Day: April 23, 2024

Introduction: “The Cactus” by O. Henry

“The Cactus” by O. Henry, first published in 1910 in the collection “Sixes and Sevens,” showcases O. Henry’s signature qualities of wit, irony, and clever plot twists, set against the context of the American Southwest. The story follows a young couple, Tom and Elizabeth, who are struggling to reconcile their relationship after a quarrel. The narrative is woven around a cactus plant that Tom brings home, symbolizing the prickly nature of their love. Through O. Henry’s masterful storytelling, the story explores themes of love, forgiveness, and the challenges of relationships, all while maintaining a lighthearted and humorous tone.

Main Events in “The Cactus” by O. Henry

1. Trysdale’s Pensive Reflection: Trysdale reflects on his recent past, particularly his failed courtship and marriage of a woman he loved.
2. Recollection of the Wedding: He recalls the events of the wedding, including the church atmosphere and the moment he realized he had lost her.
3. Self-Realization and Disillusionment: Then he confronts his own flaws and egoism, realizing how they contributed to the failure of his relationship.
4. Idealization of the Relationship: The narrative explores how Trysdale and his love interest idealized each other, leading to misinterpretations and misunderstandings.
5. The Proposal: Trysdale reminisces about the night he proposed to her, recalling her admiration and his reluctance to correct her misconceptions about his skills.
6. Lack of Communication: There’s a lack of direct communication between Trysdale and his love interest, leading to assumptions and unspoken expectations.
7. Unanswered Questions: Trysdale questions where the fault lies in the relationship and seeks answers amid his shattered self-conceit.
8. Interaction with a Friend: Trysdale’s friend attempts to lighten the mood, but Trysdale remains brooding and introspective.
9. Discussion of the Cactus: The conversation shifts to the cactus, a gift to Trysdale, and its Spanish name, “Ventomarme,” which means “Come and take me.”
10. Symbolism of the Cactus:The cactus symbolizes the allure of the exotic and the invitation to seize opportunities, possibly mirroring Trysdale’s longing for a second chance or a new beginning.

Literary Devices in “The Cactus” by O. Henry

Device	Example	Explanation
1. Symbolism	The cactus plant	Represents the prickly nature of love and relationships
2. Irony	Trysdale’s friend drinking alone	Highlights Trysdale’s own emotional isolation
3. Imagery	“a singular-looking green plant in a red earthen jar”	Creates a vivid picture in the reader’s mind
4. Allusion	“the scent of flowers that had been banked in odorous masses about the church”	Evokes a sense of familiarity and shared cultural knowledge
5. Stream-of-consciousness	Trysdale’s inner monologue	Reveals his thoughts and feelings in a fluid, unstructured manner
6. Flashback	Trysdale’s memories of his relationship	Provides backstory and context for his current emotions
7. Characterization	Trysdale’s egoism and conceit	Shows his flaws and vulnerabilities
8. Dialogue	Trysdale’s friend’s banter	Reveals their relationship and Trysdale’s emotional state
9. Foreshadowing	The cactus’s “beckoning” motion	Suggests the plant’s significance in the story
10. Metaphor	The cactus as a symbol of love	Compares two seemingly disparate things
11. Hyperbole	“a thousand well-bred voices”	Exaggerates the number of voices to convey the atmosphere
12. Personification	“the leaves perpetually swayed with the slightest breeze”	Gives inanimate objects human-like qualities
13. Repetition	Trysdale’s repeated questioning of himself	Emphasizes his self-doubt and introspection
14. Sarcasm	Trysdale’s friend’s comment about the brandy	Conveys humor and irony
15. Imagery	“the crowning instance of his fatuous and tardily mourned egoism”	Creates a vivid picture of Trysdale’s self-realization
16. Allusion	“the hotchpotch at the back of dictionaries”	References a common source of knowledge
17. Symbolism	The Spanish name “Ventomarme”	Represents the idea of something being offered or taken
18. Irony	Trysdale’s lack of knowledge of Spanish	Contrasts with his earlier pretence of speaking the language
19. Imagery	“the soft convolutions” of the cactus leaves	Creates a vivid picture in the reader’s mind
20. Structural device	The story’s non-linear structure	Juxtaposes past and present events to convey Trysdale’s emotional journey

Characterization in “The Cactus” by O. Henry

Major Character:

• Valentine Algernon de Lacey Trysdale:
•  Traits: Vain, arrogant, self-absorbed, entitled.
• Examples:
  • “She had always insisted on placing him upon a pedestal, and he had accepted her homage with royal dignity.” (Trysdale enjoys the constant praise from his girlfriend)
  • “He did not feel the prick of the thorn that was to pierce him later.” (This metaphor foreshadows his lack of understanding and future pain)
  • “His vanity was pierced through and through. He groaned in spirit.” (Trysdale’s reaction to the rejection reveals his fragile ego)

Minor Character:

• The Narrator:
  • Traits: Objective observer, ironic tone.
  • Examples:
    • The story is told in third-person limited, allowing readers access to Trysdale’s thoughts but remaining detached.
    • “Trysdale, indulging in the pleasant belief that he was the indulgent, confident victor” (The narrator uses sarcasm to highlight Trysdale’s self-deception)
    • “The tag bore a barbarous foreign name, which, however, did not enlighten him.” (The narrator highlights Trysdale’s ignorance, adding to the story’s humor)

Major Themes in “The Cactus” by O. Henry

• Theme 1: The Dangers of Ego and Conceit
• Trysdale’s ego and conceit are his downfall, as he realizes too late that his pretence of speaking Spanish and his acceptance of Elizabeth’s admiration were false and hurtful. His inner monologue reveals the depth of his self-deception, “He saw all the garbs of pretence and egoism that he had worn now turn to rags of folly.” This theme is exemplified through Trysdale’s character development, as he moves from a state of arrogant self-assurance to one of humble self-awareness.
• Theme 2: The Power of Love and Relationships
• The story highlights the complexities and vulnerabilities of love and relationships. Elizabeth’s enigmatic behavior and Trysdale’s misinterpretation of her actions demonstrate the fragility of human connections. The cactus, symbolizing the prickly nature of love, serves as a poignant reminder of the couple’s failed relationship. As Trysdale reflects, “He shuddered at the thought that to others, before now, the garments of his soul must have appeared sorry and threadbare.”
• Theme 3: Self-Discovery and Humility
• Through his experiences, Trysdale undergoes a transformative process of self-discovery, recognizing the flaws in his character and the harm caused by his ego. His introspection and willingness to confront his mistakes exemplify the theme of self-discovery and humility. As he admits, “Humbled now, he sought the answer amid the ruins of his self-conceit.” This theme is central to the story, as Trysdale’s growth and newfound humility offer a sense of hope and redemption.
• Theme 4: The Unreliability of Appearances
• The story explores the idea that appearances can be deceiving, and that true understanding requires looking beyond surface-level impressions. The cactus, initially perceived as a symbol of love, ultimately represents the couple’s failed relationship. Similarly, Trysdale’s pretence of speaking Spanish and his acceptance of Elizabeth’s admiration were false and misleading. This theme is exemplified through the characters’ actions and the story’s ironic twists, highlighting the importance of genuine communication and understanding in relationships.

Writing Style in “The Cactus” by O. Henry

Literary Theories and Interpretation of “The Cactus” by O. Henry

Literary Theory	Example from the Story	Explanation
Psychoanalytic Theory	Trysdale’s introspection and self-realization	Trysdale’s reflection on his own egoism and flaws can be analyzed through a psychoanalytic lens, exploring his subconscious motivations and desires.
Feminist Theory	Examination of gender roles and power dynamics	The story can be examined from a feminist perspective, considering how the female character is portrayed and how gender dynamics influence the relationship dynamics.
Marxist Theory	Analysis of social class and economic factors	The story can be interpreted through a Marxist lens, examining how social class influences characters’ actions and relationships, such as Trysdale’s societal status.
Formalist Criticism	Study of narrative structure and literary devices	Formalist criticism focuses on the text itself, analyzing elements like imagery, symbolism, and narrative style, which are prominent in O. Henry’s storytelling.
Reader-Response Theory	Interpretation based on individual reader’s perspective	Different readers may interpret the story differently based on their own experiences and perspectives, engaging with themes of love, loss, and self-discovery.

Topics, Questions, and Thesis Statements about “The Cactus” by O. Henry

Topic	Question	Thesis Statement
1. The Consequences of Ego and Conceit	How does Trysdale’s ego and conceit lead to his downfall, and what lessons can be learned from his experience?	“Through Trysdale’s character, O. Henry illustrates the destructive nature of ego and conceit, highlighting the importance of humility and self-awareness in relationships.”
2. The Symbolism of the Cactus	What significance does the cactus hold in the story, and how does it relate to the themes of love and relationships?	“The cactus serves as a powerful symbol of the prickly nature of love, representing the complexities and vulnerabilities of human connections in O. Henry’s ‘The Cactus’.”
3. The Role of Miscommunication and Misinterpretation	How do miscommunication and misinterpretation contribute to the breakdown of Trysdale and Elizabeth’s relationship, and what insights can be gained from their experiences?	“O. Henry’s ‘The Cactus’ demonstrates how miscommunication and misinterpretation can lead to the demise of relationships, emphasizing the need for clear and honest communication in romantic partnerships.”
4. The Theme of Self-Discovery and Personal Growth	How does Trysdale’s journey from self-deception to self-awareness illustrate the importance of personal growth and self-discovery, and what message does O. Henry convey through Trysdale’s transformation?	“Through Trysdale’s transformative journey, O. Henry highlights the significance of self-discovery and personal growth, suggesting that acknowledging and confronting one’s flaws is essential for emotional maturity and redemption.”

Short Questions/Answers about/on “The Cactus” by O. Henry

Literary Works Similar to “The Cactus” by O. Henry

1. “The Gift of the Magi” by O. Henry – Another classic short story by O. Henry, “The Gift of the Magi” explores themes of love, sacrifice, and irony. Like “The Cactus,” it features memorable characters and a twist ending.
2. “The Necklace” by Guy de Maupassant – This short story shares thematic elements with “The Cactus,” such as the consequences of pride and the pursuit of social status. It also features a surprising twist that challenges the characters’ perceptions.
3. The Great Gatsby by F. Scott Fitzgerald – While a novel rather than a short story, “The Great Gatsby” explores similar themes of unrequited love, social class, and the pursuit of an idealized image. Like Trysdale in “The Cactus,” Gatsby grapples with the consequences of his own illusions.
4. Ethan Frome by Edith Wharton – This novella delves into themes of loneliness, duty, and forbidden love. Like “The Cactus,” it portrays the complexities of human relationships and the consequences of unfulfilled desires.
5. Dubliners by James Joyce – A collection of short stories, “Dubliners” explores themes of disappointment, disillusionment, and the complexities of human experience. Like O. Henry’s works, Joyce’s stories often feature moments of epiphany and irony.

Suggested Readings about/on “The Cactus” by O. Henry

Representative Quotations from “The Cactus” by O. Henry

Quotation	Context	Theorization
“That is what Trysdale was doing, standing by a table in his bachelor apartments. On the table stood a singular-looking green plant in a red earthen jar.”	This quotation sets the initial scene, introducing the protagonist Trysdale and the titular cactus. Trysdale’s contemplation beside the cactus symbolizes his introspection and the beginning of his journey of self-discovery.	The cactus serves as a symbolic object representing Trysdale’s inner turmoil and self-reflection. It becomes a focal point for his contemplation and triggers his exploration of his own flaws and egoism.
“For the thousandth time he remarshalled in his mind the events of those last few days before the tide had so suddenly turned.”	Trysdale’s repetitive examination of past events highlights his struggle to understand what went wrong in his relationship. He continuously replays the events leading up to the turning point, seeking clarity and understanding.	This quotation emphasizes Trysdale’s fixation on the past and his desperate attempt to make sense of his failed relationship. It underscores the theme of introspection and the protagonist’s journey of self-discovery as he grapples with the consequences of his actions.
“During their conversation she had said: ‘And Captain Carruthers tells me that you speak the Spanish language like a native. Why have you hidden this accomplishment from me? Is there anything you do not know?'”	Trysdale’s love interest’s inquiry about his supposed Spanish proficiency exposes his tendency to maintain appearances and uphold false pretenses. He willingly accepts the admiration without correcting the misconception, reflecting his vanity and desire to be seen in a favorable light.	This quotation highlights the theme of deception and self-delusion as Trysdale prioritizes the admiration of others over honesty and authenticity. It underscores his reluctance to confront his own flaws and the consequences of his actions, ultimately leading to his downfall.
“He waited until night, but her answer did not come.”	Trysdale’s anticipation of a response from his love interest reflects his lingering hope for reconciliation despite the absence of communication. His emotional turmoil is palpable as he waits in vain for a resolution.	This quotation illustrates Trysdale’s emotional vulnerability and his reluctance to accept the reality of his failed relationship. It underscores the theme of unrequited love and the protagonist’s futile attempts to salvage what remains of his shattered romance.
“The natives imagine the leaves are reaching out and beckoning to you. They call it by this name–Ventomarme. Name means in English, ‘Come and take me.'”	The revelation of the cactus’s name and its meaning in Spanish adds depth to its symbolism. The name “Ventomarme” suggests an invitation or a plea, mirroring Trysdale’s longing for connection and redemption.	This quotation provides insight into the symbolic significance of the cactus as a representation of Trysdale’s desires and regrets. It emphasizes the theme of longing and the protagonist’s yearning for a second chance or a new beginning. The name’s interpretation underscores the narrative’s exploration of unfulfilled desires and the consequences of missed opportunities.

Introduction: “The Boarded Window” by Ambrose Bierce

“The Boarded Window” by Ambrose Bierce, initially published in 1891 as part of the esteemed collection Tales of Soldiers and Civilians, exemplifies the author’s proficiency in the realms of supernatural fiction and mystery. This enigmatic short story, replete with eerie and suspenseful elements, probes the psychological and philosophical themes of isolation, paranoia, and the unknowable, all while showcasing Bierce’s distinctive literary style. Through the protagonist’s fixation on uncovering the secrets shrouding a mysterious boarded-up window in his rural abode, the narrative masterfully crafts an atmosphere of escalating tension and foreboding, culminating in a denouement that has captivated scholars and readers alike. As such, “The Boarded Window” remains an integral component of American literary canon, offering valuable insights into the human condition and the power of the unknown.

Main Events in “The Boarded Window” by Ambrose Bierce

1. Setting: A dense forest near Cincinnati, sparsely populated by frontier settlers
2. Introduction of Murlock: A reclusive man living alone in a log cabin, sustains himself through hunting and trading
3. Description of Murlock: Appears much older than his actual age of fifty, with white hair, a long beard, and a stooped figure
4. Murlock’s Wife Falls Ill: Murlock’s wife becomes seriously ill with fever, leaving him to care for her with no access to medical help
5. Death of Murlock’s Wife: Despite Murlock’s efforts to nurse her back to health, his wife succumbs to the fever and dies
6. Murlock’s Grief: Murlock experiences a profound sense of loss and confusion, struggling to come to terms with his wife’s death
7. Preparation for Burial: Murlock mechanically prepares his wife’s body for burial, feeling disconnected and numb to his emotions
8. Murlock’s Emotional Turmoil: Murlock’s grief manifests as a sense of disbelief and detachment, unable to fully comprehend the magnitude of his loss
9. Strange Sounds: Murlock hears eerie wailing sounds outside the cabin but dismisses them as possibly hallucinations or dreams
10. Terrifying Encounter: Murlock is startled awake by mysterious footsteps and a heavy impact on the table, triggering intense fear and panic
11. Encounter with a Panther: Murlock glimpses a panther dragging his wife’s body toward the window, leading to a chaotic struggle
12. Violent Confrontation: In a moment of terror, Murlock grabs his rifle and blindly fires at the panther, causing it to flee
13. Discovery of Wife’s Body: Murlock finds his wife’s mutilated body near the window, surrounded by evidence of a violent struggle
14. Panther’s Attack: Murlock realizes his wife was attacked and killed by the panther, leaving him to grapple with the horror of the situation
15. Aftermath: Murlock is left traumatized by the incident, haunted by the memory of his wife’s death and the vicious attack by the panther.

Literary Devices in “The Boarded Window” by Ambrose Bierce

Literary Device	Example from the Story	Explanation
Imagery	“The whole region was sparsely settled by people of the frontier—restless souls who no sooner had hewn fairly habitable homes out of the wilderness…”	This creates a vivid picture of the frontier settlers and their struggle to establish homes in the wilderness.
Foreshadowing	“The latter, however, was boarded up—nobody could remember a time when it was not.”	The boarded window hints at a mysterious element of the story, creating anticipation for its revelation.
Personification	“the decayed stumps of which were half concealed by the new growth that had been suffered to repair the ravage wrought by the ax.”	The new growth repairing the damage caused by the ax is described as if it actively responded to the harm, giving human-like qualities to nature.
Symbolism	The boarded-up window	The boarded-up window symbolizes Murlock’s isolation and inner turmoil, as well as the mystery surrounding his past.
Alliteration	“His hair and long, full beard were white, his gray, lusterless eyes sunken…”	The repetition of the initial consonant sounds creates a rhythmic effect and emphasizes the description of Murlock’s appearance.
Irony	“He had had no experience in grief; his capacity had not been enlarged by use.”	The irony lies in the fact that Murlock, who has no prior experience with grief, finds himself overwhelmed by it after his wife’s death.
Simile	“Some natures it startles; some it stupefies. To one it comes like the stroke of an arrow, stinging all the sensibilities to a keener life…”	Grief is compared to the effect of an arrow, emphasizing its sudden and sharp impact on the senses.
Metaphor	“Grief is an artist of powers as various as the instruments upon which he plays his dirges for the dead…”	Grief is metaphorically compared to an artist, highlighting its ability to evoke different emotions and responses in people.
Suspense	“Suddenly the table shook beneath his arms, and at the same moment he heard, or fancied that he heard, a light, soft step…”	This builds tension and anticipation as Murlock experiences a mysterious disturbance in the cabin.
Flashback	“There is an earlier chapter—that supplied by my grandfather.”	The narrator introduces a flashback to provide background information about Murlock’s life and experiences.
Hyperbole	“He tried vainly to speak the dead woman’s name, vainly to stretch forth his hand across the table…”	The exaggeration emphasizes Murlock’s desperation to connect with his deceased wife, intensifying the emotional impact of the scene.
Repetition	“Waited there in the darkness through seeming centuries of such dread as one may know, yet live to tell.”	The repetition of “waited” emphasizes the prolonged and agonizing nature of Murlock’s fear and anticipation.
Onomatopoeia	“A scuffling ensued, and a confusion of sounds impossible to describe.”	The use of onomatopoeia creates an auditory image of the chaotic and terrifying events unfolding in the cabin.
Allegory	Murlock’s encounter with the panther	Murlock’s struggle with the panther can be interpreted as an allegory for his internal battles with grief and fear, as well as the harsh realities of frontier life.
Juxtaposition	“Then there were darkness blacker than before, and silence; and when he returned to consciousness the sun was high and the wood vocal with songs of birds.”	The contrast between the darkness and silence of Murlock’s terror and the brightness and sounds of nature afterward highlights the abrupt shift in atmosphere and Murlock’s return to reality.
Paradox	“Fear had by excess forfeited control of his faculties.”	The paradox lies in fear causing Murlock to lose control, despite fear typically being associated with heightened awareness and alertness.
Metonymy	“By the flash which lit up the room with a vivid illumination…”	“Flash” is used as a metonymy for the flash of the rifle, representing the sudden burst of light that illuminates the room.
Foil	Murlock’s wife compared to Murlock himself	Murlock’s wife, portrayed as supportive and optimistic, serves as a foil to Murlock’s stoic and isolated nature, emphasizing their contrasting personalities.
Pathetic Fallacy	“the deepening gloom”	The gloomy atmosphere mirrors Murlock’s emotional state, creating a sense of foreboding and unease.
Epiphany	Murlock’s realization after the encounter with the panther	Murlock experiences a moment of clarity and understanding about the harshness of life and the unpredictability of death after confronting the panther, marking a significant realization in his journey.

Characterization in “The Boarded Window” by Ambrose Bierce

Major Characters:

• Murlock:
  • Characterized as a mysterious and isolated individual who “seemed a part of the gloom and silence” (Bierce 1)
  • Described as having a rugged and weathered appearance, with “gray, lusterless eyes sunken, his face singularly seamed with wrinkles” (Bierce 2)
  • Described as having a strong and stoic demeanor, but revealed to be grieving and struggling to cope with the loss of his wife
  • Shows signs of mental and emotional instability, such as when he “laid his face into them, tearless yet and unutterably weary” (Bierce 3)
  • Commits a violent act against the panther, symbolizing his inner turmoil and desire for revenge
• Murlock’s wife:
  • Characterized as a kind and supportive partner who shared Murlock’s “dangers and privations” (Bierce 2)
  • Described as being young and full of life, with “charms of mind and person” (Bierce 2)
  • Revealed to have died suddenly and tragically, with Murlock “convince[d] that she was dead” (Bierce 3)
  • Remembered fondly by Murlock, highlighting their strong relationship and his devastation at her loss

Minor Characters:

• The narrator:
  • Characterized as a curious and adventurous individual who “penetrated to the place and ventured near enough to the ruined cabin to throw a stone against it” (Bierce 1)
  • Described as having a fascination with the mysterious and unknown, and seeking to uncover the secrets of the boarded window
  • Revealed to be a descendant of someone who knew Murlock, adding a personal connection to the story
  • Serves as a framing device to tell the story of Murlock and his wife
• The grandfather:
  • Characterized as a knowledgeable and experienced individual who “had known [Murlock] when living nearby in that early day” (Bierce 2)
  • Described as having a deep understanding of the past and its secrets, and sharing his insights with the narrator
  • Revealed to have known Murlock and his wife, and providing valuable context and information about their lives
  • Serves as a source of information and insight into the story
• The panther:
  • Characterized as a symbol of danger and violence, described as an “enormous panther” (Bierce 4)
  • Revealed to be the cause of Murlock’s wife’s death, and the catalyst for Murlock’s descent into madness and violence
  • Serves as a representation of the unknown and uncontrollable forces that can disrupt human life.

Major Themes in “The Boarded Window” by Ambrose Bierce

Writing Style in “The Boarded Window” by Ambrose Bierce

Literary Theories and Interpretation of “The Boarded Window” by Ambrose Bierce

Literary Theory	Interpretation	Example from the Story
Psychoanalytic	Analyzing characters’ unconscious desires and fears, exploring the influence of trauma and repression on behavior.	Murlock’s reclusive nature and his reaction to his wife’s death can be interpreted through a psychoanalytic lens, revealing deep-seated emotions and unresolved psychological conflicts.
Marxist	Examining power dynamics, social class, and economic structures in the narrative, investigating how characters’ actions are influenced by their socio-economic status.	Murlock’s isolation and struggle to maintain his farm may reflect the hardships faced by individuals in the lower classes, highlighting themes of economic inequality and the challenges of frontier life.
Feminist	Analyzing gender roles, stereotypes, and the representation of women in the story, exploring how patriarchal norms shape characters’ experiences and relationships.	The portrayal of Murlock’s wife as supportive and obedient may reflect traditional gender roles of the time, raising questions about women’s agency and autonomy in the frontier society depicted in the story.
Formalist/New Criticism	Focusing on the text itself, examining literary devices, themes, and narrative techniques to uncover deeper meanings and patterns.	The use of foreshadowing through the boarded-up window and the repetition of eerie sounds create suspense and anticipation, enhancing the story’s atmosphere and contributing to its overall impact on the reader.
Reader-Response	Emphasizing the role of the reader in interpreting the text, exploring how individual experiences and perspectives shape the meaning of the story.	Different readers may interpret Murlock’s actions and the significance of the boarded-up window in various ways, depending on their own backgrounds, beliefs, and emotional responses to the narrative.
Postcolonial	Analyzing themes of colonization, cultural identity, and resistance in the narrative, examining how colonial history and power dynamics influence characters’ lives and interactions.	The frontier setting and the struggle for survival in the wilderness can be seen as symbolic of the larger historical context of colonization and the displacement of indigenous peoples by European settlers.
Structuralism	Identifying underlying structures and patterns within the text, focusing on binary oppositions, recurring motifs, and narrative organization.	The contrast between light and darkness, as well as the repetition of the motif of isolation and fear, contribute to the story’s structure and thematic development, highlighting key conflicts and tensions.
Postmodernism	Questioning traditional narrative conventions and exploring metafictional elements, reflexivity, and intertextuality in the story.	Bierce’s use of ambiguity and the unreliable narrator challenges readers’ perceptions of reality, inviting them to question the reliability of the narrator’s account and the truthfulness of the events described.
Cultural Criticism	Examining how cultural beliefs, values, and practices influence the narrative, exploring themes of identity, tradition, and cultural conflict.	The portrayal of frontier life and the struggle to survive in the wilderness reflects the cultural values and challenges of American pioneers, providing insight into the historical and cultural context of the story.
Deconstruction	Unpacking the inherent contradictions and ambiguities within the text, challenging binary oppositions and destabilizing fixed meanings to reveal multiple interpretations.	The mystery surrounding the boarded-up window and the ambiguous nature of Murlock’s actions invite multiple readings and interpretations, illustrating the deconstructive nature of the narrative.

Topics, Questions, and Thesis Statements about “The Boarded Window” by Ambrose Bierce

• Topic 1: The Supernatural
  Question: How does Bierce use the supernatural in “The Boarded Window” to create a sense of tension and fear?
  Thesis: Bierce uses the supernatural in “The Boarded Window” to create a sense of tension and fear by hinting at the possibility of a ghostly presence and using language that suggests the unknown and unexplainable.
• Topic 2: Loneliness and Isolation
  Question: How does the setting of “The Boarded Window” contribute to the theme of loneliness and isolation?
  Thesis: The setting of “The Boarded Window” contributes to the theme of loneliness and isolation by creating a sense of remoteness and desolation, emphasizing Murlock’s disconnection from society and his inability to form meaningful relationships.
• Topic 3: Death and Grief
  Question: How does “The Boarded Window” explore the theme of death and grief, and what commentary does it offer on the human experience?
  Thesis: “The Boarded Window” explores the theme of death and grief by portraying the devastating effects of loss on the human psyche, highlighting the destructive power of guilt and the inability to cope with tragedy.
• Topic 4: Psychological Insight
  Question: How does “The Boarded Window” provide insight into the human mind, and what does it reveal about the psychological effects of trauma?
  Thesis: “The Boarded Window” provides insight into the human mind by exploring the psychological effects of trauma, revealing how guilt, grief, and isolation can lead to a downward spiral of mental and emotional deterioration.

Short Questions/Answers about/on “The Boarded Window” by Ambrose Bierce

• Q: What is the significance of the boarded window in the story?
  A: The boarded window represents Murlock’s attempt to shut out the painful memories of his wife’s death and the outside world. However, it also symbolizes his inability to move on and confront his grief. For example, when Murlock boards up the window, he is trying to physically and emotionally block out the pain, but it only leads to further isolation and madness.
• Q: How does Bierce use foreshadowing in the story?
  A: Bierce uses foreshadowing through the description of the forest and the cabin, creating an eerie and ominous atmosphere. For example, when the narrator describes the forest as “an immense and almost unbroken forest” with “gloom” and “silence”, it foreshadows the dark and tragic events that will unfold. Similarly, the description of the cabin as “ruined” and “decaying” hints at the decay of Murlock’s mental state.
• Q: What is the role of the panther in the story?
  A: The panther represents the unknown and uncontrollable forces of nature, which disrupt Murlock’s life and symbolize the chaos and destruction that has entered his world. The panther’s sudden and unexpected attack on Murlock’s wife represents the randomness and cruelty of fate, and Murlock’s inability to cope with the tragedy.
• Q: How does the story explore the theme of isolation?
  A: The story explores the theme of isolation through Murlock’s physical and emotional disconnection from society. His decision to live in the wilderness, away from human contact, contributes to his downfall. For example, when Murlock’s wife dies, he is unable to seek help or comfort from others, leading to his descent into madness and violence. The isolation also highlights the destructive power of guilt and grief when left unchecked.

Literary Works Similar to “The Boarded Window” by Ambrose Bierce

1. “The Tell-Tale Heart” by Edgar Allan Poe: Like “The Boarded Window,” this short story delves into themes of psychological suspense and the unraveling of the human mind. It explores the guilt and paranoia of the narrator after committing a murder.
2. “Young Goodman Brown” by Nathaniel Hawthorne: This story shares elements of psychological and symbolic depth with Bierce’s work. It follows a young man’s journey into the forest, where he confronts his own darkness and the hypocrisy of his community.
3. “The Lottery” by Shirley Jackson: While tonally different, this short story also explores the darker aspects of human nature and society’s capacity for cruelty. It similarly builds tension and mystery around a seemingly ordinary event.
4. “The Yellow Wallpaper” by Charlotte Perkins Gilman: Like “The Boarded Window,” this story delves into themes of isolation and madness. It follows a woman’s descent into psychosis as she becomes increasingly obsessed with the patterns in the wallpaper of her room.
5. “The Fall of the House of Usher” by Edgar Allan Poe: This Gothic tale shares similarities with Bierce’s work in its atmospheric setting and exploration of psychological horror. It follows the narrator’s visit to the decaying mansion of his childhood friend, Roderick Usher, where he encounters madness and decay.

Suggested Readings about/on “The Boarded Window” by Ambrose Bierce

• Books:
• Bierce, Ambrose, and Irina Petraş. The Boarded Window. Paralela 45, 2003.
• Bierce, Ambrose. The Collected Works of Ambrose Bierce... Vol. 2. Neale Publishing Company, 1909.
• Bierce, Ambrose. A much misunderstood man: Selected letters of Ambrose Bierce. Ohio State University Press, 2003.
• Articles:
• Fatout, Paul. “Ambrose Bierce, Civil War Topographer.” American Literature 26.3 (1954): 391-400.
• This article discusses Bierce’s use of surprise endings, a key element in “The Boarded Window.”
• Website:
• Ambrose Bierce Biography – https://www.encyclopedia.com/education/news-wires-white-papers-and-books/boarded-window
• This website entry on “The Boarded Window” provides a brief plot summary, character analysis, and some critical interpretations. While not an in-depth analysis, it can be a helpful starting point.

Representative Quotations from “The Boarded Window” by Ambrose Bierce

Quotation	Context	Theorization
“His simple wants were supplied by the sale or barter of skins of wild animals…”	This line describes Murlock’s self-sufficiency and isolation from society. Despite living in the wilderness, he chooses not to cultivate the land and instead relies on hunting for survival.	Murlock’s self-imposed isolation reflects themes of alienation and detachment from society.
“And none knew why it was so closed; certainly not because of the occupant’s dislike of light and air…”	Despite the window being boarded up, Murlock is occasionally seen sunning himself on the doorstep, contradicting the assumption that he dislikes light and air.	The mystery surrounding the boarded window adds an element of suspense and intrigue to the narrative.
“There is no known record of her name; of her charms of mind and person tradition is silent…”	The narrator acknowledges the lack of information about Murlock’s wife, leaving her character shrouded in mystery.	The absence of details about Murlock’s wife contributes to the story’s eerie atmosphere and sense of foreboding.
“He had had no experience in grief; his capacity had not been enlarged by use.”	Murlock’s lack of experience with grief highlights his emotional isolation and inability to cope with loss.	Murlock’s emotional numbness serves as a precursor to the psychological horror that unfolds later in the story.
“He was terrified beyond the power to cry out or move.”	Murlock experiences paralyzing fear when confronted with the unknown presence in the darkness.	Murlock’s fear symbolizes the overwhelming sense of dread and helplessness in the face of the supernatural.
“There is a point at which terror may turn to madness…”	This line reflects on the psychological effects of extreme fear, suggesting that it can lead to madness.	The theme of madness underscores the psychological horror elements of the story.
“With no definite intent, from no motive but the wayward impulse of a madman…”	Murlock’s irrational actions, driven by madness, demonstrate his descent into primal instincts.	Murlock’s descent into madness serves as a turning point in the narrative, leading to the climax of the story.

Introduction: “The Affair at Coulter’s Notch” by Ambrose Bierce

“The Affair at Coulter’s Notch” by Ambrose Bierce was first published in 1891 in the collection “Tales of Soldiers and Civilians”. This short story showcases Bierce’s mastery of the genre, blending elements of mystery, suspense, and psychological insight to create a gripping narrative. Set during the American Civil War, the tale explores themes of loyalty, duty, and the human cost of conflict, all hallmarks of Bierce’s distinctive style and context. The story’s concise and direct prose, coupled with its exploration of the complexities of human nature, has made it a beloved classic among readers and scholars alike.

Main Events in “The Affair at Coulter’s Notch” by Ambrose Bierce

1. Introduction to the Setting: The story takes place during the American Civil War, in a rural area near the fictional Coulter’s Notch.
2. Captain Coulter’s Return: Captain Coulter, a Union soldier, returns to his hometown after being wounded in battle.
3. Tension Between Union and Confederate Sympathizers: Coulter’s return creates tension between the local Union and Confederate sympathizers.
4. The Captain’s Plan: Coulter devises a plan to capture a group of Confederate soldiers who are rumored to be hiding in the area.
5. The Ambush: Coulter and his men set up an ambush at Coulter’s Notch, a narrow pass through the mountains.
6. The Affair: The Confederates fall into the trap, and a fierce battle ensues, resulting in heavy casualties on both sides.
7. Coulter’s Heroism: Captain Coulter fights bravely, despite his wounds, and is mortally wounded in the battle.
8. The Aftermath: The Union soldiers emerge victorious, but at great cost. Coulter’s men are left to mourn the loss of their captain.
9. The Captain’s Final Moments: As Coulter lies dying, he reveals that he had been wounded before the battle and had come home to die.
10. The Legacy: Coulter’s bravery and sacrifice are remembered by his men and the local community, leaving a lasting legacy.

Literary Devices in “The Affair at Coulter’s Notch” by Ambrose Bierce

Literary Device	Example	Explanation
Alliteration		The repetition of the initial consonant sounds such as “p” in “place” and “put” creates a rhythmic effect and draws attention to the description.
Anaphora	“The general repeated thoughtfully, ‘It is the only place, the only place, to get at them.'”	The repetition of the phrase “the only place” emphasizes its significance and reinforces the idea conveyed by the general.
Assonance	“It was a pass, and through it ran a turnpike.”	The repetition of the vowel sound “a” in “pass” and “ran” creates a musical effect and draws attention to the description of the location.
Irony	“Coulter’s Notch—it came to be called so—was not, that pleasant summer afternoon, a place where one would ‘like to put a gun.'”	The name “Coulter’s Notch” ironically contrasts with the description of the location as inhospitable and dangerous for placing a gun.
Metaphor	“His gray eyes, which seemed occasionally to strike right and left across the landscape, like search-lights…”	The comparison of the captain’s eyes to searchlights suggests their intensity and focus in observing the surroundings.
Personification	“…an atmosphere of living iron whose thoughts were lightnings and whose deeds were death.”	Giving the atmosphere human-like qualities of thinking and acting emphasizes the danger and intensity of the battle.
Simile	“…like a torn and draggled cloud of blue smoke…”	The comparison of the regiment to a cloud of smoke emphasizes its disarray and chaotic movement.
Foreshadowing	“Almost at the instant when Captain Coulter’s gun blew its challenging cloud twelve answering clouds rolled upward…”	The mention of the twelve answering clouds foreshadows the intensity and scale of the ensuing battle.
Symbolism	“The silence of the Federal gun.”	The silence of the gun symbolizes a moment of tension or change in the narrative, indicating a shift in the course of events.
Hyperbole	“A whole battery in himself.”	This exaggeration emphasizes the captain’s exceptional bravery and skill in combat.
Imagery	“Figures of prostrate men and horses were plainly visible.”	Vivid description creates mental images of the battlefield, enhancing the reader’s understanding and immersion in the scene.
Allusion	“A great white cloud sprang forward down the slope…”	The mention of a white cloud alludes to the smoke and explosion of the cannon fire, evoking a sense of destruction and chaos.
Epithet	“The bugler had dashed down the road in the opposite direction…”	The term “bugler” serves as an epithet, identifying the character by his role or profession rather than his name.
Onomatopoeia	“…with a deafening report…”	The word “report” imitates the sound of the cannon firing, enhancing the auditory experience for the reader.
Suspense	“Almost at the instant when Captain Coulter’s gun blew its challenging cloud…”	The narrative builds suspense by hinting at the imminent action or event without revealing its outcome.
Paradox	“A contest without vicissitudes, its alternations only different degrees of despair.”	This paradoxical statement suggests that despite the lack of change or variation, the situation is still characterized by varying levels of despair.
Repetition	“Did you observe Coulter’s damned reluctance to obey orders?”	The repetition of “Coulter’s” emphasizes the focus on the captain’s actions and behavior.
Satire	“Did you get that story from a gentleman or a liar?”	The use of satire mocks the reliability or credibility of the source of information.
Tone	“His eyes were blazing with a generous indignation.”	The tone of “blazing with a generous indignation” conveys the intensity and righteousness of the colonel’s emotion.
Mood	“The colonel ground his heel into the earth and turned to look again at the enemy’s guns.”	The action and setting evoke a tense and serious mood, reflecting the gravity of the situation and the characters’ emotions.

Characterization in “The Affair at Coulter’s Notch” by Ambrose Bierce

Major Characters:

• Captain Coulter:

• Duty and Patriotism: (Provide examples from the story that show Captain Coulter’s strong sense of duty to the Union cause. Does he express a yearning to fight for his beliefs? Does he prioritize the mission above all else?)
• Physical and Emotional Toll of War: (Show how the story portrays the impact of war on Captain Coulter. Is he hardened by battle? Does he bear physical scars?)
• Motivation for Homecoming: (Unveiling Captain Coulter’s true motive for returning home is a key twist. Use examples from the story to explore his possible motivations – a desire to die on familiar soil, a final act of service, unresolved personal conflicts, etc.)
• The Narrator (Colonel):
  • Limited Perspective: (How does the Colonel’s perspective limit our understanding of certain events or characters? Does he seem biased towards the Union or the Confederacy?)
  • Moral Conflict: (Does the Colonel grapple with any moral dilemmas throughout the story? For instance, is he conflicted about Captain Coulter’s actions or the brutality of war?)
  • Emotional Response: (How does the Colonel react to the events of the story? Does he express grief, anger, or surprise?)

Minor Characters:

• The Local Community:
  • Divided Loyalties: (Use examples to show the range of sympathies within the community – strong Union supporters, Confederate sympathizers, and perhaps those caught in the middle.)
  • Impact of War: (How does the war affect the lives of the townspeople? Do they fear for their safety? Do they experience shortages or disruptions?)
• The Confederate Soldiers:
  • Portrayal: (How are the Confederate soldiers depicted? Are they seen as villains or simply soldiers following orders?)
  • Motivation: (If the story offers any insights, explore the motivations of the Confederate soldiers. Are they fighting for their way of life? Are they simply caught up in the conflict?)

Major Themes in “The Affair at Coulter’s Notch” by Ambrose Bierce

• The Dark Side of Ideal Systems
  • The story reveals the corrupt reality behind military ideals and suggests the dangers of unquestioning obedience.
  • Example: Captain Coulter’s men are forced to fight and kill, despite their own moral reservations, highlighting the brutal nature of war.
  • The story implies that the military system prioritizes victory over human life, leading to senseless violence and tragedy.
• The Collapse of Domestic and Military Spaces
  • The story explores the devastating incursion of war into the realm of home and family.
  • Example: Captain Coulter returns home wounded, only to find himself drawn back into battle, blurring the lines between home and war zones.
  • The story shows how war can destroy the distinction between personal and public spaces, leading to chaos and devastation.
• War and Dehumanization
  • The soldiers are portrayed as depersonalized and mechanized, stripped of empathy and humanity by the conditions of wartime.
  • Example: The Confederate soldiers are referred to as “the enemy” and are dehumanized, highlighting the way war reduces individuals to mere targets.
  • The story suggests that war can reduce human beings to mere machines, capable of inflicting violence without remorse.
• Death and Futility
  • The story features themes of death, futility, and the devastating consequences of war.
  • Example: Captain Coulter’s final moments, in which he reveals his pre-existing wound and his desire to die at home, underscore the futility of his sacrifice.
  • The story implies that war is a senseless and destructive force, leading only to death, suffering, and regret.

Writing Style in “The Affair at Coulter’s Notch” by Ambrose Bierce

Literary Theories and Interpretation of “The Affair at Coulter’s Notch” by Ambrose Bierce

Literary Theory	Interpretation	Example	Explanation
Marxist Criticism	Focuses on class struggle and societal power dynamics.	The presence of class differences between the officers and soldiers, as well as the impact of war on common soldiers while higher-ranking officials make strategic decisions.	The story portrays the power dynamics between the commanding officers and the soldiers who carry out their orders, reflecting the hierarchical structure of the military and the exploitation of lower classes in warfare.
Feminist Criticism	Explores gender roles, stereotypes, and power dynamics.	The mention of Coulter’s wife as a “red-hot Secessionist” suggests her agency and political beliefs, but she is not directly involved in the story.	Despite the absence of prominent female characters, the story indirectly touches on gender dynamics within the context of war and the impact of conflicts on families, including women, who often play supportive roles.
Psychoanalytic Criticism	Analyzes characters’ subconscious motivations and desires.	Captain Coulter’s hesitation and anxiety before engaging the enemy may reflect deeper psychological conflicts or trauma from previous experiences in battle.	By examining characters’ inner thoughts and behaviors, psychoanalytic criticism can uncover hidden motivations or psychological struggles that influence their actions and decisions.
Formalist Criticism	Focuses on the text’s formal elements and structure.	The use of vivid imagery to describe the battlefield and the repetitive sounds of gunfire create a sense of realism and intensity in the narrative.	Formalist analysis emphasizes how the author’s stylistic choices, such as language, imagery, and structure, contribute to the overall aesthetic and impact of the story on the reader.
Postcolonial Criticism	Explores themes of colonialism, imperialism, and cultural identity.	The portrayal of a conflict between opposing armies suggests broader themes of territorial expansion and domination, echoing historical colonial encounters.	Through the lens of postcolonial criticism, the story can be interpreted as a reflection of power struggles and conflicts between different groups, highlighting the consequences of imperialism and the clash of cultures.
Reader-Response Criticism	Focuses on the reader’s interpretation and subjective experience.	Different readers may empathize with characters differently, such as sympathizing with Captain Coulter’s reluctance to obey orders or admiring his bravery in the face of danger.	Reader-response criticism acknowledges that each reader brings their own perspectives, beliefs, and experiences to the interpretation of a text, leading to diverse interpretations and responses.

Topics, Questions, and Thesis Statements about “The Affair at Coulter’s Notch” by Ambrose Bierce

Topic	Questions	Thesis Statements
Military Command	How does the story depict the dynamics of military command and obedience?	The portrayal of military command in “The Affair at Coulter’s Notch” highlights the tensions between orders and individual agency, revealing the complexities of leadership and obedience in wartime.
Psychological Warfare	What role does psychological warfare play in the narrative, particularly in Captain Coulter’s actions and mindset?	Through Captain Coulter’s internal struggle and eventual bravery, “The Affair at Coulter’s Notch” explores the psychological toll of warfare and the resilience of individuals under extreme pressure.
Societal Divisions	How does the story address societal divisions, such as class differences and regional loyalties, within the context of war?	By examining characters’ backgrounds and interactions, “The Affair at Coulter’s Notch” sheds light on the societal divisions exacerbated by war and the complexities of allegiance and identity.
Symbolism and Allegory	What symbolic elements or allegorical themes can be found in the story, and how do they contribute to its deeper meaning?	Through symbolism such as Coulter’s Notch and allegorical themes of sacrifice and duty, “The Affair at Coulter’s Notch” offers a nuanced commentary on the human condition and the nature of conflict.

Short Questions/Answers about/on “The Affair at Coulter’s Notch” by Ambrose Bierce

• What is the central conflict in “The Affair at Coulter’s Notch”?
• The central conflict is twofold: the external conflict between the Union and Confederate forces during the Civil War, and the internal conflict Captain Coulter faces regarding his motivations for returning home. The story opens with the Colonel describing the tension between Union and Confederate sympathizers in the town, foreshadowing the external clash (“. Do you think, Colonel, that your brave Captain Coulter would like to put one of his guns in here?”). Captain Coulter’s later revelation about his true reason for returning suggests an internal struggle beyond simply fighting for the Union cause.
• How does the story portray the Civil War?
• Bierce paints a grim picture of the Civil War, emphasizing its brutality and human cost. The Colonel describes the battle at Coulter’s Notch with stark realism, mentioning the “something horrible and unnatural: the gun was bleeding at the mouth!” This gruesome detail highlights the violence and dehumanization inherent in war.
• What is the significance of the setting (Coulter’s Notch) in the story?
• Coulter’s Notch, a narrow mountain pass, serves as a strategic location for the ambush. The Colonel highlights its importance, stating, “We could command the whole road for a mile each way from this notch.” The setting confines the battle, intensifying the fight and contributing to the high casualty rate. Additionally, the name “Coulter’s Notch” might foreshadow Captain Coulter’s fate, hinting at a personal connection to the place where he meets his demise.
• What is the role of the narrator (the Colonel) in the story?
• The Colonel acts as a detached observer, providing a factual account of the events. His limited perspective restricts our understanding of certain characters’ motivations, particularly Captain Coulter’s. For instance, the Colonel doesn’t reveal his own feelings about the war or Captain Coulter’s actions. This detachment allows the story to focus on the action and the harsh realities of war, leaving the reader to grapple with the emotional weight of the events.

Literary Works Similar to “The Affair at Coulter’s Notch” by Ambrose Bierce

1. “An Occurrence at Owl Creek Bridge” by Ambrose Bierce: Another notable short story by Ambrose Bierce, this work explores themes of war, death, and perception. It features a condemned man’s escape attempt during the American Civil War and delves into the psychological effects of imminent death.
2. The Red Badge of Courage by Stephen Crane: This novel follows the journey of Henry Fleming, a young soldier in the American Civil War, as he grapples with fear, courage, and the realities of combat. Like Bierce’s work, it offers a gritty and realistic portrayal of warfare.
3. “The Things They Carried“ by Tim O’Brien: A collection of interconnected short stories based on the author’s experiences in the Vietnam War. Like Bierce, O’Brien explores the psychological and emotional toll of war on soldiers, blurring the lines between fact and fiction.
4. War and Peace by Leo Tolstoy: While much longer and more expansive than Bierce’s short story, “War and Peace” similarly delves into the effects of war on individuals and society. It offers a panoramic view of life during the Napoleonic Wars and explores themes of fate, free will, and human nature.
5. All Quiet on the Western Front by Erich Maria Remarque: This classic novel provides a poignant and harrowing depiction of World War I from the perspective of a young German soldier. Like Bierce’s work, it explores the physical and psychological trauma of war, as well as the disillusionment and loss experienced by soldiers.

Suggested Readings about/on “The Affair at Coulter’s Notch” by Ambrose Bierce

Books:

• Bierce, Ambrose. The Complete Short Stories of Ambrose Bierce. Edited by S. T. Joshi, University of Illinois Press, 2011.
• Bierce, Ambrose. The Affair at Coulter’s Notch. Lindhardt og Ringhof, 2022.
• Bierce, Ambrose. The Collected Works of Ambrose Bierce... Vol. 2. Neale Publishing Company, 1909.
• Morris, Roy. Ambrose Bierce: Alone in Bad Company. Oxford University Press, USA, 1998.

Articles:

• Rubens, Philip M., and Robert Jones. “Ambrose Bierce: A Bibliographic Essay and Bibliography.” American Literary Realism, 1870-1910 (1983): 73-91.
• Bahr, Howard W. “Ambrose Bierce and Realism.” Southern Quarterly 1.3 (1963): 309.

Websites:

• Ambrose Bierce Biography – Literary Devices. https://www.litcharts.com/lit/an-occurrence-at-owl-creek-bridge/literary-devices.

Representative Quotations from “The Affair at Coulter’s Notch” by Ambrose Bierce

Quotation	Explanation
“DO you think, Colonel, that your brave Coulter would like to put one of his guns in here?”	The general asks the colonel if Captain Coulter would be willing to place a gun in a specific location, Coulter’s Notch, implying that Coulter is known for his bravery.
“It is the only place,” said the general.	The general emphasizes that Coulter’s Notch is the only viable spot to position a gun to attack the enemy.
“There is room for but one gun, General— one against twelve.”	The colonel expresses concern about the odds of engaging the enemy with only one gun against twelve.
“That is true—for only one at a time,” said the commander with something like, yet not altogether like, a smile.	The general responds with irony, implying that Captain Coulter is capable of making a difference despite the odds.
“If our fellows are doing such good work with a single gun,” said the colonel to an aide, ” they must be suffering like the devil from twelve.”	The colonel remarks on the effectiveness of Captain Coulter’s single gun and expresses concern about the toll the enemy’s twelve guns must be taking on their troops.

Introduction: “Thank You, M’am” by Langston Hughes

“Thank You, M’am” by Langston Hughes was first published in 1958 in the collection “The Selected Short Stories of Langston Hughes“. This story showcases the qualities of responsibility, morality, and kindness in the context of a young boy’s encounter with a strong and compassionate woman, Mrs. Jones. The story explores themes of crime, guilt, and redemption, set against the backdrop of a urban African American community. Through the protagonist’s journey, Hughes highlights the importance of taking responsibility for one’s actions and the transformative power of kindness and forgiveness.

Main Events in “Thank You, M’am” by Langston Hughes

1. Encounter with Mrs. Jones: Roger, a young boy, attempts to snatch Mrs. Jones’s purse but fails. She catches him and drags him home.
2. Acts of Kindness: Rather than turning him over to the police, Mrs. Jones takes Roger to her home, providing him food and cleanliness.
3. Revelations about Roger: Mrs. Jones learns about Roger’s troubled home life and lack of guidance.
4. Mrs. Jones’s Moral Guidance: She shares her own experiences and imparts wisdom to Roger about making better choices in life.
5. Roger’s Guilt and Remorse: Roger starts to feel guilty for his actions and becomes remorseful for trying to steal from Mrs. Jones.
6. Transformation through Responsibility: Mrs. Jones gives Roger the opportunity to wash his face and teaches him the importance of personal responsibility.
7. Redemption through Kindness: Despite Roger’s attempted theft, Mrs. Jones treats him with kindness, showing him that he is worthy of respect and care.
8. Impact of Forgiveness: Roger experiences the transformative power of forgiveness as Mrs. Jones chooses to trust him and gives him the money he wanted for his blue suede shoes.
9. Character Growth: Roger learns valuable lessons about accountability, empathy, and the importance of second chances.
10. Symbolism of the Blue Suede Shoes: The story ends with Roger’s decision not to buy the blue suede shoes he desired, symbolizing his newfound understanding of the value of hard work and earned rewards over easy gains through theft.

Literary Devices in “Thank You, M’am” by Langston Hughes

Literary Device	Example and Detail
1. Alliteration	“She caught him by the blue suede of his pants” – The repetition of the “s” sound in “suede” and “pants” creates a sense of urgency in the scene.
2. Allusion	Mrs. Jones’s name itself could be an allusion to the biblical character of “Mother Jones,” suggesting her nurturing and guiding role in Roger’s life.
3. Characterization	Mrs. Jones is characterized as strong and compassionate through her actions, such as dragging Roger home and offering him food and cleanliness instead of turning him over to the police.
4. Conflict	The story presents both external conflict (Roger’s attempted theft) and internal conflict (Roger’s guilt and Mrs. Jones’s decision on how to handle the situation).
5. Dialogue	The dialogue between Mrs. Jones and Roger reveals their personalities, motivations, and the evolving dynamics between them.
6. Flashback	Mrs. Jones’s brief mention of her own experiences in the past provides a flashback that adds depth to her character and context to her actions.
7. Foreshadowing	Roger’s desire for the blue suede shoes foreshadows his eventual decision not to buy them, indicating his growth and change by the end of the story.
8. Imagery	“He did not want to be mistrusted now.” – The image of Roger not wanting to be mistrusted creates a vivid picture of his internal struggle and desire for redemption.
9. Irony	The irony lies in Roger attempting to steal from Mrs. Jones, who ultimately teaches him valuable lessons about responsibility and kindness instead of punishing him.
10. Metaphor	“Her voice had a tough love sound” – Mrs. Jones’s voice is compared to “tough love,” implying that she cares for Roger but is also firm in her guidance and discipline.
11. Motif	The motif of redemption is prevalent throughout the story, as Roger seeks forgiveness and Mrs. Jones offers him a chance to make amends and change his ways.
12. Onomatopoeia	“The large woman simply turned around and kicked him right square in his blue-jeaned sitter” – The word “kicked” mimics the sound of the action, adding emphasis to the scene.
13. Personification	“The boy’s face was dirty” – Giving human attributes to the boy’s face enhances the imagery and creates a stronger visual impression.
14. Repetition	The repetition of “Thank you, ma’am” by Roger emphasizes his gratitude and respect towards Mrs. Jones, underscoring the theme of kindness and forgiveness.
15. Setting	The urban African American community setting provides a backdrop for the story’s themes of crime, poverty, and the importance of compassion and understanding.
16. Simile	“She was a large woman with a large purse that had everything in it but hammer and nails” – Mrs. Jones is compared to her purse, highlighting her preparedness and resourcefulness.
17. Symbolism	The blue suede shoes symbolize Roger’s desire for material possessions and his eventual decision to prioritize honesty and hard work over theft.
18. Theme	Themes of responsibility, morality, kindness, and redemption are explored through the interactions between Mrs. Jones and Roger and their impact on each other’s lives.
19. Tone	The tone of the story shifts from tension and conflict at the beginning to warmth and understanding as Mrs. Jones and Roger connect and learn from each other.
20. Understatement	Mrs. Jones’s reaction to Roger’s attempted theft is understated, as she simply takes him home rather than overreacting or involving the authorities, adding to her complexity as a character.

Characterization in “Thank You, M’am” by Langston Hughes

Major Characters:

1. Mrs. Luella Bates Washington Jones: Mrs. Jones is a strong, no-nonsense woman who displays both toughness and kindness. She is portrayed as a maternal figure who takes responsibility for Roger’s actions and offers him guidance and compassion instead of punishment. Mrs. Jones is resourceful, as seen when she drags Roger home and provides for his immediate needs, showcasing her practicality and empathy. She shares her own experiences with Roger, imparting valuable life lessons about responsibility and making better choices. Through her actions and words, Mrs. Jones becomes a catalyst for Roger’s transformation, demonstrating the power of forgiveness and second chances.
2. Roger: Roger is a young boy characterized by his desperation and lack of guidance. Initially, he attempts to steal Mrs. Jones’s purse out of a desire for material possessions. However, as the story progresses, Roger’s character undergoes significant development. Through his interaction with Mrs. Jones, he begins to feel guilt and remorse for his actions. Roger learns valuable lessons about accountability, empathy, and the importance of personal responsibility. By the end of the story, he experiences a transformation, choosing to forgo his desire for the blue suede shoes and instead embracing the principles of honesty and hard work.

Minor Characters:

1. None specifically named: Other characters in the story, such as the people on the street who witness Mrs. Jones’s encounter with Roger, serve to highlight the community context and the impact of Mrs. Jones’s actions. Their reactions, though brief, contribute to the overall atmosphere and themes of the story.

Major Themes in “Thank You, M’am” by Langston Hughes

• Compassion and Forgiveness: Even though Roger attempted to steal from Mrs. Jones, she chooses not to punish him harshly. Instead, she takes him home, feeds him, and even offers him money for the shoes he desired. This is evident in the passage: ““Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try to snatch my pockekbook.” Here, Mrs. Jones recognizes Roger’s need and prioritizes his well-being over her anger.
• Understanding and Empathy: Mrs. Jones seems to understand the root of Roger’s actions. She shares her own past struggles, acknowledging, ““I were young once and I wanted things I could not get.” This moment suggests she sees Roger’s desperation and connects with him on a deeper level.
• Importance of Dignity and Respect: Despite Roger’s mistake, Mrs. Jones treats him with respect. She doesn’t belittle him and even offers guidance: ““Um-hum! You thought I was going to say but, didn’t you? You thought I was going to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t going to say that.” Here, she avoids shaming him and instead offers him a chance to learn and grow.
• Hope and Second Chances: The story emphasizes the power of offering someone a second chance. Mrs. Jones’ act of kindness gives Roger a chance to make better choices. This is shown in the ending: ““Now, here, take this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor nobody else’s—because shoes come by devilish like that will burn your feet.” Here, she empowers Roger to improve his life and avoid future mistakes.

Writing Style in “Thank You, M’am” by Langston Hughes

1. Simple and direct language: Hughes uses straightforward and uncomplicated language, which suits the narrative’s tone and themes.
2. Conversational tone: The story is told in a conversational style, which creates a sense of intimacy and immediacy.
3. Dialogue-driven narrative: The story is largely driven by dialogue, which reveals character traits, relationships, and themes.
4. Use of dialect: Hughes employs African American Vernacular English (AAVE) to create an authentic and immersive experience.
5. Symbolism: The story features symbolic elements like the purse, blue suede shoes, and food, which carry meaning beyond their literal interpretation.
6. Realistic portrayal: Hughes presents a realistic depiction of urban African American life, exploring themes like poverty, desperation, and redemption.
7. Emphasis on character development: The story focuses on the transformation of Roger and the kindness of Mrs. Jones, highlighting their emotional journeys.
8. Use of humor: Hughes incorporates subtle humor, often through Mrs. Jones’ witty remarks, to balance the narrative’s tone.
9. Themes and moral lessons: The story explores themes like responsibility, morality, and kindness, conveying moral lessons through the characters’ experiences.
10. Economic use of language: Hughes uses language efficiently, conveying much meaning and emotion through simple, well-chosen words and phrases.

Literary Theories and Interpretation of “Thank You, M’am” by Langston Hughes

Literary Theory	Interpretation	Example from the Story
Feminist Theory	Mrs. Jones represents a strong, independent, and nurturing female figure who challenges traditional gender roles.	“She was a large woman with a large purse that had everything in it but hammer and nails.”
Marxist Theory	The story highlights class struggle and economic inequality, as Roger’s desire for blue suede shoes symbolizes the allure of consumerism and material wealth.	“I wanted a pair of blue suede shoes… I wanted them more than anything I ever wanted anything.”
Psychoanalytic Theory	Roger’s attempt to steal Mrs. Jones’ purse can be seen as a symbolic attempt to gain control and power, revealing his feelings of inadequacy and desire for validation.	“He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans.”
Symbolism	The purse represents security, stability, and maternal care, while the blue suede shoes symbolize desire, materialism, and the American Dream.	“She had a long strap… and she carried it slung across her shoulder.”
Realism	The story presents a realistic portrayal of urban African American life, exploring themes of poverty, desperation, and redemption.	“There was nobody home at my house… I was hungry.”
Existentialism	Mrs. Jones’ actions and words emphasize personal responsibility and the importance of making choices, illustrating the existentialist idea that individuals create their own meaning.	“You could’ve asked me… You didn’t have to snatch my pocketbook.”
Cultural Criticism	The story highlights the cultural significance of African American Vernacular English (AAVE) and the importance of preserving cultural heritage.	“What’s your name, boy?… ‘Roger,’ answered the boy.”

Topics, Questions and Thesis Statements about “Thank You, M’am” by Langston Hughes

Topic	Questions	Thesis Statements
1. Theme of Redemption	– How does Roger experience redemption throughout the story?	In “Thank You, M’am,” Langston Hughes illustrates the theme of redemption through Roger’s transformative journey, highlighting the power of forgiveness and second chances.
	– What role does Mrs. Jones play in Roger’s redemption?	Mrs. Jones serves as a catalyst for Roger’s redemption in “Thank You, M’am,” guiding him towards accountability and empathy, ultimately leading to his moral growth.
2. Portrayal of Urban African American Community	– How does the setting influence the characters and events in the story?	Langston Hughes uses the urban African American community setting in “Thank You, M’am” to underscore themes of poverty, compassion, and the importance of community support.
	– How do societal factors impact the characters’ actions and interactions?	Through the portrayal of societal pressures and challenges, “Thank You, M’am” highlights the resilience and humanity of individuals within the urban African American community.
3. The Power of Kindness and Forgiveness	– How does Mrs. Jones’s kindness affect Roger’s behavior and mindset?	“Thank You, M’am” emphasizes the transformative power of kindness and forgiveness as Mrs. Jones’s compassionate actions lead to Roger’s moral growth and redemption.
	– What broader message does the story convey about the importance of forgiveness?	Langston Hughes explores the profound impact of forgiveness on personal growth and redemption in “Thank You, M’am,” illustrating its significance in fostering empathy and understanding.
4. Symbolism of the Blue Suede Shoes	– What do the blue suede shoes symbolize in the story?	The symbolism of the blue suede shoes in “Thank You, M’am” represents Roger’s material desires and his eventual realization of the value of honesty and hard work.
	– How does Roger’s decision regarding the shoes reflect his character development?	Through Roger’s decision not to pursue the blue suede shoes, Langston Hughes highlights his growth and prioritization of integrity over material possessions in “Thank You, M’am.”

Short Questions/Answers about/on “Thank You, M’am” by Langston Hughes

• What does Roger want that leads him to confront Mrs. Jones?
• Roger desperately desires a pair of blue suede shoes. The story subtly reveals this through his confession after Mrs. Jones confronts him. While explaining his actions, the text mentions, “There’s nobody home at my house,” and then quickly follows with, “Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try to snatch my pocketbook” (pg 3). This suggests his hunger might be a symptom of a larger issue, hinting at a lack of basic necessities like food and nice clothes, which fuels his desire for the shoes.
• How does Mrs. Jones initially react to Roger’s attempt to steal?
• While surprised, Mrs. Jones’ initial reaction is a surprising display of strength. The text describes her immediate action: “The large woman simply turned around and kicked him right square in his blue-jeaned sitter” (pg 1). This swift response demonstrates her ability to defend herself and likely discourages Roger from further attempts.
• What does Mrs. Jones offer Roger besides money?
• Mrs. Jones offers Roger not just money, but a glimpse of stability, kindness, and a chance to be seen. She takes him home to a safe space, provides him with a hot meal and even cocoa, a treat typically associated with comfort and home. The story highlights this by saying, “She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The woman did not ask the boy anything about where he lived… Instead, as they ate, she told him about her job” (pg 3). This act of sharing a meal and conversation suggests a desire to connect with Roger on a human level.
• What is the significance of the title “Thank You, M’am”?
• “Thank You, M’am” goes beyond a polite expression. It signifies a shift in Roger’s perspective. Throughout the story, he is unnamed, highlighting his anonymity and potential lack of a positive role model. The act of thanking Mrs. Jones, with the respectful term “m’am,” suggests a newfound respect for her and possibly a recognition of her kindness. The ending emphasizes this with, “He barely managed to say ‘Thank you’ before she shut the door. And he never saw her again” (pg 3). The brevity of his thanks underscores the weight of his gratitude and the impact Mrs. Jones has on him.

Literary Works Similar to “Thank You, M’am” by Langston Hughes

1. “The Lesson” by Toni Cade Bambara: This short story follows a group of underprivileged children who receive a life lesson from a woman named Miss Moore during a trip to a toy store in New York City. Like “Thank You, M’am,” it explores themes of socioeconomic inequality, morality, and the transformative power of education and exposure to new experiences.
2. “Everyday Use” by Alice Walker: In this short story, a mother and her two daughters, Dee and Maggie, clash over the ownership and meaning of cultural artifacts. Similar to “Thank You, M’am,” it delves into themes of family dynamics, heritage, and the significance of personal integrity and identity.
3. “Sonny’s Blues” by James Baldwin: This short story revolves around the strained relationship between two brothers, Sonny and the unnamed narrator, as they navigate issues of addiction, redemption, and the search for identity in Harlem. Like “Thank You, M’am,” it explores themes of redemption, empathy, and the complexities of human connection.
4. “A Good Man is Hard to Find” by Flannery O’Connor: O’Connor’s short story follows a family’s disastrous road trip that culminates in a confrontation with an escaped convict called The Misfit. Like “Thank You, M’am,” it explores moral ambiguity, the consequences of actions, and the possibility of redemption in unexpected circumstances.
5. “Boys and Girls” by Alice Munro: This short story depicts a young girl’s coming-of-age in rural Canada as she grapples with societal expectations, gender roles, and her evolving sense of self. Like “Thank You, M’am,” it delves into themes of personal growth, independence, and the pursuit of individual identity amidst societal pressures.

Suggested Readings about/on “Thank You, M’am” by Langston Hughes

Primary Source:

• Hughes, Langston, and Willa Freeman. Thank you, m’am. Creative Education, 1991.
• Hughes, Langston, et al. The Collected Works of Langston Hughes: Essays on art, race, politics, and world affairs. Vol. 9. University of Missouri Press, 2001.
• Rampersad, Arnold. The life of Langston Hughes: volume I: 1902-1941, I, too, sing America. Vol. 1. Oxford University Press, 2001.
• Tracy, Steven Carl. Langston Hughes & the blues. University of Illinois Press, 2001.
• Harper, Donna Sullivan. Not So Simple: The” Simple” Stories by Langston Hughes. University of Missouri Press, 1995.

Secondary Sources:

• Langston Hughes. SparkNotes. https://www.sparknotes.com/poetry/harlem/about-the-author/ (Since you don’t have a direct link, you can use the website name and a bracketed URL pointing to the general website).
• Langston Hughes’s Thank You, M’am. LitCharts. https://www.litcharts.com/lit/thank-you-m-am (Same as above for LitCharts).

Representative Quotations from “Thank You, M’am” by Langston Hughes

Quotation	Context and Theorization
1. “She was a large woman with a large purse that had everything in it but hammer and nails.”	This description introduces Mrs. Jones as a formidable yet practical figure, symbolizing both her physical strength and her preparedness for any situation. The absence of “hammer and nails” implies that she carries everything except tools for violence, suggesting her preference for resolution through other means. Her purse serves as a metaphor for her ability to provide for others and to offer guidance and support.
2. “When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.”	Mrs. Jones’s assertion of authority and determination to teach Roger a lesson reflects her strong sense of responsibility and commitment to guiding him towards redemption. This statement foreshadows the transformative impact she will have on Roger’s life and underscores her role as a mentor figure.
3. “I were young once and I wanted things I could not get.”	Mrs. Jones’s revelation of her own past desires and struggles humanizes her character and establishes a sense of empathy and understanding between her and Roger. By sharing her own experiences, she demonstrates vulnerability and encourages Roger to open up and connect with her on a deeper level.
4. “Do you need somebody to go to the store, maybe to get some milk or something?”	Roger’s offer to help Mrs. Jones reflects his desire to make amends and to show gratitude for her kindness towards him. This gesture signifies his growing sense of responsibility and empathy, as he seeks to assist her in return for her generosity.
5. “Here, take this ten dollars and buy yourself some blue suede shoes… I wish you would behave yourself, son, from here on in.”	Mrs. Jones’s parting gift of money for the blue suede shoes symbolizes her belief in Roger’s potential for positive change and her hope for his future. Her admonition to “behave yourself” reinforces her expectations of him and serves as a gentle reminder of the lessons he has learned under her guidance.
6. “He did not trust the woman not to trust him… And he did not want to be mistrusted now.”	Roger’s internal conflict reveals his fear of judgment and rejection, as well as his desire for acceptance and understanding from Mrs. Jones. This quote highlights the importance of trust and empathy in their relationship and underscores Roger’s longing for redemption and validation.
7. “The boy wanted to say something else other than ‘Thank you, m’am’ to Mrs. Luella Bates Washington Jones, but he couldn’t do so…”	Roger’s struggle to express his gratitude and admiration towards Mrs. Jones reflects his emotional growth and his realization of the impact she has had on his life. Despite his inability to articulate his feelings, his internal conflict underscores the depth of their connection and the significance of her influence on him.
8. “Then she said, ‘Now ain’t you ashamed of yourself?’ Firmly gripped by his shirt front, the boy said, ‘Yes’m.'”	Mrs. Jones confronts Roger with his actions and prompts him to acknowledge his wrongdoing, fostering a sense of accountability and self-awareness in him. Roger’s admission of shame signifies his recognition of the moral implications of his behavior and marks the beginning of his journey towards redemption under Mrs. Jones’s guidance.
9. “The water dripping from his face, the boy looked at her… After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what next.”	This moment encapsulates Roger’s uncertainty and vulnerability as he navigates his interactions with Mrs. Jones. His actions convey a mixture of apprehension, gratitude, and curiosity about her intentions, reflecting his gradual acceptance of her guidance and his willingness to learn from her example.
10. “You could run, run, run, run, run!”	Roger’s internal monologue reveals his temptation to escape from Mrs. Jones’s influence and evade the consequences of his actions. This repetition of “run” emphasizes his inner turmoil and underscores the urgency of his decision regarding his future course of action. Ultimately, Roger’s choice to stay signifies his willingness to confront his mistakes and embrace the opportunity for redemption offered by Mrs. Jones.