A Woman Bound by Society in John Steinbeck's "The Chrysanthemums"
When John Steinbeck's short story "The Chrysanthemums" first appeared in the October 1937 edition of Harper's Magazine (Osborne 479), Franklin D. Roosevelt had just been reelected president. The country was recovering from the Great Depression, unions were developing, and child labor in manufacturing was terminated (Jones 805-6). The first female cabinet member in American history, Frances Perkins, was appointed the Secretary of Labor (Jones 802). She was one of the few women in her time to gain equality in a male-dominated society. For most women, liberation was a bitter fight usually ending in defeat. In "The Chrysanthemums," this struggle for equality is portrayed through Steinbeck's character Elisa Allen. According to Stanley Renner, "The Chrysanthemums" shows "a strong, capable woman kept from personal, social, and sexual fulfillment by the prevailing conception of a woman's role in a world dominated by men" (306). Elisa's appearance, actions, and speech depict the frustration women felt in Steinbeck's masculine world of the 1930's. "Steinbeck's world," observes Charles A. Sweet, Jr., "is a man's world, a world that frustrates even minor league women's liberationists" (214).
This frustration is evident when Elisa is first introduced. Her figure is described as "blocked and heavy" because she is wearing heavy gloves, heavy shoes, a "man's black hat," and a big apron that hides her printed dress (Steinbeck 330). Her home has the masculine qualities of being "hard-swept" and hard-polished" (Steinbeck 330). Elisa is bored with her husband and with her life (McMahan 455). Obviously, Elisa is unhappy with the traditional female role and is attempti...
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...et al. America and Its People: Volume Two From 1865. London: Scott, Foresman, 1989.
McMahan, Elizabeth E. "'The Chrysanthemums': A Study of Woman's Sexuality." Modern Fiction Studies 14 (1968-69): 453-8.
Marcus, Mordecai. "The Lost Dream of Sex and Childbirth in 'The Chrysanthemums.'" Modern Fiction Studies 11 (1965): 54-8.
Osbourne, William R. "The Texts of Steinbeck's 'The Chrysanthemums.'" Modern Fiction Studies 12 (1966-67): 479-84.
Renner, Stanley. "The Real Woman Inside The Fence In 'The Chrysanthemums.'" Modern Fiction Studies 31 (1985): 305-17.
Steinbeck, John. "The Chrysanthemums." Literature and the Writing Process. Ed. Elizabeth McMahan, Susan Day, and Robert Funk. 2nd ed. New York: Macmillan, 1989. 330-6.
Sweet, Charles A., Jr. "Ms. Elisa Allen and Steinbeck's 'The Chrysanthemums.'" Modern Fiction Studies 20 (1974): 210-14.
Thomas Bateman was born in 1821 at Rowsley, in the Derbyshire Peak District. His archaeological career, though relatively brief, is noteworthy both for its abundance, and the fact that his barrow-openings in Derbyshire and Staffordshire provide virtually the only evidence for the early Medieval archaeology of the Peak District and the elusive Peak Dwellers.
Within Steinbeck's story, "Chrysanthemums," the main character, Elisa Allen, is confronted with many instances of conflict. Steinbeck uses chrysanthemums to symbolize this conflict and Elisa's self-worth. By examining these points of conflict and the symbolism presented by the chrysanthemums, the meaning of the story can be better determined.
May 3rd,- It was our good fortune to open a barrow which afforded a more instructive collection of relics than has ever been discovered in the county, and which surpasses in interest and remains hitherto recovered from any Anglo-Saxon burying place in the kingdom.
In the words of Joseph Stalin, “One death is a tragedy; one million is a statistic.” The death of Finny was a tragedy, but was one that probably could not have been avoided. In the book, there was sufficient evidence that strengthened the possibilities of Finny’s death. Those possibilities did not rid Gene of all consequence. It was partially his fault. Those possibilities, however, suggest that Finny’s life would not have been spared had Gene had a stronger identity. If Gene had had a stronger sense of self, then he might have not jounced the limb. Sufficient evidence suggested that Phineas would have been killed in the army, broken his leg a second time from a lack of caution, and fallen from the tree for the branch would have broken.
Renner, Stanley. “The Real Woman Inside the Fence in ‘The Chrysanthemums’.” Modern Fiction Studies. Vol. 31. No.2. (Summer 1985). 305-317. print; reprinted in Short Story Criticisms. Vol.37. eds. Anja Barnard and Anna Sheets Nesbitt (Farmington Hills: The Gale Group, 2000). 333-339. print.
In this essay, I am going to look at the evidence for social hierarchy in Iron Age Britain (800 BC – AD 100). I will look at what evidence we can find from burials, built structures, hill-forts, houses, coins, trade and crafted items. I will also briefly mention some of what the early Roman settlers in Britain observed.
From the beginning of the short story, Steinbeck emphasizes that Elisa is a strong, competent woman who finds her considerable energy channeled into things, such as her garden, which never give her the sort of recognition or satisfaction that she craves. For a brief moment, she senses that she is capable of much more and feels her own strength only to, once again, have a man bring down her efforts, and her self-esteem. The story opens with Elisa working in her garden. Steinbeck makes a point of telling the reader that she is thirty-five. Her age at once implies a woman almost at her middle-age who may be reexamining the dreams of her youth as she contemplates the second half of her life. Steinbeck emphasizes Elisa’s strength as he writes, “Her face was eager and mature and handsome” (Steinbeck 279). Her husband, Henry, comes back to the house having just completed the sell of some cattle. He is complimentary towards her gardening and comments on her talent. He suggests that she put her talent to work in the orchard growing apples, and Elisa considers his offhand comment seriously,...
In the short story “The Chrysanthemums” John Steinbeck uses symbolism to reflect the characteristics of his main character Elisa Allen. Elisa, a married woman uncovers her deeply smothered femininity in an inconspicuous sense. Her life in the valley had become limited to housewife duties and the only sustenance that seemed to exist could merely be found in her chrysanthemum garden. Not until she becomes encountered with a remote tinker-man out and about seeking for work, does she begin to reach many of the internal emotions that had long inhibited her femininity. The tinker subtlety engages an interest in Elisa’s chrysanthemum garden that encourages Elisa to react radically. When Elisa realizes that there are other ways to live she attempts to lift the lid off of the Salinas Valley, but unfortunately the tinker’s insincere actions resort Elisa back to her old self and leaves Elisa without any optimism for her hollow breakthrough. Steinbeck’s somber details of the setting, strong description of the chrysanthemums and meaningful illustration of the red flower-pot reveal the distant, natural, ambitions Elisa Allen desired to attain.
This article addresses some of the reasons that censors attempt to remove books from the curriculum: Many censors feel that works are not age appropriate for students.
In William Shakespeare's play The Tragedy of Julius Caesar, two speeches are given to the people of Rome about Caesar's death. In Act 3, Scene 2 of this play Brutus and Antony both try to sway the minds of the Romans toward their views. Brutus tried to make the people believe he killed Caesar for a noble cause. Antony tried to persuade the people that the conspirators committed an act of brutality toward Caesar and were traitors. The effectiveness and ineffectiveness of both Antony's and Brutus's speech to the people are conveyed through tone and rhetorical devices.
Steinbeck, John. “The Chrysanthemums” Literature: An Introduction to Reading and Writing. Ed. Edgar V Roberts and Robert Zweig. 10th ed. New York: Pearson Longman, 2012. 416-422. Print.
The most debatable and controversial form of censorship today is the banning of books in school libraries. Banning books that educate students is wrong and selfish. Censorship of books in school libraries is neither uncommon nor an issue of the past. Books with artistic and cultural worth are still challenged constantly by those who want to control what others read. The roots of bigotry and illiteracy that fuel efforts to censor books and free expression are unacceptable and unconditional. Censoring school books in libraries can often lead to censorship of our basic freedoms guaranteed in the First Amendment. In some cases, a minority ends up dictating the majority in censorship cases. To be told what is permissible reading material and what is not is a direct violation of the First Amendment of the Constitution.
The methods that will be used for extracting volatile components include using a “sniffer.” The “sniffer,” otherwise known as a portable vapor detector, sucks in the air surrounding the questio...
In the play Julius Caesar, written and preformed by William Shakespeare, there are many characters, but two, Brutus and Cassius, stood out. The play begins in Rome where a celebration of Julius Caesar's victory over the former ruler of Rome, Pompeii. The victory leads to Caesar's betrayal by his jealous companions. Senators and other high status figures are jealous of Caesar's new and growing power, while others, like Brutus, fear the tyrannical rule Caesar could enforce. The conspirators, Brutus and Cassius being the most important, assassinate Julius Caesar and Marcus Antonius, better known as Antony, and Octavius Caesar, Caesar's heir to the thrown, revenge Caesar's death. Antony convinces the Roman populous to destroy the conspirators and eventually begins a war with Cassius and Brutus' armies. Both Cassius and Brutus commit suicide to save their honor and Antony and Octavius win the war. The characterizations of Brutus and Cassius show a distinct contrast in their character traits and motives for the assassination of Julius Caesar.
I have been playing video games since I was in kindergarten and I believe that they have been invaluable to my intellectual development. I owe about one third of my English vocabulary to video games. Strategy games such as Age of Empires and Age of Mythology have taught me planning and resource management, as well as a great deal about the history and culture of human civilizations. Shooters such as Counter-Strike and Unreal Tournament have taught me how to quickly make decisions while under stress, and have enhanced my hand-eye coordination and spatial orientation. Adventure and puzzle games such as Darksiders and Minesweeper have taught me problem solving and logical reasoning, in addition to improving my ability to concentrate and greatly increasing my perseverance.