacred Systems in Amy Tan’s
The Joy Luck Club." 12 Feb. 1992. (28 Nov. 2000).
Tompkins, Jane. Sensational Designs: The Cultural Work of American Fiction 1790-1860. New York: Oxford University P, 1985.
Xu, Ben. "Memory and the Ethnic Self: Reading Amy Tan’s The Joy Luck Club." MELUS. 19.1 (1994): 3-18.

Teaching Shakespeare

High school English teachers must teach many demanding texts. For most teachers the most difficult texts to teach are those of William Shakespeare. Most English teachers truly love the world of Shakespeare and the language used in it. But it is not an easy world to enter. It is even more difficult to help another person enter this world. English teachers must develop ways of showing meaning and methods of encouraging understanding. Following is a summary and synthesis of three articles, written by or about English teachers in the trenches, that deal with some of the problems encountered when teaching Shakespeare.

John S. O’Connor wrote an article titled "Playing with Subtext: Using Groucho to Teach Shakespeare." "Using Groucho Marx to explore Shakespeare’s plays may seem iconoclastic" (O’Connor 100). Indeed it is a little bit of a stretch to place Groucho Marx next to Shakespeare but then remember the line from Mr. Holland’s Opus where Mr. Holland says that he will use any thing from rock and roll to Beethoven to get through to his students. What O’Connor did in his class was to present a scene from a Groucho Marx movie in which the subtext is very obvious. He then related the element of subtext present in the movie to the subtext present in Shakespeare. When practicing the extraction of context O’Connor gives his students four points to consider: one, the social context of the scene; two, the goal of the character; three, the desires of the character; and four, the obstacles that are keeping the character from those goals and desires. Once the students have considered these questions about a scene he has volunteers act out the scene. The students insert asides that reflect the subtext, and after getting a couple different sub-textual readings, he has the students act out the scene without the asides to encourage the students to think like actors. He finds that this approach makes the students able to extract subtext while reading and it also makes the students more aware of the sub-textual elements of a performance. Problems, however, do arise when students develop an understanding of subtext. The biggest problem is that much of the subtext in Shakespeare’s plays would be deemed "inappropriate."

According to Vicky Greenbaum appropriateness is just a myth. Her article, "Censorship and the Myth of Appropriateness: Reflections on Teaching Reading in High School," attempts to quell the concerns of English teachers over appropriateness. Greenbaum cites a study by David Perkins which questions the Piaget theory that there are levels of appropriateness that develop at their own pace. This study proved that by implementing various teaching methods a child could be moved through the stages faster. Greenbaum’s stand is that it is the duty of English teachers to present difficult texts even though it may bring up questionable topics; moreover, she says that any text read with a trained eye will find such topics. Greenbaum also supports the teaching of critical thinking skills as opposed to simply enforcing reading comprehension skills. Teachers must connect what is being read with the outside world but also allow the student to decide how much of the text to actually take in; if a text is too painful for a student, the student can pull back from the text by exploring all the different readings of a text. These concerns might be true of the reader with normal reading skills who reads Shakespeare but what about the student who struggles with less than normal reading skills.

Kathryn King Johnson, in "Teaching Shakespeare to Learning Disabled Students," describes a year long class taught to learning disabled students that focused on not only reading Shakespeare but performing it as well. The makeup of the class was entirely learning disabled students. To help the students learn the lines a special approach was used to help each individual student. The visual learners were given various visual aids, the auditory learners were given audio tapes of the lines to listen to, kinesthetic learners practiced lines in association with the movements of the play so the movements and words became linked and mnemonics were taught to all students. The real challenge came in having the words create meaning for the students. To help students determine the meaning of words, etymologies, Latin roots, and prefixes and suffixes were taught to the students. A dyslexic student in the class was able to improve her reading scores by four grade levels. The real basis for learning and teaching was collaborative efforts and experiential elements. Students were involved in what ever aspect of the production that they wished. The roles they chose were based on their strengths. The students were also working toward the practical goal of performing the play. But what is the relationship of these three articles.

The most obvious relationship is that they all relate to the teaching of William Shakespeare. O’Connor's article deals with helping students read for sub-textual dialog, Greenbaum’s article deals with the "Myth of Appropriateness," and Johnson’s article is about teaching Shakespeare to learning disabled students. There is really no agreement or disagreement between the articles but there is a building up of ideas if they are read in the order presented (even though this is out of chronological order). By reading the articles in this order, there is first a question of how to teach subtext. O’Connor gives a solution to that problem and then Greenbaum questions the appropriateness of Shakespearean subtext and then refutes appropriateness as a myth. Finally, Johnson asks a more practical question of how to teach Shakespeare to learning disabled students and then presents one teacher’s solution to the problem. How will all this affect my teaching?

The most important article for answering my practical questions was O’Connor’s article about how to teach subtext. I think that it is a very good idea to present a simplified version of a concept before addressing the concept in a more difficult incarnation. This method can be used to help students understand many concepts. What was even more impressive about this technique was that it got the students physically and mentally involved. Asking the students to consider the four points (the social context of the scene, the goal of the character, the desires of the character, and the obstacles that are keeping the character from those goals and desires) would break the problem down into pieces the students could manage and consider. I can easily see using those four points while teaching Shakespeare.

Greenbaum’s article touched on a topic of much concern for me. I’m certain one of my categories in my portfolio will be on this topic. That is the idea of censorship. It has long been my belief that censorship is not only stifling ideas but growth. This article seems to support my long held belief. I also plan on advising the school newspaper or teaching a newspaper class where ever I wind up teaching and censorship must be addressed when teaching newspaper. But more importantly it must be decided how much censorship will be done. I do not believe that I could work with a student newspaper that was subject to unreasonable censorship. Of course there are some restrictions on what a student can write and publish (libel laws) but I don’t know how I would deal with an administrator who told my students that they couldn’t do a story on teen pregnancy (for example). I read a story last year that told about a teacher who was removed from her post as newspaper advisor because she allowed just such a story to run in her paper. Her position was that she was letting the students decide what they wanted to include in the paper while giving them guidance on the consequences of their actions. This is a difficult issue that I have not entirely figured out yet.

The final article does not really address a situation that I am likely to face. I’m certain that I will have students with learning disabilities but I do not think that I will ever be in a position to teach an entire class of learning disabled students. But something important to glean from this article is the practice of teaching to a student’s strength while still challenging the students. One criticism I have of this article is that the fact that there was a large number of outside professionals brought in to assist was played down. There are very few teachers who would be able to pull together the amount of assistance that the teacher presented was able to pull together. I guess that this is a vote for the importance of "networking."

While doing this assignment I was at first astonished by the lack of materials in our library. I printed off six abstracts that indicated an article of use to me. I expected to find four or five and have to exclude material. But instead our library only had three of the articles I was looking for (all of which came from English Journal which is published by the National Council for the Teaching of English). But the articles I found were useful and informative. The teaching of Shakespeare is a very real concern of mine. After observing a teacher with an acting background tackle the subject with such ease I feel that it will be difficult for me to get the reaction he did. This assignment helped me to calm some of those fears. As O’Connor said in his article, "Equally important when studying a play, we had fun" (100). I need to remember that when teaching any piece of literature.

Bibliography

[The bold items are the articles used in this paper.]

Batho, Rob. "Shakespeare in Secondary Schools." Educational Review 50 (1998): 163-72.

Gibson, Rex. "Owning Shakespeare: Teaching His Plays by Performance." International Schools Journal 18.1 (1998): 9-21.

Greenbaum, Vicky. "Censorship and the Myth of Appropriateness: Reflections on Teaching Reading in High School." English Journal 86.2 (1997): 16-20.

Johnson, Kathryn King. "Teaching Shakespeare to Learning Disabled Students." English Journal 87.3 (1998): 45-49.

Newlin, Louisa Foulke. "Nice Guys Finish Dead. Teaching ‘Henry IV, Part I.’" English Journal 17.3 (1996): 22-25.

O’Connor, John S. "Playing with Subtext: Using Groucho to Teach Shakespeare." English Journal 88.1 (1998): 97-100.

"Bartleby, the Scrivener" and ADHD

It may seem odd and even illogical to place Bartleby alongside of ADHD (Attention Deficit Hyperactivity Disorder). And really it is a little problematic. Bartleby, if he suffered from anything, it would be more like catatonic schizophrenia or some other mental illness that equates with idleness. And ADHD denotes a person who is impatient and unwilling to sit still. What allows Bartleby to be included in a discussion of ADHD is not the way he acted but the way he was treated because of his actions. Bartleby refused to fit in and so he was sent to an asylum. Kids with ADHD "refuse" to fit in and they are drugged into submission.

According to the National Institute for Mental Health ADHD "can mar the person's relationships with others in addition to disrupting their daily life, consuming energy, and diminishing self-esteem" (Neuwirth). These things are certainly true but what really causes the child to develop a low self-esteem? Isn’t the true source of the child’s low self-esteem from his/her inability to fit into a system that doesn’t work for them? The reality of this situation is that children who have ADHD are put on drugs so they can change to fit into the system. Why can’t the system change to fit them? This brings me to a way of understanding Bartleby that says something to me, the future teacher.

In "Bartleby, the Scrivener," I view the narrator as the teacher and the scriveners as students. This arrangement is enforced by what is done in the office, and it is enforced by the relationship between the characters. The narrator is in charge of the office and yet he seems to have to put up with certain idiosyncrasies in his employees. This is just like a teacher; a teacher will find certain characteristics within the students that are annoying and undesirable. The narrator is able to accept the character flaws of his two older scriveners. But when Bartleby responds to every request with an "I’d prefer not to" the narrator doesn’t know what to do. This is like the teacher who can accept one student’s problem but not another student’s problem. It is interesting to note how the narrator addresses Bartleby upon Bartleby’s "refusal."

The narrator asks, "Why do you refuse?" and Bartleby’s reply is the standard "I would prefer not to" (Melville 2336). The narrator uses the word "refuse" but Bartleby never refuses to do the work. He simply says that he "would prefer not to." He never says "I can’t," "I won’t," "I don’t know how," "I don’t have to," or "I refuse to." His "I prefer not to" can mean so many of these or all of these at the same time. But students in the class room would be more likely to give one of the more specific responses listed above. This, however, doesn’t mean that the student is actually saying what he or she means either. A student with ADHD could say any one of those excuses when the real reason is that they have a condition that won’t allow them to fit in. So, can the system change?

In the story the system actually does change to accommodate Bartleby. The duties and assignments of a scrivener are established by all those present in the office (Melville 2336). And the duties that Bartleby "prefers" not to do are on that list. But exceptions are made that allow Bartleby to be excluded from these established duties (Melville 2340). These exclusions do two things: Bartleby becomes an even greater outsider, and they open the door to further refusals to work. I have encountered many students who are privileged by their "handicap." The basic English 10 student who is allowed to sleep through class, the "emotionally disturbed" student who is allowed to act out in class and the physically "handicapped" student who uses that handicap as a excuse for failure in life are just some of the tragedies that I have seen from labeling kids as "special" or "different." But then teachers all have hearts like the narrator’s.

He is so disturbed by Bartleby’s behavior that he moves his entire office to get away from Bartleby. Teachers have it a little easier. They can (possibly) have the student transferred out of the classroom; the teacher doesn’t have to move. And even though the narrator went to all this trouble he still goes back to check on Bartleby at the old office, and he visits Bartleby at the prison/asylum. Bartleby is upset with the narrator upon the visit to the prison. "‘I know you,’ he said, without looking round,--"and I want nothing to say to you’" (Melville 2353). This would be like a teacher who has "failed" a student checking up on that student. Even more important is the scene in which Bartleby refuses to write. The narrator asks, "And what is the reason," to which Bartleby replies, "Do you not see the reason for yourself" (Melville 2344). The narrator responds by saying that it must be Bartleby’s eyes bothering him. I find this scene, and the many scenes like it I have witnessed in the schools, disturbing. A child who doesn’t know what is wrong tries to get help by reaching out to a teacher only to receive the kind of "understanding" that the narrator gives Bartleby. Since changing the system won’t work in today’s society, it is important to recognize the signs of ADHD so that treatment can be given.

According to the National Institute for Mental Health some signs are:
becoming easily distracted by irrelevant sights and sounds
failing to pay attention to details
making careless mistakes
rarely following instructions carefully
completely losing or forgetting things like toys, or pencils, books, and tools needed for a task
feeling restless, often fidgeting with hands or feet, or squirming running, climbing, or leaving
a seat, in situations where sitting or quiet behavior is expected
blurting out answers before hearing the whole question
and having difficulty waiting in line or for a turn. (Neuwirth)

I believe as this story suggests that in today’s society the system cannot change. I, however, also believe that as a country we will have to learn to accept people for who they are. Forcing people to take drugs to fit in to what is an arbitrary construction seems wrong to me. But that construction is so firmly established it will take years to change it. I strongly believe that when students who suffer from ADHD are put on drugs they gain the ability to fit in at the cost of something we don’t yet understand.

Works Cited

Melville, Herman. "Bartleby, the Scrivener." American Literature: Volume 1, fifth edition. Ed. Baym, Nina. New York: W. W. Norton & Company, 1998. 2330-2355.

Neuwirth, Sharyn. Attention Deficit Hyperactivity Disorder. National Institute of Mental Health. 6 Jan. 1999. (6 Dec. 1999).

Teaching Science Fiction and Fantasy

There has been a balancing act going on for many years between a lack of parent involvement in schools and parents who wish to run the school. Some parents refuse to be involved in their child’s education even to the point of ignoring the needs of the child. Other parents feel right at home making decisions for their children and some even try to make decisions for teachers. The most pronounced and visible cases of this come in the form of book censorship. This has become a focus for the media in the last year because of the undeniable success and controversy that surrounds J. K. Rowlings Harry Potter series. The Harry Potter series, according to the American Library Association’s Office for Intellectual Freedom, was named the most challenged on the list of top ten most challenged books in 1999 (Oder).

J. K. Rowlings is a British author so it might seem odd that I am focusing on her in a project for an American literature survey class. The controversy, though, is happening in America. I am not sure where the first contention came from but it is clearly a big issue from the number of articles I found on the debate. Many different people and groups give many different warnings about Harry Potter. One, Family Friendly Libraries (FFL), warns that the "Harry Potter books are not appropriate for the public school classroom, because of occult themes, violent content, and antifamily bias" (Rogers). Of course, anytime there are such a large number of people yelling so loudly about one topic their arguments tend to come from all sides. The FFL criticizes Harry Potter because the books present an "antifamily bias." Christine Schoefer says that Harry Potter supports a strong a patriarchy. While not being exactly on opposite sides of the fence these two arguments certainly don’t concur.

There is also a more intellectual argument against books like Harry Potter. Some say that the loss of "the classics" in the classroom is why so many people are turned off to and cannot understand literature. One such protestor is Francine Prose (specifically from her article, "I Know Why the Caged Bird Cannot Read"). While not specifically addressing Harry Potter (she does talk about other sci-fi and fantasy works), Prose’s distrust of anything other than a classic work would probably cause her to respond to such works similarly. Her argument is that teaching contemporary works that were written with no concern for the intricacies of language cause these books to be taught with no emphasis on close reading (line by line interpretation).
The largest united front against Harry Potter has come from Christianity. The magic and "occult" images in the books has conservative Christians thumping their Bibles and pointing fingers. And some of the religious opposition comes from the students themselves. Third grader Jean-Paul goes to the library during reading time because of Harry Potter; he says, "In the Bible it says not to do witchcraft" (Keim). Even with all this opposition I don’t think that Harry Potter will be banned from any school.

As I said earlier it is very difficult for such a large opposition to be united. This is also true of the Christian argument that the books support cult activity. An article in the Christian Science Monitor even praises Harry Potter:

"When Harry was in trouble, he had to remember something that made him happy. Prayer often goes a lot deeper than just remembering something that makes us happy. But it always puts us on line with God. I noticed that Harry did have to have complete concentration. He couldn’t think happy thoughts and fearful thoughts at the same time. And it’s that way with prayer as well." (C.S.M.)

And the presence of wizards and magic do not automatically mean that a work of literature is supporting anti-Christian beliefs. A supervisor of Cult activity, Bob Waldrep says, "I don’t think it’s a strong enough case to say a book should be pulled because it has witches and wizards and violence in it. Based on those criteria, how many books would be in the schools?" (Keim). And that is probably the most important reason why Harry Potter and similar books will remain in the schools.

If we look at what would be viewed as perfectly acceptable pieces of literature to teach, you would find stories like Beowulf, Sir Gawain and the Green Knight and many other stories (like all the Arthurian legends) that use magic and "occult" themes and ideas. "Wizardry has played an acceptable role in British literature for centuries. The Arthurian legend gave a preeminent place to Merlin, the beneficent court magician, and to the evil sorceress Morgan le Fay, Arthur’s sister and rival for his throne" (Ballard).

There have been many modern books that contain elements of fantasy that have not been ridiculed; the Oz books, and The Chronicles of Narnia are just a few (Ballard). Many of Shakespeare’s plays are filled with criticisms and doubts about the Christian faith yet I doubt anybody would argue that they shouldn’t be taught in the high school. Prose’s concern over the lack of classical works being taught is a little more serious. I, however, do not agree with her belief that modern literature is unconcerned with the function of language and therefore cannot and is not read closely. As with everything though I believe that it is important to strike a balance between. Students should be exposed to a wide range of literature from different times, cultures, and beliefs.

Bibliography:

Ballard, S.B. "Thoughts on Harry Potter: Wizardry, Good and Evil." Anglican Theological Review. Winter 2000: 173-175.

"Does Harry Potter Know How to Pray." Christian Science Monitor. 5 October 1999: 19.

In Time of Emergency: a Citizen’s Handbook on Nuclear Attack and Natural Disasters. Department of Defense: Office of Civil Defense, 1968.

Keim, David. "Parents Push for Wizard-Free Reading." Christianity Today. 10 January 2000: 23.

Le Guin, Ursula K. A Wizard fo Earthsea. New York: Bantam Books, 1968.

Moukheiber, Zina and Pappas Ben. "The Geeks have Inherited the Earth." Forbes. 14 (1997): 348-355.

Neill, Derrick. "When Censorship Gets Personal." NEA Today. April 1999: 41.

Oder, Norman. "Harry Potter Most Challenged." Library Journal. 1 March 2000: 19.

Patrouch, Joe. "Some Thoughts on American SF." Extrapolation. Spring 1997: 5-14.

Prose, Francine. "I Know Why the Caged Bird Cannot Read." Harper’s. September 1999: 76-84.

Rogers, Norman and Oder, Norman. "FFL, Others Target ‘Harry Potter.’" Library Journal. 15 November 1999: 14-15.

Sanders, William. "The Undiscovered." The Year’s Best Science Fiction: Fifteenth Annual Collection. Ed. Gardner Dozois. New York: St. Martin’s Press, 1998. 224-244.

Schoefer, Christine. "Harry Potter and the Magical World of Patriarchy." New Moon Network. March-April 2000: 10-11.

Silverberg, Robert. "There Was an Old Woman." Not of Woman Born. Ed. Constance Ash. New York: Penquin Putnam, 1999. 140-154.