How effectively does Harper Lee convey her ideas about prejudice in her novel To Kill a Mockingbird?

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How effectively does Harper Lee convey her ideas about prejudice in her novel To Kill a Mockingbird?

Lydia Grant 11F

In her novel, To Kill A Mockingbird, Harper Lee, examines various themes very closely, however, one of the more dominant themes is that of prejudice. I shall be arguing that Harper Lee conveys her ideas, about this theme, in a very effective and persuasive manner. Several of the characters in the novel, that I will explore, contribute to the main themes of prejudice in a variety of ways. The Cunninghams and Ewells reveals the hierarchical structure of prejudice in the society, Tom Robinson and the aspects of racial prejudice), and Atticus through his through his non-prejudicial approach. Some of the issues that Harper Lee writes about would cause a lot of controversy or even incur legal action if used today for example, the social classes based on gender and colour (discrimination). In a school environment, how the Cunninghams and the black race were viewed would be seen as a form of bullying. Many different aspects of prejudice is mentioned in the novel – some easily noticeable such as racial and others require a certain amount of exploration, for example: religious, social, sexism and educational.

To Kill a Mockingbird was published during the 1960s, a time where there was a significant change in racial prejudice. The actual definition for prejudice is the preconceived opinion that is not based on reason or actual evidence. The Civil Rights Act of 1964 prohibited discrimination, influential individuals such as Rosa Parks rebelled against the typical social codes as secretary of NAACP (National Association for Advancement of Coloured People). Other notable people included, the legendary Martin Luther King, remembered for being the leader of a powerful protest and the delivery of his famous speech, I Have a Dream. By Harper Lee targeting her novel to the Americans of the 1960s, but setting the novel in 1930s, the book stirred up a lot of controversy; fictionalizing history is not only reminding Americans of the type of issues that occurred in their country from both points of view, but it teaches tolerance and brings awareness to Americans that weren’t involved. It reminds the readers of the unfair employment/social classes, the legality of segregation i.e. anti-miscegenation and the existence of the racist organisation Klu Klux Klan.  However, most importantly, it shows the progress of America, of what it was to what it has become, and moreover, started to overcome.

The setting that Harper Lee chose for this controversial novel was Maycomb, a fictionalized area in Southern America (Alabama) where Harper Lee grew up – this was also in the 1930s where blacks and whites were segregated. The book To Kill a Mockingbird could be seen as a parallel of the then current Southern America.  Southern America in the 1930s had a problem with prejudice which was enrooted in slavery. For example, a white slave masters’ views could influence generations and communities whilst a black slave because of his experience could influence his/her family, the black community– this would cause a division between the two races leading to stereotypes. These family/community beliefs and traditions eventually resulted in prejudice.

 As well as the history of slavery, the Wall Street Crash and the Great Depression which occurred between the years of 1929-1939 contributed to the problem of prejudice. The Great Depression led to masses of people being made redundant, companies went into bankruptcy, 23,000 suicides occurred during that period and 75% of the USA was affected by drought. This historical event also fuelled prejudice as legal segregation still ensued, employment was incredibly difficult to get for black people, as a lack of education meant they couldn’t pass basic literacy tests.  On the other hand, there’s also the frustration that the white community would go through to get the necessities, due to working harder including white females and a general lack of supplies. Because of this, there is agitation and worry on both races, so decided both blamed it on each other, casting the burden on the ‘opposing race’.

Southern America in the 1930s is paralleled to Maycomb; Maycomb is portrayed as a city of no change or progression, and strict traditions as Chapter One shows ‘There was no hurry, for there was nowhere to go, nothing to buy…nothing to see outside the boundaries of Maycomb County.’ And ‘Ladies bathed before noon, after their three o’clock naps’. These descriptions depict that Maycomb is customary and one-levelled; with words such like ‘boundaries’, means a limit; this could be a limit to how far they can accept people different to themselves, which shows Maycomb is a base for prejudice to grow in. The description of Maycomb is detrimental to the readers’ first impressions. Now, as a reader, this can show a fixed state of living, and enable the readers’ emotions to be sympathetic towards the inhabitants, or have a preconceived negative opinion about Maycomb during the novel.

 An exemplary but subtle example of a prejudice in the book would be religious prejudice which shall be explored briefly in this essay. Although as the abolition of slavery had occurred sometime ago, peoples’ attitudes towards Negroes had not changed – the stereotype that all Negroes act/speak the same, which could correspond with the mindsets of Maycomb, thinking a set way (narrow-minded). However, it is not just Negroes’ that Maycomb are prejudiced towards – it has a hierarchical system that was established within Maycomb. This assumption can be made because the readers see prejudiced views spoken by children up to adults, which shows the readers how deep rooted prejudice is within Maycomb. Another prejudice, social prejudice, can be viewed in chapter 8, pg 70 when Mr. Avery blames Maycomb County’s’ weather on the children; this could be because as there are ‘boundaries’ in Maycomb County, the elder community are not accustomed to this and as a result of this confusion, blame the younger generation.

Although, Maycomb County encompasses a lot of history the novel is narrated by Scout in the form of a retrospective and reflective narrative. Scout is the youngest Finch and her demeanour is slightly masculine – hence her nickname ‘Scout’. A scout being someone who loves the outdoors and adventurous, a scout is stereotyped to be a boy. By choosing Scout, a young girl to narrate quite serious issues, it shows them in quite a blunt, honest light, as being a minor, observant, smart and involved in varied situations, the reader gets to see prejudice in an innocent, straight-forward but also exaggerated light. the different forms of prejudice through Scout was a genius idea because as she grew up, Scout began to realise the different types of prejudice, such as racial prejudice with Tom Robinsons’ trial – through Atticus Finch. She has encountered social prejudice as well, when having conversations with Aunt Alexandra about the Cunninghams ‘Because- he – is – trash, that’s why you can’t play with him’, this quote reveals that it isn’t race that is restricting Scout playing with Cunninghams, but something else. Aunt Alexandra thinks they shouldn’t be associated with them due to their poor status – this is a clear example of social prejudice, especially as Aunt Alexandra doesn’t have any personal contact with the Cunninghams, so her viewpoint of them is strictly based on their class. Through making Scout the narrator, we see prejudice first-hand as she learns via Atticus "Scout," said Atticus, "nigger-lover is just one of those terms ...  how poor that person is, it doesn't hurt you.”Through teaching Scout, Atticus also teaches the readers, the power of language and prejudice in Maycomb County (although it’s frequently used it doesn’t make it acceptable) and as Scout grows up we see that she would definitely not become a racist. In my opinion, Harper Lee chose Scout as a narrator because we can see a pure, absorbent view on characters and situations through a child i.e. pg. 169 ‘Don’t you remember me? I go to school with Walter’, this bout of naivety in an awkward situation contributed to breaking the tension and showed how reflecting on situations (which was what, assumedly, Mr. Cunningham did) can make a difference to initial situations – hurting Atticus. On the other hand, Harper Lee has ensured Scout is also smart, head-strong and opinionated so we get a thorough understanding of injustice i.e. pg 250 ‘Naw, Jem, I think there’s just one type of folks. Folks’ Her very simplistic opinion demonstrates how one child’s ideology is a moral way of thinking. We also see the contrast of age because the younger children are not set in the prejudiced society i.e. Dill, Jem, and Scout.

Gender prejudice is also explored through the character of Scout. Scout plays only with her elder brother and her best friend is a typical boy – moreover, she is motherless. Due to qualities and circumstances that Scout had encountered for example, when Miss Alexandra tells her she is not allowed to wear breeches, it helps shed a light on the gender discrimination/prejudice as it is happening to Scout first-hand. We see her fanaticism in Chapter 9 where she says ‘I could not possibly hope to be a lady if I wore breeches; when I said I could do nothing in a dress, she said I was not supposed to be doing things that required pants.’ Such phrases like this, helps the reader to understand that Aunt Alexandra associates pants with boys, dresses with girls; girls have to be feminine and be ladylike i.e. cooking, cleaning, gardening. We can see Aunt Alexandra as a stereotypical Southern belle trying to fit Scout into that mould. From the aforementioned quotes, and the activities she does for example, playing with her brother and having a male best friend, displays that she wants to be accepted for who she is.

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         Harper Lee uses gender discrimination and prejudice to convey the point of difference and acceptance. The role of women in 1930’s was to help out throughout the Great Depression when women were panicking about the wellbeing of their husbands, houses, family and themselves; as well as trying to assist their husbands emotionally and financially through employment. This was because men were leaving their wives because of the pressure of supporting a family; there were more single women who had to support themselves – this still didn’t create gender equality. Women were seen as submissive, indirect and stereotypically weak, paralleling the ...

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