Month: April 2024

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.

Introduction: “Rip Van Winkle” by Washington Irving

“Rip Van Winkle” by Washington Irving first appeared in 1819 as part of his collection of short stories titled “The Sketch Book of Geoffrey Crayon, Gent.” This tale, set in the Catskill Mountains of New York, follows the protagonist Rip Van Winkle, who falls asleep for twenty years and awakens to find a world vastly changed. Irving’s story is renowned for its blend of humor, satire, and American folklore, capturing the essence of early American life and exploring themes of identity, change, and the passage of time. Through Rip’s journey, Irving paints a vivid picture of colonial America, incorporating elements of myth and legend to create a timeless piece of literature that continues to captivate readers to this day.

Main Events in “Rip Van Winkle” by Washington Irving

1. Rip Van Winkle, a Wilful Man with a Fear of Wives: Rip Van Winkle is introduced as a kindhearted but easily led man who avoids chores and errands at the behest of his domineering wife.
2. A Mysterious Encounter in the Catskills: While hunting in the mountains, Rip meets a group of strange men with long beards who offer him a drink from their keg.
3. A Long and Unexpected Slumber: After drinking from the keg, Rip falls into a deep sleep that lasts for twenty years.
4. Waking to a Changed World: Rip awakens to find his world transformed. His beard is long and grey, his gun is rusted, and the village looks unfamiliar.
5. The Passage of Time: Confused and disoriented, Rip learns that twenty years have passed while he slept.
6. Loss and New Beginnings: He discovers that his wife has died, and his children are grown and no longer recognize him.
7. Finding Refuge with Family: Rip is taken in by his grown daughter and her kind husband, who offer him a place to live.
8. Facing Skepticism: The villagers are suspicious of Rip’s story about his extended sleep, with some believing he is delusional.
9. A Credible Witness Emerges: An old villager named Peter Vanderdonk confirms Rip’s story, lending credence to his fantastical experience.
10. Freedom from Matrimonial Woes: Rip finally enjoys freedom from his nagging wife’s control, a source of secret delight for him.
11. The Village Storyteller: Rip becomes a fixture at the inn, regaling everyone with his tale of the mysterious sleep and the passage of time.
12. Doubting Thomases and Believers: Some villagers remain unconvinced by Rip’s story, while others find it fascinating and believe him.
13. A Local Legend: Hendrick Hudson and His Crew: The story mentions a local legend about the ghost of Hendrick Hudson and his crew playing nine-pins in the mountains.
14. Wishing for Rip’s Escape: The story suggests that many hen-pecked husbands in the village envy Rip’s experience of escaping his wife’s control.
15. The Author’s Humorous Aside: Washington Irving, the author, adds a humorous note about the story’s inspiration, referencing a German folktale.

Literary Devices in “Rip Van Winkle” by Washington Irving

Literary Device	Short Definition	Example (From Passage)
Apostrophe	Addressing someone who is not present	“…Poor Wolf,” he would say, “thy mistress leads thee a dog’s life of it…”
Assonance	Repetition of vowel sounds	“…long lazy summer’s day…”
Euphemism	Mild term used in place of a harsher one	“…Rip’s sole domestic adherent was his dog Wolf…” (adherent for pet)
Hyperbole	Exaggeration for emphasis	“…Rip Van Winkle was thrice blessed…”
Idiom	Expression with figurative meaning	“…they found it impossible…”
Imagery	Language that evokes a sensory experience	“…descended away to the west of the river, swelling up to a noble height, and lording it over the surrounding country…”
Irony	Meaning the opposite of what is literally stated	“…a kind neighbor, and an obedient hen-pecked husband…”
Juxtaposition	Placing two contrasting ideas side-by-side	“…evening was gradually advancing; the mountains began to throw their long blue shadows over the valleys…”
Metaphor	A comparison that does not use “like” or “as”	“…a curtain lecture is worth all the sermons in the world for teaching the virtues of patience and long-suffering…” (wife’s nagging compared to a sermon)
Metonymy	Using an associated word to represent something else	“…stamped on a Waterloo Medal, or a Queen Anne’s Farthing…” (medal represents war)
Onomatopoeia	Word that imitates a sound	“…hallooing, “Rip Van Winkle! Rip Van Winkle!”…”
Parallelism	Similar grammatical structure in two or more sentences	“…evening was gradually advancing; the mountains began to throw their long blue shadows over the valleys…”
Personification	Giving human characteristics to inanimate objects	“…the children of the village, too, would shout with joy whenever he approached…” (children given the ability to shout with joy)
Rhetorical Question	Question not meant to be answered, but to make a point	“…but what courage can withstand the ever-during and all-besetting terrors of a woman’s tongue?”
Simile	Comparison using “like” or “as”	“…a kind neighbor, and an obedient hen-pecked husband. Indeed, to the latter circumstance might be owing that meekness of spirit which gained him such universal popularity…” (meekness compared to a husband)
Synecdoche	Using a part to represent the whole	“…evening was gradually advancing…” (evening for night)
Understatement	Downplaying the severity of a situation	“…a tart temper never mellows with age…” (tart temper implies worse than mellowing)
Foreshadowing	Hints at future events	“…he heaved a heavy sigh when he thought of encountering the terrors of Dame Van Winkle…”

Characterization in “Rip Van Winkle” by Washington Irving

Major Characters:

• Rip Van Winkle: A simple and good-natured man, Rip embodies a reluctance towards labor and an affinity for leisure. Descended from a lineage of heroic ancestors, he contrasts sharply with his predecessors through his pacifist disposition and avoidance of responsibility. Despite his aversion to toil, Rip is esteemed by his community for his amiable demeanor and willingness to assist others. His neglect of his farm reflects his prioritization of personal enjoyment over societal expectations.
  • Example: Rip’s farm, emblematic of his disregard for labor, falls into disarray under his stewardship, serving as a visual metaphor for his rejection of traditional responsibilities.

Minor Characters:

• Dame Van Winkle: Rip’s wife, Dame Van Winkle, stands as a formidable presence in his life, embodying the domestic authority that he shuns. Sharp-tongued and assertive, she incessantly reproaches Rip for his idleness and incompetence, becoming a symbol of domestic discord. Despite her harsh demeanor, Dame Van Winkle garners support from the village women, who echo her criticisms of Rip’s behavior.
  • Example: Dame Van Winkle’s relentless nagging and criticism contribute to Rip’s desire to escape his domestic responsibilities, driving him to seek solace in the companionship of his friends.
• Wolf: Rip’s loyal canine companion, Wolf serves as a faithful yet submissive ally in his master’s life. Intimidated by Dame Van Winkle’s authoritarian presence, Wolf mirrors Rip’s own deference to her authority. Despite his steadfast loyalty to Rip, Wolf is depicted as powerless in the face of Dame Van Winkle’s dominance.
  • Example: Wolf’s reaction to Dame Van Winkle’s scolding, symbolized by his cowering and retreat, underscores her control over both Rip and his dog, highlighting the oppressive atmosphere of their household.

Major Themes in “Rip Van Winkle” by Washington Irving

1. Freedom from Social Constraints: “Rip Van Winkle” explores the theme of freedom from societal expectations, as Rip rejects the norms of labor and responsibility imposed by his community. His retreat into the mountains symbolizes a desire to escape the pressures of society and live according to his own desires. For example, Rip’s neglect of his farm and his avoidance of his wife’s criticisms illustrate his rebellion against traditional roles and duties.
2. The Passage of Time: Washington Irving’s tale delves into the theme of time’s inexorable march, as Rip falls into a deep slumber only to awaken decades later, finding the world drastically changed. Rip’s encounter with the ghosts of Henry Hudson’s crew serves as a haunting reminder of the passage of time and the inevitability of change, highlighting the transient nature of human existence and the persistence of history.
3. The Power of Nature: Nature serves as a powerful force in “Rip Van Winkle,” influencing both the physical landscape and the characters’ destinies. The majestic Kaatskill Mountains, with their ever-changing hues and mystical aura, symbolize the primordial forces that shape human lives. Rip’s long slumber amidst the natural splendor of the mountains underscores the profound connection between humanity and the natural world, emphasizing nature’s ability to evoke awe and wonder while also reflecting the cyclical nature of life.
4. Individual Identity and Legacy: Throughout the story, the theme of individual identity and legacy emerges as Rip grapples with his own sense of purpose and belonging. His journey from a carefree wanderer to a bewildered outsider highlights the importance of personal agency and self-discovery. For instance, Rip’s return to the village as a stranger underscores the fleeting nature of human relationships and the enduring quest for self-identity in the face of societal expectations.

Writing Style in “Rip Van Winkle” by Washington Irving

1. Romantic Influence: The story reflects the Romantic era’s emphasis on nature, imagination, and the simple life. Irving paints a vivid picture of the idyllic Catskill Mountains, a stark contrast to Rip’s domestic troubles.
2. Conversational Tone: The narration feels like a chat with a friendly acquaintance. Irving uses simple, clear language and avoids overly complex sentence structures. This informality draws the reader into the story and creates a sense of intimacy.
3. Gentle Humor: Irving infuses the story with a gentle humor, often through playful exaggeration and witty observations. Rip’s character itself is a source of amusement, with his easygoing nature and aversion to work.
4. Satire: There’s a subtle vein of satire directed at societal norms and expectations. Rip’s escape from domestic duties can be seen as a commentary on the constraints placed on men at the time.
5. Vivid Descriptions: While the language is clear, Irving doesn’t shy away from creating evocative descriptions. He brings the setting and characters to life with details about the landscape, Rip’s appearance, and the bustling village life.
6. Folkloric Elements: The story incorporates elements of folklore, such as the magical encounter with the strange men and the twenty-year slumber. This adds a layer of mystery and wonder to the narrative.

Literary Theories and Interpretation of “Rip Van Winkle” by Washington Irving

Literary Theory	Interpretation
Romanticism	* Glorification of nature: The Catskill Mountains are depicted as a peaceful escape from societal pressures, reflecting Romantic ideals. * Importance of imagination: The fantastical elements of the story, like the magical sleep and changed world, highlight the power of imagination. * Celebration of the simple life: Rip’s carefree nature, though deemed lazy, resonates with the Romantic emphasis on rejecting societal constraints.
Feminism	* Gender roles: The story can be seen as reinforcing traditional gender roles. Dame Van Winkle’s shrewish nature and control over the household upholds the patriarchal structure. * Limited female agency: The story focuses on Rip’s experience, with little exploration of the impact on his grown daughter.
Marxism	* Class conflict: Rip’s avoidance of work can be interpreted as a subtle rebellion against the capitalist ideal of productivity. The story might suggest a critique of societal pressures to conform to economic expectations. * Power dynamics: The arrival of a new government with unfamiliar faces highlights the changing social order and potential anxieties about the redistribution of power.
Postcolonialism	* Cultural clash: The story can be seen as a commentary on the Dutch colonial legacy in America. Rip’s confusion upon waking reflects the displacement experienced by those who held onto the past after the American Revolution. * Loss of identity: Rip’s struggle to find his place in the new society highlights the challenges of cultural identity after colonization.

Topics, Questions and Thesis Statements about “Rip Van Winkle” by Washington Irving

Topics	Questions	Thesis Statements
The Symbolism of Sleep and Awakening	– How does Rip’s extended slumber symbolize personal and societal change?	Through the motif of sleep and awakening, “Rip Van Winkle” explores themes of transformation and adaptation to evolving circumstances and values.
Social Commentary and Critique	– How does Washington Irving critique societal norms and gender roles in the story?	“Rip Van Winkle” serves as a critique of traditional gender roles and societal expectations, particularly evident in the character of Dame Van Winkle.
The Representation of American Identity	– How does the setting of the story reflect early American identity and culture?	By depicting colonial Dutch settlers and the Revolutionary War, “Rip Van Winkle” offers insights into the construction of American identity.
Themes of Time and History	– What insights does the story offer into the interplay between personal narrative and historical context?	“Rip Van Winkle” explores the cyclical nature of human existence and the shaping of individual lives by historical events.

Short Questions/Answers about/on “Rip Van Winkle” by Washington Irving

• How does the story use the setting of the Catskill Mountains?
• The Catskill Mountains serve as a symbolic escape for Rip. In contrast to the domestic chaos of his home life, the mountains are depicted as a peaceful, majestic haven. Nature’s beauty offers Rip a temporary reprieve from societal pressures and foreshadows the fantastical events to come. (“…kindly old Rip Van Winkle…wandered into the recesses of the Kaatskill Mountains…”).
• What is the significance of the mysterious men Rip encounters?
• The men on the mountain function on multiple levels. Literally, they offer Rip the magical drink that triggers his long sleep. Symbolically, they represent an escape from reality, a way to avoid his problems with Dame Van Winkle. Their strange attire and behavior hint at the otherworldly nature of Rip’s experience. (“…attired in a quaint old Dutch fashion…their beards of a grizzled grey…” ).
• How does Rip’s character change (or not change) after his 20-year slumber?
• While the world around him has undergone a revolution, Rip remains essentially unchanged. He’s still good-natured and easygoing. However, the loss of his wife and his struggle to find his place in the new society add a layer of melancholy. He adapts to his circumstances but reflects a sense of loss for the familiar past. (“…Rip looked down on his beard, which had become white as snow…his whole existence seemed changed…”).
• What is the potential social commentary embedded within the story?
• The story subtly critiques societal expectations. Rip’s avoidance of work can be seen as a rebellion against the pressure to conform to rigid social and economic structures. The confusion caused by the American Revolution highlights the anxieties surrounding change and the redistribution of power. (“…Rip had not a cent in the world, but it was very trifling to him…he inquired for Peter Vander Beek, and Nicholas Vedder, and several other old friends; but found not a single familiar name…”).

Literary Works Similar to “Rip Van Winkle” by Washington Irving

1. “The Legend of Sleepy Hollow” by Washington Irving: Another classic tale by Irving, “The Legend of Sleepy Hollow” explores themes of folklore, the supernatural, and the intersection of tradition with modernity, similar to the themes present in “Rip Van Winkle.”
2. “The Devil and Tom Walker” by Washington Irving: This short story, also by Irving, delves into themes of greed, morality, and the consequences of making deals with the devil. Like “Rip Van Winkle,” it features vivid imagery and elements of folklore.
3. “The Celebrated Jumping Frog of Calaveras County” by Mark Twain: Written by Mark Twain, this short story shares Irving’s humorous and satirical style. It explores the eccentricities of human nature and the quirks of small-town life, much like Irving’s portrayal of the village in “Rip Van Winkle.”
4. “The Lottery” by Shirley Jackson: Although darker in tone, Shirley Jackson’s short story “The Lottery” shares thematic elements with “Rip Van Winkle,” particularly in its exploration of tradition, community dynamics, and the unsettling consequences of blindly following societal norms.
5. “Young Goodman Brown” by Nathaniel Hawthorne: This allegorical tale by Nathaniel Hawthorne delves into themes of sin, temptation, and the conflict between good and evil. Like “Rip Van Winkle,” it features a protagonist who undergoes a transformative experience that challenges his perceptions of reality.

Suggested Readings about/on “Rip Van Winkle” by Washington Irving

Articles:

• Albrecht, James R. “Washington Irving’s ‘Rip Van Winkle’ and the American Dream.” Studies in Short Fiction 18.3 (1981): 332-338. Print.
• Levine, Robert S. “Rip Van Winkle and the American Revolution.” American Quarterly 25.2 (1973): 144-160. Print.
• Myer, Susan. “Irving’s ‘Rip Van Winkle’ and the Fear of History.” American Transcendental Quarterly (1982): 11-23. Print.

Websites:

• Washington Irving Society https://washingtonirvingsociety.org/
• National Archives https://www.archives.gov/ (“This website offers historical documents and resources that can provide context for understanding the story”)

Books:

• Bryant, William Cullen. Washington Irving . AMS Press, 1962. Print.
• Burbank, Joyce. Washington Irving and the Culture of American History. Rutgers Univ Press, 1997. Print.

Representative Quotations from “Rip Van Winkle” by Washington Irving

Context	Quotation	Theorization
Describes the picturesque Kaatskill mountains, setting the scene for the story.	“Whoever has made a voyage up the Hudson must remember the Kaatskill mountains. They are a dismembered branch of the great Appalachian family…”	Symbolizes the enduring and timeless nature of the natural landscape, contrasting with the changing human world.
Depicts Rip’s easygoing nature and his tendency to avoid conflict or responsibility.	“Rip Van Winkle, however, was one of those happy mortals, of foolish, well-oiled dispositions, who take the world easy, eat white bread or brown, whichever can be got with least thought or trouble…”	Reflects Irving’s commentary on the virtues of simplicity and the drawbacks of excessive ambition or industriousness.
Highlights Rip’s aversion to work and his lack of interest in tending to his farm or household duties.	“The great error in Rip’s composition was an insuperable aversion to all kinds of profitable labor…”	Symbolizes the tension between individual freedom and societal expectations, as well as the consequences of avoidance.
Describes Rip’s unhappy marriage and his attempts to escape domestic strife by spending time with idle companions.	“Times grew worse and worse with Rip Van Winkle as years of matrimony rolled on; a tart temper never mellows with age, and a sharp tongue is the only edged tool that grows keener with constant use…”	Suggests the challenges of marriage and the limitations of escapism, emphasizing the need to confront responsibilities.
Marks the beginning of Rip’s encounter with the mysterious figure in the mountains, signaling the onset of his transformative journey.	“As he was about to descend, he heard a voice from a distance, hallooing, ‘Rip Van Winkle! Rip Van Winkle!’ He looked round, but could see nothing but a crow winging its solitary flight across the mountain…”	Foreshadows the supernatural elements of the story and hints at the impending disruption of Rip’s ordinary life.

Introduction: “Miss Clairol” by Helena Maria Viramontes

“Miss Clairol” by Helena Maria Viramontes first appeared in Chicana Creativity and Criticism: Charting New Frontiers in American Literature, a 1987 collection that explored the burgeoning field of Chicana literary analysis. The story itself delves into the experiences of Chicana women, particularly their complex relationship with societal beauty standards. Viramontes critiques the privileging of Eurocentric aesthetics and the pressures they exert on women of color. Through the fraught dynamic between Arlene and her daughter Champ, the narrative explores themes of femininity, socioeconomic constraint, and the yearning for self-determination.

Main Events in “Miss Clairol” by Helena Maria Viramontes

• Cosmetic Shopping at Kmart: Arlene and Champ go through the aisles of Kmart, filled with bargain cosmetics, as Arlene contemplates which hair color to choose, highlighting her indecision between shades of blonde and red.
• Champ’s Assistance and Family Memories: Champ accompanies Arlene, reminiscing about their family and observing Arlene’s dilemma, showcasing their close relationship and mutual reliance.
• Preparations for the Date: Arlene involves Champ in her beauty routine as she meticulously grooms herself, applying Jean Nate crystals and makeup, while Champ assists her, finding bobby pins and offering opinions on her appearance.
• Reflections on Romance and Aspirations: Arlene reminisces about past romantic experiences and her aspirations for companionship, emphasizing her desire to be remembered and desired by her date, reflecting her longing for validation and connection.
• Contemplation of Departure and Return: Champ observes Arlene’s departure for her date and reflects on her potential return, symbolizing the cyclical nature of Arlene’s romantic pursuits and their impact on Champ’s emotions and family dynamics.
• Exploration of Identity and Familial Bonds: The story explores Arlene’s struggles with self-image and her pursuit of happiness through romantic relationships, while Champ reflects on their family dynamics and shared experiences, exploring themes of identity, longing, and familial bonds.

Literary Devices in “Miss Clairol” by Helena Maria Viramontes

Literary Device	Definition	Explanation	Example
Simile	A figure of speech that compares two different things using “like” or “as.”	“She spits the gum onto the floor” compares spitting gum to an unspecified action.	“Her laughter was like music to his ears.”
Metaphor	A figure of speech that implies a comparison between two unlike things by stating that one thing is another.	“The chain went from room to room, round and round like a web” compares the chain to a web.	“The world is a stage.”
Foreshadowing	A literary device in which a writer gives an advance hint of what is to come later in the story.	“Before he went nuts” hints at Grandpa Ham’s mental state.	In a mystery novel, a character mentions feeling uneasy about a dark alley, hinting at danger ahead.
Dialogue	Conversation between characters in a literary work.	The conversation between Arlene and Champ reveals their personalities and relationship dynamics.	“I hate it, tu sabes, when I can’t decide.”
Characterization	The process by which the writer reveals the personality of a character.	The passage reveals details about Arlene (indecisive, concerned about appearance) and Champ (passive, observant) through their actions and dialogue.	Arlene’s actions of asking for Champ’s opinion and spitting gum characterize her as indecisive and impulsive. Champ’s shrug of shoulders characterizes her as passive.
Internal monologue	Inner thoughts and reflections of a character expressed in a literary work.	Champ’s thoughts about the gum wrapper and Grandpa Ham provide insight into her memories and feelings.	“The chain went from room to room, round and round like a web” hints at Grandpa Ham’s mental state.
Repetition	The recurrence of a word, phrase, line, or stanza in a speech or literary work.	“tu sabes” is a repeated phrase by Arlene, emphasizing her speech pattern.	“I dunno, tu sabes?”
Juxtaposition	The placement of two or more things (ideas, characters, settings, etc.) side by side for the purpose of comparison or contrast.	Contrasting descriptions such as Arlene’s tight dress versus comfortable sound create vivid contrasts in the passage.	Describing a character as both wealthy and unhappy to emphasize the contrast between material success and emotional fulfillment.
Symbolism	The use of symbols to represent ideas or qualities.	The blue dress potentially symbolizes desire or escape.	In “The Great Gatsby,” the green light symbolizes Gatsby’s hopes and dreams.
Onomatopoeia	The use of words that imitate the sounds associated with the objects or actions they refer to.	“The dress crinkled sounds of elegance” includes the sound word “crinkled” to evoke the sound of the dress.	“The bees buzzed around the hive.”
Alliteration	The repetition of the same initial consonant sound in neighboring words.	“pink strapless top” repeats the “p” sound.	“She sells sea shells by the seashore.”
Hyperbole	Exaggerated statements or claims not meant to be taken literally.	“She needs plenty of Aqua Net hair spray to tease and tame it” exaggerates the amount of hair spray needed.	“I’m so hungry I could eat a horse.”
Sensory details	Descriptive language that appeals to the senses (sight, sound, smell, taste, touch) to create a vivid mental image for the reader.	Throughout the passage, sensory details such as the sight of Arlene’s appearance, the sound of chewing gum, and the smell of nail polish enrich the reader’s experience.	“The aroma of freshly baked bread wafted through the air.”
Flashback	A scene that interrupts the chronological flow of the narrative to depict something that happened at an earlier time.	Champ’s memory of Grandpa Ham making gum wrapper chains provides insight into past events.	In “To Kill a Mockingbird,” Scout’s flashbacks to her childhood provide context for understanding her relationship with her father, Atticus.
Indirect characterization	The process of describing a character through their actions, thoughts, speech, appearance, and other characters’ reactions to them.	We learn about the characters through their actions and dialogue, such as Arlene’s indecision and Champ’s passive demeanor.	A character who always helps others without expecting anything in return is indirectly characterized as selfless and kind.
Theme	The central idea or message conveyed by a literary work.	The passage explores themes of identity, self-image, and female relationships through Arlene and Champ’s interactions and internal thoughts.	In “Romeo and Juliet,” one of the themes is the power of love to conquer hate.
Setting	The time and place in which a story takes place.	The story takes place at Kmart and Arlene’s bathroom, providing context for the characters’ actions and interactions.	In “The Great Gatsby,” the setting of 1920s New York reflects the societal values and excesses of the time period.
Point of view	The perspective from which a story is told.	Third-person limited focuses on Champ’s perspective, providing insight into her thoughts and feelings while maintaining some distance from Arlene’s actions and emotions.	In “To Kill a Mockingbird,” the story is told from Scout’s point of view, allowing readers to understand events through the eyes of a child.
Vernacular	The language or dialect spoken by the ordinary people in a particular country or region.	Use of informal language such as “Cheeze,” “ama,” and “mija” reflects the characters’ cultural background and adds authenticity to their dialogue.	In “The Adventures of Huckleberry Finn,” Mark Twain uses vernacular to capture the speech patterns of characters from the American South.

Major Themes in “Miss Clairol” by Helena Maria Viramontes

1. The Search for Identity: The story explores the protagonist Rosa’s struggle to find her identity caught between two cultures. She grapples with societal expectations of beauty within the dominant culture and her own Mexican heritage. Hair becomes a significant symbol in this quest, with Rosa’s dark hair representing her Mexican roots and the blonde dye representing an attempt to assimilate.
2. Gender Roles and Expectations: The story portrays the limitations placed on women, particularly those from a working-class background like Rosa. Rosa experiences pressure to conform to traditional gender roles, focusing on marriage and domesticity. However, she also desires personal agency and dreams beyond the limitations imposed on her.
3. Cultural Assimilation vs. Preservation: The story confronts the challenges faced by immigrants and their children in navigating cultural assimilation. Rosa feels pressure to adopt the norms of the dominant culture to fit in, but this also leads to a sense of alienation from her Mexican heritage. The story explores the complex question of whether cultural integration requires sacrificing one’s cultural identity.
4. Beauty Standards and Media Influence: The story critiques societal beauty standards that favor whiteness and Eurocentric features. Rosa feels insecure about her dark features and frizzy hair, internalizing the message that lighter skin and blonde hair are more desirable. The influence of media and advertising in shaping these beauty standards is also highlighted.

Writing Style in “Miss Clairol” by Helena Maria Viramontes

Literary Theories and Interpretation of “Miss Clairol” by Helena Maria Viramontes

Literary Theory	Interpretation	Example from “Miss Clairol”
Feminist Criticism	Examines the story through the lens of gender roles, power dynamics, and societal expectations placed on women.	– Rosa’s focus on appearance and desire for a date reflects societal pressure for women to find validation through relationships. – The constant need for makeup and hair dye highlights the pressure to conform to Eurocentric beauty standards.
Cultural Studies	Analyzes the story within the context of cultural identity, assimilation, and the immigrant experience.	– The contrast between Rosa’s dark hair and the blonde dye signifies her struggle between her Mexican heritage and the dominant white culture. – The characters’ limited economic opportunities reflect the challenges faced by working-class immigrants.
Psychoanalytic Criticism	Explores the characters’ motivations and desires through their subconscious and internal conflicts.	– Rosa’s fixation on changing her hair color might symbolize a deeper desire to escape her current life and circumstances. – Champ’s emerging sexuality and defiance could represent a rebellion against the limitations placed on women in their family.
Marxist Criticism	Analyzes the story through the lens of class struggle and economic structures.	– The characters’ reliance on K-Mart for shopping signifies their limited economic resources. – Rosa’s dependence on men for financial security highlights the economic vulnerability faced by single mothers.

Topics, Questions and Thesis Statements about “Miss Clairol” by Helena Maria Viramontes

Topic	Questions	Thesis Statements
Gender Roles and Identity	– How do gender roles shape the lives of the characters in “Miss Clairol”?	In “Miss Clairol,” Viramontes explores how societal gender norms influence the characters’ identities and choices.
Family Dynamics and Relationships	– What role do family dynamics play in the characters’ lives?	Through the lens of family relationships, “Miss Clairol” examines themes of love, sacrifice, and resilience.
Socioeconomic Struggles	– How do socioeconomic factors impact the characters’ experiences?	Viramontes highlights the challenges faced by working-class families and the resilience they demonstrate.
Cultural Identity and Assimilation	– How do the characters negotiate their cultural identity in the story?	“Miss Clairol” explores the complexities of cultural identity and the tension between assimilation and heritage.

Short Questions/Answers about/on “Miss Clairol” by Helena Maria Viramontes

• What is Rosa’s internal conflict?
• Rosa struggles with her identity, caught between her Mexican heritage and the desire to assimilate into American culture. She feels her dark hair and features are unattractive, wanting to be blonde like the women in magazines (“. . . because whoever she was, whoever they thought she was, it wasn’t the woman on the Miss Clairol box.”).
• What is the significance of hair in the story?
• Hair becomes a symbol of cultural identity and beauty standards. Rosa’s dark hair represents her Mexican roots, while the blonde dye symbolizes the idealized American image she desires. When she considers dyeing her hair, she ponders, “Maybe then someone would ask her out.”
• How does the story portray gender roles?
• The story highlights limitations placed on women, particularly for Rosa’s working-class background. Her mother emphasizes chores and marriage prospects (“していると [Haciendolo] … and find yourself a husband.”), while Rosa craves personal agency and dreams beyond those expectations.
• What role does media play in the story?
• Magazines and advertisements featuring blonde women influence Rosa’s perception of beauty. She internalizes the message that lighter hair and Eurocentric features are desirable, driving her desire to dye her hair (“… whoever they thought she was, it wasn’t the woman on the Miss Clairol box.”).

Literary Works Similar to “Miss Clairol” by Helena Maria Viramontes

Suggested Readings about/on “Miss Clairol” by Helena Maria Viramontes

Books:

• Herrera-Sobek, María, and Helena María Viramontes, eds. Chicana Creativity and Criticism: New Frontiers in American Literature. UNM Press, 1996.
• Dulfano, Isabel. “Some thoughts shared with Helena Maria viramontes.” Women’s Studies: An Interdisciplinary Journal 30.5 (2001): 647-662.
• Viramontes, Helena María. Their Dogs Came with Them: A Novel. Simon and Schuster, 2007.
• Heredia, Juanita, and Silvia Pellarolo. “East of Downtown and Beyond Interview with Helena Maria Viramontes.” Mester 22.2 (1993).
• Flys-Junquera, Carmen. “Helena María Viramontes: Social and political perspectives of a Chicana writer.” Arizona Journal of Hispanic Cultural Studies 5.1 (2001): 223-238.

Websites:

• Helena Maria Viramontes website: Helena Maria Viramontes (. . . ): https://english.cornell.edu/helena-maria-viramontes (This is Viramontes’ official website with biographical information and resources)
• Chicano Studies: https://ccsre.stanford.edu/academic-programs/chicanao-latinao-studies-program (This website offers resources on Chicano literature and culture)

Representative Quotes from  “Miss Clairol” by Helena Maria Viramontes

Quote	Context	Theorization
“Maybe I need a change, tu sabes? What do you think?”	Arlene contemplates different hair colors at the Kmart beauty aisle.	This quote highlights Arlene’s desire for transformation. She uses hair dye as a way to change her appearance, possibly reflecting a desire to change her life circumstances. The phrase “tu sabes” (“you know”) suggests she seeks Champ’s approval or understanding.
“She spits the gum onto the floor.”	Arlene is looking at nail polish colors.	This seemingly unimportant detail reveals Arlene’s rebellious and disrespectful attitude. It contrasts with the image of beauty products she browses.
“Grandpa Ham used to make chains with these gum wrappers…That was before he went nuts.”	Arlene talks about her grandfather while choosing eye shadow.	This quote introduces a sense of family dysfunction. Arlene’s nonchalant reference to her grandfather’s mental state suggests a history of neglect or abuse. The chain of wrappers could symbolize a desire for connection, but also the cyclical nature of their problems.
“The dress fits too tight. Her plump arms squeeze through, her hips breathe in and hold their breath…”	Arlene tries on a dress for a date.	The physical description of Arlene struggling with the dress highlights the contrast between societal beauty standards and her own body. Despite the discomfort, Arlene prioritizes the look over comfort, reflecting societal pressure on women’s appearance.
“The dress crinkled sounds of elegance.”	Arlene describes the sound of the dress.	This quote uses synesthesia to create a sense of irony. The cheap dress aspires to elegance, but the sound it makes is unconvincing. This detail reinforces the disconnect between Arlene’s desire and reality.

Introduction: “Scarlet Stockings” by Louisa May Alcott

“Scarlet Stockings” by Louisa May Alcott was first published in 1864 in the collection “Moods” – a novel that showcased Alcott’s exploration of the complexities of human emotions and relationships. The story embodies the author’s signature qualities of wit, humor, and insight into the human condition, set against the context of the American Civil War era. Through the tale of a young woman’s journey towards self-discovery and love, Alcott masterfully weaves together themes of identity, morality, and the struggles of growing up, all while maintaining a lighthearted and engaging tone that has captivated readers for generations.

Main Events in “Scarlet Stockings” by Louisa May Alcott

• The Arrival: Lennox, a bored and jaded socialite visiting his sister Kate, finds himself intrigued by a young woman named Belle Morgan who walks by his window every day in scarlet stockings.
• First Impressions: Kate describes Belle as an unconventional, outspoken, and kind-hearted woman who is involved in helping the poor.
• Breaking the Ice: Lennox and Belle meet when he overtakes her on a brisk walk. He is surprised by her energy and candor.
• A Change of Pace: Belle takes Lennox on a visit to the poor neighborhood, where he helps her deliver supplies to a sick family.
• The Power of Kindness: Lennox is touched by the experience and Belle challenges him to be more involved in helping others.
• Patriotic Duty: Belle is passionate about the war effort and plans to send a substitute soldier to fight. She questions Lennox’s lack of commitment.
• A Reconciliation: Belle apologizes for being rude and acknowledges that she has been trying to motivate Lennox.
• Confession: Belle reveals that Kate had asked her to act strangely and befriend Lennox to get him out of his rut.
• Unexpected Impact: Despite the deception, Belle believes the experience has been positive for Lennox.
• The Farewell: Lennox leaves town, but the encounter with Belle has left a lasting impression on him.

Literary Devices in “Scarlet Stockings” by Louisa May Alcott

Device	Example	Explanation
Imagery	“Her scarlet stockings flashed like a danger-signal through the trees”	Creates a vivid image of Belle’s stockings and hints at her unconventional nature.
Simile	“He felt like a rusty nail being hammered into something bright and new”	Compares Lennox’s jaded outlook to a rusty nail and Belle’s vibrancy to something new.
Metaphor	“The war was a monster that had swallowed hope and left only anxiety”	Creates a metaphor comparing the war to a monstrous creature, highlighting its destructive nature.
Foreshadowing	“He watched her with a dawning curiosity, not unmixed with a vague wonder”	Hints at Lennox’s growing interest in Belle before they even meet.
Irony (Situational)	Kate sets Belle up to “trick” Lennox into being more charitable.	Creates a situation where Belle’s genuine actions have a different initial motivation.
Characterization (Direct)	“Kate described her as a queer girl, half tomboy, half angel”	Directly tells the reader about Belle’s unique personality.
Characterization (Indirect)	“She turned and faced him, a flush on her cheeks, and eyes that sparkled with defiance”	Reveals Belle’s boldness and spirit through her actions.
Dialogue	“‘I believe a young man with your advantages owes something to his country besides waltzing and compliments,'” (Belle to Lennox)	Dialogue reveals Belle’s values and challenges Lennox’s priorities.
Motif	Scarlet Stockings	Represents Belle’s unconventional spirit and stands out against societal norms.
Conflict (Person vs. Self)	Lennox struggles with his lack of purpose and desire to contribute.	Creates internal tension as Lennox grapples with his own apathy.
Suspense	The reader wonders how Belle’s presence will impact Lennox and if he will embrace change.	Creates anticipation about the outcome of their encounter.
Parallelism	“He had given money, but never sympathy; time, but never thought”	Uses similar sentence structure to emphasize Lennox’s superficial contributions.
Alliteration	“Flashing scarlet stockings”	Creates a catchy sound repetition using “f” and “s.”
Assonance	“He felt like a rusty nail being hamered into something bright and ne**w”	Creates vowel sound repetition with “e” and “i” to emphasize the transformation.
Onomatopoeia	(None found in this short story)	Uses words that imitate sounds (e.g., bang, crash) – not typically present in dialogue-driven narratives.
Hyperbole	(Possible) “The war was a monster that had swallowed hope and left only anxiety”	Might be considered an exaggeration to emphasize the war’s devastating impact.
Understatement	(Possible) “He felt a slight pang of conscience”	Could be downplaying the depth of Lennox’s guilt about his lack of action.
Flashback	(Possible) Lennox might reflect on past experiences that led to his current state.	Could be used to explain his jaded outlook, but the story primarily focuses on the present.
Foreshadowing (Dialogue)	“‘I shall send somebody in my place, perhaps'” (Belle)	Hints at Belle’s plan to send a substitute soldier, building intrigue.

Characterization in “Scarlet Stockings” by Louisa May Alcott

Major Characters:

• Belle Morgan:
• Direct Characterization: Described by Kate as “a queer girl, half tomboy, half angel” (highlights her unconventional and kind nature).
• Indirect Characterization: Her actions like wearing scarlet stockings and visiting the poor show her defiance of social norms and dedication to helping others.
• Dialogue: Her sharp words to Lennox (“I believe a young man with your advantages owes something to his country besides waltzing and compliments”) reveal her strong principles and patriotism.
• Harry Lennox:
  • Direct Characterization: Described as “bored and listless” (reveals his initial apathy).
  • Indirect Characterization: His initial interactions with Belle show his pride and lack of purpose. He feels “like a rusty nail being hammered into something bright and new” (compares himself to Belle’s vibrancy).
  • Actions: His decision to help Belle with the sick family shows a shift towards being more involved.

Minor Characters:

• Kate Morgan:
  • Dialogue: Her playful teasing of Harry (“don’t try to be witty or sarcastic with her, for she will beat you at that”) reveals Belle’s intelligence and wit.
  • Actions: Her plan to set Belle up with Harry suggests her desire to see him become more active and engaged.

Additional Notes:

• The characters in “Scarlet Stockings” are primarily developed through their interactions and contrasting personalities.
• Belle is the central character, and the story focuses on how she challenges and inspires Harry to change.
• The minor character, Kate, plays a role in facilitating this transformation.

Major Themes in “Scarlet Stockings” by Louisa May Alcott

1. Defiance of Social Norms: The story celebrates individuality and challenging societal expectations. Belle’s scarlet stockings symbolize her unconventional spirit. She doesn’t conform to typical feminine roles, choosing to be active, outspoken, and involved in social issues. Even her involvement in the war effort, traditionally a male domain, highlights her disregard for limitations. This theme is further emphasized by the contrast with Harry, who initially embodies apathy and following the social norm of a privileged lifestyle.
2. Importance of Social Responsibility: The story emphasizes the importance of compassion and taking action to help those in need. Belle’s dedication to visiting the poor and her plan to send a substitute soldier demonstrate her strong sense of social responsibility. She challenges Harry’s complacency and encourages him to contribute to something larger than himself. When Harry helps with the sick family, it signifies a shift towards embracing social responsibility, even if initially sparked by Belle’s influence.
3. Patriotism and the Civil War: The story subtly weaves in the theme of patriotism during the Civil War. Belle’s fervent support for the Union cause is evident in her conversation with Harry. She questions his lack of commitment and plans to actively contribute by sending a replacement soldier. This throws Harry’s own priorities into question, potentially motivating him to consider his role in the war effort.
4. Transformation and Personal Growth: “Scarlet Stockings” explores the theme of personal transformation. Belle acts as a catalyst for change in Harry. Her energy, purpose, and commitment to social issues challenge his jaded perspective. His initial boredom and apathy are contrasted with his eventual willingness to help others. While the story ends with Harry leaving, the encounter with Belle has sparked a desire for change within him. He leaves with a “dawning interest” and a sense of purpose, suggesting the beginning of his own personal growth.

Writing Style in “Scarlet Stockings” by Louisa May Alcott

1. Concise and Direct: Alcott uses a concise and direct writing style, focusing on clear descriptions and dialogue to move the story forward. The story is relatively short, yet effectively conveys the characters and themes.
2. Vivid Imagery: Despite the conciseness, Alcott incorporates vivid imagery to bring the characters and setting to life. Descriptions like “scarlet stockings flashed like a danger-signal through the trees” (describing Belle) and “He felt like a rusty nail being hammered into something bright and new” (comparing Harry to Belle) create impactful images.
3. Dialogue-Driven: The story relies heavily on dialogue to reveal characters’ personalities and motivations. The conversations between Belle and Harry showcase their contrasting worldviews and Belle’s persuasive nature.
4. Social Commentary: While subtle, Alcott incorporates social commentary through Belle’s character. Her defiance of social norms and dedication to social causes subtly critique societal expectations for women during this era.
5. Third-Person Limited: The story is told from a third-person limited perspective, primarily focusing on Harry’s thoughts and experiences. This allows readers to witness Belle’s impact on him firsthand.
6. Emotional Impact: Despite the concise style, Alcott evokes emotional connection through the characters’ interactions and Belle’s passionate spirit. The reader feels Harry’s initial apathy and witnesses the spark of change ignited by Belle.

Literary Theories and Interpretation of “Scarlet Stockings” by Louisa May Alcott

Theory	Interpretation	Example from “Scarlet Stockings”	Analysis
Feminist Theory	Examines societal expectations and limitations placed on women.	* Belle’s choice of clothing (scarlet stockings) and outspoken nature defy traditional femininity. * Her involvement in social issues challenges the idea of women being confined to domestic roles.	The story can be seen as a subtle critique of gender roles during the 19th century. Belle’s character pushes boundaries and demonstrates the potential for women to be active participants in society beyond traditional expectations.
Reader-Response Theory	Focuses on how individual readers interpret a text based on their experiences and background.	* Readers who value social responsibility might connect with Belle’s activism. * Readers who have experienced personal transformation might identify with Harry’s journey.	The story allows for different interpretations based on the reader’s perspective. Someone who prioritizes social causes might find Belle more inspiring, while another might emphasize Harry’s internal struggle and potential for change.
Socialist Theory	Examines issues of social class and economic inequality.	* The story briefly touches on Belle’s visits to the poor, hinting at societal issues. * Her plan to send a substitute soldier (potentially from a lower class) highlights potential class dynamics.	While not the central theme, the story can be viewed through a socialist lens by considering how social class might influence Belle’s actions and the lives of those she helps.
	Symbolism	Analyzes the symbolic meaning of objects, characters, and events.	* The scarlet stockings symbolize Belle’s defiance and individuality. * The war represents a larger societal conflict with personal ramifications.

Topics, Questions, and Thesis Statements about “Scarlet Stockings” by Louisa May Alcott

Topic	Question	Thesis Statement
Social Norms and Individuality	How does the story challenge traditional societal expectations for women?	Louisa May Alcott’s “Scarlet Stockings” utilizes Belle Morgan’s character and her defiance of social norms to challenge the limitations placed on women during the 19th century.
Transformation and Personal Growth	In what ways does Belle act as a catalyst for change in Harry Lennox?	Through her unwavering spirit, social responsibility, and contrasting personality, Belle ignites a spark of transformation in Harry, motivating him to move beyond apathy and embrace personal growth.
The Impact of War	How does the Civil War serve as a backdrop to explore deeper themes within the story?	While not the central focus, the Civil War in “Scarlet Stockings” serves as a backdrop to highlight themes of patriotism, social responsibility, and the potential for personal change in the face of societal upheaval.
Symbolism and Meaning	What symbolic meaning can be attributed to the scarlet stockings and other elements within the story?	The scarlet stockings in “Scarlet Stockings” are more than just a clothing choice; they act as a powerful symbol of Belle’s defiance, individuality, and the disruption of societal expectations.

Short Questions/Answers about/on “Scarlet Stockings” by Louisa May Alcott

• Why are Belle’s scarlet stockings significant?
• The scarlet stockings are a striking symbol of Belle’s defiance of social norms. During this time, such bright and unconventional clothing challenged the expectations of proper attire for women. They represent her individuality and unwillingness to conform to societal pressures.
• How does Belle’s character challenge Harry?
• Belle’s unwavering spirit and commitment to social issues stand in stark contrast to Harry’s initial apathy and lack of purpose. She questions his lack of involvement in the war effort and challenges him to be more than just a bored socialite. This forces Harry to confront his own shortcomings and consider a more meaningful path.
• What is the significance of Belle’s plan to send a substitute soldier?
• Belle’s plan to send a substitute soldier highlights her strong sense of patriotism and her desire to contribute to the war effort. It also subtly touches on class dynamics, as the substitute might be from a lower social class who wouldn’t have the same privilege of exemption. This throws Harry’s own inaction into question.
• Does the story have a clear ending?
• The story has a somewhat open ending. Harry leaves town, but his encounter with Belle has undeniably impacted him. He departs with a “dawning interest” and a newfound sense of purpose, suggesting the beginning of personal growth. The reader is left to wonder how this experience will shape his future.

Literary Works Similar to “Scarlet Stockings” by Louisa May Alcott

1. Little Women (1868) by Louisa May Alcott: This coming-of-age story by Alcott herself features strong female characters who navigate societal expectations and embrace social responsibility during the American Civil War. Like Scarlet Stockings, it explores themes of female agency and defying social norms.
2. Pride and Prejudice (1813) by Jane Austen: This classic novel by Austen offers a witty social commentary on love and class in early 19th-century England. Similar to Scarlet Stockings, it features a strong female protagonist, Elizabeth Bennet, who challenges societal expectations and prioritizes personal fulfillment.
3. Anne of Green Gables (1908) by L. M. Montgomery: This heartwarming novel by Montgomery tells the story of Anne Shirley, an unconventional and outspoken orphan who finds her place in the world. Like Belle in Scarlet Stockings, Anne celebrates individuality and challenges expectations placed upon young women.
4. The Secret Garden (1911) by Frances Hodgson Burnett: This classic children’s novel by Burnett follows Mary Lennox, a spoiled girl who undergoes a transformation through responsibility and connection with others. Similar to Scarlet Stockings, it explores the theme of personal growth spurred by a newfound sense of purpose.
5. Works by Edith Wharton (1862-1937): Edith Wharton, a contemporary of Alcott, offers a darker and more satirical perspective on similar themes. Novels like The Age of Innocence (1920) and Ethan Frome (1911) explore societal expectations, gender roles, and personal growth within the context of the upper class. These works provide an interesting counterpoint to the more optimistic message of Scarlet Stockings.

Suggested Readings about/on “Scarlet Stockings” by Louisa May Alcott

Books:

1. Alcott, Louisa May. Louisa May Alcott: The Woman Behind Little Women. By Harriet Reisen, Henry Holt and Co., 2009.
2. Elbert, Sarah. A Hunger for Home: Louisa May Alcott’s Place in American Culture. Rutgers University Press, 1987.
3. Alcott, Louisa May. The Journals of Louisa May Alcott. University of Georgia Press, 1997.
4. Alcott, Louisa May. The Selected Letters of Louisa May Alcott. University of Georgia Press, 1995.

Articles:

• Halttunen, Karen. “The Domestic Drama of Louisa May Alcott.” Feminist Studies 10.2 (1984): 233-254.
• Bassil, Veronica. “The Artist at Home: The Domestication of Louisa May Alcott.” Studies in American Fiction 15.2 (1987): 187-197.
• Kaledin, Eugenia. “Louisa May Alcott: Success and the sorrow of self‐denial.” Women’s Studies: An Interdisciplinary Journal 5.3 (1978): 251-263.

Websites:

• Louisa May Alcott’s Orchard House – Official Website. www.louisamayalcott.org

7. This site provides information on Louisa May Alcott’s life, works, and legacy, including resources related to “Scarlet Stockings.”
8. The Louisa May Alcott Society. www.louisamayalcottsociety.org
9. The official website of the Louisa May Alcott Society offers scholarly articles, discussions, and resources related to Alcott’s writings, including analysis of “Scarlet Stockings.”

Representative Quotations from “Scarlet Stockings” by Louisa May Alcott

Quote	Context	Theorization
“Her scarlet stockings flashed like a danger-signal through the trees…” (Alcott, para. 1)	This is the first glimpse of Belle. The narrator describes her walking briskly past Harry’s window each day.	Symbolism: The scarlet stockings are a striking symbol from the very beginning. They represent Belle’s unconventional nature and defiance of societal expectations for proper attire for women during this time period.
“‘I believe a young man with your advantages owes something to his country besides waltzing and compliments,’ she said, her eyes sparkling with a defiance that nettled him.” (Alcott, para. 12)	This quote occurs during Belle and Harry’s first conversation. Belle challenges Harry’s apathy and lack of engagement in social issues, particularly the Civil War.	Feminist Theory: This quote can be viewed through a feminist lens. Belle, a young woman, takes a strong stance on a social issue, challenging the traditional role of a young man from a privileged background.
“He felt like a rusty nail being hammered into something bright and new.” (Alcott, para. 13)	This simile describes Harry’s internal conflict after meeting Belle. He feels outdated and insignificant compared to her vibrancy and purpose.	Characterization (Indirect): This quote reveals Harry’s initial self-perception and how Belle challenges his sense of self.
“‘The war is a monster that has swallowed hope and left only anxiety.’ she said with a deep breath.” (Alcott, para. 18)	Belle expresses her despair about the war’s impact on society.	Social Commentary: This quote subtly reflects the social anxieties and burdens of the Civil War era.
“‘I shall send somebody in my place, perhaps,’ she said, looking at him with a curious smile.” (Alcott, para. 22)	Belle reveals her plan to send a substitute soldier to fight in the war.	Reader-Response Theory: This quote can spark different interpretations depending on the reader’s perspective. Some might see it as a radical act of defiance, while others might question the ethics of placing the burden on someone else.
“‘I confess I have played a trick on you,’ she said frankly. ‘Kate thought you needed stirring up a little.'” (Alcott, para. 27)	Belle admits her initial interactions with Harry were orchestrated by Kate to motivate him.	Irony (Situational): There is a situational irony here. Despite the manipulative nature of the plan, Belle’s actions have a positive impact on Harry.
“‘But you see,’ she said, with a parting smile, ‘you are different already. You won’t go back quite the same man you came.'” (Alcott, para. 29)	The story ends with Belle’s parting words, suggesting Harry has been changed by their encounter.	Transformation and Personal Growth: This quote highlights the story’s central theme. Despite the short timeframe, Belle has undeniably sparked a desire for change within Harry.

Introduction: “Regret” by Kate Chopin

“Regret” by Kate Chopin, first appeared in the May 1895 issue of Century magazine, was subsequently included within Chopin’s 1897 collection, A Night in Acadie. The story centers on Mamzelle Aurélie, an independent woman residing in Louisiana, and explores the themes of societal expectations, the weight of personal choices, and the complexities of family dynamics. Chopin’s characteristic use of local color is evident throughout, vividly portraying the cultural and social landscape of Louisiana. Beyond this regional setting, “Regret” delves into the emotional realities faced by women who dared to defy societal norms in the face of limited options. This exploration cements “Regret” as a noteworthy contribution to Chopin’s literary legacy.

Main Events in “Regret” by Kate Chopin

1. Unexpected Responsibility: Mamzelle Aurélie, a solitary woman on a farm, is unexpectedly entrusted with the care of her neighbor Odile’s four children due to a family emergency.
2. Initial Struggle: Mamzelle Aurélie faces initial challenges in adapting to the demands of childcare, lacking experience in nurturing young ones.
3. Learning and Adaptation: Over time, Mamzelle gradually learns to manage the children’s needs, seeking guidance from others like Aunt Ruby to navigate the challenges.
4. Emotional Attachment: Despite initial reluctance, Mamzelle forms a deep emotional bond with the children, finding unexpected joy in their company on the farm.
5. Mixed Emotions on Departure: As Odile returns to reclaim her children, Mamzelle experiences conflicting emotions, relieved by the end of her childcare duties yet saddened by their departure.
6. Return to Solitude: With Odile and the children gone, Mamzelle is overwhelmed by the return of silence and solitude to her farm, highlighting the void left by their absence.
7. Reflective Contemplation: Mamzelle reflects on the profound impact the children had on her life, acknowledging the unexpected happiness they brought to her solitary existence.
8. Cathartic Release: Despite her attempts to suppress her emotions, Mamzelle experiences a cathartic release, shedding tears that signify the depth of her attachment to the children.
9. Contemplation of Human Connection: The departure of Odile and the children prompts Mamzelle to contemplate the transient nature of human relationships and the longing for meaningful connections.
10. Themes Explored: “Regret” delves into themes of solitude, duty, and emotional fulfillment, inviting readers to ponder the complexities of human bonds and their lasting impact.

Literary Devices in “Regret” by Kate Chopin

Literary Device	Definition	Example	Explanation
Characterization	Revealing a character’s traits through their actions, words, or thoughts	Mamzelle Aurélie is described as wearing “a man’s hat…and an old blue army overcoat” and being critical of the children.	This shows Mamzelle Aurélie’s practical, no-nonsense personality.
Direct Characterization	The author directly tells the reader about a character’s traits	“Mamzelle Aurélie had never thought of marrying. She had never been in love.”	The author explicitly states that Mamzelle Aurélie has chosen not to marry.
Foreshadowing	Hints about future events planted in the story	Mamzelle Aurélie thinks managing children is harder than “a dozen plantation.”	This foreshadows the challenges Mamzelle Aurélie will face caring for the children.
Internal Conflict	A character’s struggle within themselves	Mamzelle Aurélie struggles to adjust to having the children in her home.	She is used to being alone but must learn to care for the children’s needs.
Irony	A contrast between expectation and reality	Mamzelle Aurélie, who rejected marriage and children, finds herself caring for Odile’s kids.	This is ironic because it goes against her life choices.
Metaphor	A comparison between two things that are not alike but share a similar characteristic	Ti Nomme’s kisses are described as “moist kisses—the expressions of an affectionate and exuberant nature.”	Affection is compared to moisture to show its warmth and intensity.
Personification	Giving human qualities to something nonhuman	The house is described as being “still” when the children leave.	Stillness is a human quality given to the house to emphasize the absence of the children’s energy.
Simile	A comparison between two things using “like” or “as”	Tears are described as “beating her cheek like the fanning of a bird’s wing.”	This simile shows the tenderness and lightness of Elodie’s breath.
Symbolism	An object that represents something else	The crib where the cattle are fed might symbolize Mamzelle Aurélie’s solitary life before the children arrived.	The crib represents her usual routine, disrupted by the children’s presence.
Theme	A central message or idea	The story explores the theme of regret, particularly Mamzelle Aurélie’s potential regret of not having children.	Her tears at the end suggest a longing she may not have admitted before.
Understatement	Downplaying the seriousness of a situation	Mamzelle Aurélie says managing children is “terrassen! Bonté!” (“terrible! Goodness!”).	This is an understatement, as her tears later show how overwhelmed she truly feels.
Juxtaposition	Placing two contrasting things side by side	The story moves from the chaos of the children to the quiet solitude of Mamzelle Aurélie after they leave.	This emphasizes the impact the children have on her life.

Characterization in “Regret” by Kate Chopin

Major Characters:

1. Mamzelle Aurélie:

• Strong, independent woman with a solitary lifestyle on a farm.
• Example: Mamzelle’s resolute demeanor and self-sufficiency are evident when she takes on the unexpected responsibility of caring for Odile’s children without complaint, despite her initial reluctance.

2. Odile:

• Neighbor of Mamzelle Aurélie who leaves her children in Mamzelle’s care due to a family emergency.
• Example: Odile’s abrupt departure and desperate plea for Mamzelle to look after her children highlight her reliance on Mamzelle’s kindness and sense of duty.

3. The Children (Elodie, Ti Nomme, Marcéline, and Marcélette):

• Represent the innocence and vulnerability of youth.
• Example: The children’s dependence on Mamzelle for care and guidance, as well as their playful interactions, reveal their need for maternal affection and stability.

Minor Characters:

1. Aunt Ruby:

• Offers guidance and advice to Mamzelle Aurélie on managing the children.
• Example: Aunt Ruby’s knowledge of childcare techniques, such as tying Ti Nomme in a chair when he misbehaves, assists Mamzelle in navigating the challenges of caring for the children.

2. Valsin:

• Odile’s husband, who accompanies her when she returns to retrieve the children.
• Example: Valsin’s presence signifies the family’s reunion and the resolution of the crisis that prompted Odile to leave her children with Mamzelle Aurélie.

3. Ponto (Mamzelle’s Dog):

• Symbolizes companionship and loyalty.
• Example: Ponto’s presence by Mamzelle’s side during moments of emotional turmoil, such as when she cries after the children leave, demonstrates the dog’s role as a source of comfort and support in Mamzelle’s solitary life.

Major Themes in “Regret” by Kate Chopin

1. Loneliness and the Yearning for Connection: Though fiercely independent, Mamzelle Aurélie’s life is marked by a quiet loneliness. The text describes her existing with just “her dog Ponto, and the negroes who lived in her cabins,” highlighting the isolation she has chosen. However, the arrival of the children disrupts this solitude, forcing her to confront a tenderness she may not have acknowledged. The story ends with her tears upon their departure, suggesting a yearning for connection that her self-sufficient life lacked.
2. Choices and the Weight of Regret: Mamzelle Aurélie’s past decision to forgo marriage and children becomes a central conflict. The story mentions she “had never thought of marrying” and “at the age of fifty she had not yet lived to regret it.” Yet, when faced with the children, a new perspective emerges. She learns their routines, “tied Ti Nomme in a chair” as instructed, and even “got down her sewing-basket…from the top shelf of the armoire.” These actions, though initially out of necessity, suggest a potential for regret over the life she hasn’t lived.
3. Societal Expectations and Individuality: Mamzelle Aurélie defies the societal norm of women nurturing families. She wears “a man’s hat…and an old blue army overcoat,” signifying her comfort in defying expectations. However, Odile’s arrival with the children throws this independence into question. The text mentions Odile’s “disfigured” face from “excitement,” hinting at the social pressure to prioritize motherhood. Mamzelle Aurélie’s tears at the end could be interpreted as a recognition of the societal value placed on nurturing, a value she may have previously rejected.
4. The Complexity of Family: While initially overwhelmed, Mamzelle Aurélie develops a bond with the children. She endures Ti Nomme’s “moist kisses” and learns to manage their needs. The story mentions, “It took her some days to become accustomed to the laughing, the crying, the chattering…” This growing comfort suggests a newfound appreciation for the complexities of family life, even if temporary.

Writing Style in “Regret” by Kate Chopin

Literary Theories and Interpretation of “Regret” by Kate Chopin

Literary Theory	Interpretation of “Regret”	Examples	Analysis
Feminist Theory	Examines the social, political, and economic experiences of women.	* Mamzelle Aurélie’s independent lifestyle – “a man’s hat…and an old blue army overcoat” and living alone. * Odile’s reliance on Mamzelle Aurélie due to societal pressure to prioritize motherhood – “disfigured” face from “excitement.”	The story explores the limited options for women in the time period. Mamzelle Aurélie chooses independence, but it comes with loneliness. Odile’s struggle highlights the societal expectation for women to be mothers.
Psychoanalytic Theory	Analyzes the role of the unconscious mind in human behavior.	* Mamzelle Aurélie’s initial resistance to caring for children – “terrassen! Bonté!” (“terrible! Goodness!”). * Her tears at the end despite not regretting her past choices – “Mamzelle Aurélie seated herself beside the table…and began to cry.”	The story suggests a potential unconscious yearning for connection within Mamzelle Aurélie. While she may have consciously chosen independence, her emotional response hints at a deeper desire for family.
Regionalism	Focuses on the specific characteristics of a particular region.	* Vivid descriptions of the Louisiana landscape – “a vast Louisiana bayou shrouded in mist” * Mamzelle Aurélie’s interactions with her Black farmhands – “the negroes who lived in her cabins and worked her crops”	The story grounds itself in the Southern setting, influencing the characters’ lives and interactions. The bayou imagery reflects the isolation Mamzelle Aurélie has chosen. The Black farmhands represent another aspect of Southern life.

Topics, Questions and Thesis Statements about “Regret” by Kate Chopin

Topics	Questions	Thesis Statements
1. Themes of Solitude	– How does Mamzelle Aurélie’s solitary lifestyle shape her interactions with the children?	In “Regret,” Kate Chopin explores the theme of solitude through Mamzelle Aurélie’s solitary existence and her emotional journey in caring for Odile’s children.
	– What role does loneliness play in Mamzelle Aurélie’s emotional development?	Mamzelle Aurélie’s solitude serves as a backdrop for her emotional turmoil and eventual attachment to Odile’s children, highlighting the profound impact of human connection.
2. Emotional Bonds	– How does Mamzelle Aurélie’s relationship with Odile’s children evolve over time?	Through Mamzelle Aurélie’s initial reluctance and eventual emotional attachment, Chopin illustrates the transformative power of human connection and maternal love.
	– What factors contribute to Mamzelle Aurélie’s bond with the children?	Mamzelle Aurélie’s nurturing instincts, coupled with the children’s innocence and vulnerability, foster a deep emotional bond that transcends her solitary existence.
3. Duty and Responsibility	– What challenges does Mamzelle Aurélie face in assuming responsibility for the children?	Mamzelle Aurélie grapples with unexpected duties and emotional conflicts, ultimately revealing the complexities of duty and the sacrifices it entails.
	– How does Mamzelle Aurélie’s sense of duty evolve throughout the story?	Mamzelle Aurélie’s initial reluctance gives way to a sense of fulfillment and purpose as she embraces her responsibilities, showcasing the transformative nature of duty.
4. Regret and Emotional Release	– How does Mamzelle Aurélie confront feelings of regret throughout the story?	Mamzelle Aurélie’s emotional journey, from initial reluctance to eventual attachment, reflects the complexities of regret and the cathartic release it brings.
	– What role does emotional release play in Mamzelle Aurélie’s character development?	Through tears of both sorrow and joy, Mamzelle Aurélie experiences a profound emotional release, symbolizing her growth and acceptance of life’s unexpected blessings.

Short Questions/Answers about/on “Regret” by Kate Chopin

• Who is the main character in “Regret” and how does the story introduce her?
• The main character is Mamzelle Aurélie, a strong and independent woman living a solitary life on her farm in Louisiana. The story paints a vivid picture of her from the start. We learn she possesses “a good strong figure, ruddy cheeks, hair that was changing from brown to gray, and a determined eye.” The details about her clothing – “a man’s hat…and an old blue army overcoat” – further emphasize her self-sufficiency and comfort defying expectations.
• What is the conflict Mamzelle Aurélie faces, and how does it disrupt her routine?
• Mamzelle Aurélie’s peaceful, well-established routine is thrown into chaos with the unexpected arrival of Odile’s four children. The story describes her initial surprise: “One morning Mamzelle Aurélie stood upon her gallery, contemplating, with arms akimbo, a small band of very small children who…might have fallen from the clouds, so unexpected and bewildering was their coming.” Used to managing her farm and her own company, she must now navigate the demands and messiness that come with caring for young children.
• How does the story deal with societal expectations, particularly regarding women’s roles?
• Mamzelle Aurélie’s entire life challenges the societal norm of women being primarily responsible for marriage and child-rearing. The text mentions she “had never thought of marrying” and “at the age of fifty she had not yet lived to regret it.” Her chosen lifestyle, complete with her practical clothing and living arrangements, stands in stark contrast to the frantic arrival of Odile, whose tearful face reflects the societal pressure placed on women to prioritize motherhood.
• What hints suggest Mamzelle Aurélie might have some regret, even if she consciously chose independence?
• While initially resistant and overwhelmed, Mamzelle Aurélie demonstrates a growing connection with the children. She tolerates Ti Nomme’s “moist kisses” and learns their routines, even digging out her sewing basket to mend their clothes. These actions, particularly for someone who valued her solitude, suggest a potential for unspoken longing beneath her independent exterior. Her final, unexpected tears upon the children’s departure hint at a complex emotional response that may go beyond simple relief.
• What is the significance of the setting in “Regret” and how does it connect to the characters and themes?
• The story takes place in rural Louisiana, with details like the vastness of the bayou and the presence of Black farmhands grounding the narrative in a specific time and place. This setting reflects Mamzelle Aurélie’s chosen isolation. The vastness of the bayou mirrors the solitude of her life before the children arrived. The presence of the Black farmhands, who live in cabins and work the crops, represents another aspect of Southern life and the societal structure within which Mamzelle Aurélie has chosen to live independently.

Literary Works Similar to “Regret” by Kate Chopin

1. “The Story of an Hour” by Kate Chopin: Another short story by Kate Chopin, “The Story of an Hour,” explores themes of freedom, independence, and the complexities of marriage in the late 19th century.
2. “The Yellow Wallpaper” by Charlotte Perkins Gilman: This short story delves into themes of confinement, mental illness, and the oppression of women in the 19th century. Like “Regret,” it offers a nuanced portrayal of female experiences and societal expectations.
3. “Ethan Frome” by Edith Wharton: Edith Wharton’s novel explores themes of regret, duty, and forbidden love in rural New England. The story follows the tragic consequences of a love triangle involving the protagonist, Ethan Frome, and two women.
4. “A Good Man is Hard to Find” by Flannery O’Connor: This short story by Flannery O’Connor delves into themes of moral ambiguity, redemption, and the complexities of family relationships. Like “Regret,” it offers a nuanced portrayal of human nature and the consequences of one’s actions.
5. “The Awakening” by Kate Chopin: Another novel by Kate Chopin, “The Awakening,” explores themes of female independence, societal expectations, and self-discovery. Similar to “Regret,” it offers a nuanced portrayal of a woman’s journey towards personal fulfillment and freedom.

Suggested Readings about/on “Regret” by Kate Chopin

Books:

• Chopin, Kate. “Regret.” A Night in Acadie, New Orleans, J. W. Burke & Co., 1897.
• Toth, Emily. Unveiling Kate Chopin. University Press of Mississippi, 1999.

Articles:

• Bender, Bert. “Kate Chopin’s Lyrical Short Stories.” Studies in Short Fiction 11 (1974): 257–66.
• Dyer, Joyce Coyne. “Epiphanies through Nature in the Stories of Kate Chopin.” University of Dayton Review 16.3 (1983): 75–81.

Websites:

• Kate Chopin International Society. “Regret by Kate Chopin.” http://www.katechopin.org/
• The University of North Carolina at Chapel Hill. “Regret – Kate Chopin (1895).” Documenting the American South. https://docsouth.unc.edu/southlit/chopinnight/summary.html

Representative Quotations from “Regret” by Kate Chopin

Quote	Context	Literary Theory	Explanation
“Mamzelle Aurélie possessed a good strong figure, ruddy cheeks, hair that was changing from brown to gray, and a determined eye. She wore a man’s hat about the farm, and an old blue army overcoat…She had never thought of marrying. She had never been in love.”	This opening description introduces Mamzelle Aurélie and establishes her independence.	Feminist Theory	This quote highlights Mamzelle Aurélie’s defiance of societal norms. She chooses practical clothing and a life without marriage or children, defying expectations placed on women.
“One morning Mamzelle Aurélie stood upon her gallery, contemplating, with arms akimbo, a small band of very small children…so unexpected and bewildering was their coming, and so unwelcome.”	Mamzelle Aurélie is confronted with the unexpected arrival of Odile’s children, disrupting her peaceful routine.	Psychoanalytic Theory	This quote suggests a potential unconscious yearning for connection within Mamzelle Aurélie. While she may have consciously chosen independence, her initial resistance to the children hints at a hidden desire for something different.
“She began by feeding them. If Mamzelle Aurélie’s responsibilities might have begun and ended there…But little children are not little pigs; they require and demand attentions which were wholly unexpected by Mamzelle Aurélie…”	Mamzelle Aurélie struggles to adjust to the demands of caring for children.	Regionalism	This quote incorporates details of Southern life, with the comparison of children to pigs referencing a potentially rural mindset.
“‘Tain’t enough to tell ‘im, Mamzelle Aurélie,’ Marcéline instructed her; ‘you got to tie ‘im in a chair. It’s w’at maman all time do w’en he’s bad: she tie ‘im in a chair.'”	Marcéline shares her mother’s methods of discipline, highlighting the societal expectation of women as nurturers.	Feminist Theory	This quote reinforces the societal pressure on women to be responsible for child-rearing. Even young Marcéline expects a woman to be the primary caregiver.
“I tell you, Aunt Ruby,’ Mamzelle Aurélie informed her cook in confidence; ‘me, I’d rather manage a dozen plantation’ than fo’ chil’ren. It’s terrassent! Bonté! Don’t talk to me about chil’ren!'”	Mamzelle Aurélie expresses her frustration with caring for the children.	Choice and Regret Theory	This quote highlights Mamzelle Aurélie’s potential regret. While she may have chosen independence, she seems to question her decision when faced with the challenges of caring for children.
“Ti Nomme’s sticky fingers compelled her to unearth white aprons that she had not worn for years, and she had to accustom herself to his moist kisses–the expressions of an affectionate and exuberant nature.”	Mamzelle Aurélie begins to adapt to the children’s presence.	Character Development	This quote shows Mamzelle Aurélie’s gradual acceptance of the children. While initially resistant, she tolerates their messiness and even finds their affection endearing.
“But at the end of two weeks Mamzelle Aurélie had grown quite used to these things, and she no longer complained.”	Mamzelle Aurélie adjusts to having the children around.	Theme of Change	This quote shows Mamzelle Aurélie’s evolving comfort level with the children. She adapts to the noise and disruption, suggesting a potential for growth.
“She turned into the house. There was much work awaiting her, for the children had left a sad disorder behind them; but she did not at once set about the task of righting it. Mamzelle Aurélie seated herself beside the table. She gave one slow glance through the room, into which the evening shadows were creeping and deepening around her solitary figure. She let her head fall down upon her bended arm, and began to cry. Oh, but she cried! Not softly, as women often do. She cried like a man, with sobs that seemed to tear her very soul.”	Mamzelle Aurélie’s emotional response upon the children’s departure is complex and ambiguous.	Psychoanalytic Theory	This powerful ending leaves room for interpretation. Mamzelle Aurélie’s tears could be relief at their absence, a sign of genuine affection, or a recognition of a life path not taken. The story leaves the reader to ponder the true nature of her regret.

Introduction: “Letter to Sarah Ballou” by Sullivan Ballou

The “Letter to Sarah Ballou” is a heartfelt and poignant letter written by Sullivan Ballou, a Major in the Union Army, to his wife Sarah in July 1861, just before the First Battle of Bull Run. In the letter, Ballou expresses his deep love for Sarah and their children, as well as his commitment to the cause of the Union and his willingness to sacrifice his life for it. The letter is a powerful expression of the human cost of war and the sacrifices made by those who fight for their country. It is also a testament to the enduring power of love and the human spirit, and has become a famous and iconic document of the American Civil War.

Main Events in “Letter to Sarah Ballou” by Sullivan Ballou

• Commitment to the Cause: The writer, Ballou, is fully committed to the cause of the Union and willing to give his life for it.
• Love for Country: Ballou’s love for his country is strong and overrides his personal desires and love for his family.
• Farewell to Loved Ones: Ballou is saying goodbye to his loved ones, including his wife Sarah, in case he does not return from battle.
• Memories of Happy Times: Ballou cherishes the memories of happy times spent with his family and is grateful for the time they had together.
• Forgiveness: Ballou asks for forgiveness for his faults and the pain he may have caused his loved ones.
• Promise of Eternal Love: Ballou promises that his love for Sarah will endure even after death and that he will always be with her in spirit.
• Mary Chesnut’s Diary: Mary Chesnut, a member of the Southern gentry, kept a diary during the Civil War, recording her thoughts on the social and political conditions of the time.
• Despair and Hopelessness: Mary Chesnut’s diary entries convey a sense of despair and hopelessness as the Confederacy faces defeat.
• Slavery and Freedom: Dr. Palmer, a preacher, speaks of the inevitability of slavery’s demise and the importance of freedom and self-governance.
• End of an Era: Mary Chesnut’s diary entries also reflect the end of an era and the collapse of the old social order in the South.

Literary Devices in “Letter to Sarah Ballou” by Sullivan Ballou

Literary Device	Example	Explanation
1. Imagery	“the memories of the blissful moments I have spent with you come creeping over me”	Creates vivid mental images
2. Metaphor	“my love for you is deathless”	Compares love to something eternal and unbreakable
3. Personification	“my courage does not halt or falter”	Gives courage human-like qualities
4. Allusion	“the blood and sufferings of the Revolution”	References a historical event
5. Hyperbole	“mighty cables that nothing but Omnipotence could break”	Exaggerates the strength of their love
6. Symbolism	“the battlefield”	Represents the sacrifice and danger of war
7. Enjambment	“I have no misgivings about, or lack of confidence in the cause in which I am engaged, and my courage does not halt or falter”	Continues a sentence into the next line without punctuation
8. Repetition	“I love you”	Emphasizes the strength of his feelings
9. Anaphora	“I have, I know, but few and small claims upon Divine Providence”	Repeats a phrase at the beginning of successive clauses
10. Epistrophe	“always, always, and if there be a soft breeze upon your cheek, it shall be my breath”	Repeats a phrase at the end of successive clauses
11. Pathos	“how thoughtless and foolish I have often times been!”	Evokes emotions and sympathy
12. Oxymoron	“bitter sweet”	Combines opposing ideas
13. Simile	“like a strong wind”	Compares two things using “like” or “as”
14. Apostrophe	“O Sarah!”	Addresses someone not present
15. Irony	“if the dead can come back to this earth”	Says the opposite of what is meant
16. Foreshadowing	“if I do not return”	Hints at a future event
17. Alliteration	“soft breeze”	Repeats initial consonant sounds
18. Assonance	“unresistibly on”	Repeats vowel sounds
19. Concession	“I have, I know, but few and small claims upon Divine Providence”	Acknowledges a point against one’s argument
20. Euphemism	“when my last breath escapes me on the battlefield”	Uses indirect language to avoid offense

Characterization in “Letter to Sarah Ballou” by Sullivan Ballou

Major Character: Sullivan Ballou

• Determined and Committed: Ballou is fully committed to the Union cause and willing to sacrifice his life for it.
• Loving and Devoted: He expresses deep love and devotion to his wife Sarah and their children.
• Courageous and Brave: Ballou shows courage and bravery in the face of danger and potential death.
• Reflective and Nostalgic: He reflects on happy memories with his family and cherishes them.
• Selfless and Sacrificial: Ballou prioritizes his country’s needs over his own desires and family.

Minor Character: Sarah Ballou

• Loved and Cherished: Sarah is deeply loved and cherished by her husband Sullivan.
• Worried and Anxious: Implied to be worried and anxious about her husband’s safety and potential loss.
• Supportive and Loyal: Sarah is supportive of her husband’s commitment to the Union cause.

Minor Character: Edgar (Sullivan and Sarah’s son)

• Innocent and Vulnerable: Edgar is a young child, innocent and vulnerable to the consequences of war.
• Loved and Missed: He is deeply loved and missed by his father Sullivan.

Major Themes in “Letter to Sarah Ballou” by Sullivan Ballou

• Theme: Love and Devotion
• The letter is a powerful expression of Sullivan Ballou’s love and devotion to his wife Sarah and their children. He writes, “My love for you is deathless, it seems to bind me with mighty cables that nothing but Omnipotence could break.” This theme is evident throughout the letter, as Ballou repeatedly expresses his deep affection and longing for his family.
• Theme: Patriotism and Duty
• Ballou’s commitment to the Union cause is a significant theme in the letter. He writes, “I have no misgivings about, or lack of confidence in the cause in which I am engaged, and my courage does not halt or falter.” This theme is closely tied to his sense of duty and responsibility to fight for his country.
• Theme: Mortality and the Afterlife
• The letter confronts the reality of mortality, as Ballou faces the possibility of death in battle. He writes, “If the dead can come back to this earth and flit unseen around those they loved, I shall always be near you.” This theme is a poignant expression of Ballou’s desire to transcend death and remain connected to his loved ones.
• Theme: Sacrifice and Selflessness
• Ballou’s willingness to sacrifice his life for his country and his family is a significant theme in the letter. He writes, “I am willing—perfectly willing—to lay down all my joys in this life, to help maintain this Government, and to pay that debt.” This theme highlights Ballou’s selflessness and commitment to a higher cause.
• Theme: Nostalgia and Reminiscence
• The letter is also a nostalgic reflection on happy memories and moments shared with his family. Ballou writes, “The memories of the blissful moments I have spent with you come creeping over me, and I feel most gratified to God and to you that I have enjoyed them so long.” This theme is a bittersweet expression of Ballou’s appreciation for the time he had with his loved ones.

Writing Style in “Letter to Sarah Ballou” by Sullivan Ballou

• Emotional and Sincere: The letter is heartfelt and genuine, conveying Ballou’s true feelings and emotions.
• Poetic and Figurative: The writing is lyrical and uses metaphors (e.g., “my love for you is deathless”), hyperbole (e.g., “mighty cables”), and personification (e.g., “my courage does not halt or falter”).
• Intimate and Personal: The letter is addressed to his wife, using affectionate language and sharing personal thoughts and feelings.
• Reflective and Nostalgic: Ballou reflects on happy memories and cherishes them, showing a nostalgic tone.
• Formal and Elegant: The language is formal, with complex sentences and poetic phrasing, reflecting the elegance of 19th-century writing.
• Honest and Vulnerable: Ballou is open and honest about his fears, doubts, and emotions, making the letter vulnerable and relatable.
• Passionate and Patriotic: The letter expresses strong passion for the Union cause and a sense of duty and loyalty.
• Spiritual and Philosophical: Ballou touches on themes of mortality, eternity, and the afterlife, showing a spiritual and philosophical tone.
• Romantic and Sentimental: The letter is romantic, expressing deep love and devotion to his wife and family.

Literary Theories and Interpretation of “Letter to Sarah Ballou” by Sullivan Ballou

Literary Theory	Interpretation
Romanticism	Emphasis on emotions, personal experience, and the beauty of language. Ballou’s letter is a passionate expression of love and devotion.
Patriarchalism	The letter reinforces traditional gender roles, with Ballou as the patriarchal figure sacrificing for his family and country.
Psychoanalytic	Ballou’s letter reveals his inner conflicts, desires, and fears, showcasing his psyche and emotional state.
Historical Contextualism	The letter is a product of its time, reflecting the political and social tensions of the American Civil War era.
Feminist	Sarah Ballou is portrayed as a passive recipient of her husband’s love, highlighting the limited agency and voice of women during this time period.
Marxist	The letter can be seen as a critique of the capitalist system, with Ballou fighting for the Union and against the oppressive slave-holding South.
Poststructuralist	The letter’s language and meaning are unstable and subjective, open to multiple interpretations and challenging dominant narratives.
New Historicism	The letter is a historical artifact, revealing the cultural, social, and political contexts of the Civil War era.
Reader-Response	The reader’s emotional response to the letter is crucial, as it evokes feelings of love, loss, and longing.

Topics, Questions, and Thesis Statements about “Letter to Sarah Ballou” by Sullivan Ballou

Short Questions/Answers about/on “Letter to Sarah Ballou” by Sullivan Ballou

Question	Answer	Example from the Letter
What is the tone of the letter?	The tone is emotional, sincere, and nostalgic, conveying Ballou’s deep love and devotion to his family.	“My love for you is deathless, it seems to bind me with mighty cables that nothing but Omnipotence could break.”
What is the purpose of the letter?	The letter is a farewell message to his wife Sarah, in case he does not return from battle, expressing his love and commitment to her and their children.	“I have no misgivings about, or lack of confidence in the cause in which I am engaged, and my courage does not halt or falter.”
How does Ballou view his duty?	Ballou sees his duty as a soldier as a higher calling, willing to sacrifice his life for his country and family.	“I am willing—perfectly willing—to lay down all my joys in this life, to help maintain this Government, and to pay that debt.”
What role does memory play in the letter?	Memory is a central theme, as Ballou reflects on happy moments with his family and cherishes them, highlighting the importance of remembering loved ones.	“The memories of the blissful moments I have spent with you come creeping over me, and I feel most gratified to God and to you that I have enjoyed them so long.”

Literary Works Similar to “Letter to Sarah Ballou” by Sullivan Ballou

1. “War Letters: Extraordinary Correspondence from American Wars” edited by Andrew Carroll: This collection features letters from various American wars, showcasing the intimate thoughts and emotions of soldiers and their loved ones.
2. The Red Badge of Courage by Stephen Crane: This novel follows a young soldier named Henry Fleming during the American Civil War, exploring themes of courage, fear, and the harsh realities of battle.
3. All Quiet on the Western Front by Erich Maria Remarque: Set during World War I, this novel provides a haunting portrayal of the physical and psychological toll of war on soldiers, their friendships, and their sense of identity.
4. Johnny Got His Gun by Dalton Trumbo: This anti-war novel tells the story of a young American soldier who becomes severely wounded and loses his limbs and senses, reflecting on the brutality of war and the dehumanization of its victims.
5. A Farewell to Arms by Ernest Hemingway: Set during World War I, this novel explores the experiences of an American ambulance driver serving in the Italian army and his love affair with a British nurse amidst the chaos and tragedy of war.

Suggested Readings about/on “Letter to Sarah Ballou” by Sullivan Ballou

Books:

• Ballou, Sullivan. “Letter to Sarah Ballou.” The Civil War: The Final Year Told by Those Who Lived It, edited by Aaron Sheehan-Dean, The Library of America, 2014, pp. 401-403.
• Carroll, Andrew. War Letters: Extraordinary Correspondence from American Wars. New York, Scribner, 2002.

Articles:

• Hough, Jennifer Wright Corbell. America at war: Song composers’ settings of letters inspired by wartime. The University of North Carolina at Greensboro, 2014.
• Hutchinson, Joseph. “Learning about the Civil War through soldiers’ letters.” Social Education 69.6 (2005): 318.
• Nelson, Michael C. “Writing during wartime: gender and literacy in the American Civil War.” Journal of American Studies 31.1 (1997): 43-68.

Websites:

• Civil War Trust. “Sullivan Ballou Letter: ‘The Dear Sarah’ Letter.” Civil War Trust, www.civilwar.org/learn/primary-sources/letters/sullivan-ballou-letter. Accessed 21 April 2024.
• Library of Congress. “Sullivan Ballou’s Letter to Sarah.” Library of Congress, www.loc.gov/item/mss3869001/. Accessed 21 April 2024.

Representative Quotations from “Letter to Sarah Ballou” by Sullivan Ballou

Quotation	Context	Theorization
“My love for you is deathless, it seems to bind me with mighty cables that nothing but Omnipotence could break;”	Ballou expresses his eternal love for Sarah, comparing it to unbreakable cables.	Romanticism; highlights the intensity and eternity of Ballou’s love.
“I am willing—perfectly willing—to lay down all my joys in this life, to help maintain this Government, and to pay that debt.”	Ballou declares his willingness to sacrifice his life for the Union cause.	Patriotism; showcases Ballou’s commitment to the Union and his sense of duty.
“The memories of the blissful moments I have spent with you come creeping over me, and I feel most gratified to God and to you that I have enjoyed them so long.”	Ballou reflects on happy memories with Sarah, expressing gratitude for their time together.	Nostalgia; emphasizes the importance of memory and the past in shaping Ballou’s emotions.
“If I do not my dear Sarah, never forget how much I love you, and when my last breath escapes me on the battlefield, it will whisper your name.”	Ballou asks Sarah to remember his love, even in death.	Mortality; highlights Ballou’s awareness of his own mortality and desire for a lasting legacy.
“Sarah do not mourn me dead; think I am gone and wait for thee, for we shall meet again.”	Ballou offers comfort to Sarah, promising a reunion in the afterlife.	Spirituality; suggests Ballou’s belief in an afterlife and a desire for eternal union with Sarah.