Racism in To Kill a Mockingbird

Bigotry in To Eliminate a Mockingbird

Since its publication in 1960, To Eliminate a Mockingbird has actually turned into one of the most widely-read books in all of twentieth century American literature, and a prominent work of social realism. In spite of this universal appeal, it is an unique grounded in a particular time and place. Although published in the 1960s at the height of the American civil liberties movement, the novel is set in the 1930s. This may read as a decision on the part of Lee, the author, to distance the book from modern racial concerns, or alternatively as a way of offering historic context for those concerns and continuous problems. The social scene which emerges out of this context is one in which race and bigotry are central issues. However, the degree to which racism is essential to the novel’s significance and import is something which has actually been the subject of some dispute in the vital literature.

This essay will argue that bigotry is one of the lenses through which Lee checks out some of the more central styles in her book: namely, the idea of neighborhood, belonging and individual advancement. In specific, it will be argued, following Meyer (2010) that the idea of the ‘Other’ is central to the novel’s characterisation, and that the process of ‘Other-ing’ is something which happens both through bigotry and apart from it. The novel, narrated from the point of view of Scout, takes the kind of a Bildungsroman in which identity is negotiated by method of recommendation to the self and to neighborhoods. Race is one aspect of this process, but other aspects in the story, such as the character of Boo Radley, show the degree to which the book is about other types of social ‘Other-ing’ and personal recognition. Undoubtedly, the problem of race is something which is not foregrounded till relatively far into the book. The main narrative stress of the trial of Tom Robinson is something which emerges only after the preliminary narrative of the relationship in between and games played by Scout, Jem and Dill, and their fascination with the Radley Location and the unclear character of Boo Radley. The device of the unreliable first-person child narrative is one which permits Lee to check out the stress in between nature and support, between that which is natural in human behaviour which is found out.

One element of Scout’s characterisation which enables her to have an effect on the lives of the adults around her is her naivet; # 233;. Her interaction with the mob that concerns lynch Tom Robinson before his trial is an example of how childlike behaviour can have a greater impact than the actions of grownups in such contexts, as the adult characters are shamed into ceasing their violent behaviour when they are made to see it from the perspective of a kid. The relationship in between the social mores and codes surrounding race and the concepts and desires of the kids in the novel is among the central stress in the novel, as Scout (and vicariously the reader) analyze the worth systems of the neighborhood and question them vis-a-vis her (and our) own. What emerges is an increasing awareness of how her father’s and later on her own worths do not coincide with those of the social groups and organizations of which she is a part. This dispute in between familial and social values is made explicit in an exchange between Scout and her dad early on in the novel: && # 8220; Do you safeguard niggers, Atticus?&& # 8221; I asked him that evening. && # 8220; Obviously I do. Don&& # 8217; t say nigger, Scout.

That&& # 8217; &s common. & # 8221; & # 8220; & # 8216; so what, everyone at school says &. & # 8221; & # 8220; From now on it & # 8217; ll be everybody less &one & # 8212; & # 8221; & # 8220; Well if you don & # 8217; t desire me to grow up talkin & # 8216; that method, why do you send me to school? & # 8221;(Lee, 1960: 77)Atticus has an atypical understanding of the racist worth of epithets which are thought about basic usage by practically all the white characters in the book. Certainly, even characters such as Calpurnia embrace the racist language of the white characters. Furthermore, Calpurnia shows the degree to which racial reasoning impinges on language by moderating her own according to individuals she is with (Lee, 1960: 120). Surprisingly, Atticus’ critique of the racist epithet ‘nigger’ is a class-related one: he describes such speech as ‘typical.’ This recommends that Atticus associates racist language with a lack of education, and Scout fasts to determine the irony in her going to school only to find out ill-educated or typical speech.

The commonality of this sort of racist language is made clear when Scout notes that it’s what everybody says at school. The association between institutions and racism is evident, and this relates likewise to the concept of ostracism and ‘Other-ing’ of those who are excluded from such institutions. For a variety of years after the time during which the novel is set, and till the successes of the civil rights motion, institutions in the American South such as universities and public transport were divided along race lines. It is for that reason unsurprising that much of the mechanics of the bigotry portrayed in the novel needs to operate along institutional lines. Heims (2009) has argued that the relationship in between Scout’s advancement and the ‘Other’ is at the centre of the novel, and that she works out a complicated process of self-discovery which at times in the unique involves casting the self as ‘Other.’ This is seen at various stages in the novel when Scout finds herself identifying with those who, according to the values of the neighborhood, are considered inferior and different. Her identification with the victims of bigotry and prejudice over the course of the novel shows the evident illogic of the behaviour.

As Dare (2001) has argued, Scout’s innocence is a main element in the narrative, and serves to highlight the ways in which bigotry and class department run in Maycomb. Wilson (2005) keeps in mind that Tom Robinson’s guilty verdict is demonstrative of a broader absence of social justice for black men, however it is the establishing ethical framework of the first-person story; # 8211; that of a white woman; # 8211; which clarifies this failure (Shackelford, 1997). Scout’s judgement expects the establishing ethical structure in which the case for civil liberties was being articulated at the time of the novel’s publication, but the social context in which the novel was composed was one in which justice was still more challenging to come by, a minimum of in some parts of the United States such as the South, for black people than for white people. Jackson (2003: 277) has actually recognized how the novel ‘skilfully utilizes the gadget of seeing events through the eyes of children,’ and bigotry in specific is an ideology which exists as something that Scout ultimately comes to turn down. Much of this understanding of the nature and practice of racism comes through Scout’s learning about the significance of certain bad terms which are dealt with to her and her dad in the light of his safeguarding Robinson. Atticus describes the term ‘nigger-lover’ to her as something that’s ‘difficult to discuss’ and that ‘ignorant, trashy individuals utilize it when they believe somebody&& # 8217; s preferring Negroes over and above themselves’ and that it is utilized when those people ‘desire a typical, unsightly term to label somebody’ (Lee, 1960: 112). Atticus has understood the degree to which such racist terms are utilized by individuals who see their individual interests as being under hazard.

It emerges as the novel progresses that bigotry amongst the white characters is above all a product of worry and issue for their own interests. Racism becomes a means by which black individuals can be oppressed through language and discrimination. The violent response versus Atticus, therefore, can be understood as originating from the worry amongst the white neighborhood that somebody of their number, an educated male and a lawyer, might be acting in a way which favours other individuals’s interests. However, there is a paradox inherent in the idea that the unique presents the maturation of the kids and their increasing compassion for the Other as they develop, whilst the white grownups of the book are highly discriminative and largely unsympathetic to the ‘Other.’ This paradox centres on the figure of Atticus Finch, who carries a lot of moral weight in the novel as one of the few white males in the text who oppose the racist logic of the novel’s social milieu. Atticus’s choice to defend Tom Robinson is one which immediately alienates him and his household from the community. Much has actually been made in the literature of the role of Atticus Finch, and the status of the character as an American hero: ‘the story of the Robinson case, the anecdotes and the impressions assist to discuss how Atticus Finch is a hero, and how lawyers end up being heroes in America’ (Shaffer, 1981: 181).

The closing speech that Atticus provides before the jury is a central set-piece in the novel and in its treatment of racism. The speech is notable for its focus on the moral codes of the society which have actually been broken, and the relationship between these codes and the concept of criminality. Atticus keeps in mind that Mayella used the rape accusation to develop criminality when all there had been was a flouting of conventions: ‘She was white, and she lured a Negro. She did something that in our society is offensive: she kissed a black male. Not an old Uncle, but a strong young Negro guy’ (Lee, 1960: 207). Although not a crime in itself, this behaviour would result in such social ostracism and outcasting in the society in which the book is set that Mayella accuses Tom of rape as a way of relieving her regret (Halpern, 2008). Again, the treatment of bigotry here is closely associated with a wider assessment of social codes and behaviours.

The sexual association in between a white woman and a black guy is especially taboo, and here race strikes other kinds of relations to create a complicated circumstance in the public eye, although Atticus argues that the case is as basic as ‘black and white’ (Lee, 1960: 207). In the case of Mayella, the issue of social ostracism and the concept of ‘Other-ing’ repeat as crucial elements. Mayella’s relations with Tom would lead to her being made a social outcast, being left out and exiled in the manner of Boo Radley, albeit for extremely various reasons. These various stories of real or possible ‘Other-ing’ add to the sense in the book of a clearly defined social code of conduct, the contravention of which causes one being castaway from the group. Race is among the crucial nexuses through which this strong tribalism is checked out, however it is also something which is more widely dealt with in the novel in the context of residential or commercial property and ownership. The defence of one’s home is a repeating style, as when it comes to Mr Radley and his firing after burglars. Here, especially, the action is stressed as being indiscriminate and not racially motivated per se; Radley wants to use force to protect himself and his home from whoever it might be: && # 8220; Shot in the air.

Afraid him pale, however. Says if any person sees a white nigger around, that&& # 8217; s the one. States he & # 8217; s got the other barrel waitin & # 8216; for the next sound he hears in that patch, an&& # 8217; next time he won&& # 8217; t aim high, be &it pet, nigger, or & # 8211; Jem Finch! & # 8221;( Lee, 1960: 55)This description of Mr Radley’s indiscriminate defence of his home is a sign of the way in which other social issues; # 8211; money, ownership and so on; # 8211; intertwine with bigotry but are not always synonymous with it. It can be kept in mind that racism during the period had a number of economic associations, and racism can be linked to the practice of slavery in the previous century (Wilson, 2005). Nevertheless, the ability of white people to victimize other white individuals in the novel, and the degree to which self-interest encourages much of this discrimination, shows how bigotry is but one element in the book’s mapping of social behaviours and actions. Race is certainly among the aspects which differentiates characters in the unique, and among the social components through which the citizens of Maycomb identify themselves and others. The white neighborhood of the town is undoubtedly racist, and Atticus’s choice to safeguard Robinson is one which results in a procedure of ‘Other-ing’ by association, in which not just Atticus but likewise Scout and Jem are alienated and ostracised from the community by virtue of Atticus’s choice.

The locals racialise what is in reality a criminal offense of a sexual nature by foregrounding the truth that the accused is a black guy and the victim is a white lady. Race participates in the argument surrounding the occurrence and condemns Robinson to be judged guilty individually of the proof against him. The binary terms which specify racism as an ideology impinge on social relations between the Finch household and the rest of the neighborhood, with the locals recognizing them with the ‘black side’ and for that reason with that which is inferior or opponent. This ‘Other-ing’ of the Finch children and their recognition with the black community is made specific by Lee in the representation of Calpurnia, and the fact that she takes the kids to the local black church where they are met with a favorable and welcoming reception. The topographical department of the community into black and white groups is made explicit throughout the trial, when the Finch children being in the ‘coloured balcony’ (Lee, 1960: 166). The nature of pre-civil rights America was one in which communities were divided not simply in ideological however in actual terms, between white and black organizations and spaces. The stress in the unique between regional and foreign, known and unidentified, safe and unsafe is one which is explored in racial terms.

It is also, nevertheless, something which defines the opposition between the comprehended and the ‘Other,’ and is seen in the mysterious and undiscovered nature of the Radley Place as much as it remains in the idea of racial department. Boo Radley works as an effective corollary to the character of Tom Robinson by demonstrating that ostracism and the procedure of Other-ing can occur in the absence of bigotry. At the start of the novel, he represents the personification of the unknown, a regional ‘Boogeyman’ and object of fear for the 3 children. The revelation that he may be more humane than this impression, which manifests itself through confidential gifts and gestures, is one which in the beginning puzzles Jem and Scout. The children’s psychological and intellectual development in the novel equips them with the understanding essential to humanise Boo and turn him from this ‘Other’ figure into somebody they can comprehend and sympathise with. The plight of Tom Robinson, and the children’s increasing awareness of how he has actually been mistreated and misrepresented by the town’s adults, informs Jem and Scout in the ways in which grownups prejudice themselves versus and behave discriminatingly towards those they perceive as ‘Other.’ Their increased understanding of Tom results in increased understanding of Boo, and allows them to see racism as one of numerous processes by which hate and bias can manifest themselves in communities.

Throughout the trial, Jem pertains to understand that Boo’s reclusiveness is not a sad exile but a conscious decision to distance himself from these procedures and judgements: Scout, I believe I’m starting to comprehend something. I believe I’m beginning to understand why Boo Radley’s stayed stopped talking in your house all this time … it’s because he desires to remain inside (Lee, 1960: 231). The narrative development of the novel is for that reason one of a progression from lack of knowledge to understanding, from fear to tolerance and approval. This is the main moral drive in both the Boo Radley and the Tom Robinson components of the story.

Bigotry is one kind of bias through which ignorance and an absence of understanding manifests itself. It is also the means through which characters distinguish themselves from the viewed risk of the ‘Other’: by judging and condemning it. The trial therefore works synecdochally as a part of this overall schema in which characters judge others who are different from them. The advancement of the relationship in between the kids and characters like Boo Radley and Calpurnia is one in which preliminary distinction is overcome and what was originally viewed as a risk or a conflicting relationship is revealed to be one of common humanity. To conclude, it appears that race and bigotry are main issues in To Eliminate a Mockingbird, and the status of the novel as an influential work of realist fiction in American social history is a warranted one. Its genesis at the time of the civil rights motion, and Lee’s decision to set the novel at a time when this motion remained in its relatively fledgling phases, all indicate this association. Nevertheless, regardless of the centrality of the issue of racism, and its treatment through the character of Atticus Finch and his defence of Tom Robinson, it is one style amongst many in the novel which address what this essay has argued is the essential theme: namely, the process of ‘Other-ing’ which is viewed as alien and various, and the narrative trend for these initial ‘Others’ to be reconciled and understood as the unique progresses.

In specific, it has actually been argued that the character of Boo Radley, a white man who undergoes a similar, though substantially less extreme, procedure of ostracisation and ‘Other-ing’ in both the eyes of Scout and those of the neighborhood, shows the degree to which this procedure extends beyond race. The treatment of bigotry is for that reason highly subtle and important To Eliminate a Mockingbird, but it is likewise part of a wider expedition of the mores and behaviours of individuals and neighborhoods in a particular time and a particular location.

References

Dare, T. (2001 ). Lawyers, ethics, and to eliminate a mockingbird. Philosophy and Literature, 25( 1 ), 127-141. Halpern, I.

(2008 ). Rape, Incest, and Harper Lee’s To Eliminate a Mockingbird: On Alabama’s Legal Construction of Gender and Sexuality in the Context of Racial Subordination,Columbia Journal of Gender and Law, 18(3), 743. Heims, N. (2009 ). Were You Ever a Turtle?; # 8217;: To Kill a Mockingbird: Casting the Self as the Other. Vital Insights, 1-8. Lee, Harper.

(1960 ). To Kill a Mockingbird. New York, NY: McIntosh and Otis. Meyer, M. J. (2010 ). ‘Spooks, Masks, Haints, and Things That Go Bump in the Night: Worry and Halloween Images in To Eliminate a Mockingbird.

‘ In Meyer, M.J. (ed.) Harper Lee’s To Eliminate a Mockingbird: New Essays (pp.128-242). Lanham, MD: Scarecrow Press. Shackelford, D.

(1997 ). The female voice in To Eliminate a Mockingbird: Narrative methods in film and book. Mississippi Quarterly, 50, 101-114. Shaffer, T.L. (1981 ). The Moral Faith of Atticus Finch.

University of Pittsburg Law Review, 42, 181-224. Wilson, C. E. (2005 ). Race and Racism in Literature. Westport, CT: Greenwood Publishing Group.

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