The Imagery of Smoke, Fire, and Burning in The Columbus School for Girls by Liza Wieland
The story "The Columbus School for Girls," by Liza Wieland contains the imagery of smoke, fire, and burning as a means of expressing the many aspects of love and passion. The ultimate symbol of love in the story is an all-consuming fire, yet smoke and burning act as manifestations of the different stages of love. The "narrators" in the story experience many of these facets by witnessing it in the life of Emily Jerman, and ultimately come to a realization and transformation of their own. Through these experiences the girls come to a new understanding of their lives and the world.
In the beginning of the story the imagery of smoke and fire is continually attached to Emily Jerman. The first encounter in the story is the narrators' desire to "build a fire fight at her feet,"(1388) as if in worship of her. The descriptions of Emily exemplify the love the narrators have for her. They "burn for her," and see her hair "in flames" (1391). Her voice is "like being wrapped in a smoky blanket," and the girls try to imitate her every action. This connection of fire imagery with Emily is a manifestation of the love and passion they see within her and their worship of her is the expression of their desire to be like Emily.
In the middle of the story the imagery begins to shift from that of a controlled fire, to one that is more explosive and charged. A new side of Emily is revealed to the narrators and the imagery conveys the change by becoming more violent to expression the passion Emily shares with the girls. The story of the gardener and the young girl is where this can be seen. "Exploded," "burnt" and "the two bodies tangled together singed, blackened by smoke"(1392) is the gruesome imagery used. This imagery expresses a new notion of love and passion. One that is more dangerous and out of control, but one the girls seem attracted to, none the less as the enjoy listening to Emily's memories.
The final manifestation of he fire imagery is when the girls begin to experience the fire within themselves. Throughout the story the girls describe Emily with a sense of wonder and connect the imagery of fire to her.
This fire, though typically used to symbolize the end, represents a cleansing and a chance at a new life. The fire washed away everything that was holding the Grapes in Endora. Gilbert and Arnie were finally able to travel and see the world, while Ellen and Amy travel a few towns over to start a new life where nobody knows them. The fire created an exit from their drab lives to new adventures.
The first thing that symbolizes something to Jeannette is fire. “I was on fire. It’s my earliest memory.” (9). Fire is the first impression of the book. Fire represents chaos in Jeannette’s
Firstly, the motif of fire is portrayed during times of trauma due to the fact that in the beginning of the story, it starts with a baby name Effia being “born of the fire” (ebook 2). Effia’s mother Maame sets a fire that
The Girl with the Brown Crayon tells a simple personal story of a teacher and a child, interweaving the themes of race, identity, gender, and the essential human needs to create, and to belong. With these characteristic charms, and wonder, Paley discovers how the unexplored territory unfolding before her and Reeny comes to mark the very essence of school, a common core of reference, something to ponder deeply and expand on extravagantly. The child, Reeny, meets a writer of books and story-teller, is introduced to his fictional characters, and debates, with other children, their virtues and weaknesses.
The imagery of fire continues in the story; the building of their fires, how the man molds the fires, and how they stoke the fire. When the boy gets sick the father is referred to many times of how he builds and rekindles the fire. This actual fire is a symbol for the fire that the man and the boy discuss carrying within in them. The man fights to save his son and the fire within the boy
Near the end of the story, after describing Miss Emily’s life, Faulkner catches up to present day where Miss Emily has died. He explains how Emily’s cousins came once they heard of her death and buried her. The cousins all walk into Miss Emily’s room which greeted them with a bitter smell.
We had long thought of them as a tableau, Miss Emily a slender figure in white in the background, her father a spraddled silhouette in the foreground, his back to her and clutching a horsewhip, the two of them framed by the back-flung front door. So when she got to be thirty and was still single, we were not pleased exactly, but vindicated; even with insanity in the family she wouldn 't have turned down all of her chances if they had really materialized.’ (25) This complete sheltering leaves Emily to play into with in her own deprived reality within her own mind, creating a skewed perception of reality and relationships”(A Plastic Rose,
...s story he writes about how earlier in Emily’s life she refuses to let the town’s people in her house even though there is a strong odor that is coming from her property. In this section her father has just passed away and was abandoned by a man who she wanted to marry. This section she becomes very depressed. In section three it talks about how Emily is starting to come down with an illness after all of the depressing events she had to endure. In sections four and five Faulkner describes how there is fear throughout the towns people is that of which Emily is going to possibly poison herself. A while later she then she passes away. In section five is when the truth is revealed to the public about her sickness. Faulkner uses the view point of an unnamed town member while he uses a third person perspective to show the general corrosion of the southern town’s people.
It was hard for her mother to have a baby at a young age herself and try to make ends meet was not easy. She needed to lean on others for help, which she thought at the time was right thing to do, but got caught up on her new family. This is why Emily had so much resentment towards her mother. This story is a great example of a dysfunctional mother-daughter relationship. The story does great job showing the mother’s anguish over her daughter, and a depressed teen that needed her mother and is struggling to overcome a very unhappy childhood.
In Faulkner’s “A Rose For Emily” the lead character is the center piece of resistance to change. Emily’s image is described on multiple accounts revealing a steady change in her life. Early on in the story the narrator a member of the civilization describes her as, “small, fat woman in black” (Faulkner 30). He mentions her appearance again by saying, “When we saw her again her hair was cut short, making her look like a girl." (Faulkner 31). This statement is made after the untimely death of her father. The subject of her image is mentioned one last time saying, “She had grown fat and her hair was turning gray...pepper and salt-iron gray."
Amidst the discourse, the history and tragedy, upon life and death, of tradition and change, of the struggle to find love in an otherwise hopeless place, we immortalize Emily by giving her the rose she so deserves. To a young woman, you give a rose to signify love and
As time went on pieces from Emily started to drift away and also the home that she confined herself to. The town grew a great deal of sympathy towards Emily, although she never hears it. She was slightly aware of the faint whispers that began when her presence was near. Gossip and whispers may have been the cause of her hideous behavior. The town couldn’t wait to pity Ms. Emily because of the way she looked down on people because she was born with a silver spoon in her mouth and she never thought she would be alone the way her father left her.
In many of Faulkner’s stories, he tells about an imaginary county in Mississippi named Yoknapatawpha. He uses this county as the setting for his story “Barn Burning” and it is also thought that the town of Jefferson from “A Rose for Emily” is located in Yoknapatawpha County. The story of a boy’s struggle between being loyal to his family or to his community makes “Barn Burning” exciting and dramatic, but a sense of awkwardness and unpleasantness arrives from the story of how the fictional town of Jefferson discovers that its long time resident, Emily Grierson, has been sleeping with the corpse of her long-dead friend with whom she has had a relationship with.
In “A Rose for Emily”, by William Faulkner, Emily Geierson is a woman that faces many difficulties throughout her lifetime. Emily Geierson was once a cheerful and bright lady who turned mysterious and dark through a serious of tragic events. The lost of the two men, whom she loved, left Emily devastated and in denial. Faulkner used these difficulties to define Emily’s fascinating character that is revealed throughout the short story. William Faulkner uses characterization in “A Rose for Emily”, to illustrate Miss Emily as a stubborn, overly attached, and introverted woman.
Understanding literary elements such as patterns, reader/writer relationships, and character choice are critical in appreciating William Faulkner's Barn Burning. Some literary elements are small and almost inconsequential while others are large and all-encompassing: the mother's broken clock, a small and seemingly insignificant object, is used so carefully, extracting the maximum effect; the subtle, but more frequent use of dialectal words which contain darker, secondary meanings; the way blood is used throughout the story in many different ways, including several direct references in the familial sense; how Faulkner chooses to write about poor, common people (in fact to the extreme) and how this relates to the opinions of Wordsworth and Aristotle; and finally, the relationship between the reader and writer, Faulkner's choice of narrator and point of view, and how this is works successfully.