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S T N E M E G D E L W O N K C A
o t e d u ti t a r g t s ri f y m r e v il e d o t e k il e k il d l u o w
I Jesu sCh irs tfo rHi s
s g n i s s e l
b andl oveallt he itmei nmyl fie .Wtihou tHim , tii si mpossiblef o rmet o .
y d u t s y m h s i n if
r i e h t r o f , e m d n u o r a e l p o e p y n a m r o f u o y k n a h t y a s o t t e g r o f t o n l l a h s I
a t r o p p u
s nd help in ifnishing thi sthesis .My advisor ,Dew iWidyastu it ,S.Pd. , g
n it c e r r o c d n a g n i d a e r s r u o h y n a m o s t n e p s g n i v a h r o f . m u H .
M thist hesis ,and
o c y
m - advisor for t he suggesiton sand correcitons .Thanks rfo t he paitenceand .
e s i v d a e l b a e u l a v
e b y m r o
F loved famliy ,my father ,mother ,brothe rand siste rand my ,
d n e ir f y o
b It hank t hemfort heun ilmtied l ove,care, suppo tr ,prayer ,and also t he ”
g n i n r a w
“ togett hist hesi sdone .Theywli lalway sbet hemos tpreciou speoplei n .
e fi l y m
k n a h t o s l a
I al lmy firends Engilsh Letters 2008 ,especiallyGusitn ,Riirs , s
y a d y m g n i d n e p s d e y o j n e I . p e J d n a t u l a P , a ti V , g n e J , b e
P wtiht hemdu irngfou r
. y ti s r e v i n U a m r a h D a t a n a S n i s r a e
y Al lo fthemaregreatf irend .s ,
y ll a n i
F I would ilke to thank al l the lecture s r o f Engilsh Letter s f
f a t s e h t l l a , t n e m tr a p e
D s fo Sanata Dharma Universtiy ,and many othe rpeople t
I . n o it n e m t o n n a c I t a h
t hankthemfo reverything.
ii i v
S T N E T N O C F O E L B A T
E G A P E L T I
T ... i E
G A P L A V O R P P
A ... ii E
G A P E C N A T P E C C
A ... iii I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
L ... vi
E G A P O T T O
M ... v E
G A P N O I T A C I D E
D ... vi S
T N E M E G D E L W O N K C
A ... iv i S
T N E T N O C F O E L B A
T ... iiv i T
C A R T S B
A ... x K
A R T S B
A ... xi N
O I T C U D O R T N I : I R E T P A H
C ... 1 .
A Backgroundoft heStudy... 1 .
B ProblemFormulaiton... 4 .
C Objecitve soft heStudy... 4 .
D De ifniitono fTerms... 5 W
E I V E R L A C I T E R O E H T : I I R E T P A H
C ... 7 .
A Reviewo fRelatedStudies... 7 .
B Reviewo fRelatedTheo ires... 9 .
1 Theo ire so fSetitng... 9 .
2 Theoryoft heRelaitonbetweenLtieratureandSociety.... 1 3 .
C ReviewonHistory... 31 .
D Theoreitca lFramework... 02 Y
G O L O D O H T E M : I I I R E T P A H
C ... 12 .
A Objec toft heStudy... 12 .
B Approachoft heStudy... 12 .
C Methodoft heStudy... 22 S
I S Y L A N A : V I R E T P A H
C ... 42 .
A TheDescirpitonoft heSetitngi nFlorence............................. 42 .
1 Setitngo fPlace... 42 .
2 Setitngo fTime... 72 .
3 Atmosphere... 82 .
4 Socia lCondiiton .s... 92 .
B Racia lDiscirminaitont oward stheAf ircanAme ircan saround .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s 0 5 9 1 e h
t 43
.
1 PubilcPlace .s... 43 .
2 Educaiton... 73 .
3 Occupaitons... 93 .
4 Economy... 14 .
x i .
6 NegaitveStereotyping... 34 N
O I S U L C N O C : V R E T P A H
C ... 45 Y
H P A R G O I L B I
B ... 48 X
I D N E P P
r e h d n u o r a e l p o e p e h t m o r
f who are pesimisitc wtih he rbeilef ,because a ttha t
s a w b o j d o o g a g n i v a h , e m
it such an impossible dream ,especially fo rblack
. e l p o e p
e c n e r o l
F i savery interesitngplay t o beanalyzedand tii ssutiablef orthe y
d u t s s i h t n i c i p o
t because the racia ldiscirminaiton can be seen very clea lry
g n it t e s s ti h g u o r h
t and also tir epresentst he rtueevent sand condiitonst hatr eally
n e p p a
h e dint hewo lrdaroundtheautho ratt ha titme .
s t n a w r e ti r w e h t e s u a c e b c i p o t s i h t s e s o o h c r e ti r w e h
T tounderstandmore
n o it a n i m ir c s i d f o e h t t u o b
a s and the impac to fslavery tha texis tin Southern
n i a c ir e m
A the 1950s .Being touched and impressed wtih the srtuggle of black
s ’ e l p o e
p lfiebecomes onemainr easonf o ranalyzi ngthiss torydeeper.
n o it a l u m r o F m e l b o r P . B
e h t e z y l a n a o t r e d r o n
I topic o fthi sstudy ,the wrtier formulates two
d e t n e s e r p e r a y e h T . d e r e w s n a e b o t s m e l b o r
p asf ollow .s
.
1 Howi sthes etitngdescirbed?
.
2 Howa reracia ldisc irminaitons reveale dthrought hes etitngint hi splay?
e v it c e j b O .
C s oft hes tudy
n i s n o it s e u q e h t o t n o it a n a l p x e f e ir b a e v i g o t s i y d u t s e h t f o e v it c e j b o e h T
. n o it a l u m r o f m e l b o r
p The quesiton s are abou t the setitngs and the racia l
n o it a n i m ir c s i
d s in t hi splay .In t hefris tquesiton, t he wrtie ridentfii es where t he
g n it t e
n o it s e u
q ,the wrtie rwli l rty to revea lthe racia ldisc irminaitons ot wards black
e l p o e
p ,whichi st hemainpoin toft hiss tudy,throught hes etitngs int hi splay.
s m r e T f o s n o it i n if e D . D
d i o v a o t r e d r o n
I the misconcepiton and to make a clea runderstanding
, s i s e h t s i h t t u o b
a therearesomei mpo trant t ermst ha tneed t o bedeifned in orde r
n o it a n a l p x e r a e l c e v i g o
t .Theterm sare:
.
1 Racism
o w e h t m o r f d e v ir e d e r a ” m s i c a r d n a l a i c a r “ d r o w e h
T rd “race” .Thoma s
k o o b s i h n i l e w o
S Race and Cutlure :A World View statest hatt he t erm s“race” , r o l o c n i k s n i g n ir e f fi d y l p r a h s e r o m s p u o r g h s i u g n it s i d o t d e s u y l e d i w e n o s a w
) 6 : 4 4 9 1 ( e k il d n a e r u t x e t ri a
h .
o t g n i d r o c c a ” m s i c a r “ d r o w e h t e li h
W F .Merli landH .Wentwo trhElderge
d e lt it n e k o o b r i e h t n
i Cutlureand Society :An I ntroduciton t o Sociology ,racism a
h t a h t s e d u ti tt a m o r f s e m o
c s a irsen fo rthe physica ldfiferences ,and i tha s
) 1 3 2 : 2 5 9 1 ( g n i e b n a m u h f o s p u o r g e m o s d e t a r a p e
s .
.
2 Discrimina iton
In The Internaitona lEncyclopedia o fEthnics ,discirminaiton mean sthe ) 6 5 1 : 5 9 9 1 , h t o R ( n o it a il if f a l a i c o s d n a l a c i s y h p n o d e s a b t n e m t a e rt l a it n e r e f fi
d .
a r o e n o e m o s g n it a e rt f o e c it c a r p e h t o t s r e f e r o s l a n o it a n i m ir c s i d , e s a c s i h t n I
r a l u c it r a
n a c i r e m A n a c i r f A . 3
o t g n i d r o c c
A The Longman Dicitonary o fContemporary Engilsh ,the n
a c ir e m A n a c ir f
A refer sto an Ameircan whose famliy o irginally came from
s e v a l s s a y ll a i c e p s e , a c ir f
A .I nt hi sstudy,t hewrtie rdeifnest heAfircanAme ircan
a c ir e m A n i e v il o h w n a c ir e m A s k c a l b e h t s
a becauseo fslavery rtading .They ilve
ti n u m m o c d e t a g e r g e s a n
7 CHAPTER II
W E I V E R L A C I T E R O E H T
s e i d u t S d e t a l e R f o w e i v e R . A
e c n e r o l
F i sa play which contain sabou tracism issues .I ttell sabou ta o
h w , e c n e r o l F d e m a n l ri g k c a l
b goes to New York t o catch he rdream t o be an S
. t s it r
a h ae h s tired fo rmany years , tb u ha sn ot been successfu la swell. He r r
e h t o
m ,Mama, w s ant to b irng he rhome, bu tsuddenly Mama changes he rmind a
h e h s r e tf
a d been aware o fthe racia lstereotype spu tby a whtie woman .She l
e c n a
c s to takeFlorence ,bu tshesend he ral ette rcontaining messagenott o give e
il e b e h S . e r e h t p
u v etha ttii spossiblef o rblackpeoplet obes uccee d . o
b a l o f o m
O Ajayi-Soyinka ,an Assistan tProfesso ra tthe Universtiy o f ,
s a s n a
K in t hearitcle BlackFeminis tCriitcism and Drama :Thought son Double y
h c r a i r t a
P ,s ays: h n
I e rfris tplay ,Florence (1949) ,Ailce Chlidres sdemonsrtates how a g n i v il a e k a m o t tl u c if fi d t i s d n if r e t c a r a h c e lt it e h t n i n a m o w k c a l b g n u o y
y b n e v e g n i p y t o e r e t s t s i c a r f o m it c i v a s i e h s ; r e m r o fr e p a s a e rt a e h t e h t n i
fl e s
a -styled ilbera lwhtie woman, and nobody see sa profession fo rhe r k
o o c r o d i a m a s a t p e c x
e (Ajayi- Soyinka, 1993).
m o r
F t hisstatement ,ther eadercanseet ha tChlidresss'f ris tplay Florence
s l a e v e r o s l
a oneo fthedfi ifculitest ha tblackaritstsf acedi n thepast ,which ist he b
o j d n if o t y tl u c if fi
d s.I nt hi scase, toj ointhewh tie-dominatedt heatirca lwo lrd.I t d so e no tonly happen in t he t heatirca lwo lrd ,bu t ti i s j us tan example t hat t hey
n e v e , t s ri
f i fblacksarirved frist .Whtie faciilites were nealry alway so fa much r
e h g i
h qualtiy ,moremoney spen ton making ti .In rtanspo traitonmatter, t hebus’ e h t f o k c a b e h t o t g n it a e s f o s w o r e v if r o r u o f e h t n e tf O . d e l e b a l n e e b d a h s t a e s
t s t a e s f o r e b m u n g n i n i a m e r e h t d n a d e r o l o c d e l e b a l e b d l u o w s u
b owardst hef ron t
e l p o e p e ti h w e h t r o f tf e l s a w s u b e h t f
o .Black swerer equ riedt osi tort o standa t n o it c e s d e r o l o c e h t n i s t a e s y t p m e o n e r e w e r e h t f i s u b e h t f o k c a b e h t
(ThernsrtomandThernsrtom ,1 9 :99 40&43). n
e r d li h c k c a l b f o s l o o h c s e h
T were no tonly infeiror tb u they were also e
r e w h t u o S e h t f o s l o o h c s w o r C m i J e h T . w a l y b d e t a g e r g e
s verypatheitc .Studen t
t h g u a t , m o o r s s a l c e l g n i s a o t n i d e d w o r c e r e w n e e t n e v e s o t x i s m o r f e g a n i g n i g n a r
d l o s r a e y y t n e w t a y
b teache rwtih only ahighschoo leducation .Even no oneo f w
e n k s t n e d u t s e h
t whot hepresiden toft heUn tiedState swas .Theschoo landt he s
r e h c a e
t were no t equipped to provide a quail ifed educaiton and i t i s no t g
n i s ir p r u
s a ttha t itme .Ameircan ssaw school sa sthe soluiton to almos tevery r
p oblem i n the society ,bu tthey worired tha teducaitng Af ircan Ameircan swli l e
s u a
c more harm t han good .For t hi sreason, i twas l ate before etihe rwhtie so r e
r e w s k c a l
b suppo tredt oattendschooli nt heSouth(Thernsrtomand Thernsrtom , 9
9
1 9 : 63 - 93 ). N n
I o trhernand Southernciites ,black ilvedi nasegregated neighborhood y ll a n i g r a m g n il l e w d d r a d n a t s b u s o t n i d e d w o r c s e c i v r e s l a it n e s s e d e k o o l n e tf o t a h t
d e r e f f u s s k c a l b n a b r u r o o p , d e y o l p m
e shockingly high death rate s from y
r o t a ri p s e
r disease ilke tuberculosis .In 1910 ,there wa sa high rate o finfants’ 6
, 5 3 y l n o s a w h tr i b s k c a l b f o s n o it a t c e p x e e fi l e h T . y ti l a tr o
3 , 0
5 percentfo rwhtie .Blacks’neighborhood,i naddiiton ,wassubjectt ot hei ll so f l
a r e n e g d o o h r o b h g i e n r o o
p ly ,such a shigh rate so fdrug use ,cirme ,and vice (ThernsrtomandThernsrtom ,1997 :28).
s k c a l
B were also segregated in job oppo truntiy. Ange lKwolek-Fo lland n
o s k c ir E d e t o u
q ’ sstatements in he raritcle The African Ame ircan Financia l f
o s e u s s I : s e i r t s u d n
I Class , Race and Gende r in the early 20th Century a s
d e li p m o
c in the book Busines sand Economic History by Wliilam J .Hausman , n
i a l p x
e e tdt ha bussinessj obandconsume rmarketsi nt heUntiedState shavebeen f
o t r a p e h t n o s e d u ti tt a t s i c a R . e c a r y b d e d i v i
d whtie sand a l tieracy rate among
e ti h w t s o m f o t u o s n a c ir e m A n a c ir f A t p e k s e ti h w g n o m a t a h t n a h t r e w o l s k c a l
b
-( k r o w e c if f o d e ll o rt n o
c Hausman , 91 9 94 3 : ) .I tshow stha tblack people w ere s
e it i n u tr o p p o e m a s e h t t e g o t tl u c if fi
d in getitng a good j ob than whtie sbecause y
e h
t d di on thaveabette reducaitont hanwhtie .s y
o l C c
M in Goalsf o rAmerican sstated t hati n 1929 untli t heea lry 1940s , n
a s a w e r e h
t e rawhen t hewors tand t hel onges teconomiccollapsed calledGrea t p
e
D ression ( McCloy ,1960 :35) . tIi sacondiiton when peoplel ost t herij ob sand f
o d n e e h t r e tf a e d a c e d a l it n u n e v E . s g n i v a
s the Grea tDepression wa spast , n e v e S . e l p o e p k c a l b f o y ti r o j a m t s a v e h t f o t o l e h t ll it s s a w n o it a v ir p e d c i m o n o c e
e m o c n i d a h l li t s s e il i m a f n a c ir e m A n a c ir f A t h g i e f o t u
o which wa sbelow
m o rt s n r e h T ( l e v e l y tr e v o p m u m i n i
m andThernsrtom ,1997 :233 .)
d a h s e t a t S d e ti n U e h t n i s n a c ir e m A n a c ir f A l l a f o % 1 7 n a h t r e w e f o N
n i e t a r y tr e v o p k c a l b e h t t u p n o it a l u c l a c r e h t o n A . e n il y tr e v o p e h t w o l e b s e m o c n i
t o B . % 7 8 g n i k c o h s a t a 0 4 9
s a w t ir i p s l a r u tl u c a t a h t , y l e t a r u c c a e r o m , r o , n r o b s a w w e n g n i h t e m o s t a h t
l u c n i n a c ir e m A n a c ir f A n i d e n e k a w a e
r turall fie( Stikoff ,1981 :153 .)
k r o w e m a r F l a c it e r o e h T . D
a c ir e m A h t u o S n i n o it a n i m ir c s i d l a i c a r e h t e e s o t s i y d u t s s i h t f o s u c o f e h T
n i d e t c e lf e
r Florence .Thewrtie rusest wot heo iresinordert oanswert heproblem n
o it a l u m r o
f .Fris,t t heseparaiton between black and whtie scan be seen t hrough .
d e d e e n s i g n it t e s f o y r o e h t o s , g n it t e s e h
t I thas i mpo tran trole t ha texplain t he s
n o i g il e r r o l a r o m , l a i c o
s o fthe society and the envrionmen tin which the s
r e t c a r a h
c il . ve
s t n e v e l a c ir o t s i h e h t s e s s e r p x e k r o w s i h t s
A in t hepast ,sowrtie ralsoput s e h t g n ir e w s n a n I . y t e i c o s d n a e r u t a r e ti l n e e w t e b n o it a l e r e h t t u o b a s e ir o e h t e m o s
s n o it a l u m r o f m e l b o r p d n o c e
s ,the wrtie ruse stheory o fracia ldiscirminaiton to n
o it a n i m ir c s i d l a i c a r e h t e e s s u p l e
h relfectedi nAilceChildress ’Florence. tr
a p t s a l e h t n
I ,t hewrtie rputs histo irca lbackgroundo fblacksi n Ameirca s
0 5 9 1 d n u o r
a and somereview salso added t o give morei dea sabout t heracism s
i h t n i s e u s s
1 2
I I I R E T P A H C
Y G O L O D O H T E M
y d u t S e h t f o t c e j b O . A
s i y d u t s s i h t f o t c e j b o e h
T to analyze the racia ldiscirminaiton toward s n
i d e t c e lf e r s i h c i h w a c ir e m A n i e l p o e p k c a l
B aplayen itlted Florencew irtten by .
s s e r d li h C e c il
A Thi splay i staken from Annas ’Ltierature and Society :An ,
n o it c i F o t n o it c u d o r t n
I Poetry ,Drama ,Nonifciton ,whichi spubilshedi n1990by .
ll a H e c it n e r
P Thi splay i sw irtten i n 1949 ,based from factua lcondiiton at t ha t e
m
it .Thi splayconsist so f12page .s f o e c n a m r o fr e p t s ri f e h
T Florence produced a t the Ameircan Negro ll
e w a s i t I . 9 4 9 1 n i y ti C k r o Y w e N n i e rt a e h
T -cratfed play tha t level san t
n e m t c i d n
i agains tarrogant whtie swho think they know more abou tAf ircan .
s e v l e s m e h t t u o b a w o n k s n a c ir e m A n a c ir f A n a h t s n a c ir e m
A Florence i salso
r e h t o n a n O . s e l o r d e p y t o e r e t s t c e j e r o t s n a c ir e m A n a c ir f A r o f d e e n e h t t u o b a
, l e v e
l Florence pay stirbute to Afircan Ame ircan parent swho encourage thei r y a l p t s ri f r e H . y r a s s e c e n s n a e m y n a y b l a it n e t o p t s e ll u f r i e h t h c a e r o t n e r d li h c
s s e r d li h C s l a e v e
r ' s superb skli l a t characteirzaiton , dialogue , and confilct (h ttp://www.answer .scomt/opic/ailce-chlidress).
y d u t S e h t f o h c a o r p p A . B
g n i z y l a n a n
I Florence,thewrtie rneedst ouseacetrainapproachwhich i s t
a h t c i p o t e h t h ti w e t a ir p o r p p
y d u t S e h t f o d o h t e M . C
d o h t e m e h
T usedinanalyzingt hiss tudyi silbraryresearchmethod.T he t
, a t a d f o s d n i k o w t d e s u s r e ti r
w hep irmarysourcei stheplay tisefl ,Florence ,and e
c r u o s y r a d n o c e s e h
t sare taken from some book ssuch a sGlossary o fLtierary s
m r e
T ,Ltierature fo rComposiiton ,Race and Cu tlure Contact sin the Modern k c a l B o t n o it c u d o r t n I , e r u t a r e ti L o t s e h c a o r p p A l a c it i r C f o k o o b d n a H A , d l r o W
, y g o l o i c o S o t n o it c u d o r t n I n A : y t e i c o S d n a e r u tl u C , s e i d u t
S The Struggle fo r
y ti l a u q E k c a l
B ,ReadingandWriitngabou tLtierature,RaceandCutlure :AWorld
w e i
V ,and undergraduate thesis .Since the play Florence had no tbeen analyzed e
r o f e
b , t he wrtie rused no tonly somesources from ilbrary ,bu talso some othe r s
e c r u o
s from i nternet.
o c o t n e k a t e r e w s p e t s e m o
S nductt hi sstudy .Thefris tstep wa sdeciding t
a h t k r o w e h
t wa sgoing to be analyzed ,and then read i tsevera l itmes t o ge ta e
h T . k r o w e h t t u o b a g n i d n a t s r e d n u r e p e e
d second step w sa ifnding the mos t t
n a tr o p m
i issue in the play , na d used ti sa topic and making problem n
o it a l u m r o
f .Thewrtier t ake ssomereference sfrom book sand i nternet .The nex t p
e t
s wast oanswert heproblemf ormulaitonbyusingsomeapproache sand some s
e ir o e h
t which dea lwtih setitng sand r acia ldiscirminaitons ,apply ti ,andt hel as t t
4 2
V I R E T P A H C
S I S Y L A N A
c a e n i a l p x e l li w t r a p h c a e d n a , s tr a p o w t o t n i d e d i v i d e b l li w s i s y l a n a e h
T h
n o it a l u m r o f m e l b o r p n i r e b m u
n .The fris tpar twli lanalyze the setitng sin thi s
s e u s s i m s i c a r e h t w o h t u o b a n o i s s u c s i d e h t e b l li w t r a p d n o c e s e h T . y a l p
e c il A n i s g n it t e s e h t y b d e t c e lf e r e r a e m it t a h t t a e l p o e p k c a l b y b d e c n e ir e p x e
’ s s e r d li h
C Florence.
s g n it t e S e h t f o n o it p i r c s e D . A
n I . s g n it t e s f o n o it p ir c s e d e h t t u o b a s i s i s y l a n a s i h t f o t r a p t s ri f e h T
e c n e r o l
F ,Chlidres susess etitngt odescirbet hecondiitono fblackpeople .Abram s
t u b , s r u c c o n o it c a e h t n e h w e m it d n a e c a l p t u o b a y l n o t o n s i g n it t e s t a h t s n o it n e m
l a i c o s e h t o s l
a condiiton in the story (Abrams ,2003 :330) .Wh lie Cohen states
g n it t e s t a h
t holdsi mpo trantr olei nal tierature.I tmays uppor tanunderstandingo f
s d n a y ti l a n o s r e p s ’ r e t c a r a h
c howingmora,lr eilgionandsocials tatu soft hes ociety
8 2 : 3 6 9 1 , n e h o C
( - 92 .)
s tr a p r u o f o t n i d e d i v i d e b l li w s g n it t e s f o s i s y l a n a e h
T , setitng o fplace ,
. y a l p s i h t n i n o it i d n o c l a i c o s e h t d n a , e r e h p s o m t a e h t , e m it f o g n it t e s
.
1 Setitngo fPlace
.
a South
g n it t e s d n if l li w r e ti r w e h t , y lt s ri
F from the genera lplace in which ti s
c o n o it c
a c urs(Abrams ,2003 :330) .In t he very beginning oft he story , tii sclea r
o s l a e r a e r e h
T other rooms in t he rtain staiton .Thereader scan conclude
t a h
t ,ast heyt alk.
. r e t r o
P …I fyou go t o t he res troom use t he Colored men’s… t he othe r ,s
s e r d li h C ( r e d r o f o t u o s i e n
o 1950:880 .)
. r e t r a C . s r
M ...I’mgoingt opowde rmynose. ( Extisi nto “Wh tieLadies” ).
m o o
r (Chlidres ,s1950: 88 6 .)
Anothe rclue salso seen from Mama’ sanswe rtoward spo trer’ squesiton
s r M t u o b
a . Catrer’ sextis.
. r e t r o
P ..I.s aidt he rtaini scoming .Where’st hel ady? .
a m a
M She’si nt hel adiesr oom .Yougo tas tamp?(Chlidres ,s1950:886 .)
o w t e h t t a h t d n a t s r e d n u n a c r e d a e r e h t , e v o b a s t n e m e t a t s l a r e v e s m o r F
e d i s t h g ir e h t n i ” n e m o w d e r o l o C “ d n a ” n e m d e r o l o C “ n e tt ir w e d i s h c a e n o s r o o d
d n
a “Whtiel adies”and“Whtiegenltemen”i nt hel ef tsideareuseda sbathroom s
. s m o o rt s e r r o
.
2 Setitngo fTime
.
a Aroundt he1950s
e m it n i a tr e c e h
T in t hi splay i sno tmenitoned i n t hestory .Bu tfrom t he
s r e t c a r a h c e h t f o n o it c
a thewrtiercanconclude ,a squotedi nt hef ollowing.
. r e t r o
P Mybrothe rBynum’si nGeorgianow. .
a m a
M Wel lnow,t ha’t snice. .
r e t r o
P Altanta. .
a m a
M Hegoin’t os chool? .
r e t r o
P Yes’m .Hes awFlorencei naColoredpicture .Amovingpicture. .
a m a
M Dot ell !Shedidn t’s ayawordabouti .t .
r e t r o
P Theygo tColoredmovingpicturest heartesi nAltanta. .
a m a
M Yes .You rbrothe rgoingt obeadoctor? r
e t r o
P (Wtihp irde) .No .Hewrtiest hing .s .
a m a
M O h. . r e t r o
e r e
H the po tre rproudly told about hi sbrothe rwho wa sgoing to be a
s a w o h w n o s s i h , r e ti r
w havingahigh educaiton ni universtiy and Florencewho
d e n o it n e m e H . e r u t c i p g n i v o m d e r o l o C a n i s s e rt c a e m a c e
b some young people
. e fi l r e tt e b a t e g o t r e d r o n i k r o w o t r o y d u t s o t h tr o N o t t n e w o h w
.
b Afternoon
n i e n e c s e h
T Florencehappenedi nt hedayitme.I tcan beseenf romsome
s a h c e e p s ri e h t f
o explainedbelow.
. e g r a
M Youdidn’ thavet o ge thereso ealrymama .Nowyougott owati ! 8
: 0 5 9 1 , s s e r d li h C
( 7 .)6
. r e t r o
P (A shewring smop) .Yes’m…wa silgh ta saf eather .Tha told rtain .)
9 7 8 : 0 5 9 1 , s s e r d li h C ( 2 4 r e b m u n s ’t I .’ n i n e v e s i h t e t a l e b a n n o g s i
n a c t
I alsobes eeni nt heopeningoft heplay.
e g a t s p u s r o o d e l b u o d e h t h g u o r h T . g n i k o o l y t p m e d n a b a r d s i m o o r e h T
l y a r g a n e e s e b n a c r e t n e
c ighitng which givest heeffec to fea lry evening .)
6 7 8 : 0 5 9 1 , s s e r d li h C ( m r o ft a l p n e p o d n a
.
3 Atmosphere
Setitng sarei mpo tran telementsi n generaitngt heatmosphereoft hework s
s m a r b A
( ,2003 :330 .) Therearet wokind so fatmospherei nt hi sstory .Thewrtie r
. e l p o e p t n e r e f fi d s d r a w o t n o it c a e r s ’ a m a M h g u o r h t t a h t s e e
s At t hebeginning o f
d n a e g r a M h ti w s n o it a s r e v n o c s ’ a m a M n i , y r o t s e h
t thepo tre,r t heatmospherei s
e r a c f o l l u f d n a , m l a c , d n i k , y p p a
h and l ove .I twa sconcluded from t he gesture
d n
a languaget ha tMamausedwhichi ss o tf ,andcreaitngcomfo trs tiuaiton .
e g r a
M (Kisse s he r quickly and give s he r the newspaper) . Here’ s .
a m a M g n o l o S . d a e r o t g n i h t e m o s
. a m a
M G’bye ,Margiebaby(Chlidress ,1950 :878). r
e t r o
P (Smlies.. .glance sa tMamaa shecrossest o wh tiesideand begin s p
o m o
t ) .Howd’yedo ,Mrs .Whtiney.. .yougoingonat irp? .
a m a
n i , y r a rt n o c e h t s
A the conversaiton between Mama and Mrs .Catrer ,
a m a
M ’ s gesture and language are rude .I t creates firgh tand uncomfo trable
e d u l c n o c r e ti r w e h t o s , n o it a u ti
s s tha tthe atmosphere are tense , irgid ,cold and
.r e g n a f o l l u
f
a m a
M (Reache s out , clutche s Mr .sC’. s wris t almos t pulilng he r of f e
c n a l a
b ) .Chlid! r e t r a C . s r
M (Frightened) .You’re huritng my w irs t(Chlidress ,1950 : 8 68 ).
a m a
M (carried away by he r convicitons… no t anger… she feel s s
e s i r e h S . d e g n e ll a h
c ) .Tha tain t’s o !No tonebtii tain’!t r
e t r a C . s r
M (surprised) .Bu ttii s!(Chlidress ,1950 :88 ). 2 r
e t r a C . s r
M (Uncomfo trablebu tno tknowing why).. .Butt here you have !
f o o r p s ’t a h T . e l u r e h t s e k a m n o it p e c x e e h T . ti
. a m a
M Nosuchat hing !MycousinHemsly’ sa swhtiea syou!.. .an’. ..an ’ ..
.r e v e n e h
( r e t r a C . s r
M Flushed wtih anger.. .yet l ost.. .because she doesn’ tknow y
h
w ) .Are you losing you rtemper? (Weakly )Are you angry wtih me? 8
: 0 5 9 1 , s s e r d li h C
( 8 ). 2
t n e r e f fi d d n a e l p o e p t n e r e f fi d s d r a w o t n o it c a e r s ’ a m a M h g u o r h t , e r e H
r e h e e s n a c r e d a e r e h t , n o it a u ti
s mood changes ,from paiten tand calm t o ful lo f
. r e g n
a The atmosphere can also givean in lfuence i n showing the relaitonship o f
. e r e h t d e n e p p a h n o it a u ti s e h t d n a s r e t c a r a h c e h t
.
4 Socia lCondiitons
e m it d n a e c a l p t u o b a y l n o t o n s i g n it t e s , s m a r b A o t g n i d r o c c
A when t he
n i n o it i d n o c l a i c o s e h t o s l a t u b , r u c c o s n o it c
a thestory (Abrams ,1981 :175 .) In
e h t f o g n i n n i g e b e h
t analysis , tii scleart hat t heplaceoft he story i s t aken i n a
. h t u o S e h t n i n w o t l l a m s y r e
v A sstated in chapte rtwo ,tha tthe lfie o fblack
peopleespecially i n t heSouth wa sreally dfiifcutl .Blacks ’neighborhood ,which
a
s e m o c e b r e tr a C . s r
M rveyboredonlyi nt wodays ,wantstol eavet ha tplacesoon ,
s y a s n e v e d n
a tha tshewli ldiet o bet here .Thi sstatementssuppo trt hei deat ha t
n
i the South ,the condiiton i sso patheitc. The place i sno theatlhy to ilved ,in
c a l e h t e s u a c e b y ll a i c e p s
e ko fcleanilnes sandatteniton.
, y r a rt n o c e h t s
A Mama’sr esponse“Tha’tst oo bad ,mam…Mrs .Ca trer” ,
d e h s t a h t s w o h
s o esnott hink so .In othe rwords ,Mamat hinkst hatt he placei s
a s r e tr a C . s r M t a h t s n o it p ir c s e d e h t d n a d a b t a h t t o
n y saboutt ha tplacei sj ustt oo
. h c u
m Thewrtie rsee stha t tii s rionic ,sincet hestiuaiton t hati svery awfu land
, e l p o e p e ti h w r o f e l b ir r e
t i sconsidere da ssomethingusualf o rblacks . tIi ndicate s
y r e v a e v a h y e h T . g n i v il f o d r a d n a t s r e h g i h d n a r e tt e b a e v a h e l p o e p e ti h w t a h t
. e fi l t n e r e f fi d
w a L w o r C m i J e h
T si a law which conrtolled how wh tie sand black s
e b d l u o h
s .I tha ssome eitquette norm s ilke black could no tmake any physica l
s e ti h w h ti w t c a t n o
c because i t mean s they became socially equal , which
s ri f ri e h t y b d e ll a c y ll a u s u e r e w s k c a l B . o o b a t s a d e r e d i s n o
c tname sorj us t“boy”
t c e p s e r f o s e lt it y s e tr u o c e m o s e s u o t d a h y e h t e li h w , n e m k c a l b t l u d a n a o t n e v e
.s r M r o . r M e k il , s e ti h w o
t (Thernsrtom and Thernsrtom ,1 9 : 099 4 - 14 ). More
n o it a n a l p x
e aboutt hi scanbes eent hroughMrs .Catrer’ss peechasf ollows.
. r e t r a C . s r
M You don’ thave to cal lme mam .I’t sso southern .Mrs . w e N a y ll a e r m ’ I . r a W l i v i C e h t g n it h g if l li t s e r a e l p o e p e s e h T ! r e tr a C
. s i h p m e M . n a e m I h t u o S e h t n i … e r e h n r o b s a w I e s r u o c f O . w o n r e k r o Y
a t o t t o g y l p m i s e v ’ I ? u o y g n i y o n n a I m a … n e t s i
L lk to someone
0 8 8 : 0 5 9 1 , s s e r d li h C
( - 881 .)
. a m a
M I’m sorry , mam.. . Mrs . Catrer . They didn’ t ilke hi s book? 0
8 8 : 0 5 9 1 , s s e r d li h C
ll a c y l s u o u n it n o c a m a
M s Mrs .Catre r“mam” because i tha sbecome a
“custom” fo rblack t o cal lwhtie s ilket hat .Even ,atfe rMrs .Ca tre rasks mamano t
e t a ti s e h l li t s a m a M , ” m a m “ r e h l l a c o
t s to do ti .Thi stex tgive su sa cleare r
h t u o S e h t n i t a h t g n i d n a t s r e d n
u ,the law ha sruled tha tblack people had to use
s e r f o s e lt it y s e tr u o
c pec twhenr eferirngt othewh tie sandwereno tallowedt ocal l
. s e m a n t s ri f ri e h t y b m e h
t T ihat swhyMamai safraid t o cal lMrs .Catre rwtihou t
. s e lt it y e s tr u o c r e
h Also ,wha ti simpiles by Mrs .Catrer’ sstatementst ha tshei s
w o n r e k r o Y w e N a y ll a e
r t is ha tfo rher , ti i sno tnecessary t o do such respect .
. h t u o S e h t n i d e l u r y l n o w a l t a h T
o w t o t n i d e d i v i d s i m o o r g n it i a w e h t , n o it a t s n i a rt e h t f o n o it p ir c s e d e h t n I
o w t a y b d e ti m il d n a s n o it c e
s -door sgate .Thisi sacommoncondiitoni nt he1950 s
m l a n e h
w os tal lo fpub ilc place sand faciilite sare separated into whtie and
. d e r o l o
c The separaiton o fplace happened because o fJim Crow law rules .Jim
e v o b a d e c a l p e r e w s n g i s w o r
C doo renrtance sand extis ,and in fron to fpubilc
e t a r a p e s e r e w e r e h T . s e it il i c a
f pubilc resrtooms fo rblack sand whties ,separate
s n o it a d o m o c c a c il b u
p o revenwors I e. nothe rcase ,st herewerenoblackf aciilites.
e li h
W inMarge’ss peech,s hemenitons Ha lrem . tI i saneighborhoodi nt he
n a c ir f A r o j a m a s a n w o n k , y ti C k r o Y w e
N -Ameircan residenital ,cutlure ,and
r e t n e c s s e n i s u
b .There, t herate so fc irme andpovetry i ncreasesigniifcanlty atfe r
I I r a W d lr o W e h
t (Stikoff ,1981 :48.)Tha ti swhy Marge i sworrying abou the r
b o j d n if o t s e ir t o h w e c n e r o l F , r e t s i
s there.Margewant shert ocomebackhomei n
e h
t South ,ast ha t itmei satfe rWo lrdWarI ,It hecondiitono fHalremi sno tsa , fe
o s l
e c n a s s i a n e R m e lr a
H represented a cutlura l movemen tamong Af ircan
I r a W d lr o W f o d n e e h t n e e w t e b n a c ir e m
A in1918andt hebeginningo ftheGrea t
n o i s s e r p e
D in 1929 .The name given to thi s movemen treveal s ti sessenita l
t n a e m ” o r g e N “ d n a ” k c a l B “ s d r o w e h t , y l n i a tr e C . s e r u t a e
f ha tthi smovemen t
t a h t s e t a c i d n i ” e c n a s s i a n e R “ m r e t e h t d n a , s n a c ir e m A n a c ir f A n o d e r e t n e c
s a w t ir i p s l a r u tl u c a t a h t , y l e t a r u c c a e r o m , r o , n r o b s a w w e n g n i h t e m o s
n i n a c ir e m A n a c ir f A n i d e n e k a w a e
r thei rcutlurall fie( Stikoff ,1981 :153 .)Int hi s
t , y a l
p h pe o tre ralsomenitons someyoung peoplewho goesto No trh t o studyor
n o s s i h d n a r e h t o r b s i H . e fi l r e tt e b a t e g o t r e d r o n i k r o w o
t goes to school ,
e c n e r o l
F work sa san acrtes sand hi sbrothe rbecome sa wrtier .These young
y rt y e h T . t n e m e v o m a e k a m e l p o e
p to prove t ha tblack peoplecan do t he same
g n i h
t a swhties .Thi squotaiton represent sthe black people around the 1950s ,
o d y e h t n e h
w the Civi lRight sMovement so rthe Black Movements ,a sthei r
e l g g u rt
s f orequaltiy .
s e h
T etitngo faplaymayalsogivet her eade ranabsrtacti mpressionoft he
s r e t c a r a h c e h t h c i h w n i t n e m n o ri v n
e ilve .Thesetitng i susually provided by t he
y r o t s e h t f o s n o it i d n o c l a r e n e
g (Yelland , 1950 :184) ,a s stated through thi s
: e u g o l a i d
. a m a
M I fMr .Jackaskaboutt her ent .Youtel lhimwegonnabel tiltel ate .
p ir t e h t f o t n u o c c a n o
. e g r a
M Il’ ltalk wtih him .Don’ tworry so abou teverything .(Place s r
o o lf n o e s a c ti u
s . )wha tyoucarryin’ ,mama.. .b ircks? .
a m a
M I fMr .Jack won’ twati.. .wrtie t o Rudley .Heoughta send a l tilte o
s methin .’ . e g r a
M Mama.. .Rudley ain’ tgo tnothin ’fo himsefl . Ihatet o ask him t o .s
u e v i g
. a m a
M Tha’t syou rbrother !I fpush come sto shove ,we go tto ask )
7 7 8 : 0 5 9 1 , s s e r d li h C
s a h y r o t s s i h t n i y li m a f e h
T very ilmtied money .They ge tto be late in
e s u a c e b h t n o m t a h t t n e r e h t g n i y a
p mamausest hemoneyto got oNewYorkand
r e h d e k s a a m a M n e h w d e tr a e h y v a e h s w o h s e g r a M . e c n e r o l F o t n e v i g e b o t
g n i k s
a rfo money from Rudley, bu tMama’sl as tstatement i n t hi sdialogue, t he
n o c y a m r e d a e
r clude t ha tactually they do on t ilke asking fo rmoney fromother
t u b e l p o e
p thei rdfiifcul tcondiiton force them to do i.t They do on thave any
i c o s r o o p e h t t n e s e r p e r e u g o l a i d s i h T . e c i o h c r e h t
o e ty condiiton .The character s
. y tr e v o p f o e n il e h t n i e v il
h g u o r h t , o
S the setitngs in thi s story , the reade rcan understand t he
e v il o t s e c a l p e l b ir r e t , e fi l f o s e it l u c if fi
d in ,dfiferen tcondiiton o flfie between
i c o s r o o p d n a n o it a r a p e s , e ti h w d n a k c a l
b e ty condiiton . Al l o f them are
0 5 9 1 n i k c a l b y b d e c n e ir e p x
e s .The condiiton in thi splay represents the rea l
h t t a h t u o S e h t n i e fi l l a i c o
s e it mewhent hi splaywa sw irtten.
i r e m A n a c i r f A s d r a w o t n o it a n i m i r c s i D l a i c a R .
B c na s aroundt he1950s
n
I thi splay ,Chlidres stire sto revea lracism and discirminaiton issue s
. s k c a l B s d r a w o
t Racismcomesf romtheatttiudest ha thaveairsen f ort hephysica l
s e ti h W e h t , e r e H . g n i e b n a m u h f o s p u o r g e m o s d e t a r a p e s s a h t i d n a , s e c n e r e f fi d
r e d i s n o
c thatt heyhaveahighe rstatust han Blacks .They rtea tBlack svery badly .
s t h g ir e m a s e h t e v a h t o n o d s k c a l
B a stheWhties .Theyget dfiferen trteatments in
s t c e p s a y n a
m oft heril fie,s uchasi npub ilcf aciilites ,educaiton,j ob ,etc.
s i h t n
I patr, t he wrtie r rti esto classfiy the pracitceo fracism i nto severa l
s t c e p s
h
T e staitoni sdividedi nto t wosecitons .The irgh tsideandt hel ef tsideo f
a m a M . y a w li a r e h
t reminds t hat Mrs .Catrer ,who i sa wh tie-skinned woman,
e b o t w a l e h t t s n i a g a s i ti s a l i a r e h t f o e d i s r e h t o e h t n o e b d l u o h
s ont hesame sa
r e
h ,a black woman .Thi sdescirpiton i sone example o fthe appilcaiton o fJim
a l b d e t a r a p e s h c i h w w a l a s i s i h T . w a L w o r
C ck a san infeiro rclass ciitzen. tI
d e y e b o s i d r o e k o r b o h w e s o h t r o F . e b d l u o h s s e ti h w d n a k c a l b e r e h w d e ll o rt n o c
r u b n e v e r o g n it o o h s , g n i g n a h e k il s t n e m h s i n u p d r a h e r e w e r e h t , s e l u r s i h
t ning
a s a m a M y h w s i t a h T . e v il
a y sthats hedo oesn twantt obreakt hel aw.
, d e t a r a p e s y l n o t o
N thef aciilite sfo rblacksarealsodfiferent .Thef aciilite s
r o
f t heblacksareworset han wh ties.’ In most i nstance ,s t heblack f aciilite swere
s s e l , r e d l o , r o ir e f n i y l s s o r
g -w -ellkept . In othe r case ,s there were no black
ti li c a
f i e ,s no coloured pubilc resrtooms ,no pubilc beach ,no place to si to rea t
m m a r h c S
( -PateandJeffires ,2008 :159 .)Thati sal lhappened because,f o rwhties ,
e h t n O . s e it il i c a f d o o g e v a h t s u m y e h t o s , n o it i s o p s s a l c r e h g i h a e v a h y e h t
e g d u j y e h t , y r a t n o
c black asl owe rclass ,so t hey deserveall t hei nfeiro reven no
ll a t a s e it il i c a
f .
r e t r o
P (Leaning agains t raiilng) .I f you go to the res troom use the r
e d r o f o t u o s i e n o r e h t o e h t .. .s ’ n e m d e r o l o
C (Chlidress ,1950 :880) .
i n e m o w d e r o l o C r o f m o o r t s e r e h
T sou to forder ,and Po tre rdo es no t
s i h T . n e m k c a l b r o f t e li o t t u b n e m o w e ti h w r o f t e li o t e h t e s u o t a m a M t s e g g u s
n e t h g n e rt
s s the idea tha tblack are no tallowed to use the faciilite sfo rwh ties .
t a h t , o s l
A there i sonly one o fthe toliet stha twork sso black men and black
y e h t s e it il i c a f c il b u p e h t t a h t s w o h s , t e li o t e m a s e h t e s u o t e v a h n e m o
w ge tdono t
d a b d n a d e c it o n t e
. a m a
M ... Ijus tmean tHemsly work sin the colored seciton o fthe shoe !
fl e s s i h l li k o t d e t n a w e c n o r e v e n e h . .. e r o t
s (Chlidress ,1950 :88 ). 2
a m a
M alsot se ll as toryabou the rcousinHemslywhoworksi nt hecolored
e o h s e h t n i n o it c e s r e h t o n a s i e r e h t s e d u l c n o c r e ti r w e h T . e r o t s e o h s e h t f o n o it c e s
n o n , e r o t
s -Colored o r whtie seciton. I t i s one form o t f he pracitce o f
n o it a n i m ir c s i
d ,tha teven in the store ,the seciton sare separated into colored
h c i h w s n o it c e
s i sservicingcoloredpeopleandalsos ervicedbycoloredpeople .So
s n o it c e s e ti h w e h t o
d only servicing whtiecustomer sand t heemployee sarealso
. e ti h w
a m a
M ’sr esponsegive smoreexplanaitonabou tMrs .Ca trer ’storyabou ta
ll i k o h w l ri
g s hersel fbecause she i o sn table to accep the rcondiiton a sblack
. lr i g d e n n i k s
. a m a
M (During t he f ollowing shework she rwayaround t he raiilng un it l o
t e c a f s i d n a e d i s e ti h w e h t o t r e v o t o o f e n o t u o b a s e s s o r c e h
s face wtih
) r e t r a C . s r
M . Iknow i tain t’ !Don’ tmy f irend Essie Kirtedge daughte r s ’ e h S ! fl e s r e h l li k t ’ n d i d e h s ? ’ n i h t e m o s r o n a m r e G a e k il t s u j k o o l
s u b e h t n e v E . e r e h t t h g ir l o o h c s d e r o l o c e h t n i e d a r g d ri h t e h t ’ n i h c a e t
o r f e h t n i ti s o t r e h k s a s r e v ir
d n tseat scauset heyt hinkshe’ swhtie !.. .an.. . t i s o t t o g e l p o e p y m e r e h w ’ n it ti s m ’ I “ . .. e s a e l p u o y s a s y a s t s u j e h s . .. n a
” ! n a m o w o r g e N a m ’ I . w a l y
b (Chlidress ,1950 :882).
f o n o it i d n o c l a e r e h t n
I the1950 ,si n mos tSouthern t own sand ciite ,s t hey
e
w re no tallowed to be in the same pubilc places even pubilc rtanspotraiton .s
Whties ’faciilite shad alway samuch highe rstandard .Even i n t he bu ,s t he seat s
d l u o w s u b e h t f o k c a b e h t m o r f g n it a e s f o s w o r e v if r o r u o f e h T . d e l e b a l n e e b d a h
r o l o c d e l e b a l e
b ed peopleandt her emainingnumbe ro fseatst owardst hef ront fo
. s e ti h w e h t r o f s a w s u b e h
t Black swererequried t o si tort o stand att heback o f
n o it c e s d e r o l o c e h t n i s t a e s y t p m e o n e r e w e r e h t f i s u b e h
h t u o S e h t n i l o o h c s d n e tt a o t d e ll e p m o c e r e w s k c a l b r o s e ti h
w (Thernsrtom and
, m o rt s n r e h
T 1 9 : 699 3 - 93 ) .Thepatheitccondiiton o fschoolsf o rblacks ,show u s
n e p p a h n o it a n i m ir c s i d l a i c a r t a h
t s also in the educaiton aspect .Whtie sblocks
n o it a c u d e d o o g a t e g o t y a w s ’ e l p o e p k c a l
b becauset heyarew y orr tha tblackwli l
do something harm t ot hem .Becauset hef aciilitesf ort heschoo larevery ilmtied
, w o l o s l a s i n o it a c u d e e s o h w , k c a l b o s l a e r a l o o h c s s ’ k c a l b n i s r e h c a e t e h t d n
a the
r o f n o it a c u d
e black sca nnotr eachmaximumr esutl .
. a m a
M Take san awfu llo to fgoin ’to schoo lto be anything .Lots fo .s
y a w t s a e l y e n o m
r e t r o
P (Thoughfully) .Yes’m ,tis uredo(Ch lidress ,1950 :87 ). 9
a s a m a
M y s tha tgoing to schoo li ssomething awful .I tspends a lo to f
. r e h h ti w s e e r g a r e tr o P d n a g n i h t o n e b o t t s u j y e n o
m Even t hough Florencedoe s
n o s u c o f t o
n educaiton ,bu tfrom thi sshor tdialogu e, i tshow stha tfo rsome
. s s e l e s u d n a e li t u f g n i h t e m o s s i n o it a c u d e , s k c a l
b They have been hopeles stha t
nothing ca n change thei rdfi ifcul tlfie. Though there is imbalance o fblack and
, n o it a c u d e e ti h
w whtie tire sto keep thei rdominaiton ove rblack and preven t
l
backst omovef orward ,whichalso llk s i black’ shope.
.
3 Occupa itons
n e h w e m it e h
T Florencewa sw irtten, t heeconomi ccondiiton i n Ameirca
. t n i o p e l b a t s n u t s o m s ti n i s a
w McCloy in Goalsf o rAmerican sstated t ha tfrom
n a s a w e r e h t , s 0 4 9 1 y lr a e e h t l it n u 9 2 9
1 e ra when the wors tand the longes t
d e ll a c d e s p a ll o c c i m o n o c
e the Grea tDeppression (McCloy ,1960 :35) .I ti sa
e h t r e tf a e d a c e d a l it n u n e v E . s g n i v a s d n a s b o j ri e h t t s o l e l p o e p n e h w n o it i d n o c
f o d n
r e h t t u o e r a s g a b y
M e .The tax id irve rjus tdropped them .Wli lthey be ?
e f a
s (Chlidress ,1950 :88 ). 0
r e t r a C . s r
M (Pace sup and down rathe rnervously ,shet ake sa cigarette a
s e k a T . ti s t h g il , e s r u p e h t m o r
f deep draw .She look sat he rwatch .
g n il i a r e h t s s o r c a a m a M o t s k a e p
S )(Ch lidress ,1950 :88 ). 0
The reade rcan see clealry the dfiference look between mama and Mrs .
n o i h s a f ri e h t y b n w o h s r e tr a
C s and belongings .Mrs .Catre rwearsf ur ,sb irng san
g a b d n a h e v i s n e p x
e and goest hereby ataxi .I ti sreally conrtas twtih mamawho
. g a b p a rt s r e d l u o h s a d n a e s a c ti u s d r a o b d r a c l a u s u a s e ir r a
c I tsymboilzes whtie s
c o s e h t n i s s a l c r e h g i h s
a iety which haveabette reconomi ccondiitont hanblack .s
a h s k c a l
B v etor eceivei nequaltiyi nl aw ,whichputst hems taybelowpovetry ilne .
. a m a
M If Mr .Jack ask aboutt her ent .You t el lhim wegonna beal tilte p
ir t e h t f o t n u o c c a n o e t a
l (Ch lidress ,1950 :87 ). 7 .
e g r a
M Mama.. .Rudley ain’ tgo tnothin’f o himsefl . Ihatet o ask him t o s
u e v i
g (Ch lidress ,1950 :87 ). 7 .
a m a
M .. . Idon’ tilket o t el l ti ,bu tshecan’ tevenpayherr en tandt hings . y r g n u h s e o g l ri g y m e v e il e b I . .. r e h r o f g n i k o o c y m o t d e s u s ’ e h s d n A
d a b o s y a t s o t e k il d ’ e h s t e y d n a . .. e r e h t p u e m it e m o
s (Chlidress ,1950 :
8 48 ).
s n o it a t o u q e s e h
T b irng sout the condiiton tha teverybody il s ve in a very
n i tl u c if fi
d economy ,bu tstli lblack saremuchles sprosperoust han wh tie .s A tfe r
d e ti n U e h t n i n a c ir e m A n a c ir f A l l a f f o % 1 7 n a h t r e w e f o n , n o i s s e r p e D t a e r G e h t
s e h T . e n il y tr e v o p e h t w o l e b s e m o c n i d a h s e t a t
s tudy esitmated t hewhtiepovetry
l e v e l k c a l b e h t fl a h t u o b a t a e t a
r (Thernsrtom andThernsrtom ,1997 :34). Slavery
e m o c e b d a
h so l ong history i nt hepast ,butt heeffec tcan stli lbef etl .Even ,atfe r
r e w o p d l o h l li t s s e ti h w s e ir u t n e
c toward black sand putthemundert hei rconrtol .
e h t d n a w a L w o r C m i J e h
a h s m o t s u c d n a s e l u r e s o h t ll A . n r e tt a p c i m o n o c e r i e h t n i e c n e u lf n
i v egivenmany
. s e ti h w o t s e g a t n a v d a
.
5 Socia lC sl as
s g n i h t l a i c a r e h
T whicha rebuli tbyt hes ocietyareconsidereda s“wha tare
.s e ti h w r o f ” e b o t d e s o p p u
s Throught hei mbalanceo fblack sandwhtie seducaiton
t p m e tt a e ti h w d n a s s a l c w o l a s a d e r e d i s n o c e r a s k c a l b , y ti r e p s o r p d n
a s to
r e v o e t a n i m o
d them .Adeifntieexamplecanbef oundint he eil n below.
r e h t o e h t . .. ” n e m d e r o l o C “ d e k r a m e n o . .. s r o o d o w t e r a t h g ir e g a t S .. .
d n a ” s e i d a l e ti h W “ e r a s y a w r o o d r e h t o o w t tf e l e g a t S ” . n e m o w d e r o l o C “
” n e m e lt n e g e ti h
W (Chlidress ,1950 :87 6 .)
. r e t r a C . s r
M .. .Boy !My bag sareoutt here .Thet ax id irverj us tdropped .
m e h
t Willt heybes afe? .
r e t r o
P Yes ,mam.I ’lls eea tfert hem(Chlidress ,1950 :88 0.)
w o r C m i J e h
T ’ s signs a re pu t ove r the doorway s are made by the
government .From t he way t hey write “men and women” i n t he colored seciton
s e i d a l “ d n
a andgen ltemen”i n thewhtiesecitonshow t hat t hesociety posiitoned
r o ir e f n i s a s k c a l
b ,since“Ladie sand genltemen” have a highe rsense o frespec t
. ” n e m o w d n a n e m “ n a h
t They are also beileved a sinsigniifcan tin the society.
ll a c r e tr a C . s r M y a w e h t , o s l
A s the Po trer ,a man who i sclealry older t han he r
d r a w o t e l p o e p e ti h w f o s s e n e ti l o p m i d n a e t a m it s e r e d n u s t c e lf e r ” y o B “ h ti w
. s k c a l
