In the final act of Who's Afraid of Virginia Woolf, Honey apologetically and drunkenly explains that she has peeled the label off her brandy bottle. To this, George replies, "We all peel labels, sweetie: and when you get through the skin, all three layers, through the muscle, slosh aside the organs, and get down to bone, you still haven't got all the way, yet. There's something inside the bone… the marrow… and that's what you gotta get at." In a play blending realism and absurdism, Edward Albee peels off the institutions and values that Americans held and hold dear, such as family, beauty, marriage, success, religion, and education. With blackly humorous ridicule and through critical analysis, Albee suggests that these institutions, traditionally comprising the "American dream," have been desperately created to escape reality. Ultimately, however, he shows us that reality continues to pervasively lurk not far beneath the surface that we have slapped over it, almost as if threatening to eat up the very thing with which we suppress it.
Even before an analysis of Albee's dramatic action, the location itself sets the scene for a study of American society. Albee sets his play in the fictitious New England town of New Carthage, alluding to the ancient civilization of Carthage, which for thousands of years flourished, but was permanently conquered by the Romans. The name is not coincidental, as George refers to New Carthage as "Penguin Island," a mythical island destroyed by capitalism in a novel by Anatole France, and as "Gomorrah," the city in the Bible that was destroyed, along with Sodom, for its wickedness. (40) The allusion invites parallels to our own country, which, at the time facing the threat of communism, not only face...
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...an philosopher. "And the west, encumbered by crippling alliances, and burdened with a morality too rigid to accommodate itself to the swing of events, must… eventually… fall." (174) Albee suggests that, behind the façade of the American dream, behind the pretense of American ideals, behind the false front of the tranquility of American society in the early 60's, America's internal corruption and emptiness threatened, and perhaps continue to threaten, the country with a similar fall.
Work Cited
Albee, Edward. Who’s Afraid of Virginia Woolf? Rev. ed. New York: Dramatists Play Service, 2005. Print.
Works Consulted
Clurman, Harold. "Who's Afraid of Virginia Woolf?" Edward Albee: A Collection of Critical Essays. Ed. C.W.E. Bigsby. Englewood Cliffs: Prentice-Hall 1975. 76-79
Hirsch, Foster. Who's Afraid of Edward Albee? Berkeley: Creative Arts, 1978.
coming in search of gold and everlasting youth, there has been a mystique about the land to which Amerigo Vespucci gave his name. To the Puritans who settled its northeast, it was to be the site of their “city upon a hill” (Winthrop 2). They gave their home the name New England, to signify their hope for a new beginning. Generations of immigrants followed, each a dreamer bringing his own hopes and aspirations to the green shores. The quest was given a name – the American Dream; and through the ages, it has been as much a symbol of America as the lady in the harbor, a promise of America’s riches for all who dare to dream and strive to fulfill their ambitions. Dreamers apotheosized fellow dreamers like Rockefeller and Carnegie, holding them to be the paradigm from which all could follow. But behind the meretricious dream lies the cold reality. A country built upon survival of the fittest has no sympathy for those who serve as the steppingstones for others’ success. For every person who reaches the zenith, there are countless others trapped in the valleys of despair by their heedless dash to reach the top. Playwrights Arthur Miller and Lorraine Hansberry memorialize the failures in their works Death of a Salesman and A Raisin in the Sun. Their central dreamers, Miller’s Willy Loman and Hansberry’s Walter Lee Younger, like children at a candy shop window, are seduced by that success which can be seen so clearly, yet is so unreachable. Ardent followers of the hype of America, they reveal that, far from being a positive motivator, the Ame...
The thesis of Kimberley Hearne’s essay “Fitzgerald’s Rendering of a Dream” is at the end of the first paragraph and reads “It is through the language itself, and the recurrent romantic imagery, that Fitzgerald offers up his critique and presents the dream for what it truly is: a mirage that entices us to keep moving forward even as we are ceaselessly borne back into the past (Fitzgerald 189).” Hearne’s essay provides information on the misconception of The American Dream that Fitzgerald conveys through “The Great Gatsby”. She provides countless evidence that expresses Fitzgerald’s view of The American Dream, and explains that Fitzgerald’s writing of the novel is to express to Americans what The American Dream truly is.
One attempt made to correct this failure was the permanent desegregation of all public schools across the country. In the celebration of the Brown v. Board of Education all public schools were integrated with both races. Before this integration there were all white and all black schools. This was in favor of the idea of “separate but equal”. But, it was proven by the “woeful and systematic under funding of the black schools” things were separate but rarely equal. (Source 9) As a solution to this,it was decided that a fully integrated society began with the nation’s schools. (Source 9) Two years after one of the first integration of schools at Little Rock, Effie Jones Bowers helped desegregate the nearby school, Hall High School. The students were put into an all white school like at Central High School. According to one of the students, they were faced with vio...
Emily Dickinson once wrote “Much madness is divinest/Sense-To a discerning Eye.” Often in literature, a character’s madness or foolish action plays an important role. Such is the case with the play Who’s Afraid of Virginia Woolf? written in 1962, by Edward Albee. The author develops and revisits the inner conflict of Martha, the protagonist, which results from the struggle between her and society throughout the plot to highlight the theme of struggle between reality and illusion. Martha’s madness is used by Albee to reveal characteristics of American society in the 50s and 60s that reveal the seemingly mad behavior as reasonable.
Charters, Ann & Samuel. Literature and its Writers. 6th ed. Boston: Bedford/St. Martins, 2013. 137-147. Print.
Levine, Robert S. The Norton Anthology of American Literature. 7th Edition. Volume B. New York: Norton, 2007. 1696. Print.
Baym, Nina, and Robert S. Levine, eds. The Norton Anthology: American Literature. 8th ed. New York: W.W. Norton & Company, Inc., 2012. Print.
The symbols that encompass the novel underscore the theme that the American Dream, corrupt and unjust, eventually concludes in anguish. Money, greed, and lust overtake everything in their lives to the point of nothing else being of importance. The characters in this novel lost themselves to a fruitless dream that eventually brought and end to the “holocaust” that embodied their lives (162).
Topics of race and inequality are critical topics we continue to debate everyday in America. My research synthesis paper is about school segregation, and I wanted to identify how and why schools continue to be racially and socioeconomically segregated today. I will use these questions, as well as knowledge gained from scholarly articles, as a platform for my analysis of school segregation and its implications for students and communities. So I wanted to discover if integration still matters, do our schools need to be desegregated, and if not, then how can our schools become diverse and effective. Racial segregation, segregation and systemic oppression doesn’t just start in one place. There is a structure in place that makes all of the discrimination
The issue of desegregation has been a very controversial issue since it was first legally introduced by the Supreme Court in 1954 with Brown v. Board of Education of Topeka, KS. Favoring or not favoring desegregation has not been the issue; almost everyone says they are for it on the surface. The controversy arises when it comes to how to implement desegregation. Immediately following the Brown decision, which advocated school assignment regardless of race, many school districts adopted a geographic school assignment policy. This plan, especially in the 1950's, did very little to do away with segregated schools even though it was a race-neutral policy for integration. From that rocky beginning to desegregation, to the current battles over how best to implement desegregation through mandatory (or voluntary) busing of minorities and whites, this issue has been in the forefront of discussions about race and education. This paper will attempt to give a brief history of desegregation in the United States, followed by a discussion of the current events which surround this issue (with balance given to the viewpoints of both sides), and then offer advice on solutions which most benefit everyone involved.
“How Desegregation Changed Us: The Effects of Racially Mixed Schools on Students and Society” focuses on public schools being desegregated in the late 1970’s and how the students felt when they went into school. For most of the students, this was the first time that they had gone to school with minorities. Racism was not openly discussed in the classroom as to help everyone to get along without issues. Specifically, the class of 1980 has led lives away from the diversity of their youth. Instead, as the article states, “Virtually all of them attend one-race churches or temples and share their closest friends' ethnic or racial backgrounds.” (Wells) Most of the graduates live without any sort of racial diversity, working in environments where minorities are typically not found. Instead, there’s a great deal of staying within a comfortable environment for them. For some, it isn’t intentional to try and keep away from minorities, but rather, there’s several variables that must be taken into consideration. Some feel that it is more important to have better education than to be diverse while others simply don’t get an opportunity to experience change within their community. Nonetheless, it seems as if these citizens want for a diverse society and feel that desegregation was necessary for
The research done in 2005 revealed that the Black American students who studied at white dominated schools were very low than in any year since 1968 (Thomas 57).” According to Thomas (102), many factors contributed to rapid re-segregation of schools since 1991. The court turned against the desegregation plan adopted earlier by denying new petitions to desegregate schools, the executive arm reduced the initiatives to enforce the Civil Rights Act and Brown right that was so successful in the 1970s (Donnor and Dixson 2013).
From the beginning of modern civilization those in a society have tried their best to join the status quo. Everyone feels that they look and act the same as others around them as to reassure themselves that they are normal and that they will be accepted into society. This type of conformity is seen greatly throughout the play Who’s Afraid of Virginia Woolf in its main characters George, Martha, Nick and Honey. Who’s Afraid of Virginia Woolf shows how a typical family is supposed to look to the outside, prim and polished, but which secretly holds their own internal problems that eventually spill out for all to see, in turn forcing their supposed peace in conformity to become chaos in their reality.
The American Dream is a recurrent theme in American literature, dating back to some of the earliest colonial writings. Benjamin Franklin, who is considered to be the epitome of the self-made man once said, “The Constitution only guarantees the American people the right to pursue happiness. You have to catch it yourself” (Franklin). Furthermore it is the belief that every man, whatever his origins, may pursue and attain his chosen goals; whether they be political, financial or social. However, the composition of the American Dream transformed as America changed. Gradually, individuals became fixated with affluence. The right to pursue happiness was still permissible, however; many persons began to believe their right was to pursue money. In the modernistic novel, The Great Gatsby, F. Scott Fitzgerald unveils a unique expression of the American Dream, where effortless wealth and diminished social values exemplify its corruption. The novel entails a story of the disillusioned love between a man and a woman. The main character of the novel, Jay Gatsby, who stands for his nation, imagines...
Once a school system drops their efforts to integrate schools, the schools in low-income neighborhood are left to suffer; not to mention that segregation in schools leads, not only to the neglect of schools, but the neglect of students as well. Resegregation quite literally divides the public schools into two groups “the good schools”, that are well funded, and “the bad schools”, that receive a fraction of the benefits-- more often than not the groups are alternatively labeled as “the white schools” and “the black schools” (and/or hispanic). Opportunities for the neglected students diminish significantly without certain career specific qualifications that quality education can provide-- they can’t rise above the forces that are keeping them in their situation.