Count That Day Lost Background George Eliot Real

Count That Day Lost

Background – George Eliot - Real name: Mary Ann Evans - Used a male pen-name so she would be taken seriously - Because of her intelligence, her father invested in an education even though she was a girl - She was taught by the evangelical Maria Lewis in her teen years - She left the church later on but it influenced her work

Background – Victorian England - Queen Victoria ruled Britain from 1837 -1901 London was the largest city in the world at the time Most of the population was poor (in the workhouse or early death) Middle and upper class Victorians made up 15% of the population. There was a very big gap between the social classes. Victorian women had few rights (underwent cruelty, sexual violence, verbal abuse, and economic deprivation, mistresses were common) - There was no way out of a marriage - women had no rights to divorce - Eventually wealthy Victorians did take an interest in helping the working class – ragged schools (charity schools) were opened for example.

REVIEW OF THE POEM 1. Title 2. Stanzas A day well spent A day lost Self-denying deeds No small act to help a soul One word to ease the heart Cheered no heart One kind glance that falls like sunshine Brought no sunshine to one face 3. Imagery sunshine/set of sun being kind = good thing 4. “NOTHING COST”

The Road Not Taken

Background Robert Frost - Born in California, moved to Massachusetts USA - Dropped out of Harvard university - Moved to New Hampshire to live on a farm - Two of his children died, the farm was unsuccessful - Moved to England, got published - During WWI he moved back to the farm in USA - Became a teacher and won many Pulitzer Prizes

Setting & Symbols New England in the fall A Fork in the road A yellow wood Undergrowth Two roads that look the same

The Traveler’s Dilemmas 1. How can I choose if I can’t see where it goes? - “to where it bent in the undergrowth” 2. Can’t choose both paths - “sorry I could not travel both” 3. The less traveled one or the more common road? - “it was grassy and wanted wear” - “the one less traveled by” 4. Can I go back and choose again? - “knowing how way leads on to way, I doubted if I should ever come back” 5. Will the choice affect my whole life? - “that has made all the difference”

A Summer’s Reading

Background – Bernard Malamud - The son of Russian Jews who immigrated to the U. S. - He grew up in NY during the Great Depression - His stories are usually about finding hope in poor urban settings - Malamud’s father’s business failed - His mother died when he was 15 - He started publishing short stories in magazines while working as a teacher - Malamud worked at odd jobs to pay for his studies

Background The Great Depression - The Stock Market crashes in 1929 - Banks went bankrupt, people were homeless - Very few jobs were available Immigration from Europe - After 1880 larger steam-powered ocean going ships replaced older sailing ships which lead to increased immigration - Farming improvements in southern Europe created surplus labor in the Russian Empire. - Nearly 25 million Europeans came to America looking for the American dream - They were mostly young people age 15 to 30 - Italians, Greeks, Hungarians, Poles, and others speaking Slavic languages constituted the bulk of this migration. - From 1880 to 1924, around two million Jews moved to the United States, mostly seeking better opportunity in America and fleeing the pogroms of the Russian Empire. - The 1910 s marked the high point of Italian immigration to the United States.

Setting A poor immigrant neighborhood in New York City Park Neighborhood trees No trees dark Light from store windows empty People sitting on the sidewalks/stoops fenced in open

The two PROTAGONISTS George Cattanzara Unemployed (left all jobs) Change maker Wants a girl Has an ugly wife Smart enough to read Almanac but not educated (quit high school at 16) Smart enough to read the NY Times but not educated Lives above a butcher shop Lives above a shoe maker Comes from an immigrant family (father works at fish market) Immigrated from Italy Tall and thin (like Sophie) Short and stocky Goes to the park to dream the American Dream Drinks to escape his reality Nearly 20 Middle aged+ stuck chained “Don’t do what I did”

PLOT George is unsatisfied - Walks alone - Lazy He lies to Mr. C - Waiting for a job - Reading to pick up his education - Took out 100 books - Reading them all summer

PLOT Mr. C spreads rumor that George is reading 100 books - The shoemaker stops George - His father and Sophie know - Sophie gives him 1$ - The storekeepers regard him highly George feels better - Walks erect - Skips the park - Cleans the house - Likes the neighborhood more - Enjoys ball games more

PLOT George avoids Cattanzara - Crosses the street - Walks a diff route - Starts to feel nervous - Decides to read something before he sees him again - Buys some “soft books” He loses interest in everything - Stops reading altogether - Stops cleaning

PLOT George runs into Mr. C - Mr. C is drunk - He gives George a nickel - He asks for the name of one book - He says “don’t do what I did” George thinks his lie has been revealed - He doesn’t lie to Sophie anymore about reading - She calls him a bum, stops giving him money - He stays in the room for 1 week - He can’t breathe

PLOT When George finally comes out he realizes Mr. C spread a rumor that he read the books - A neighbor says “it’s a wonderful thing for a boy your age to read so much” George goes to the library - it’s fall already - He takes 100 books out - He sits down to read them - He is trembling with excitement

The Split Cherry Tree

Background – Time Period - Many of the early settlers in Appalachia were poor farmers who were seeking cheap land. - In the 19 th century, most of the Appalachian economy was based on farming and agriculture. - In addition, the educational system in the Appalachian region was weak due to lack of government funds and the mentality of the Appalachian inhabitants. - In the 20 th century, a real change in education began in Appalachia, sometimes conflicting with the region’s traditional values - Early 20 th century writers portrayed the region’s inhabitants as uneducated people who often engage in impulsive acts of violence

Background Jesse Stuart - born and raised in Greenup County, Kentucky USA. - second of seven children - His father was a coal miner and a tenant farmer and even though he himself was uneducated he always wanted his children to have the best education that they could - Became a teacher at 19 - taught in a rural school, which was changing from the traditional type of education to learning by “doing”. - He then became a principal, then a superintendent - Was highly involved in the changes in education.

Setting Hill country Kentucky - Many mountains which separate the area from civilization - A lot of poverty - The population values honesty and hard work, not education School vs. Farm

Characters Dave Pa/Luster Speaking - Speaks English with Uneducated poor grammar “jist” “hep” “I says” Appearance - A student in high school “A man in size” - Prof Herbert Speaks English perfectly Wears overalls, big boots, a blue shirt and a sheepskin coat and a slouched black hat gone to seed at the top His gun is in his holster He has brown skin grey hair Middle aged big wears a suit and glasses He is not young or weak

Characters Discipline Dave Pa/Luster Prof Herbert - Dave doesn’t make excuses for being late - He accepts his punishments - “I never said anything” - When Dave is late pa threatens to hit him with a hickory stick - “He makes us mind him until we’re 21” - Kids at this time respected their elders - At this time violence was used to discipline - The prof doesn’t want to hit Dave for breaking the tree - “You’re too big to whip” - Old fashioned - Kind hearted - he doesn’t want to kill the snake he is not actually violent - Open minded - Patient - Polite – he calls the father Mr. Sexton and covers the gun - He doesn’t judge Pa for being uneducated Personality respectful

PLOT 1. Dave breaks the tree with six kids climbing after a lizard 2. Dave’s punishment is to pay a dollar but he doesn’t have the money so the teacher pays for him 3. He has to stay 2 hours twice in the week and work for the dollar 4. Dave stays after school and is late for his chores on the farm 5. His father is insulted by Dave’s lateness “make a gentleman out of one boy in the family and this is what you get, send you to high school and get too ornery for the buzzards to smell” 6. After Dave tells him about the punishment he is even more insulted “poor man’s son” and decides to teach the teacher a lesson “a bullet will go in a school teacher same as it will any man”

PLOT 2 1. Dave and Pa walk to school. Dave doesn’t want to go to school with his father. “Ashamed of your old pap” and thinks the two men will not get along. 2. Pa threatens the Professor by bringing a gun. (his way of solving problems is through violence) “his gun has always been a friend to him” 3. Prof Herbert is patient and polite and explains the new way of learning to Pa. 4. Pa calms down and takes a tour of the school with the Professor. They eat lunch together. He learns about germs. 5. Pa understands the punishment his son was given and stays to help Dave clean the school.

Plot Climax (turning point) Pa puts the gun away – He is open to hear about the new way of education Complication (problem) Pa doesn’t understand Dave’s punishment or the new way of education Resolution (solution) Pa helps Dave clean the school. He accepts the new way of education

The Enemy

Background Pearl S. Buck - Daughter of American Christian missionaries living in China. - She grew up in China and moved to the US in 1934. - In 1942 (When USA fought Japan) she started a foundation that connected between West and East. - In 1949 she opened the Welcome House and adopted six children – two of mixed race. The Welcome House was a place where mix raced and Asian children could be adopted. - She won the Noble Prize in Literature in 1938 for the book on Chinese peasant life.

Background – Time Period WWII (1941 -1945) - Tension between Japanese and Americans began long before WWII when Japanese immigrants came to work in Hawaiian sugar plantations. - WWII started in 1939 between Germany and Poland. - The Axis Powers were Germany, Italy and Japan. - The Allies were England, France, Russia and the USA. - In 1941, Japan bombed Pearl Harbor (naval base in Hawaii). - The fight between Japan and America started earlier: - - 1941 – Japan takes over Vietnam. - US cuts off 90% of their oil. - Japan bombs Pearl Harbor. - They are at war four years. - 1945 – America drops atomic bomb on Hiroshima and Nagasaki. - Japan surrenders. While America was fighting Japan, anti-Japanese sentiments were high. For example, American adoption services did not see Asian or mixed race children as adoptable. Immigration from Asia was limited.

Setting Sadao’s house - On the shore. High above the beach. Where his father took him to play Near islands The beach - A mile or two on either side are fishing villages. - A lonely, rocky, dangerous coast. - Covered in mist. Father’s room - Traditional Japanese furniture.

Characters Sadao’s Father Serious - “no jokes, not playful”. Invests in his son - “spent infinite pains on his son”. Believes in education - “sent him to college”. Open minded - “these are the stepping stones to Japan’s future” - “sent him to study in America”. Sadao Famous surgeon - he is staying in Japan to operate on the General if he is called. Famous scientist - he is perfecting a discovery to clean wounds. Very connected to his childhood - he built his house where he spent time as a child.

Characters Tom Sailor in the US Navy. Yellow hair. A rough beard. Not yet 25. He is a prisoner of war. The General Studied at Princeton Has a heart condition Hana (and Sadao) Met in America at a professor’s house. He waited to fall in love until he knew she was Japanese because he knew his father wouldn’t approve. Good marriage: affectionate, silent communication. Got married in Japan (not in America) according to Japanese tradition.

Plot Climax: The servants leave, the General calls for Sadao decides to get rid of Tom one way or another Complication: Hana and Sadao find a P. O. W. on the shore They don’t know what to do with him Resolution: Tom is no longer on the island Sadao can go back to hating Americans

Beginning in Detail • Hana and Sadao see a man on shore – first his arms are up, then he’s crawling, then he lies down • Sadao runs to help the man – He sees he is white, he has a bullet wound, he is a POW from the navy • They discuss what to do with him – Should they throw him back in the sea or take him home? • They decide to take him home – They put him in the father’s room • Sadao operates on the man – Hana washes him and gives the anesthetic, Sadao calls him “friend” • The man gets better – He can sit, Sadao tells him to start walking each day • Sadao starts writing a letter to the police – But he doesn’t finish it

Climax in Detail • After 7 days the servants leave – Yumi thinks of the kids – the gardener is superstitious – the cook thinks Sadao is arrogant • The General sends a messenger to call Sadao – Hana is terrified and the fear makes her weak – Sadao decides he must get rid of Tom one way or another

End in Detail • Sadao tells the General of his problem – The General understands because he also studied in America – The General needs Sadao so he won’t tell anyone about the POW • The General offers to send assassins – Sadao agrees that assassins are necessary in Japan • Tom thanks Sadao for saving his life – Sadao doesn’t answer, only bows • Sadao waits three nights for the assassins – The strain is too much for him, he doesn’t tell Hana • Eventually Sadao tells Tom he will put a boat on the shore with food and clothes – If Tom should run out of food he can flash his light twice – If Tom is still on the island but fine, he can flash once – Soon there are no flashes – a Korean fishing boat must have saved him • Sadao operates on the General • After a week he tells the General that Tom escaped – The General is worried Sadao will tell people, he forgot to send assassins – They are in agreement to keep the whole situation to themselves

Resolution • Sadao reflects on how much he hates Americans – His dull professor and the silly wife (who introduced him to Hana) – His teacher of anatomy who was too merciful with a knife (but helped him save Tom and taught him compassion which is why the General favors him above all surgeons) – His fat, ignorant, dirty old landlady (who nursed him to health) – His prisoner who was “white and repulsive” • He is relieved to be “openly at war” with them again

Things to Remember How Hana helps Tom How Sadao helps Tom Washes him Covers him with a quilt Operates on him Gives him anesthetic Gives him a shot Feeds him Sends him off on a boat with food Patriotism Humanitarianism Throw him back into the sea Take him home Let him bleed out Operate on him Turn him in (writing the letter) Keep him hidden until he is better Let the assassins kill him Give him a boat to escape

Racism Universal human values should be more important than nationalism or racism - “had been pure in her race” - “cleaned the guest room thoroughly to get the white man’s smell out of it” - “Americans were full of prejudice and it had been bitter to live in it, knowing himself their superior” - “I guess if all the Japs were like you there wouldn’t have been a war”

Background Morton Rhue - Todd Strasser, born in NY City in 1950. - Writes for teens on controversial themes such as teen suicide. The Third Wave The Wave is based on a history experiment by Ron Jones called the Third Wave in a high school in California. Hitler Youth

Settings 1. Gordon High School - Grapevine publications office History class (normally casual, turns into a dictatorship) Cafeteria Auditorium (pep rally) Football practice 2. Suburbs around Gordon High (middle class, sheltered, naïve) 3. Ben’s house 4. Laurie’s house

Characters Laurie Saunders David Collins Pretty short light brown hair Smart (editor, gets A’s) Perpetual smile Tall, good looking Smart (helps with projector) Wants to be an engineer Running back of football team Leader Amy Petite Thick curly goldilocks hair Competes with Laurie A student Smart but doesn’t want others to know (like Brian who she likes and doesn’t want to intimidate) Brian D student First string quarterback David’s best friend Scared of the Carlstown quarterback

Robert Billings Characters D student Heavy Messy hair Shirt tails always out In danger of not graduating Picked on by Brian No one to sits with at lunch Ketchup on his chin Jeff Billings’ younger brother (he was an A student, star baseball player and a medical student now) Brad Puts a “kick me” sign on Robert’s back Deutch Brian’s enemy Second string quarterback Junior in high school Carl and Alex Tall thin and blond Stocky and dark Both work at the Grapevine Class clowns

Characters Ben Ross Can’t work technology History teacher for 2 years Reputation is outstanding (intense, energetic, charismatic, dedicated) Naïve, young, overzealous Never wears a suit and tie Gets overly involved in his projects: - Brought an Indian home for dinner - Drove Christy crazy with bridge after she taught him - Didn’t ask about tennis or kiss her good night or cook dinner or help set the table Christy Music teacher for 2 years Ben’s wife Mrs. Saunders Worry wart Bright, perceptive, politically astute Ran league of women voters Gave advice to local politicians Laurie can talk to her at length She has great ideas Won’t let things alone once she hears about them. Warns Laurie about chewing her pens and now she’s warning her about the Wave Mr. Saunders Plays golf Runs a division of large semiconductor company Easy going Studied engineering Played football

Plot Climax: Wave can function without its leader Complication: Wave is introduced Resolution: Wave is ended

Plot 1 – The Complication (Problem) Ben shows a documentary about the atrocities in concentration camps - Robert falls asleep, David is hungry, Laurie loses her appetite, Amy cries Ross can’t answer Amy’s question or Laurie’s question: “why didn’t anyone try to stop them? ” “how could they say they didn’t know? ” Ross starts the experiment: 1. Strength through discipline Sit up straight answer questions with “Mr. Ross” first He points out Robert and humiliates Brad 2. Strength through community Learn the mottoes, the symbol, the salute David is excited to take it to the football team Laurie and Brad don’t stand immediately but fall into line after a minute 3. Strength through action Poster of the Wave Wears a suit and tie Wave cards with red X on the back Recruit new members Everyone is equal

Plot 2 Laurie’s family discusses the Wave at dinner Mrs. Saunders Laurie Mr. Saunders Militaristic Positive energy Pro anything that causes kids to pay attention Built by individuals Robert is not picked on anymore Built by unified groups like pilgrims Everyone is involved Community spirit is a good thing Teacher is manipulating them Christy discusses the Wave with Ben Christy Ben Guinea pig in your own experiment How’s it going Dr. Frankenstein? They’re turning into monsters They love being prepared They read head They behave better

Plot 3 – The Climax (Turning Point) Wave becomes something outside of history class Wave members sit together in the cafeteria (Brad is happy Robert joined the group) Principal Owens invites Ben to his office. “Be careful but I trust you” There are positive rumors and he has a good reputation BUT Kids lack judgment Students outside of his class are involved He’s not sure where the boundaries are Wave members are preparing for the rally - 200 new members will be indoctrinated - Posters are everywhere - There is a Wave banner - Pamphlets are handed out - Ben hears kids say “orders” were given - Robert becomes Ben’s bodyguard

Plot 5 – The Wave is Out of Control Laurie’s mom meets with Elaine Billings in the supermarket Mrs. Saunders thinks it sounds like a cult and boys like Robert are perfect for cults Laurie is worried about Amy (thought she was smarter than this) The Grapevine gets an anonymous letter from a junior - “if you don’t join you’ll lose all your friends” - “soon it’ll be too late to join” David and Laurie fight again over the Wave for the second time - Brian and Deutsch fight in the courtyard and David thinks Deutsch deserves it - Laurie doesn’t want to go to the rally and David thinks its because she’s not special anymore Laurie calls a non-Wave only meeting of the Grapevine at her house. - they represent the resistance to the Wave, not everyone shows up Laurie’s Dad tells her that a new 10 th grade boy who happens to be Jewish was beat up after school for criticizing the Wave. - Some of the parents are planning on going to the principal on Monday Brad will not let Laurie go into the stands - Because she won’t do the salute - The football team loses anyway

The Wave Pros Cons - Norm is happy the Wave has fixed his team - Kids are better prepared - It’s a trend - Democratic - Increase in discipline - Deutsch and Brian fight - The homework is short with little thinking behind it - It’s a cult - Anyone who’s not part of the trend is an outcast and threatened - Kids are cutting other classes

Plot 6 – The Grapevine Special Edition • The special edition of the Grapevine will include: – An editorial by Laurie about the dangers of the Wave – Articles on the junior and the sophomore students – Interviews with concerned parents and teachers • Reactions to the newspaper – Amy tells Laurie she is happy she doesn’t have to compete anymore and warns her not to publish – Other students started telling their stories of Wave abuse – Parents and teachers were in Principal’s office – Counselor’s started to interview students – Ben overhears teachers discussing how he’s brainwashed the students – Robert calls Laurie “a threat” in a sinister tone and Brian says he and David will take care of her

Plot 7 – The Resolution • • Christy tells Ben he has to stop – Are your original goals still the same? – You are putting both our jobs in jeopardy Laurie and David tell Ben he has to stop – The word “enemy” is painted on Laurie’s locker and on her way home David stops her to “talk” and the fight ends in him throwing her to the ground = David realizes he’s hurt Laurie in the name of the Wave – They go to Ben’s house to tell him students are afraid – “In terms of fear and compliance the Wave had been a success” – Ben tells them he will end it his way tomorrow, he needs the help of Carl and Alex Principal Owens tells Ben he has to stop – he will give him one day or he has to resign – Ben promises to end it today He holds the final rally for Wave members only to put an end to the Wave – He says the rally is to announce the formation of a National Movement – When one student says “there’s no leader” during the rally, Carl projects the image of Hitler – “if there had been a leader, he would have been it” – He discusses turning your heads, threatening others, denying one’s history – The goals of the experiment were reached (to show easily people could give over control and keep quiet) – The goals of the rally were also reached (to teach never to allow a group to take your individual rights, never follow a leader blindly) – Amy cries, Eric and Brian are ashamed, shaken, Ben is tired, Laurie is happy a lesson was learned – Robert is crying and Ben offers to take him out to eat

Changes in Characters David Robert Walks past Laurie’s house everyday just to see her once in a while Argues with Laurie over the Wave – then pushes her Doesn’t care about anything Straightens his shirt and hair in bathroom Laughed at line leader for the timed experiment, sits with Wave students in cafeteria Bad student Christy says he’s improved in her class too Doesn’t match up to his brother His mother says he’s a completely different person Separates Deutsch and Brian when they fight Sees the fight outside and says “I hope he gets what he deserves” Not interested in anything but himself and Laurie Leads the football team into the Wave, does history homework instead of going over Laurie’s house

Changes in Characters Laurie Best student in the class doesn’t answer the questions as Ross asks her to. Popular doesn’t go to rally Thinks Wave may be a positive thing doesn’t want the Wave to help “fix” the Grapevine’s lack of discipline because its scary Ben Laid-back teacher wears a suit, has a bodyguard Good teacher history lessons spent on the Wave, reputation is ruined by the end Good husband ignores his wife Cares about his projects dreams he’s going to be in Time Magazine for reinventing discipline in schools

Who said these? ? • “They would be left hanging without a chance to see where it can go” • “The popular thing is not always the right thing” • “Its amazing how much they like you when you make decisions for them” • “I would never let such a minority of people rule the majority” • “You weren’t dumb. You were idealistic. There were good things about the Wave. They don’t see what’s bad about it. It makes everyone equal but it robs you of your right to independence. ”