Safiya Henderson-Holmes, “Friendly Town #1,” UA 292-93.

Reader: Jackie Morgan

Respondent: Jon-Pierre Arcenaux

            Upon reading the poem, I initially thought it referred to the busing of children for the purpose of integration and overcrowded schools during the 1960-70’s. Upon further investigation, I learned charitable organizations or churches would take the inner-city children out to the country for visits, called “fresh-air rides” (White).  Although the purpose of the rides are different, the feeling of going to an unknown place or going against one’s will is captured in the words and lines of the poem.

The various action and reactions of the characters in the poem capture the different perspectives of one society in relation to the other.  It seems as though both the children and the counselor express fear and distrust, yet in different ways.  The use of color and description such as the red, white, and blue colors of the children’s lunches, the description of the stereotypical American woman, and the ride to “friendly town,” suggests the pursuit to “Americanize” the minorities.

Does the minority want to assimilate? Alternatively, are they merely expected to want to?  Are they not also afraid and mistrustful?  In essence, we are all humans with needs, feelings, and a desire for the right to human dignity and a choice in our right to do so.

Objectives

Objective 1a. Involuntary participation. “Leaving… quickly” line 8, “Paulette crying” line 34.    Objective 1b. Voiceless and choiceless.  “At least that’s what the counselor said” line14.  The poem is told in the child’s mind.  Implications suggest the children never actually talk to           the counselor, or have agreed to go to the country.  The choice was decided for them.

Objective 1d. & 2. The color code & Images of Ethnicity or gender.

            Descriptions of the children and names suggests various color tones and ethnicities.

            Lines (4-5) & (31-36).

Objective 5a.  Influence of Minority writers.  Henderson-Holmes captures the feeling and     times    in her poetry to help “others             hear their voice and share the experience.  I feel as        though I am on the bus.  The feelings of mistrust, choiceless and voiceless, are captured   in her    words, retold in poetry.

Objective 5d.  Variations of standard English such as the lower case letters and choice of words.

            Stanzas are each four lines, except for the last line, which is significant.

Objective 5e. …how all speakers and writers may use common devices of human language to          make poetry.

Objective 1c.  “Double language,” She mentions “regular” dog and cats (40), that fight, and “regular” birds that never fly?  (41-42). In her world, fight and never flying is normal or regular.  Edward laughs at the pop of the lunch bag, symbolic of the familiarity of these sounds in his world.  These lines capture the difference of the two worlds between the inner-city children and the people of the “friendly town.”  The last line of the Poem seems significant and captures a sense of double meaning, according to the perspective of who reads it: “their teeth chasing our bus.”  This line may imply society’s teeth, rather than literally the dogs.

Questions for thought and discussion:

 What was your initial reaction to the poem?

 How do we know the children are of mixed ethnicities?

 Are there stereotypical images in the poem? 

Could you “feel” the fear and mistrust of the children? 

 What do the wings represent: freedom or wings of birds that never fly?

Is this a double meaning?  Other double meanings in the poem?

 Where and how are the colors of the flag represented in the poem? Significance? 

Are the children being indoctrinated or assimilated?

How and why is the last line significant?  What is she implying?