In the final act of Who's Afraid of Virginia Woolf, Honey apologetically and drunkenly explains that she has peeled the label off her brandy bottle. To this, George replies, "We all peel labels, sweetie: and when you get through the skin, all three layers, through the muscle, slosh aside the organs, and get down to bone, you still haven't got all the way, yet. There's something inside the bone… the marrow… and that's what you gotta get at." In a play blending realism and absurdism, Edward Albee peels off the institutions and values that Americans held and hold dear, such as family, beauty, marriage, success, religion, and education. With blackly humorous ridicule and through critical analysis, Albee suggests that these institutions, traditionally comprising the "American dream," have been desperately created to escape reality. Ultimately, however, he shows us that reality continues to pervasively lurk not far beneath the surface that we have slapped over it, almost as if threatening to eat up the very thing with which we suppress it.
Even before an analysis of Albee's dramatic action, the location itself sets the scene for a study of American society. Albee sets his play in the fictitious New England town of New Carthage, alluding to the ancient civilization of Carthage, which for thousands of years flourished, but was permanently conquered by the Romans. The name is not coincidental, as George refers to New Carthage as "Penguin Island," a mythical island destroyed by capitalism in a novel by Anatole France, and as "Gomorrah," the city in the Bible that was destroyed, along with Sodom, for its wickedness. (40) The allusion invites parallels to our own country, which, at the time facing the threat of communism, not only face...
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...an philosopher. "And the west, encumbered by crippling alliances, and burdened with a morality too rigid to accommodate itself to the swing of events, must… eventually… fall." (174) Albee suggests that, behind the façade of the American dream, behind the pretense of American ideals, behind the false front of the tranquility of American society in the early 60's, America's internal corruption and emptiness threatened, and perhaps continue to threaten, the country with a similar fall.
Work Cited
Albee, Edward. Who’s Afraid of Virginia Woolf? Rev. ed. New York: Dramatists Play Service, 2005. Print.
Works Consulted
Clurman, Harold. "Who's Afraid of Virginia Woolf?" Edward Albee: A Collection of Critical Essays. Ed. C.W.E. Bigsby. Englewood Cliffs: Prentice-Hall 1975. 76-79
Hirsch, Foster. Who's Afraid of Edward Albee? Berkeley: Creative Arts, 1978.
The Norton Anthology of English Literature, Volume 1c. New York: W.W. Norton & Co, 2006. Print. The.
Perkins George, Barbara. The American Tradition in Literature, 12th ed. New York: McGraw Hill, 2009. Print
Hearne first analyzes the language of “The Great Gatsby” and says that the language reflects the distortion of The American Dream, and that Americans rely on images and illusions rather than reality. American are in love with the illusion of what The American Dream seems to be rather than the reality of what it actually is. This point leads into Hearne’s next one about how The American Dream is flawed, and while it appears
coming in search of gold and everlasting youth, there has been a mystique about the land to which Amerigo Vespucci gave his name. To the Puritans who settled its northeast, it was to be the site of their “city upon a hill” (Winthrop 2). They gave their home the name New England, to signify their hope for a new beginning. Generations of immigrants followed, each a dreamer bringing his own hopes and aspirations to the green shores. The quest was given a name – the American Dream; and through the ages, it has been as much a symbol of America as the lady in the harbor, a promise of America’s riches for all who dare to dream and strive to fulfill their ambitions. Dreamers apotheosized fellow dreamers like Rockefeller and Carnegie, holding them to be the paradigm from which all could follow. But behind the meretricious dream lies the cold reality. A country built upon survival of the fittest has no sympathy for those who serve as the steppingstones for others’ success. For every person who reaches the zenith, there are countless others trapped in the valleys of despair by their heedless dash to reach the top. Playwrights Arthur Miller and Lorraine Hansberry memorialize the failures in their works Death of a Salesman and A Raisin in the Sun. Their central dreamers, Miller’s Willy Loman and Hansberry’s Walter Lee Younger, like children at a candy shop window, are seduced by that success which can be seen so clearly, yet is so unreachable. Ardent followers of the hype of America, they reveal that, far from being a positive motivator, the Ame...
One attempt made to correct this failure was the permanent desegregation of all public schools across the country. In the celebration of the Brown v. Board of Education all public schools were integrated with both races. Before this integration there were all white and all black schools. This was in favor of the idea of “separate but equal”. But, it was proven by the “woeful and systematic under funding of the black schools” things were separate but rarely equal. (Source 9) As a solution to this,it was decided that a fully integrated society began with the nation’s schools. (Source 9) Two years after one of the first integration of schools at Little Rock, Effie Jones Bowers helped desegregate the nearby school, Hall High School. The students were put into an all white school like at Central High School. According to one of the students, they were faced with vio...
Norton Anthology of American Literature. Ed. Nina Baym. 8th ed. Vol A. New York: W.
Charters, Ann & Samuel. Literature and its Writers. 6th ed. Boston: Bedford/St. Martins, 2013. 137-147. Print.
In 1954 through Brown V. Board of Education, the Supreme Court decided that forced segregation denied African Americans equal protection under the law as stated in the Fourteenth Amendment. Brown mandated equal access and opportunity. This decision created a wave of effects throughout the African American community. Unequal outcomes were fueled by low expectation and cultural incompatibilities along with the drainage of resources such as the removal of the best teachers through reassignment to desegregated schools or through firing (Green et al., 2005). Black students were also bused to predominately White schools disproportionately, causing many African American schools to close (Morris, 1999). Morris further state...
The symbols that encompass the novel underscore the theme that the American Dream, corrupt and unjust, eventually concludes in anguish. Money, greed, and lust overtake everything in their lives to the point of nothing else being of importance. The characters in this novel lost themselves to a fruitless dream that eventually brought and end to the “holocaust” that embodied their lives (162).
Topics of race and inequality are critical topics we continue to debate everyday in America. My research synthesis paper is about school segregation, and I wanted to identify how and why schools continue to be racially and socioeconomically segregated today. I will use these questions, as well as knowledge gained from scholarly articles, as a platform for my analysis of school segregation and its implications for students and communities. So I wanted to discover if integration still matters, do our schools need to be desegregated, and if not, then how can our schools become diverse and effective. Racial segregation, segregation and systemic oppression doesn’t just start in one place. There is a structure in place that makes all of the discrimination
Belasco, Susan, and Linck Johnson, eds. The Bedford Anthology of American Literature. Vol. 1, 2nd Ed., Boston: Bedford/St. Martin's, 2014. 1190-1203. Print.
“How Desegregation Changed Us: The Effects of Racially Mixed Schools on Students and Society” focuses on public schools being desegregated in the late 1970’s and how the students felt when they went into school. For most of the students, this was the first time that they had gone to school with minorities. Racism was not openly discussed in the classroom as to help everyone to get along without issues. Specifically, the class of 1980 has led lives away from the diversity of their youth. Instead, as the article states, “Virtually all of them attend one-race churches or temples and share their closest friends' ethnic or racial backgrounds.” (Wells) Most of the graduates live without any sort of racial diversity, working in environments where minorities are typically not found. Instead, there’s a great deal of staying within a comfortable environment for them. For some, it isn’t intentional to try and keep away from minorities, but rather, there’s several variables that must be taken into consideration. Some feel that it is more important to have better education than to be diverse while others simply don’t get an opportunity to experience change within their community. Nonetheless, it seems as if these citizens want for a diverse society and feel that desegregation was necessary for
Gilman, Charlotte Perkins. "Essay date 1935." Twentieth-Century Litirary Criticism 9. Ed. Dennis Poupond. Detroit: Gale Research, 1983. 316-317
The American dream was a vision shared by the American people who desired their land to be improved and wealthier for every individual, with the opportunity for everyone in accordance to achievement. The dream is based on every individual working hard to become successful with an abundance of money, a nice house, two children and a high-quality job. In the Adventures of Huckleberry Finn, the American dream symbolizes being free to come and go with the river, not to have restrictions, and to take pleasure in the wide-open Western edge. The dream’s beauty and liberty is depicted as a requirement for Huck, and for Jim who is a slave. The book shows that the American dream consequently turns out to be a celebration of freedom, for physical organization and rules, and also chauvinism of the Southern society in the slavery period. However, The Great Gatsby, which was written by Fitzgerald, is a figurative meditation on the 1920s breakdown of American dreams, in a period of unparalleled wealth and material surplus. Fitzgerald depicts the 1920s as a period of rotten moral and social value that is shown through America’s sarcasm, gluttony, and empty chase of enjoyment.
Meyer, Michael. The Bedford Introduction to Literature: Reading, Thinking, Writing. 10th ed. Boston: Bedford/St. Martin’s. 2013. Print.