Alexa Giuliani
Dr. Ellis
English 101September 11, 2013
What
Makes You Whole?
Robert Frost’s poem, Mending
Wall, Jill McDonough’s poem, Accident,
Mass Ave, Harper’s poem, Learning to
Read, and Kolvenbach’s essay, The
Service of Faith and the Promotion of Justice in American Jesuit Higher
Education, all focus on the aspects of becoming whole and one as also
presented through Stephen Graham Jones’ readings. Each poem and Jones’ readings
use specific examples in order to portray the idea of becoming whole and swaying
away from traditional ideals or stereotypes. For example, Frost uses the wall
in order to demonstrate two people coming together and breaking away from the
traditional barrier they are accustomed to. McDonough uses the car accident and
the feelings associated with the event in order to portray the narrator’s
ability to move on from the event and realize she was wrong in yelling at the
women who hit her car. Additionally, Harper uses the process of learning to
read as a foundation for becoming independent. Kolvenbach uses the traditional
values of Jesuit beliefs in order to emphasize the ideas of becoming a
well-rounded human being who works to help others. Finally, in Jones’ reading,
“Discovering America”, the idea of being an Indian allowed the narrator to embrace
his stereotypes. Overall, each piece of
work uses specific events, feelings, values, and objects in order to
effectively illustrate the idea of becoming whole and realizing who you are as
a person.
Frost uses the wall as an element in order to demonstrate
the idea of two neighbors united as one after a long time of having a barrier
between them. Initially the stone wall separated the two properties from each
other; however, when spring comes, the narrator sees fit that the wall should
not be put back up. While the neighbor does not seem to agree with the
narrator’s point of view, he tries to convince him in saying, “’Why do they make good neighbors? Isn’t
it where there are cows? But here there are no cows. Before I built a wall I’d
ask to know what I was walling in or walling out, and to whom I was like to
give offense”’ (30-34). In pointing out that walls are only used to separate
cows, the narrator is suggesting that the wall should be brought down, unifying
the two properties. While the neighbor refuses to change his views, as pointed
out in his father’s saying, the narrator wants to feel a sense of unity,
wholeness, and freedom in “mending” the wall.
Additionally, the ideas of unity and wholeness are
portrayed through McDonough’s poem, Accident
Mass. Ave. This idea is clearly represented through the events and emotions
described after the car accident. Directly after the accident the two women
were viewed screaming and cursing at each other. Towards the end of the poem,
however, the two women were described as laughing at the fact that they just
made a big deal over something that did not even happen. This is seen when the
narrator states, “I hugged her, and I said We
were scared, weren’t we? and she nodded and we laughed” (37-38). This sense
of happiness demonstrates that the narrator realizes she overreacted and as a
result she learned not to assume something terrible has occurred. This
realization taught her a valuable lesson and helped her to understand that when
something bad happens, she should not jump to conclusions. This realization of
her actions and emotions represents an overall understanding of herself as a
human being and ultimately brings her to a sense of wholeness.
Similarly, Harper’s poem, Learning to Read, depicts an idea of becoming whole and independent
as the narrator is faced with the struggle of not being taught how to read
during the time of slavery. At the beginning of the poem, the narrator discusses
how the whites will not teach the African Americans to read. He also discusses
his want to learn how to read as he describes himself stealing books. The final
lines of the poem effectively illustrate the narrator’s pursuit of learning to
read. This is seen when he states, “So I got a pair of glasses and straight to
work I went, and never stopped till I could read the hymns of the Testament.
Then I got a little cabin- a place to call my own – and felt as independent as
the queen on her throne” (37-44). This analogy directly relates to the idea
that the narrator experienced a realization of the kind of person he has
become. With his ability to read, he feels independent and whole.
Kolvenbach’s essay, The
Service of Faith and the Promotion of Justice in American Jesuit Higher
Education, is the prime example in demonstrating the ideas of becoming a
whole and well-rounded human being through the use of traditional Jesuit values.
Based on Jesuit beliefs, students are encouraged to become well-rounded and whole
individuals who work to support and help others of society. Kolvenbach directly
states, “Every discipline, beyond its necessary specialization, must engage
with human society, human life, and the environment in appropriate ways,
cultivating moral concern about how people ought to live together” (36). Based
on this statement, students should strive to become well-rounded individuals by
uniting with the outside world and others peacefully. Thus, Kolvenbach’s use of
Jesuit values helps to demonstrate the overall idea of wholeness and unity
among a community.
Finally, Jones’ story illustrated the idea of becoming a
whole person based on his ability to disregard common stereotypes he encountered
when visiting different states. Jones’ story recounts his journeys to
Tallahassee, New Mexico, and Alabama. In each state someone made comments based
on his looks. In this instance, Jones continually stated, “Because I’m Indian.”
While stereotypes were made, Jones was able to embrace his heritage and become
a whole person as a result.
As seen in all three poems, Kolvenbach’s essay, and
Jones’ story, the common idea of unity and wholeness is represented. Each
author uses different aspects such as the wall, the car accident, learning to
read, Jesuit values, and being Indian in order to portray the overall concept
of wholeness, unity, and freedom.
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