Day: April 6, 2024

Introduction: “The Blues I’m Playing” by Langston Hughes

Published in 1934 as part of the collection “The Ways of White Folks,” “The Blues I’m Playing” by Langston Hughes is a lesser-known work by the iconic Harlem Renaissance writer. Despite its relative obscurity, the story is an important example of Hughes’ exploration of the intersections of race, music, and identity, and offers a powerful critique of the limitations and contradictions of American society in the early 20th century. While it may not be as well-known as some of Hughes’ other works, “The Blues I’m Playing” remains a valuable and resonant piece of literature that continues to captivate readers and inspire critical engagement with issues of race and identity in America.

Main Events in “The Blues I’m Playing” by Langston Hughes

Main Event	Detailed Description	Significance
Discovery and Initial Patronage	* Mrs. Ellsworth, a wealthy white woman dedicated to supporting the arts, hears of Oceola Jones, a talented Black pianist in Harlem. * Ormand Hunter, a music critic, provides the recommendation, intrigued by Oceola’s unique sound. * Mrs. Ellsworth questions Oceola extensively about her life and background, revealing a patronizing attitude under the guise of interest.	* Introduces the central figures and their contrasting backgrounds. * Highlights Mrs. Ellsworth’s initial fascination with Oceola as a “project” for refinement.
Oceola’s Artistic Development	* Mrs. Ellsworth arranges for Oceola to study with renowned teachers, providing financial support to cover education and living expenses. * Oceola initially mistrusts this generosity but is eventually moved out of Harlem and into an upscale environment. * Oceola travels to Paris, financed by Mrs. Ellsworth, studying under Philippe. She immerses herself in a sophisticated lifestyle.	* Shows Mrs. Ellsworth’s growing control over Oceola’s life and career. * Highlights the conflict between Mrs. Ellsworth’s idealized vision of what an artist “should be” and Oceola’s genuine personality.
Pete and the Lure of ‘Real Life’	* While Mrs. Ellsworth isolates Oceola in the world of “high art,” her relationship with Pete, a Pullman porter-turned-doctor, continues to develop. * Pete represents a connection to Oceola’s roots and the world outside of elite artistic circles. * Mrs. Ellsworth views Pete as a threat to her control over Oceola and her vision for Oceola’s career.	* Shows a crucial turning point where Oceola, despite the opportunities offered, yearns for a life with love and a sense of belonging.
Growing Artistic Tension	* Mrs. Ellsworth promotes Oceola’s talent, but their differing ideas of what constitutes “good music” clash. * Mrs. Ellsworth favors formality, classical music, and emotional restraint. Oceola prefers blues and jazz that reflect her Black heritage and emotional depth. * Oceola gives concerts in Europe with critical success, yet Mrs. Ellsworth feels something vital is missing.	* Mrs. Ellsworth’s disappointment reveals her focus on technical skill and social validation rather than understanding Oceola’s authentic expression.
Marriage and Separation	* Oceola returns to the U.S. and marries Pete, planning to settle in Atlanta. * Mrs. Ellsworth sees this as a betrayal, feeling that love is incompatible with artistic greatness. * She decides to end her patronage, revealing the conditional nature of her supposed support.	* This event marks the climax of the story, the moment when Oceola decisively chooses her own life path over Mrs. Ellsworth’s rigid vision.
Final Confrontation and Resolution	* In a final meeting, Mrs. Ellsworth berates Oceola for choosing ordinary life. * Mrs. Ellsworth’s speech reveals a belief that “true art” necessitates a life of isolation, devoid of love or groundedness. * Oceola defies this notion by playing the blues, expressing the full range of her musical identity– joyful, sorrowful, rooted in both Blackness and her own unique experiences.	* This powerful ending rejects Mrs. Ellsworth’s elitist views, asserting that genuine art can be found in the rich tapestry of everyday life.

Literary Devices in “The Blues I’m Playing” by Langston Hughes

·  Alliteration:

• “brilliant young Bas”: Repetition of the ‘b’ sound for emphasis.
• “she had no children of her own”: The repetition of soft consonant sounds creates a sense of melancholy.

·  Allusion:

• References to musical giants like Rachmaninoff, Liszt, and Ravel signal their status within the world of classical music.
• The mention of Billy Kersands’ Minstrels connects to a history of Black musical performance, subtly contrasting with the Eurocentric art that Mrs. Ellsworth favors.

·  Contrast:

• Blackness/Whiteness: Oceola’s skin color vs. Mrs. Ellsworth’s stands as a visual representation of their differing backgrounds and perspectives.
• High Art/Folk Art: Mrs. Ellsworth’s love of classical music clashes with Oceola’s connection to blues and jazz, representing a conflict between traditional and marginalized forms of artistry.

·  Diction:

• Mrs. Ellsworth’s refined language (“protégée,” “sublimate her soul”) reflects her class and her idealized views on art.
• Oceola’s colloquialisms (“Sure did,” “I do right well here”) reveal authenticity and practicality amidst an artificial artistic world.

·  Dialogue:

• The conversations between Oceola and Mrs. Ellsworth expose clashes in value systems, worldviews, and underlying power dynamics.

·  Foreshadowing:

• Early references to the “why-look” in Oceola’s eyes hint at her growing resistance to Mrs. Ellsworth’s control.
• Pete’s increasing presence in Oceola’s life foreshadows her eventual decision to prioritize love over patronage.

·  Imagery:

• Descriptions of Harlem (“holes in the wall,” cramped living space) contrast with the lavishness of Mrs. Ellsworth’s world, highlighting socioeconomic disparities.
• Oceola’s strong physique (“hard young body”) represents a vitality that Mrs. Ellsworth lacks.

·  Irony:

• Mrs. Ellsworth, despite supporting Black artists, holds prejudices and is oblivious to the depth of the music she attempts to ‘refine.’
• Oceola’s talent flourishes most when she fully embraces her authentic musical voice, defying Mrs. Ellsworth’s imposed ‘sophistication.’

·  Metaphor:

• Oceola’s art is likened to a physical force, a “flair for the piano,” highlighting its expressive power, in contrast to Mrs. Ellsworth’s focus on technique.
• Mrs. Ellsworth’s belief that art should make one “float on clouds of bliss” underscores her disconnect with real emotions.

·  Mood:

• The story shifts from initial curiosity, through tension between Oceola and Mrs. Ellsworth, to a sense of defiance and ultimately, hope and liberation.

·  Motif:

• The recurring image of blues music emphasizes Oceola’s cultural identity and represents the authentic creative expression she must ultimately choose.

·  Personification:

• Art and music are often treated as living things, capable of being “preyed upon” or “shaking the stars” – this reflects both characters’ intense attachment to their ideals of creation.

·  Point of View:

• The story is primarily told from Oceola’s perspective, subtly building sympathy for her against Mrs. Ellsworth’s condescension.

·  Repetition:

• “Art is long … time is fleeting”: Mrs. Ellsworth’s emphasis on this phrase reveals her limited understanding of both.

·  Setting:

• Contrasting Harlem with Mrs. Ellsworth’s wealthy world and European scenes highlights the social and cultural barriers Oceola navigates.

·  Simile:

• The blues are “like a mountain jack” – comparing music to a powerful, natural figure evokes its untamed spirit.

·  Symbolism:

• The piano itself becomes a symbol of both opportunity and the struggle between imposed and authentic musical expression.
• “Pigs’ feet” represent comfort and connection to Oceola’s roots that Mrs. Ellsworth never fully understands.

·  Structure:

• The story is divided into five sections, mirroring Oceola’s journey from discovery to artistic liberation.

·  Tone:

• Shifts from inquisitive to subtly critical of Mrs. Ellsworth’s patronizing attitude, and culminates in a sense of triumph for Oceola.

Characterization in “The Blues I’m Playing” by Langston Hughes

Major Characters

• Oceola Jones:
  • Talented pianist: Described with natural ability and a powerful playing style (“tremendous tone,” “hard young body”)
  • Independent and Practical: Oceola supports herself through various jobs, and questions the necessity of wealth or pretension.
  • Loyal to her roots: Maintains connections to her Harlem community and values genuine expression (blues, jazz).
  • Increasingly Conflicted: Grateful for the opportunities but feels constrained by Mrs. Ellsworth’s expectations, leading to a final choice of authenticity over imposed refinement.
• Mrs. Dora Ellsworth:
  • Wealthy Patron of the Arts: Her privilege allows her to indulge her interest in supporting ‘exotic’ talents.
  • Idealistic about Art: Views art as a form of escapism (“clouds of bliss”) rather than connected to lived experience.
  • Condescending and Paternalistic: Treats Oceola as a project, questioning her choices and background with thinly veiled snobbery.
  • Ultimately Selfish: Her generosity is conditional, prioritizing her own vision of ‘greatness’ over the artist’s well-being and autonomy.

Minor Characters

• Ormond Hunter:
  • Music Critic: Initially connects Oceola to Mrs. Ellsworth, representing an established (likely white) musical world
  • Gatekeeper: His recommendation signals Oceola’s ‘acceptable’ talent, a subtle form of control within the story.
• Pete Williams:
  • Pullman Porter turned Doctor: Ambitious and upwardly mobile, symbolizing a path outside the confines of Mrs. Ellsworth’s influence.
  • Supportive Partner: Represents love and connection to a life grounded in community and shared goals, contrasting with Mrs. Ellsworth’s world of individual achievement.
• Oceola’s Stepfather:
  • Traveling musician: Embodies Oceola’s connection to musical roots, but also the instability of an artist’s life.
• Mrs. Ellsworth’s Servants:
  • Unnamed and Unheard: Their presence reinforces the class power-dynamic within the story, highlighting the invisible labor behind Mrs. Ellsworth’s privileged lifestyle.

Major Themes in “The Blues I’m Playing” by Langston Hughes

1. Racism and discrimination – This issue is present throughout the story, as Mrs. Ellsworth experiences racial discrimination despite her talent and success. For example, the white maid who visits Mrs. Ellsworth’s apartment assumes that Oceola is a servant and treats her with disrespect. Mrs. Ellsworth also shares stories of being excluded from concerts and clubs because of her race.
2. Art and sacrifice – Mrs. Ellsworth’s dedication to her art is a central theme of the story. She has made many sacrifices in order to achieve her success, including giving up her personal life and enduring discrimination. She tells Oceola that “to play the blues, you got to pay your dues,” suggesting that success in art requires sacrifice and hard work.
3. Mentorship – Mrs. Ellsworth takes Oceola under her wing and tries to impart her wisdom and experience to her. She encourages Oceola to pursue her own musical career and gives her advice on how to succeed. This theme highlights the importance of mentorship and the passing on of knowledge and skills from one generation to the next.
4. Identity – Both Mrs. Ellsworth and Oceola struggle with issues of identity in the story. Mrs. Ellsworth is torn between her identity as an artist and her racial identity, while Oceola is struggling to find her own identity as a musician. This theme speaks to the complexities of identity and the ways in which individuals navigate their sense of self in a world that may not fully accept them.

Writing Style in “The Blues I’m Playing” by Langston Hughes

Characterized by vivid imagery, evocative language, and a focus on the experiences of Black Americans, Langston Hughes’ writing style in “The Blues I’m Playing” reflects his status as a prominent figure of the Harlem Renaissance. His prose is lyrical and poetic, using musical language to describe Mrs. Ellsworth’s playing and the emotions it evokes in both the characters and the reader. Hughes also uses symbolism to convey the themes of the story, such as the blue piano representing the Black experience and the sacrifices made in pursuit of artistic success. Additionally, Hughes’ writing style in this story is notable for its exploration of racial identity and the effects of racism on the lives of Black Americans, a recurring theme in his work.

Literary Theories and Interpretation of “The Blues I’m Playing” by Langston Hughes

Literary Theory	Interpretation	Quotes
Feminist Theory	This section highlights the patronage system prevalent in the arts, where wealthy individuals, often white women like Mrs. Ellsworth, supported struggling artists. It also introduces the protagonist, Oceola Jones, a talented pianist navigating racial and gender dynamics in the art world.	“Poor dear lady, she had no children of her own. Her husband was dead. And she had no interest in life now save art, and the young people who created art.”
Marxist Theory	Here, the unequal power dynamics between Oceola and Mrs. Ellsworth are evident. Mrs. Ellsworth’s patronage initially appears benevolent, but it imposes control over Oceola’s artistic expression and personal life. Oceola’s struggle against economic exploitation and her desire for artistic freedom reflect Marxist themes.	“The Negro girl, as time went on, began to occupy a greater and greater place in Mrs. Ellsworth’s interests, to take up more and more of her time, and to use up more and more of her money.”
Postcolonial Theory	This section explores Oceola’s identity and her engagement with her African-American heritage. Despite Mrs. Ellsworth’s attempts to “civilize” Oceola by introducing her to European culture, Oceola remains connected to her roots, expressed through her music and resistance to cultural assimilation.	“Why did Oceola, at her last concert in a Harlem church, not stick to the classical items listed on the program? Why did she insert one of her own variations on the spirituals, a syncopated variation from the Sanctified Church?”
Psychoanalytic Theory	Oceola’s relationship with Mrs. Ellsworth and her fiancé, Pete, reveals underlying psychological tensions. Mrs. Ellsworth’s maternalistic control over Oceola reflects a desire for power and validation. Pete’s presence represents Oceola’s struggle between personal fulfillment and societal expectations.	“But from then on, things didn’t go well between her and her patron. The white lady grew distinctly cold when she received Oceola in her beautiful drawing room among the jade vases and amber cups worth thousands of dollars.”
Critical Race Theory	The resolution highlights the complexities of racial dynamics and personal agency. Oceola’s decision to prioritize her relationship with Pete over Mrs. Ellsworth’s patronage reflects her assertion of autonomy and resistance against racial and class-based oppression.	“Thanksgiving evening, in bed, together in a Harlem apartment, Pete and Oceola talked about their wedding to come.”

Questions and Thesis Statements about “The Blues I’m Playing” by Langston Hughes

Short Questions-Answers about “The Blues I’m Playing” by Langston Hughes

• What is the significance of the title “The Blues I’m Playing” in Langston Hughes’ short story?
• The title “The Blues I’m Playing” is significant in Langston Hughes’ short story as it serves as a metaphor for the protagonist’s struggles with racial identity and artistic expression. The blues, a genre of music that emerged from African-American culture, represents both the pain and the resilience of the protagonist’s community. Through her music, the protagonist attempts to reconcile her desire for artistic freedom with the expectations placed upon her by a society that values conformity above individual expression. Ultimately, the title reflects the complexity of the African-American experience during the early 20th century, emphasizing the ways in which creative expression can be used as a form of resistance against oppressive social norms.
• How does Langston Hughes use symbolism in “The Blues I’m Playing”?
• Langston Hughes uses symbolism in “The Blues I’m Playing” to explore themes of racial inequality and cultural identity. The piano, which serves as a central symbol in the story, represents both the protagonist’s artistic aspirations and the limitations placed upon her by a society that values conformity over individual expression. Additionally, the piano symbolizes the commodification of African-American culture by the white elite, as the protagonist is only able to perform for white audiences who view her music as a form of entertainment rather than a genuine expression of her cultural identity. Through the use of symbolism, Hughes effectively conveys the complexities of the African-American experience during the early 20th century, highlighting the ways in which cultural identity is both celebrated and suppressed within a society that values whiteness over other forms of identity.
• What role does irony play in “The Blues I’m Playing”?
• Irony plays a significant role in “The Blues I’m Playing,” as Langston Hughes uses it to satirize the white elite’s condescending attitudes towards African-American culture. The protagonist, a talented pianist, is only able to perform for white audiences who view her music as a form of entertainment rather than a genuine expression of her cultural identity. Furthermore, the white patrons who attend her performances claim to value diversity and cultural expression, yet they actively participate in a system that suppresses African-American culture and perpetuates racial inequality. By using irony, Hughes highlights the hypocrisy of a society that claims to value diversity while actively suppressing it, emphasizing the ways in which racism and oppression are perpetuated through seemingly innocuous actions and attitudes.
• How does Langston Hughes use music to explore the theme of artistic expression as a form of resistance in “The Blues I’m Playing”?
• Langston Hughes uses music as a central metaphor in “The Blues I’m Playing” to explore the theme of artistic expression as a form of resistance against oppressive social norms. The blues, a genre of music that emerged from African-American culture, represents both the pain and the resilience of the protagonist’s community. Through her music, the protagonist attempts to reconcile her desire for artistic freedom with the expectations placed upon her by a society that values conformity above individual expression. By using music as a metaphor for resistance, Hughes highlights the ways in which creative expression can be used to challenge social norms and promote cultural change. Furthermore, he emphasizes the importance of cultural expression as a means of preserving cultural identity and promoting social justice.

Literary Works Similar to “The Blues I’m Playing” by Langston Hughes

Works Focusing on Race, Class, and Cultural Identity

• “Sonny’s Blues” (1957) by James Baldwin: This short story examines familial ties, the destructive potential of addiction, and the search for meaning through the blues. It presents a nuanced exploration of African American experiences in mid-century urban America.
• Their Eyes Were Watching God (1937) by Zora Neale Hurston: Hurston’s lyrical novel follows Janie Crawford’s journey of self-discovery as a black woman in the early 20th century American South. Themes of race, gender, community, and individual identity are at the forefront.
• Invisible Man (1952) by Ralph Ellison: This seminal novel delves into the experiences of a nameless black man navigating a society that refuses to see him as a fully realized individual. Ellison critiques systemic racism and the resulting alienation and invisibility.

Works Featuring Music as Expression and Resilience

• “The Weary Blues” (1925) by Langston Hughes: Hughes’ iconic poem epitomizes the genre of blues poetry. It captures the music’s rhythms and melancholy, reflecting the lived experiences and resilience of a weary musician.
• Beloved (1987) by Toni Morrison This powerful and haunting novel delves into the traumatic legacy of slavery. Morrison employs a chorus-like narrative, fragmented language, and spiritual elements that resonate with the blues tradition.

Alignment with “The Blues I’m Playing”

These works align with Hughes’ story by:

• Social Commentary: They challenge racial and class-based hierarchies, exposing power imbalances that limit individual and communal flourishing.
• Musicality: The authors’ prose or poetic forms frequently draw influence from the rhythms and emotional expressiveness of blues and jazz music.
• Quest for Identity: Characters negotiate a world that seeks to define them according to narrow terms. They grapple with internal desires and societal expectations, forging paths of self-determination.

Further Exploration: These works offer rich opportunities for comparative analysis alongside “The Blues I’m Playing,” expanding an understanding of African American literary contributions and social critique in 20th-century literature.

Suggested Readings: “The Blues I’m Playing” by Langston Hughes

Suggested Readings

• **Dickinson, Donald C. “Langston Hughes’s ‘The Blues I’m Playing.'” The Explicator, vol. 45, no. 4. Summer 1987, pp. 7-8. JSTOR.
• **Giles, James R. Langston Hughes: The Art of His Life. University Press of Mississippi, 2021. [A book-length biographical work delving into Hughes’ life and writing, likely containing relevant passages about “The Blues I’m Playing”]
• The Langston Hughes Society Website: [May contain essays, interviews, or articles related to Hughes and his work]
• Poetry Foundation: “Langston Hughes” https://www.poetryfoundation.org/poets/langston-hughes [Provides biographical information, links to poems, and sometimes critical resources]

Introduction: “Age of Faith” by Alice Munro

“Age of Faith” by Alice Munro, the Canadian author, was originally published in her 1971 collection, “Lives of Girls and Women.” Set in rural Ontario, Canada, the story explores themes of faith, disillusionment, and the complexities of family relationships. Munro’s insightful portrayal of a young woman’s spiritual quest demonstrates her skill in crafting complex and moving narratives. As a Nobel Prize in Literature laureate (2013) and a master of the short story form, Munro’s work is highly celebrated, and “Age of Faith” stands as a powerful example of her artistry.

Main Events in “Age of Faith” by Alice Munro

1. Introduction: The narrator (Del) describes her early skepticism about organized religion, noting how churches were viewed as social gatherings.
2. Seeking Answers: Driven by a yearning for God, Del begins attending the United Church and witnesses her mother’s open skepticism.
3. The Anglican Church: Drawn by the sound of the bell, Del tries the Anglican church and is captivated by the ritual and theatricality of their service.
4. Old Mrs. Sherriff: Del learns about the tragedies in the life of old Mrs. Sherriff, a devout churchgoer. This further heightens Del’s interest in the power of religion in the face of suffering.
5. A Prayer Experiment: Del tests her belief by praying to avoid sewing in Household Science class.
6. A Miracle or Coincidence? To her amazement, the teacher removes her from sewing and gives her sweeping duty, seemingly answering her prayer, yet leaving her uncertain.
7. Finding a Confidant: Del attempts to discuss her spiritual experience with her younger brother Owen, but finds him unimpressed and unreceptive.
8. Seeking Validation: Frustrated, Del continues to push her spiritual questions on Owen, needing someone to acknowledge her path.
9. Inner Exploration: Del reads from the Book of Common Prayer and tries to connect with God directly.
10. Confrontation on Good Friday: Del declares her intention to attend the Anglican church, inciting a philosophical debate with her atheist mother about the nature of God.
11. Mother’s Challenge: Her mother argues that God is a creation of humans and their bloodthirsty past.
12. Del’s Resolve: Despite her mother’s arguments, Del remains firm in her spiritual quest.
13. Seeking Proof: Walking to church, Del observes the closed stores as a sign that people acknowledge the holiness of Good Friday.
14. Faith vs. Reason: Del admits she cares less about Christ’s sacrifice and more about experiencing God directly.
15. Journey Continues: The story ends with Del on her way to church, seeking spiritual connection and validation for her growing faith.

Literary Devices in “Age of Faith” by Alice Munro

Literary Device	Definition	Example from “Age of Faith”
Metaphor	An implied comparison between two unlike things.	“If I could not quite get a scent of God then at least I could get the scent of His old times of power…”
Simile	A comparison using “like” or “as.”	“…like a stage crown.”
Imagery	Vivid language that appeals to the senses.	“I was used to seeing him limp and shepherdly in Sunday school pastels.”
Symbolism	An object, person, or event representing something deeper.	The church bell symbolizes a call to faith and the allure of religion.
Foreshadowing	Hints about future events in the story.	“My mind would be on burglars…. I missed them, I missed the thought of them, for quite a while.” Foreshadows Del’s eventual loss of her simple childhood belief.
Epiphany	A sudden moment of clarity or realization.	Del’s realization in Household Science class that a simple prayer might be answered.
Internal Conflict	Psychological struggle within a character.	Del’s struggle between the rationality of her mother and her own longing for faith.
Irony	A contradiction between expectation and reality.	Del seeking God’s existence in the very churches her mother finds artificial.
Motif	A recurring theme, image, or idea.	The motif of vulnerability—seen in old Mrs. Sherriff, the desire for safety from burglars, and Del’s spiritual seeking.
Juxtaposition	Placing contrasting ideas side-by-side for emphasis.	The United Church’s modern practicality is juxtaposed with the antiquated feel of the Anglican church.
Allusion	Reference to a known work, idea, or historical event.	Comparisons of the Anglican service to that of “Jesu” and Crusader figures are biblical allusions.
Diction	Word choice to create tone.	Munro uses formal diction (“manifold sins and wickedness”) when describing Church services, contrasting with Del’s conversational inner voice.
Point of View	First-person perspective. The story is told directly from Del’s viewpoint.	“I saw them black and white, with melancholy dedicated faces…” Shows her subjective view of the burglars.
Tone	Author’s attitude towards the subject.	Munro’s tone is often wry and observant, even when dealing with weighty themes of faith.
Hyperbole	Intentional exaggeration for emphasis.	“…all those atoms, galaxies of atoms…” expresses Del’s youthful sense of overwhelmed wonder.
Personification	Giving human qualities to non-human things.	Del describes the minister’s voice as “harmonizing” with the church service.
Anaphora	Repeated words or phrases at the start of sentences/clauses.	“Christ, have mercy upon us.” is repeated, emphasizing the rhythmic nature of the liturgical service.
Theme	Central ideas explored in the story.	Major themes include: faith vs. skepticism, the search for meaning, the power of ritual, the complexities of family.
Characterization	How characters are developed and revealed.	Less through direct description, Munro uses dialogue and actions to show us the characters’ personalities.
Setting	Time and place of the story.	1950s/60s rural Ontario, Canada. The town’s social and religious atmosphere is as important as the physical setting.

Characterization in “Age of Faith” by Alice Munro

Del (The Protagonist)

• Skeptical Yet Yearning: She questions organized religion but feels an innate draw towards something spiritual.
• Drawn to Ritual: She finds solace and connection in the Anglican church’s rituals, contrasting with her usual church experience.
• Naive Believer: Her simple prayer experiment and its aftermath reveal a childlike faith open to both disappointment and wonder.
• Conflicted: She struggles between her mother’s rational skepticism and her own yearning for spiritual experience.
• Seeker: She prioritizes a direct connection with God over theological debates or doctrinal adherence.

Del’s Mother

• Outspoken Atheist: She openly challenges religious beliefs and finds them illogical.
• Rational and Humanistic: She emphasizes human responsibility and questions reliance on divine intervention.
• Passionate: Her arguments against religion are driven by deep convictions, not simple indifference.
• Protective: While undermining Del’s faith, she may be shielding her daughter from perceived disappointment.

Minor Characters

• Old Mrs. Sherriff: A symbol of faith in the face of tragedy, her devotion sparks Del’s curiosity about religion’s power.
• Mrs. Forbes: Represents the practical world Del struggles with, highlighting her spiritual disconnect from everyday tasks.
• Owen: Del’s younger brother, his lack of interest in faith becomes a source of frustration as she needs validation for her own beliefs.

Important Notes on Munro’s Technique

• Indirect Characterization: Munro reveals characters primarily through dialogue, actions, and Del’s observations rather than direct descriptions.
• Nuance: Characters are complex and have contradictions; Del’s mother is both protective and intellectually challenging.
• Unseen Influences: The absent figures of Del’s father and her friend Naomi shape our understanding of Del and her environment.

Major Themes in “Age of Faith” by Alice Munro

Theme 1: Faith vs. Skepticism

• Del’s Internal Conflict: Throughout the story, Del grapples with her yearning for spiritual certainty and the skepticism she inherits from her environment, especially her mother. Her early obsession with burglars symbolizes a desire for order and a belief in unseen forces, while her mother’s open atheism and questioning nature challenges that belief.
• Lingering Doubt: Even when Del finds comfort in the rituals of the Anglican church or experiences a seemingly answered prayer, moments of doubt persist. This suggests the tenacity of a rational mind even when tempted by the allure of faith.

Theme 2: The Search for Meaning

• Existential Questions: Del craves understanding and purpose in a world that sometimes seems overwhelming and chaotic. This is exemplified by her thoughts: “how could people rest… until they were sure of this?” She looks to religion for answers about the universe and an assurance that things are not random and meaningless.
• Yearning for Connection: Del’s attraction to the Anglican church isn’t solely about belief in God. The rituals and sense of ancientness offer a connection to something larger than herself, a sense of belonging within a greater narrative.

Theme 3: The Power of Ritual

• The Theatricality of Faith: In contrast to the plainness of her usual church, Del is drawn to the theatrics of the Anglican service. The formality of the liturgy, the kneeling and reciting, the archaic language – all of these create a sense of awe and reverence she desires.
• Comfort in the Familiar: Rituals provide a sense of order and connect Del to something that feels timeless and beyond the ordinary. This suggests the enduring human need for routines and traditions that mark significant moments and create a sense of the sacred.

Theme 4: The Complexity of Family Relationships

• Differing Worldviews: Del’s spiritual exploration creates tension with her fiercely atheistic mother. Their opposing viewpoints about the nature of existence strain their relationship.
• Underlying Concern: While the mother openly challenges Del’s faith, there’s a subtle hint that she also fears the path of intense religiosity, potentially seeing echoes of old Mrs. Sherriff’s tragic life. This unspoken worry adds another layer to their complex dynamic.
• The Influence of Family: The story shows how even within loving relationships, family members with opposing worldviews can deeply impact one another’s perceptions and choices.

Writing Style in “Age of Faith” by Alice Munro

First-Person Narration:

• Del’s subjective voice: The story is told entirely from Del’s perspective, giving us access to her youthful, questioning mind. (“I saw them black and white, with melancholy dedicated faces…”)
• Limited Perspective: This creates immediacy but also highlights Del’s incomplete understanding of others and the world.

Descriptive Detail & Sensory Imagery:

• Vivid Descriptions: Munro uses specific details to create a sense of place and atmosphere. (“…a bare and wooden, white mission cross, stood on a hill…”)
• Appeals to the Senses: Smells, sounds, and sights make the narrative world feel tangible and lived-in.

Informal Diction & Conversational Tone:

• Reflects Del’s Age: Her language is often casual and colloquial, mirroring the voice of a young girl. (“…they were a small but unintimidated tribe, mostly Irish, who did not stay in the classroom for Religious Education…”)
• Internal Monologue: Del’s thoughts flow naturally, revealing her inner conflicts and questions.

Subtle Irony & Humor:

• Gentle Satire: Pokes light fun at aspects of organized religion, especially the social nature of some churches.
• Understated Tone: Munro’s humor is often dry and understated, revealing insights about the characters and situations without being overtly mocking.

Complex Characterization:

• Indirect Revelations: Munro rarely describes characters directly, but their personalities emerge through dialogue and actions. (Her mother’s arguments against religion reveal her passion and intellect.)
• Nuance and Ambiguity: Characters, especially Del’s mother, contain contradictions, making them feel more lifelike and complex.

Symbolism:

• Meaningful Objects: The church bell, the Anglican prayer book – these gain symbolic significance beyond their literal function.
• Unspoken Implications: Munro suggests deeper meaning through objects and events, leaving the reader to make connections.

Literary Theories and Interpretation of “Age of Faith” by Alice Munro

Literary Theory	Focus for Analysis in “Age of Faith”
Feminist Criticism	* The role of women in the story, particularly Del and her mother, within their social context. * Examine power dynamics within family relationships and in religious institutions. * How does Del navigate pressures to conform to gender expectations?
Psychoanalytic Criticism	* Explore unconscious desires and motivations driving Del’s spiritual quest. * Analyze symbolic elements (burglars, churches) as potential manifestations of inner conflicts. * Consider the influence of family relationships on Del’s psychological development.
Reader-Response Criticism	* Analyze how your own experiences and beliefs shape your understanding of the story. * Examine moments where the story creates ambiguity, leaving room for multiple interpretations. * Reflect on how the story evokes particular emotions or shifts your perspectives.
Postcolonial Criticism	* Consider the influence of Canadian history and culture on the story’s portrayal of religion and community. * Examine how religious institutions might uphold or reflect power imbalances within society. * Analyze language and subtle references for implicit biases or worldviews shaped by colonialism.
Formalist Criticism	* Analyze Munro’s use of literary devices like symbolism, imagery, and narrative structure. * How do these devices shape meaning and contribute to the story’s themes? * Examine the stylistic choices and their effect on the reader’s experience.

Questions and Thesis Statements about “Age of Faith” by Alice Munro

Topic: Faith and Doubt

• Exploration Question: How does Munro portray the tension between faith and doubt in a young person’s spiritual journey?
• Thesis Statement: Alice Munro’s “Age of Faith” explores the complexities of faith, presenting Del’s earnest desire for belief alongside the persistent doubts fueled by her rational upbringing.

Topic: Family Dynamics and Belief Systems

• Exploration Question How does the relationship between Del and her mother shape Del’s exploration of religion and spirituality?
• Thesis Statement: In “Age of Faith,” Alice Munro explores how familial differences in worldview ignite both conflict and a nuanced process of self-discovery for the protagonist.

Topic: The Power and Limits of Ritual

• Exploration Question: How does Munro utilize the contrasting experiences of the United and Anglican churches to explore the role of ritual in faith?
• Thesis Statement: Alice Munro’s “Age of Faith” subtly critiques the emptiness of religious ritual without true belief, while acknowledging its power to provide comfort and a sense of belonging.

Topic: Symbolism in Storytelling

• Exploration Question: How does Munro employ symbolism to create deeper meaning and understanding within the story?
• Thesis Statement: Through symbolic elements like the church bell, the old prayer book, and even the figure of old Mrs. Sherriff, Alice Munro adds layers of complexity and emotional resonance to Del’s exploration of faith.

Topic: Munro’s Narrative Style

• Exploration Question: How does Munro’s use of first-person narration and informal language shape the reader’s understanding of Del’s character and experiences?
• Thesis Statement: Alice Munro’s choice of first-person perspective and conversational tone in “Age of Faith” creates an intimate connection with the reader, revealing the nuanced thoughts and struggles of a young girl navigating a complex world.

Short Questions and Answers about “Age of Faith” by Alice Munro

• Q1. What is the main conflict in “Age of Faith”?
• The main conflict in “Age of Faith” is the internal struggle that the protagonist, Rae, faces as she tries to reconcile her Christian faith with her romantic feelings for Garth, a non-religious man. Rae is torn between her desire to follow her heart and her loyalty to the Age of Faith group, which holds strict beliefs about the role of women and the importance of maintaining religious purity. This conflict is heightened by the fact that Rae is a young woman who is just beginning to explore her own identity and beliefs, and is therefore especially vulnerable to the influence of those around her.
• Q2. How does Munro use setting to explore the theme of faith in the story?
• Munro uses the setting of a university campus in Ontario during the 1950s to explore the theme of faith in “Age of Faith.” The campus is portrayed as a place of intellectual curiosity and spiritual exploration, where students are encouraged to question their beliefs and explore new ideas. However, the setting also serves as a backdrop for the narrow-mindedness and dogmatism of the Age of Faith group, which is shown to be out of step with the broader cultural and intellectual trends of the time. Munro uses the juxtaposition of these two competing worldviews to underscore the complexity and ambiguity of faith, and to suggest that there are no easy answers or straightforward paths to spiritual fulfillment.
• Q3. What is the significance of Rae’s relationship with Garth in the story?
• Rae’s relationship with Garth is significant because it represents a challenge to her previously-held beliefs and values. Garth is a non-religious man who challenges Rae’s assumptions about what it means to be a good Christian and a good woman. He encourages her to think for herself and to question the dogma of the Age of Faith group, which puts her in conflict with her peers and mentors. This conflict ultimately leads Rae to a crisis of faith, as she must decide whether to continue to follow the narrow path set out by the Age of Faith group or to strike out on her own and explore new possibilities for her life and her spirituality.
• Q4. What does the story suggest about the nature of faith?
• The story suggests that faith is a complex and multifaceted phenomenon that cannot be reduced to a set of rigid beliefs or rules. Munro portrays faith as something that is constantly evolving and changing, shaped by our experiences and interactions with the world around us. The Age of Faith group represents a narrow and dogmatic view of faith, one that emphasizes rules and conformity over individual exploration and growth. By contrast, Rae’s struggle to reconcile her faith with her own desires and beliefs represents a more nuanced and open-minded approach to spirituality, one that recognizes the importance of questioning, doubting, and ultimately finding one’s own path. The story suggests that true faith is not a destination, but a journey, one that requires courage, curiosity, and an openness to new possibilities.

Literary Works Similar to “Age of Faith” by Alice Munro

• Gilead by Marilynne Robinson: This novel explores themes of faith, doubt, and family through a pastor’s written reflections, mirroring Munro’s nuanced treatment of these themes.
• The God of Small Things by Arundhati Roy: Roy’s novel delves into childhood experiences of religion, family, and tradition, echoing “Age of Faith” with its portrayal of a young person’s perspective on faith and the influence of religious beliefs on family dynamics.
• Wise Blood by Flannery O’Connor: This novel’s protagonist embodies a contrasting, yet thematically linked exploration of extreme spiritual yearning. O’Connor’s work investigates the complexities of faith and the search for meaning, often with dark, satirical undertones.
• Short Stories by Anton Chekhov: Chekhov’s psychologically complex stories feature characters facing inner anxieties and a search for purpose. Stories like “The Bishop” center on religious figures, mirroring Munro’s focus on faith and questions of meaning.
• Further Works by Alice Munro: Munro’s other short story collections, such as “Friend of My Youth,” “Lives of Girls and Women,” and “The Progress of Love,” expand on the themes of “Age of Faith.” These frequently feature young women navigating social pressures, family, and the search for identity – central to Del’s experience.

Suggested Readings: “Age of Faith” by Alice Munro

Books

• Carrington, Ildikó de Papp. Controlling the Uncontrollable: The Fiction of Alice Munro
• DeKalb: Northern Illinois University Press, 1989.
• Howells, Coral Ann. Alice Munro. Manchester: Manchester University Press, 1998.
• Struthers, J. R. (Tim). The Fiction of Alice Munro: An Appreciation. Kentville, NS: Gaspereau Press, 2005.
• Thacker, Robert. Alice Munro: Writing Her Lives. Toronto: Simon & Schuster, 2011.

Articles

• Besner, Neil K. “The Stories of Alice Munro.” The Canadian Forum, vol. 61, no. 712, Sept. 1982, pp. 25–28.
• Hoy, Helen. “‘Dull, Simple, Amazing and Unfathomable’: Paradox and Double Vision in Alice Munro’s Fiction.” Studies in Canadian Literature/Études en littérature canadienne, vol. 5, no.1, 1980.
• Redekop, Magdalene. Mothers and Other Clowns: The Stories of Alice Munro. London: Routledge, 1992.

Websites

• The Canadian Encyclopedia: Alice Munro Entry: https://www.thecanadianencyclopedia.ca/en/article/alice-munro
• The New Yorker: Articles on Alice Munro: https://www.newyorker.com/contributors/alice-munro

Introduction: “The Secret Life of Walter Mitty” by James Thurber

“The Secret Life of Walter Mitty” by James Thurber was originally published in 1939 in The New Yorker magazine. The short story explores the escapist fantasies of its eponymous protagonist, a meek man who finds solace in elaborate daydreams. Thurber masterfully contrasts Walter Mitty’s ordinary life with his extravagant inner world, where he assumes roles of heroism and significance. This juxtaposition offers a nuanced commentary on the human desire for escape and the complex relationship between reality and imagination.

Main Events in “The Secret Life of Walter Mitty” by James Thurber

1. Walter Mitty, a middle-aged man, is on a trip to run errands with his wife.
2. While his wife is in a hair appointment, Walter daydreams about being a heroic military pilot.
3. Walter is brought back to reality by his wife’s nagging, and they drive to a parking lot.
4. Walter daydreams again, this time as a surgeon performing a dangerous operation.
5. Walter is interrupted by his wife, who chastises him for driving too fast and orders him to buy overshoes.
6. Walter’s daydreams continue, this time as a daring defendant in a courtroom drama.
7. Back in reality, Walter forgets his wife’s orders and buys dog biscuits instead of overshoes.
8. In his final daydream, Walter imagines himself as a heroic man facing a firing squad.
9. Walter is brought back to reality by a parking attendant, who tells him he’s been driving in circles.
10. Walter drops off his wife at the hair salon, gets lost in another daydream, and imagines himself dying bravely in a hail of bullets.

Literary Devices in “The Secret Life of Walter Mitty” by James Thurber

Literary Device	Example	Explanation
Alliteration	“The hands of the man at the wheel grasped the wheel tightly.”	Repetition of consonant sounds at the beginning of words for emphasis.
Analogy	“Mrs. Mitty was determined, like a bulldog sinking its teeth into an old shoe.”	Compares two things to show a similarity, using “like” or “as.”
Assonance	“He couldn’t remember what it was she had wanted.”	Repetition of vowel sounds within nearby words for a musical effect.
Direct Characterization	“Mrs. Mitty, who possessed a determined chin and a pair of capable hands, pulled out a street map.”	The author directly tells the reader about a character’s traits.
Hyperbole	“The pounding of the cylinders increased: ta-pocketa-pocketa-pocketa-pocketa-pocketa. It’s eight cylinders, the engine said. Eight fists pummeling at the walls of his chest.”	An exaggeration used for emphasis or humor.
Imagery	“The water rushed beneath his shoes; the cold slapped his ankles.”	Vivid descriptions that engage the reader’s senses.
Irony (Situational)	“Mrs. Mitty fumbled in her purse and came up with a box of rubber bands. One wasn’t quite strong enough.”	The situation contradicts expectations. Here, Walter dreams of heroic feats while his wife struggles with mundane tasks.
Litotes	“He wasn’t feeling too happy.”	Understatement used for emphasis.
Malapropism	(This is debatable, some argue it’s intentional misuse of similar-sounding words for humor) “Webley-Vickers 50.80” (referring to a gun)	Incorrect use of a word, often for comedic effect.
Mock Jargon	“Tertiary phase of obstreosis of the ductal tract” (referring to a medical condition)	Exaggerated or nonsensical technical language for humor.
Onomatopoeia	“The telephone rang with a shrill insistence.”	Words that imitate the sound they describe (shrill).
Oxymoron	“The timid hero”	Two contradictory terms used together for effect.
Personification	“The old car chugged valiantly up the hill.”	Giving human qualities to non-human things.
Repetition	” ‘Isn’t it about time?’ he said. ‘Isn’t it about time?’ “	Repeating words or phrases for emphasis.
Rhetorical Question	“Was it madness? For an old man to walk into the middle of a machine gun nest?”	A question not meant to be answered but to make a point.
Simile	“His heart hammered in his chest like a drum.”	Compares two things using “like” or “as” to show similarity.
Symbolism	The recurring car in Walter’s daydreams	An object that represents something more than its literal meaning (freedom, escape).
Understatement (see Litotes)
Foreshadowing	“Mrs. Mitty said, ‘Something’s going to happen.'” (This foreshadows Walter’s moment of bravery when confronting the “rogue” driver)	Hinting at future events in the story.

Characterization in “The Secret Life of Walter Mitty” by James Thurber

Major Characters:

• Walter Mitty:
• The protagonist. He is portrayed as:
  • Indirect Characterization: Through his actions and daydreams, we see a meek, forgetful man lacking confidence.
  • Direct Characterization: The narrator occasionally describes him as “middle-aged” and “not a young man any longer.”
  • Daydreams: These reveal his desire for excitement and heroism, showcasing a stark contrast to his real life.
• Mrs. Mitty: Walter’s wife. She is:
  • Direct Characterization: Described as having a “determined chin” and “capable hands,” suggesting a forceful personality.
  • Actions: She constantly nags and reminds Walter of errands and tasks, portraying a controlling and domineering nature.

Minor Characters:

• The Parking Lot Attendant: Briefly interacts with Walter, highlighting his forgetfulness and lack of assertiveness.
• The Technician: Appears in Walter’s daydream as “Lieutenant Berg.” Initially questions Walter’s (as the dream commander) authority, representing a challenge to his newfound confidence (in the dream).
• Dr. Renshaw: The Mittys’ family doctor. In Walter’s fantasy, Dr. Renshaw is a desperate surgeon needing Walter’s (as the dream doctor) expertise. This highlights Walter’s desire for importance and recognition.
• The Rogue Driver: A reckless driver on the road. This character serves as a catalyst for Walter to step outside his comfort zone and show a rare moment of real-life courage.

Characterization Techniques:

• Contrast: The main contrast lies between Walter’s timid reality and his heroic daydreams. Mrs. Mitty’s forceful personality further emphasizes Walter’s lack of assertiveness.
• Internal Monologue: Though not extensively used, Walter’s thoughts occasionally reveal his frustration and yearning for adventure.

Major Themes in “The Secret Life of Walter Mitty” by James Thurber

1. Escapism and the Power of Fantasy:

• Walter’s constant daydreams provide an escape from his monotonous life. He fantasizes about being a courageous hero in various scenarios.
• Example: “Walter Mitty was deeply involved in an aerial duel between himself and a pirate junkyard.”

2. The Contrast Between Reality and Imagination:

• The story creates a humorous contrast between Walter’s mundane reality and his exciting fantasies.
  • Example: Walter dreams of being a fearless seaplane pilot, yet struggles to navigate a parking lot in real life.

3. The Yearning for Adventure and Significance:

• Walter’s daydreams reveal a desire for excitement, adventure, and a sense of importance that’s missing in his daily routine.
• Example: He imagines himself as a doctor performing a critical surgery or a leader in a dangerous situation.

4. The Importance of Facing Reality and Stepping Outside One’s Comfort Zone:

• Despite his escapism, Walter shows a glimmer of courage when confronting the reckless driver. This suggests a potential for growth and facing reality.
• Example: He steps out of his car to confront the driver, a rare moment of assertiveness outside his fantasies.

Writing Style in “The Secret Life of Walter Mitty” by James Thurber

James Thurber’s writing style in “The Secret Life of Walter Mitty” is characterized by its use of humor, irony, and satire. Thurber employs short and simple sentences, often with a repetitive structure, to emphasize Walter Mitty’s mundane life and his desire for adventure. He also uses vivid and detailed descriptions to bring Walter’s daydreams to life, with a playful and imaginative tone. The story is told in a third-person limited point of view, allowing readers to enter Walter’s mind and experience his fantasies. Overall, Thurber’s writing style is light-hearted and witty, with a keen eye for the absurdities of everyday life.

Literary Theories and Interpretation of “The Secret Life of Walter Mitty” by James Thurber

1. Psychoanalytic Theory: One interpretation of “The Secret Life of Walter Mitty” is that it reflects Walter Mitty’s subconscious desires and conflicts. According to this theory, Walter’s daydreams are a manifestation of his repressed desires for power, control, and adventure. His dissatisfaction with his mundane life and his nagging wife may also be interpreted as a reflection of his inner conflicts and anxieties.
2. Feminist Theory: Another interpretation of the story is that it critiques traditional gender roles and the patriarchal society. Walter’s wife is portrayed as domineering and critical, constantly belittling him and undermining his masculinity. This reflects the societal pressures on men to conform to traditional notions of masculinity, which are seen as incompatible with vulnerability and emotional expression. Additionally, the women in Walter’s daydreams are mostly objectified and stereotyped, highlighting the limited roles that women are often given in male-dominated narratives.
3. Marxist Theory: A Marxist interpretation of the story may view Walter’s daydreams as a form of resistance against capitalist oppression. Walter is a low-level employee who is powerless in his job and in his personal life. His daydreams may be seen as a way to escape his reality and imagine himself as a hero, which represents a form of class-consciousness and resistance against the capitalist system that oppresses him.
4. New Criticism: A New Criticism interpretation of the story may focus on its literary techniques and devices. The story’s use of repetition, vivid imagery, and irony are all important aspects of its literary style. The story’s themes of escapism, masculinity, and power may also be analyzed in the context of the literary techniques used to convey them.
5. Reader-Response Theory: A reader-response interpretation of the story may focus on how readers respond to Walter’s character and his daydreams. Some readers may sympathize with Walter and his desire for adventure, while others may find his fantasies childish and unrealistic. This theory emphasizes the role of the reader in constructing meaning from the text.

Questions and Their Thesis Statements about “The Secret Life of Walter Mitty” by James Thurber

• What is the role of Walter Mitty’s daydreams in the story, and what do they reveal about his character and desires?
• Thesis Statement: Through his daydreams, Walter Mitty is able to escape the mundanity of his everyday life and imagine himself as a heroic figure, revealing his deep desires for adventure, power, and control.
• How does the story critique traditional notions of masculinity, and what alternative forms of masculinity are presented?
• Thesis Statement: “The Secret Life of Walter Mitty” critiques traditional masculinity by portraying Walter as a passive and submissive figure, and presenting alternative forms of masculinity through his daydreams, which emphasize power, control, and emotional expression.
• In what ways does the story use humor and satire to critique societal expectations and norms? Thesis Statement: “The Secret Life of Walter Mitty” uses humor and satire to critique societal expectations and norms, particularly those surrounding masculinity, heroism, and the media’s portrayal of heroic figures.
• How does Walter Mitty’s relationship with his wife reflect societal expectations of gender roles, and what is the significance of this in the story?
• Thesis Statement: The dynamic between Walter Mitty and his wife reflects traditional gender roles and the societal pressures on men to conform to traditional notions of masculinity, and highlights the ways in which these expectations can be damaging to both men and women.
• How does the story use repetition and imagery to convey its themes of escapism and dissatisfaction with reality?
• Thesis Statement: “The Secret Life of Walter Mitty” uses repetition and vivid imagery to emphasize Walter’s dissatisfaction with his ordinary life and his desire for adventure and escape, highlighting the ways in which his daydreams serve as a coping mechanism.

Short Questions and Answers about “The Secret Life of Walter Mitty” by James Thurber

• What is the significance of the title “The Secret Life of Walter Mitty”?
• The title of the story highlights the contrast between Walter Mitty’s real life and his imagined life. Walter’s daydreams are his secret life, in which he imagines himself as a heroic figure, living exciting adventures and accomplishing daring feats. This title also emphasizes the theme of escapism in the story, as Walter’s daydreams allow him to escape the mundanity of his everyday life and imagine a more exciting and fulfilling existence.
• What is the role of Walter’s wife in the story?
• Walter’s wife plays a significant role in the story as a foil to Walter’s daydreams. She is portrayed as critical, nagging, and overbearing, constantly belittling Walter and reminding him of his shortcomings. Her presence highlights the contrast between Walter’s imagined life and his real life, and emphasizes the societal pressures on men to conform to traditional gender roles and notions of masculinity.
• What is the significance of the story’s ending?
• The story’s ending is significant in that it reinforces the theme of escapism, as Walter’s final daydream involves him imagining himself bravely facing a firing squad. This ending can be interpreted as a way of highlighting the importance of finding a balance between reality and fantasy, and of embracing one’s true identity rather than living in a perpetual state of escapism.
• What is the significance of Walter’s daydreams involving heroic figures such as a pilot, a surgeon, and a soldier?
• Walter’s daydreams involving heroic figures can be seen as a reflection of his desires for power, control, and adventure. These daydreams allow him to escape his mundane life and imagine himself as a hero, capable of great feats and respected by others. Additionally, these daydreams may reflect the societal values of the time period in which the story was written, which placed a great emphasis on heroism and bravery in the face of danger.

Literary Works Similar to “The Secret Life of Walter Mitty” by James Thurber

Similar Themes:

• Escapism and the Power of Fantasy:
• “Bartleby, the Scrivener” by Herman Melville: A Wall Street clerk named Bartleby escapes his monotonous job by simply refusing to perform tasks.
• “The Lady or the Tiger?” by Frank R. Stockton: A story with an ambiguous ending that leaves the reader pondering the nature of reality and fantasy.
• The Contrast Between Reality and Imagination:
  • Don Quixote by Miguel de Cervantes: A delusional nobleman mistakes windmills for giants and embarks on fantastical adventures.
  • The Metamorphosis by Franz Kafka: A man wakes up one morning transformed into a giant insect, highlighting the absurdity of everyday life.

Similar Elements:

• Humor and Satire:
  • Reginald Perrin by David Nobbs: A middle-aged man fakes a nervous breakdown to escape his corporate job, similar to Walter’s daydreams as a form of escape.
  • Catch-22 by Joseph Heller: A dark satire on war that uses humor to explore themes of bureaucracy and the absurdity of war.
• Dreamlike Narrative:
  • We Have Always Lived in the Castle by Shirley Jackson: A darkly humorous story with unreliable narration and dreamlike elements.
  • One Hundred Years of Solitude by Gabriel Garcia Marquez: A magical realist novel that blends fantasy and reality in a multigenerational family saga.

Suggested Readings: “The Secret Life of Walter Mitty” by James Thurber

Books:

• Rose, Michael. The Genius of James Thurber. Folio Society, 1997. This biography delves into Thurber’s life and influences, potentially offering insights into the creation of “The Secret Life of Walter Mitty.”
• Maier, Thomas. James Thurber. Twayne Publishers, 1967. This literary criticism text analyzes Thurber’s works, potentially including a chapter dedicated to “The Secret Life of Walter Mitty.”

Articles:

• Asselineau, Roger. “The Daydreams of Walter Mitty and the Grotesque.” The James Thurber Papers (Ohio State University Libraries), no. 13 (1989): 1-12. This scholarly article explores the use of the grotesque in the protagonist’s daydreams, offering a deeper analysis of the story’s elements.
• Meyers, Jeffrey. “The Secret Life of Walter Mitty and the Search for Heroic Identity.” Studies in American Humor 1.1 (1977): 79-92. This article delves into the theme of masculinity and the search for heroism in the story, providing a critical perspective on Walter Mitty’s character.

Websites:

• The James Thurber Society: https://jamesthurber.org/the-thurber-house This website dedicated to Thurber’s life and works may contain essays or articles specifically analyzing “The Secret Life of Walter Mitty.”
• Short Story Collections: While the specific URL cannot be guaranteed due to potential content changes, reputable online resources like Bartleby.com (https://ebooks.inflibnet.ac.in/engp05/chapter/short-stories-of-james-thurber/) often offer free access to classic short stories, including “The Secret Life of Walter Mitty.”