The language, the imagery, the themes, the characters, everything in Toni Morrison's Sula, touches my heart. I want these people to win, to know goodness in their lives, to stop being small. I want the loud and long cry of rage which has no bottom or top with "circles and circles of sorrow" to end (Sula 174). Morrison embraces the political aspects of her work without apology and freely admits to desiring to emote a reader response. She maintains, "the best art is political and you ought to be able to make it unquestionably political and irrevocably beautiful at the same time" ("Rootedness" 345). Without question, Morrison is able to do both. In her analogy, comparing our place as readers of her writing to that of the congregation of the Black preacher, our response to her writing should be "to stand up and to weep and to cry and to accede or to change and to modify-to expand" on what is given (341). We are not to read passively but should feel compelled to respond. Morrison says there are things worth fighting for in this life, regardless of the outcome. The response to an injustice system needs to be rage and the claiming of true value.
Morrison chose certain years for the chapter headings to make a strong political statement. The final chapter, "1965" may relate to the Vietnam War. But "1965", is not just about war. It is about how African Americans are treated by the governing systems even after the war. Starting with the introduction, the creation of the Bottom takes place after the end of slavery. Researching American history, I find that the Juneteenth celebration began a hundred years prior to this year marker. This is a celebration of the ending of slavery.
President Abraham Lincoln issued the Emancipa...
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Guynes, Kristian. “Toni Morrison: Sula’s Application of Literary Activism” January 2, 2013. Web. 3 May 2015.
https://papaeleele.wordpress.com/2013/01/02/toni-morrison-sulas-application-of-literary-activism-by-kristian-guynes/
Montgomery, Maxine Lavon. The Apocalypse in African-American Fiction. Gainesville: University Press of Florida, 1996.
Morrison, Toni. "Rootedness: The Ancestor as Foundation." Black Women Writers (1950-1980): A Critical Evaluation. Ed. Mari Evans. New York: Anchor Books, 1984. 339-345.
Morrison, Toni. Sula. 1973. United States of America: Plume-Penguin Books, 1982.
Toni Morrison’s novel Sula is rich with paradox and contradiction from the name of a community on top of a hill called "Bottom" to a family full of discord named "Peace." There are no clear distinctions in the novel, and this is most apparent in the meaning of the relationship between the two main characters, Sula and Nel. Although they are characterized differently, they also have many similarities. Literary critics have interpreted the girls in several different ways: as lesbians (Smith 8), as the two halves of a single person (Coleman 145), and as representations of the dichotomy between good and evil (Bergenholtz 4 of 9). The ambiguity of these two characters allows for infinite speculation, but regardless of how the reader interprets the relationship their bond is undeniable. The most striking example of their connection occurs right before the accidental death of Chicken Little. In the passage preceding his death, Nel and Sula conduct an almost ceremonial commitment to one another that is sealed permanently when "the water darkened and closed quickly over the place where Chicken Little sank" (Morrison 61):
In examining the two distinct characters of Nel (Wright) Greene and Sula Peace from Toni Morrison's Sula, a unique individual soul emerges from the two women. This soul takes into account good, bad, and gray area qualities. They gray area qualities are needed because, while Nel exhibits more of the stereotypical "good" qualities than Sula, the stereotypes of good and bad don't fit the definition completely. Nel and Sula combined create a type of ying and yang soul, each half including some of the other half. While at times the two women are polar opposites of one another in point of view, they arrive at their opinions with the help of the other. The two characters need each other in order to exist to the extent that they become "two throats and one eye" (Morrison 2167). A physical example of how connected the two girls are is seen when they line up head to head forming a straight, continuous, and complete line (2124).
Sula by Toni Morrison is a compelling novel about a unique, self-confident woman. As in many other books, each secondary character in the story serves as a vehicle to explain the main character. Hannah, Sula's mother, is dominated by the element of air; she is free spirited, frivolous and child-like. On the other hand, the element of fire is prevalent in Sula, who is impulsive, hot-tempered and passionate. Despite the differences between the two, Hannah's lifestyle intrigues and influences her daughter. The effect Hannah has on Sula is reflected in many of her daughter's perspectives and actions. As a result of the ubiquitous presence of fire within her, in contrast to her mother's blithe spirit, Sula carries all of Hannah's immorality and actions to a more extreme level. Both women have promiscuous tendencies, do not have close friendships with women, and become easily irritated by Eva. The difference is that Sula's fiery character leads her to act more cruelly than her mother.
In the book Sula by Toni Morrison, Morrison’s ambiguous link between good, evil, and guilt, she is able to show that these terms are relative to each other and often occur mutually. In her comparison of good and evil, Sula states that "Being good to somebody is just like being mean to somebody. Risky. You don't get nothing for it" (145). Good and evil are being compared as if they are equal and that is how the book is structured. For instance, Eva's burning of Plum is a complex conjunction of motherly love and practicality and cannot be described as simply being a good act or a bad one. The killing of Chicken Little is a similarly ambiguous situation from which Sula and Nel's feelings are unclear. Lastly Sula, upon her death bed, questions what it means to be good and suggests that it what may be considered bad could in reality be good. Both in the syncopated style of Morrison's writing and the morally ambiguous portrayal of characters, cause the reader to question morals and think about them on a larger scale.
The Nazi Party had numerous methods to influence the opinion of Germany. The Nazis saw the youth as the future of Germany as well as whom they must control the most. The Hitler Youth Organization was one of the most influential forces within the youth of Nazi Germany. In fact, by mid-1933, the Hitler Youth had successfully achieved its goal to either “Nazify” or disband all competing youth groups within the country (“Hitler Youth”). Within the group, German youth were taught the ideology of the Nazi Party. This included education of their views about the status and treatment of Jewish people. As stated in a source of material for the Youth Leaders, “People differ therefore in more than their physical characteristics… their inner relationships must therefore be studied. Then we will clearly recognize the vast difference between those of German blood and the Jews…We then understand human inequality.” (Bytwerk). Their avid belief in social Darwinism, r...
School funding is systemically unequal, partially because the majority of school funding comes from the school district’s local property taxes, positioning the poorest communities at the bottom rung of the education playing field. A student’s socioeconomic status often defines her success in a classroom for a number of reasons. Students who live below the poverty line have less motivation to succeed, and their parents are less inclined to participate in their child’s education, often because the parents cannot provide support for their children. Although it’s logical that school districts from poorer communities cannot collect as much funding as the richer communities, persons stuck in these low-income communities often pay higher taxes, and still their school dis...
I have to admit that I will not look fondly on my high school career. I spent most of my study time going out with my friends. I felt that I was paying my dues with the eight hours of boredom that began most of my days. Until now there were only a few classes that I enjoyed. In retrospect, I believe that it was my inability to choose the classes I took which resulted in my lack of enthusiasm on the ride to school each morning.
... past decade has not only affected teachers and valuable elective programs, but mostly importantly the education of today’s youth. The Georgia school districts have exhausted almost every way to make up for the billions of dollars of lost state financial support and they have reached the tipping point. Since over 9,000 teachers have lost their jobs, students are being forced into already bulging classes where they do not receive the kind of individual attention needed in order to boost student achievement. If Georgia leaders expect student achievements to improve, they must invest the necessary economic resources needed to achieve this goal. At the end of the day, one of the most important things in life is a good education, so we need to start putting more money into the K-12 school funding and help build back what years of austerity cuts have nearly destroyed.
The social conventions that are set up in this book play out in a small black community in Ohio called "the Bottom." The community itself formed when a white slave owner tricked his naïve black slave into accepting hilly mountainous land that would be hard to farm and very troublesome instead of the actual bottom (fertile valley) land that he was promised. The slave was told "when God looks down, it's the bottom. That's why we call it so. It's the bottom of heaven-best land there is" (4), and on the basis of this lie a community was formed. Its almost as if the towns misfortune is passed down ...
Rudalevige, A. (2003). The politics of No Child Left Behind. EducationNext, 3(4), 63-69. Retrieved from EducationNext: http://educationnext.org/the-politics-of-no-child-left-behind/
The No Child Left Behind Act (NCLB) is bringing down the American education system for the sake of academic competition with other countries that use better methods. This country hasn’t changed its methods in decades. By addressing different aspects of the problem, it can be solved more efficiently and quickly. Three different aspects will be addressed here: what the American education system already does, what other countries are doing (as well as cultural differences), and what we should be doing. What we should be doing is a general combination of what other successful countries are doing, taking advice from experienced educators, and abolishing stressful, unnecessary practices.
“Making the Grade,” which was published in the Salt Lake Tribune in September of this year, is an article arguing the negative sides of the No Child Left Behind Act. Through this article, a majority of the discussion regarded the budgeting involved with NCLB. This article calls No Child Left Behind a “one-size-fits-all formula for improving education in America” (Making the Grade). According to President Bush, the NCLB Act is “’the cornerstone’ of his administration” (Salt Lake Tribune). Like with any legislation, however, come both positive and negative sides.
In the novel Sula, there were other important characters besides Sula. The character in this book I would like to focus on most is Eva Peace. Eva is a woman who has a disability but remains strong, and this will be the focus of this paper since it wasn’t focused on so much in the book.
In Toni Morrison’s novel Sula, the theme of the story is good versus evil. It’s embodied into the story in various forms to question what defines right and wrong. Good versus evil is presented in forms that are understood on the surface and beneath the surface which gives it multiple meanings. The relationship between Sula and Nel is the main expression of this theme, however, there are also many other contributors such as color schemes, gender and race differences, and life and death. This theme sheds light on the significance and interpretation of issues of everyday reality which includes controversies related to identity struggles, super natural forces, the impact and relevance of upbringing on development, family structure, and racism. Morrison demonstrates the importance of good versus evil with her writing in the way that she overlaps them and interprets them as products of one another. The friendship of Sula and Nel creates a presence of good and evil within their relationship to each other and their community.
Lee, Oliver. "Does No Child Left Behind Deserve a Passing Grade?" TakePart. N.p., 6 June 2012. Web. 15 Mar. 2014.