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In Grace Stone Coates’ “Wild Plums” the reader is presented with two disparate families: one of class and privilege, an unnamed family of the story’s protagonist, and a family of meager farmers, the Slumps. The Slumps find themselves often living off of the land which includes plumming, a task that involves the collection of plums. The story’s protagonist, an unnamed little girl, always asks her family if she can join the Slumps but both her father and mother refuse to allow her to spend time with such a modest family. Because children lack class consciousness, one should be allowed to enjoy all that childhood offers despite who it’s spent with.
The narrator from the story, the nameless little girl, recognizes that her parents are not akin to the Slumps yet she doesn’t wholly understand the reasons for such a determination. One day she travels along with her father to the Slumps’ residence in order to retrieve a plow which was borrowed by Mr. Slump – having never gone to their home she adventurously tags along with him. For the first time she experiences with her own eyes the difference between the ways she lives with her parents and the ways the Slumps live. For example, the girl comments that the “Slumps didn’t use chairs. They had boxes to sit on,” which astonishes her because her family has the ability to afford furniture. The next morning the Slumps pass by to drop off the plow on their way to go plumming. They invite the little girl to go with them but her mother tritely refuses and Mr. Slump agitatedly drives the wagon towards the horizon. At this point the mother questions her daughter, asking “would you really have gone with those– with those persons?” The little girl knowingly endeavors to elude the question, but to her ...
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...a rural farming community in the 19th century South where accents are thick and homes are few and far between. The young girl’s family is privileged enough to own a buggy whereas the Slumps own a simple wagon. The Slumps have a dirt floor to which clearly exemplifies the poor living conditions that they survive in. The girl’s father not only owns better equipment but also has a shed to which he can store the items in to keep them from being exposed to the elements. The little girl acknowledges the diversities between their two lives but doesn’t consider the Slumps as inferior people simply because they live an austere lifestyle. Her concern, as far as she’s concerned, is that the Slumps sleep under the stars, pick plums, and make jelly: a task that is unfamiliar and exciting to her to which she can merely examine from afar with a desire to partake in the amusement.
“Don’t judge a book by its cover.” This is a phrase that has been uttered numerous times to children by their parents. This aphorism has been used to not only apply to books but also people. In The Black Walnut Tree by Mary Oliver, the speaker faces a conflict between the literal and figurative meaning of a tree in her yard. In the beginning of the poem, the mother and daughter “debate” selling the tree to “pay off their mortgage.” But with a shift from literal language to figurative language comes a symbolic representation of the tree, one that represents family heritage and their ancestors’ hard work.
Having a family of low socioeconomic status inevitably leaves me to reside in a low-income neighborhood which makes it more likely for me to witness the tragedies, adversities and hardships that people go through [not excluding myself]. Being conscious of this kind of environment, and these kinds of events, creates a pressure on me for having the aim to achieve social mobility in order to escape the aforementioned environment so that my own children could witness one less abominable aspect of life. Moreover, my family’s low socioeconomic status does not authorize me the privilege of being raised with the concerted cultivation method that kids of high socioeconomic status are more prone to being raised in. My family did not have the financial resources that granted us access to extra classes or lessons of instrumental classes, swimming practices, karate practices, or any other extracurricular activities that people of high socioeconomic status would be able to afford. This invisible fence that prevents me from these extracurricular activities enables me to having more appreciation towards the hobbies and talents that other people have. Plus, the fact that my family’s low socioeconomic status acts as a barrier from enjoying expensive luxuries in life creates a yearning [in me] to enjoy them later on in my life, in addition to acting as the fuel to my wish of achieving social mobility in anticipation of providing my own children with the luxurious vacations, gadgets, beachhouse, new cars that I could not
The struggles that many face while experiencing poverty are not like any other. When a person is experiencing poverty, they deal with unbearable hardships as well as numerous tragic events. Diane Gilliam Fisher’s collection of poems teaches readers about labor battles within West Virginian territories, at the beginning of the twentieth century. Some of these battles include the Battle of Matewan and Battle of Blair Mountain. The collection of poems is presented in many different manners, ranging from diary entries to letters to journal entries. These various structures of writing introduce the reader to contrasting images and concepts in an artistic fashion. The reader is able to witness firsthand the hardships and the light and dark times of impoverished people’s lives. He or she also learns about the effects of birth and death on poverty stricken communities. In the collection of poems in Kettle Bottom, Fisher uses imagery and concepts to convey contrast between the positive and negative aspects of the lives of people living in poverty.
The award-winning book of poems, Brown Girl Dreaming, by Jacqueline Woodson, is an eye-opening story. Told in first person with memories from the author’s own life, it depicts the differences between South Carolina and New York City in the 1960s as understood by a child. The book begins in Ohio, but soon progresses to South Carolina where the author spends a considerable amount of her childhood. She and her older siblings, Hope and Odella (Dell), spend much of their pupilage with their grandparents and absorb the southern way of life before their mother (and new baby brother) whisk them away to New York, where there were more opportunities for people of color in the ‘60s. The conflict here is really more of an internal one, where Jacqueline struggles with the fact that it’s dangerous to be a part of the change, but she can’t subdue the fact that she wants to. She also wrestles with the issue of where she belongs, “The city is settling around me….(but) my eyes fill up with the missing of everything and everyone I’ve ever known” (Woodson 184). The conflict is never explicitly resolved, but the author makes it clear towards the end
Our first introduction to these competing sets of values begins when we meet Sylvia. She is a young girl from a crowded manufacturing town who has recently come to stay with her grandmother on a farm. We see Sylvia's move from the industrial world to a rural one as a beneficial change for the girl, especially from the passage, "Everybody said that it was a good change for a little maid who had tried to grow for eight years in a crowded manufacturing town, but, as for Sylvia herself, it seemed as if she never had been alive at the all before she came to live at the farm"(133). The new values that are central to Sylvia's feelings of life are her opportunities to plays games with the cow. Most visibly, Sylvia becomes so alive in the rural world that she begins to think compassionately about her neighbor's geraniums (133). We begin to see that Sylvia values are strikingly different from the industrial and materialistic notions of controlling nature. Additionally, Sylvia is alive in nature because she learns to respect the natural forces of this l...
In the early 1900s, the American South had very distinctive social classes: African Americans, poor white farmers, townspeople, and wealthy aristocrats. This class system is reflected in William Faulkner’s novel, As I Lay Dying, where the Bundrens a poor, white family, are on a quest to bury their now deceased wife and mother, Addie in the town of Jefferson. Taking a Marxist criticism approach to As I Lay Dying, readers notice how Faulkner’s use of characterization reveals how country folk are looked down upon by the wealthy, upper class townspeople.
Many people that did not come from rich families lived a life of extreme poverty. They sent kids to work in factories to help pay for things needed to survive, such as food, clothing, and other necessary materials. There were many poor families living in poverty during the Victorian Era: ‘I reflected. Poverty looks grim to grown people; still more so to children: they have not much idea industrious,...
Although the author, Betty Smith, denied ever writing a novel with socially political motives, A Tree Grows in Brooklyn abounds with references to class issues. Nearly every scene, every character illustrates or deals with the problem of poverty in early twentieth-century America. For the Nolan’s, being poor means they must always think about being poor – how they will buy the next load of coal, where their food will come from, their insurance, rent, medicine, all the necessities of raising a family. The novel also shows that poverty is not just the absence of food or comfort, it is the direct cause for Uncle Flittman to leave, Johnny’s utter nothingness and Francie’s inability to go to a high school. Every action in the novel is based around a limited amount of resources, as not only the Nolan’s but also the entire community suffers. Exploitation abounds, whether in the overpriced sale of candy, child labour in metal collection, dishonest grocers and butchers and employers with impunity to set their own rules. Katie does her best with the household money, and we find that for the poor sometimes a luxury isn’t in getting something, but in being able to waste it.
A main factor in the storyline is the way the writer portrays society's attitude to poverty in the 18th century. The poor people were treated tremendously different to higher classed people. A lot of people were even living on the streets. For example, "He picked his way through the hordes of homeless children who congregated at evening, like the starlings, to look for the most sheltered niche into which they could huddle for the night." The writer uses immense detail to help the reader visualise the scene. She also uses a simile to help the reader compare the circumstances in which the children are in. This shows that the poor children had to live on the streets and fend for themselves during the 18th century. Another example involves a brief description of the city in which the poor people lived in. This is "nor when he smelt the stench of open sewers and foraging pigs, and the manure of horses and mules" This gives a clear example of the state of the city. It is unclean and rancid and the writer includes this whilst keeping to her fictional storyline.
The discussion of children and school also gives well meaning of an organized and well-balanced village the people have put together, one the average parent would want their children raised in. “They tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands (p.445).” The thought of children playing also illustrates of a positive outlook for the rest of the story, a sense of happiness.
George Saunders, a writer with a particular inclination in modern America, carefully depicts the newly-emerged working class of America and its poor living condition in his literary works. By blending fact with fiction, Saunders intentionally chooses to expose the working class’s hardship, which greatly caused by poverty and illiteracy, through a satirical approach to criticize realistic contemporary situations. In his short story “Sea Oak,” the narrator Thomas who works at a strip club and his elder aunt Bernie who works at Drugtown for minimum are the only two contributors to their impoverished family. Thus, this family of six, including two babies, is only capable to afford a ragged house at Sea Oak,
In ?Everyday Use?, Alice Walker chooses to develop the idea of poverty by focusing exclusively on the environment in which her protagonists live. Setting attributes, such as the ones used to describe the house in which the protagonists reside, enables us to better understand the theme. In fact, the dwelling does not even have any real windows. Instead, it has holes cut in the sides, like the portholes of a ship, but not round and not square, with rawhide holding the shutters up on the outside. Then, Walker proceeds with inside description of the house as she points out that the protagonists use benches for their table instead of chairs because they cannot financially afford any. Further, the author supports the theme by providing us with some physical description of specific objects. The use of quilts that ?Grandma Dee? sewed from the scraps of her dress and the churn that Uncle Henry whittled from the wood is not derived from the protagonists? intention to preserve ?family values? but rather from a necessity to ?survive?.
A world of class and economic distinction emerged on a class of students from Harlem one day while on a trip with their teacher to FAO Schwartz Toy Store. Miss Moore intentionally targets expensive toys that are unobtainable for the children due to financial reasons; she does this in order to expose the children to what life is like for those who do not live in an oppressed community as them. This method of instruction has an impact so far on the children as they begin to contemplate the prices of extravagant items and the lifestyle of those who can afford these items: “Who are
Like most peoples families there is a dynamic of people involved, although all from the same environment and teachings, it is ultimately an accumulation of personal experiences that shape us and defines how we perceive our existence. “Everyday Use” is a story of conflict of right and wrong and also family values. Walkers’ narrator, “Mama”, struggles with her disrespectful daughter ‘Dee”. Though “Mama” was quoted to have worked hard like a man to send her to school gratitude is never mentioned. “Clearly, Dee privileges language over silence, as she demonstrates in her determination to be educated and in the importance she places on her name” (Tuten). Since “Dee” had been out of the house and to school in the city she had lost touch with where she came from and had little respect for the family heritage. Maggie having been burned in a house fire had learned to love the shelter that only a family can provide. Being burned makes you like no one else, everywhere you go you feel eyes looking. Since she had not been out of the house and had the time to learn the value of family she regarded the quilts as a part of her heritage.
Although, African Americans are considered minorities in the United States, not all of them live in poverty. Many African Americans live in a middle class society along with the dominant culture. However, many African Americans do not live in a middle class society, but rather live in poverty and have to suffer along with this poverty. For instance, Donald Goines’s Black Girl Lost and Tina McElroy Ansa’s Baby of the Family, two narrative novels, that illustrate the difference in two young African American girls lives and the society in which they inhabit. Not only do these young African American girls represent the two sides of poverty, they also represent how children can also qualify in the minority category. For example, Sandra lives in a run down apartment with a drunk mother who could care less about her daughter. In addition, Sandra remains all on her own and has to find ways in which to survive each day. But on the other hand, Lena lives in a nice size home with her two parents, her two brothers, and her grandmother, all who love her very much. Moreover, Lena has many family members who look after her and take extra special care for her because she is the baby of the family. Although, both Sandra and Lena lead very different lives, both are faced with challenges as a minority and as a child which questions their view on life.