Faulkner and the South Essay Example for Free

Faulkner and the South Essay There are several key issues which arose in the mid-nineteenth century which led to the breakdown of the American Union – and eventually to the Civil War. One of the main underlying issues was the division caused by the opposing feelings about the issue of slavery – however it was the manner in which the Northern politicians forced the eradication of slavery. This division will be explored through Faulkner’s work A Rose for Emily and Long Hot Summer. The Civil War was about division and after the war had ended, although some major points of reunification abounded in America, there was still a great sentiment of this division, which was felt especially strong in the South, as Glatthaar states â€Å"Yet like Southerners, Northern whites had powerful prejudices against blacks†¦ It was one thing, most Northerners reasoned, to regard the enslavement of the black race as cruel and inhumane; it was another to ask Northerners to regard blacks as their equals or welcome them as neighbors and friends† (11-12).    In Faulkner’s work A Rose for Emily, he explores these sentiments through the characters. Emily is ostracized from the community, all of them assuming she is too proud, too august for her contemporaries, and that she lives (or lived) her current life in the past, stuck to the ideals of her father.   This same statement could be a representation of America during this time frame of the Post-Civil War in which the patriarchy of the American government did not allow for certain southern ideals, mores, and traditions to survive the end of the war (Bordewich 12). The list of characters whom Faulkner chooses to portray in A Rose for Emily still hold onto these traditions, although the story also represents the confusion during this time period.   The American South was, after the Civil War a place of forced conglomeration just as is seen in Faulkner’s story in the subtle inclusion of the description of the graveyard where Miss Emily was to be buried, â€Å"And now Miss Emily had gone to join the representatives of those august names where they lay in the cedar-bemused cemetery among the ranked and anonymous graves of Union and Confederate soldiers who fell at the battle of Jefferson† (Faulkner) thus leaving the ‘sides’ of the war forced together through death and anonymity. The Civil War was a battle for rights; for racism to cease, or at least slavery.   In the ideals of the south, slavery, unfortunately had become a ‘tradition’ and it is difficult for someone, especially for a culture to change their normality.   This ‘change’ that the Civil War brought upon the south is exercised quite stunningly through Faulkner’s character Colonel Sartoris in that he refuses to change his mode of thinking for the purpose of a smooth transition of south values to northern norms (Glatthaar 45), and thus gives the reader an august manner of racism, Colonel Sartoris, the mayorhe who fathered the edict that no Negro woman should appear on the streets without an apron-remitted her taxes, the dispensation dating from the death of her father on into perpetuity. Not that Miss Emily would have accepted charity. Colonel Sartoris invented an involved tale to the effect that Miss Emilys father had loaned money to the town, which the town, as a matter of business, preferred this way of repaying. Only a man of Colonel Sartoris generation and thought could have invented it, and only a woman could have believed it. (Faulkner). Here is seen the tradition of the south in the fact that Sartoris would not allow ‘Negro’ women to appear in public without an apron, which is a truly racism and sexist law to permit to be enacted.   The south however during this time period was a place in which the older generation wanted to hold firm to their beliefs in a type of call for integrity, no matter the ridiculous nature of this integrity. Miss Emily was the epitome of Southern values in this story; she harkened the town back to the ‘old ways’ in her manner, in her presence and thus whenever another character in the story approached her they were forced to reckon with her set of mores instead of the present situation.   This can be clearly seen in the manner in which she dealt with her taxes when the sheriff and the town committee tried to force her to pay her taxes and can especially be seen in the manner in which the town tried to get rid of the smell permeating from her house. The town did not approach her in a civilized manner because they did not want to tell a lady (a lady) that she stank, â€Å"†¦so they were not surprised when the smell developed. It was another link between the gross, teeming world and the high and mighty Griersons† (Faulkner). It is Emily’s character which is the focus of the story; her clandestine ways pitted against the townspeople as Watkins states, The contrast between Emily and the townspeople and between her home and its surroundings is carried out by the invasion of her home by the adherents of the new order in the town. Each visit by her antagonists is a movement in the overall plot, a contributing element to the excellent suspense in the story, and a crisis in its own particular division of the story (Watkins 509). It seems that with the close of the war there were certain sentiments of pity which arose for the south in that they needed aid to rebuild their destroyed towns, and this aid came from the North.   Tied into these emotive states of Post-Civil War America was proud, the South was proud and sometimes too proud to accept this aid when necessary; this same sentiment is seen in Miss Emily as well as her father, as Faulkner writes, â€Å"When her father died, it got about that the house was all that was left to her; and in a way, people were glad. At last they could pity Miss Emily. Being left alone, and a pauper, she had become humanized. Now she too would know the old thrill and the old despair of a penny more or less†.   Thus the town wanted vindication of sorts through pity, the ability to pity her made her less of a force just as is the case between the North and South states.

Lord of the Flies :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The difference in the way humans perceive things is apart of mankind. Golding believes evil is an inborn characteristic. Are people born evil or is it just human nature to do â€Å"wrong† or â€Å"bad† things simply to survive? Golding’s pessimism about human nature would suggest people are all naturally evil in one way or another. When innocent boys are set on an island without any adult supervision, are they going to do the â€Å"good† or the â€Å"bad† things? There actions simply are neither good nor evil; their actions are for survival in an unknown place.   Ã‚  Ã‚  Ã‚  Ã‚  Humans are always, by natural instinct, going to do what they think is best for them. Ralph attacked his own kind for survival. People will do anything to survive, even if it’s the bad things. The boys on the island later began to resemble the behavior of animals. The boys mistake Simon for their beast and result in brutally killing him. The boys had the instinct of killing anything in sight that looked or seemed like the beast.   Ã‚  Ã‚  Ã‚  Ã‚  Instincts are not about being good or bad because the issue of being good or bad is undefined. Whether an action is either good nor bad, it all depends on the person and how the person is acting. If you think you’re doing something that you’re used to doing and thinking it’s right, but on the other hand a person who doesn’t know you may say that you’re ding something evil. The opinions on which people think things are good or evil depends on both sides. In Lord of the Flies, there is a situation with Piggy’s glasses, which is the key item for building the fire. His glasses were stolen in the night, which leads to a brawl within the kids because their Piggy’s only seeing ability.   Ã‚  Ã‚  Ã‚  Ã‚  Society sets a mold for the â€Å"good† and â€Å"bad† conditions that humans are learning from day to day. The role of society in being good or evil is that it acts as the guideline for that long-lived dream of acceptance. It’s where evil is what will make you repulsive. Jack manipulates the boys into joining his tribe and sets up his territory on the island. He threatens people to join his tribe, and hunts those who refuse. A society could not exist where people are brought u to know what they define as right or wrong. On the island, the civilized rules of having water, shelter, and food are not followed.

Case Study Research Essay

Case One: Barsz v. Max Shapiro, Inc. Ind. Ct. App. 600 N.E.2d 151 (1992) Fact: Marjorie Barsz brought negligence action against Shapiro’s Delicatessen Cafeteria to recover for personal injuries sustained when she slipped and fell, breaking her right ankle and left knee cap. Her husband, Carl Barsz brought action against the restaurant for loss of consortium with his wife due to Mrs. Barsz’s injuries. The Circuit Court of Shelby County granted summary judgment for the restaurant, and the plaintiffs appealed. The Court of Appeals of Indiana, First District held that genuine issues of material facts existed and reversed the summary judgment. Issue: Was Shapiro’s Delicatessen Cafeteria negligent in identifying and remedying the condition of the floor in the restaurant, causing Marjorie Barsz’s accident? Rule: GOLBA v. KOHL’S DEPT. STORE, INC. Ind. Ct. App. 585 N.E.2d 14 (1992) Analysis: To avoid summary judgment, Marjorie Barsz had to show that there was a defective condition in the floor of the restaurant which caused her slip and fall, and that the restaurant unreasonably failed to discover and remedy the hazardous condition. Genuine material facts existed which precluded summary judgment for the restaurant. Summary judgment is generally inappropriate in negligence cases. Trial Procedure Rule 56(C) Conclusion: A restaurant cannot be held strictly liable for a fall that occurred before having a reasonable chance to remove a foreign substance from its floor; restaurant as not the absolute guarantor of customer safety. However, summary judgment cannot be granted when a genuine material fact exists. Case Two: Golba v. Kohl’s Dept. Store, Inc. Ind. Ct. App. 585 N.E.2d 14 (1992) Facts: Plaintiff Stella Golba brought negligence action against defendant Kohl’s Department Store stemming from a slip and fall accident. Ms. Golba stepped on a small object on a glossy floor, causing her to trip and fall. The floor had only been swept once on the morning of the accident. The Circuit Court of Starke County granted the store’s motion for summary judgment, and the plaintiff appealed. The Court of Appeals of Indiana, Third District held that material issues of fact existed and reversed the summary judgment. Issue: Was Kohl’s Department Store negligent in maintaining their floors in a safe condition for patrons? Rule: BURRELL v. MEADS Ind. 569 N.E.2d 637 (1991) Analysis: A land owner is subject to liability for physical harm caused to his invitees by a condition on the land if, but only if, he knows or exercising reasonable care would discover the condition, and should realize that it is an unreasonable risk of harm to invitees, and should expect that they will not realize the danger, or will not protect themselves against it, and fails to exercise reasonable care to protect them against the danger. Normally, determining whether the host has exercised reasonable care to make their premises safe for an invitee is a question of fact for a jury. Conclusion: Sweeping of a floor only once in the morning does not constitute exercise of reasonable care to prevent injury to customers from objects left in the floor. The issue of fact as to whether the store had notice of the object in the floor precluded a summary judgment.

Essay on Learning about Cultural Diversity - 486 Words

During this semester, I had the opportunity of working with a class of 2nd Graders in the Long Beach area. Even though in my last two serve rotations I was exposed to students from different linguistically and cultural backgrounds, this year I had the opportunity of truly experiencing multicultural diversity in the classroom. Since Jane Addams is located in the ghetto area of Long beach, the majority of the students are the so called minorities. Mrs. Chavarria classroom represented pluralism and world cultures; in her classroom there were Filipinos Samoans, African Americans, Latinos a couple of white kids, and a Hispanic/Chinese boy. This last serve rotation gave me the opportunity to experience my mentor teachers pedagogical approaches†¦show more content†¦While reading some of the journals from my classmates in this class, I realized that cultural frictions exist, as stated in their own words, not only in the upper elementary levels but as early as in kindergarten. Hence, it is our responsibility as the future teachers of this nation to make sure that we make culture and social justice part of our curriculum. This of course, might not eliminate the cultural borders that presently exist in our society but certainly will help us to move towards a more equitable and democratic society. Because contemporary relations between groups cannot be understood without an examination of the images members of these groups have of themselves and of other groups. I also learned that culture are the learned patterns of thought and behavior characteristic of a population or a society and that it is important for teachers to be aware and have a basic knowledge about different cultures because this awareness will help the teacher to plan her instruction according to the needs of her students and to guide them to develop the skills necessary to succeed in this challenging society. Teachers who are culturally educated can activate students prior knowledge to help them clarify concepts and develop language. It is also important for teachers to learn to appreciate the diversities in a multicultural society and to learn to settle conflicts without violence and in aShow MoreRelatedEssay about Improving Education through Cultural Diversity1087 Words   |  5 PagesIn today’s society, cultural diversity is important as it was many centuries ago. According to dictionary, cultural diversity is the coexistence of different culture, ethnic, race, ge nder in one specific unit. In order, for America to be successful, our world must be a multicultural world. This existence starts within our learning facilities where our students and children are educated. 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