Introduction
This essay is an analysis of Flannery O’Connor’s short story “The Lesson”. It is divided into four sessions and the first is a summary of the story and a discussion of the major themes and ideas. This section is designed to offer the audience an understanding of the story. The discussion of the themes is vital in enabling a reader to exemplify the various ideas that this essay is designed to address within society. The second section offers a historical and cultural background of the short story, boosting relatability. The third section analyzes the various literary devices covered in the short story.
This section exemplifies the ardent mastery of grammar and masterful understanding of the English language and its writing styles. The final section of this essay is the conclusion that pieces together all the ideas presented in the paper. The story addresses the importance of education and the economic inequalities existent within the world when the story was authored (Bambara). The story is significant because these problems are still pertinent in the world and require solutions. The unequal distribution of wealth in America is the outstanding argument in the story and goes beyond the literal interpretation and assumptions made.
Summary and Major Themes
The story is told by a young, poor black girl called Sylvia growing up in Harlem. It details a trip initiated by a local woman who is the only educated person in the neighborhood. The woman feels responsible for ensuring the children are exposed to the evils that dominate the world. She takes the children to FAO Schwartz in Manhattan where toys of white children cost more than all their household expenses. The major themes apparent in the story are education and economic inequality. The children are ignorant of the racial disparity in economic opportunities. Miss Moore asks the children whether they are knowledgeable about money but they ignorantly dismiss her question due to minimal understanding (Bambara).
The story also highlights the economic inequalities that plague black people. Sylvia suggests that their time would be better spent terrorizing wealthier kids while stealing their hair ribbons and money. Their state of poverty also makes Sylvia desire the subway due to its cooler more conducive environment. When they arrive at their destination, Sugar suggests Sylvia should give the driver a dime for a tip but she decides she needs it more than him.
Historical and Cultural Background
The story is set in the 1960s US where the evil of economic inequality and miseducation of the black race was rampant. The African Americans were discriminated in various ways and racism was truly alive in the state, though masked and hidden (Kraus et al.). The evils of economic inequality meant that African Americans lived in slums where the quality of the housing was poor. This is illustrated in the story by Sylvia’s desire to flee her home and head to the subway as it is cooler hence more conducive. The inequality also predisposed black people to poverty and they were unable to afford most amenities, including the basic ones (Reich).
White Americans were massively educated during this period while African Americans are uneducated as illustrated by Sugar and her friends. The period saw robust debates in the reality of the inequalities present in America despite the assurance that the US was a land of opportunity for all its citizens. The realization and consequent advocacy resulted in regular demonstrations and debates in media about the state of the black people (Adesina). A breakthrough during this period was the Civil Rights Act of 1964. It increased the employment of black people in critical industries such as textile.
Literary Devices
The writer applies irony where Sylvia notices a white woman wearing a fur coat despite the heat. It is expected that in the face of such cold weather the woman would dress in light clothes. Irony in this scenario is used to illustrate the largesse that white people in the country enjoy while the black people languish in poverty. White people have so much for themselves they are capable of using their resources in unnecessary states (Bambara). The narrative point of view is that of a first-person, a role played by Sylvia. Sylvia is a young, smart, proud, and sensitive girl who is aware of the scenario around her that reeks inequality and poverty.
Sylvia’s narration enables the audience to visualize the inequality in America for black people through her eyes. The use of a black narrator is crucial in enabling readers to empathize with the discriminated black people. This is because the challenges they face are not only told of but directly experienced. The use of Sylvia as the narrator also ensures that the plight of black people is expressed through their own, making the story original.
The author also incorporates the use of the African American dialect of English through words such as “hangin”. The use of relatable dialect ensures the story acquires originality and resonates with the target audience of black Americans (Bambara). The writer also varies the setting the characters occupy throughout the story and indicates this. Initially, the characters are in their poverty-stricken slums before traveling to Manhattan.
When in Manhattan the author indicates this by stating that everybody is dressed in stockings. This indicates the affluence associated with the residents of that area, serving as a signal that the characters have arrived (Bambara). The story also uses imagery where Sylvia compares her knowledge of money to poker chips or monopoly papers. This enables a reader to create a mental picture of the valuable nature of money and the characters’ conceptions. The use of imagery ensures that an audience relates with the narration and understands the message an author seeks to communicate.
Conclusion
In conclusion, the story highlights the plight of black people and the various forms of injustice they suffered. The story is told through the eyes of Sylvia who experiences all the inequalities firsthand. The first major challenge encountered is economic segregation as evidenced by the children’s inability to meet some basic needs, while white people have excesses. Additionally, the children lack basic education and rely on a volunteer to educate them. The living conditions are also hostile as the narrator prefers to go to the subway, where it is more conducive. The story is a reflection of the situation in 1960s America where black people were discriminated against.
These people gradually realized their situation was dire and resulted in demonstrations. These demonstrations were carried out in the streets, and also incorporated the use of popular media, such as television. These efforts bore fruit, and the plight of white people was given sufficient consideration. The story employs the use of various literary devices such as imagery and irony to illustrate the abundance of the white people. The first person narration is also vital in ensuring that the story has sufficient reliability and credibility.
Works Cited
Adesina, Precious. “The Birth of the Black Is Beautiful Movement.” bbc. 2020. Web.
Bambara, Toni Cade. “The Lesson.” Www.encyclopedia.com, Random House, 1972.
Kraus, Michael W., et al. “The Misperception of Racial Economic Inequality.” Perspectives on Psychological Science, vol. 14, no. 6. 2019, pp. 899–921. Web.
Reich, M. Racial Inequality. Princeton University Press, 2017. Web.