Fiction story: "The Lesson" by Toni Cade Bambara
Reader: Yolanda Luttrell

Nonfiction story: "No Name in the Street" by James Baldwin
Reader: Kellie Keener

Recorder: V.K. Baillio 

Biographies:

            Toni Cade Bambara, a noted writer, editor and teacher, died at age 56 of cancer in Philadelphia. Originally from Georgia, Toni edited several anthologies of black writers and introduced their work to her college students. She left behind collections of stories, Gorilla My Love, and The Sea Birds are Still Alive, and a novel, The Salt Eaters.

            James Baldwin an American essayist and novelist was born in 1924 in New York City and raised in Harlem. He died in 1987 in St. Paul de Vence, France. He wrote six novels, a short story collection, and an anthology of several essays titled Notes from A Native Son.

"The Lesson"

Literary– 3a.differences between fiction and nonfiction.

3b.The changes in viewpoint and setting that affects the narration.

3c. There is a slight genre-bending.

Cultural- 2d. the effects of laws (traditional, impersonal, and state regulated).

1a & b. comparison of immigrant and minority

narrative. Socioeconomic and internal migration.

"No Name in the Street"

Literary- 3b. character and setting changes.

Cultural- 2d. effects of the law on minorities.

1b. internal and socioeconomic migration.

Yolie began with the observation that "The Lesson" contains many realistic and seemingly non-fictional elements. Among these are the facts that Miss Moore speaks properly, and therefore is singled out in her neighborhood, and she holds on to her roots by her "nappy hair." Despite her differences, though, Miss Moore is still somewhat like the people in her neighborhood and still desires a connection with them. She also wants the children to know what other choices are there for them outside of their neighborhood.

Yolie went on to discuss the scene in FAO Schwarz. Yolie has experience working in an up-scale department store, herself, and quickly recognized the authenticity of the fictional children’s reactions to finding themselves in such a place. Conversely, Yolie found the absence of other people noticing and staring at these out-of-place children to be more like fiction than reality.

The line on page 145, "Imagine for a minute what kind of society… spend on a toy what it cost to feed a family of six or seven." Brought the general idea/image of what Ms. Moore was trying to teach and show the children.

At this point, Kellie began a discussion about non-fictional elements in "No Name in the Street." Her first observation about this non-fiction piece was that it immediately dates itself by mentioning a historical event: that of the death of Martin Luther King, Jr. This separates it from a fictional piece such as "The Lesson," which could take place any time. Another indication that this is reality-based is that Baldwin draws his readers in by referring to them as "we" and maintaining an easy-going, conversational style.

To pick up on some of our class objectives, we then focused on the idea of the immigrant narrative. Baldwin has immigrated out of his culture. When he moved away to fight for civil rights, Baldwin believed that he was doing so for the good of his people: however, upon returning to the community he once called home, Baldwin must face the fact that he has lost a vital connection with the very people he sought to help.  Perhaps to give himself some credibility as a member of a collective outside of his home, Baldwin becomes a name-dropper. Both to his reader and his friend in the essay, Baldwin refers to famous people and places in the most familiar of terms. However, this method only serves to widen the gulf that exists between Baldwin and his very un-famous friend, the only person Baldwin does not name. Finally, Baldwin the Immigrant lashes out with "It’s not my fault," and the feeling is that he is desperately trying to convince himself of this. Ultimately, Baldwin goes home, alone. And home is no longer the old neighborhood.

The discussion moved on to the argument over the Vietnam War, in which Baldwin feels his friend is letting down their people by not opposing the government’s actions. He is surprised that his friend is more concerned about his steady job at the post office than the fight for civil rights. Baldwin has trouble understanding that that job is his friend’s family’s only source of food, shelter, and security.

Finally, we talked about the significance of the Martin Luther King suit. Baldwin’s old suit fits the friend better because his friend is actually living the dream that King set forth. He has a good job. He is moving up in society and is becoming a homeowner. He has assimilated with the dominant culture in ways that Baldwin never will. By fighting the good fight for his people, Baldwin has separated himself from the human beings. Like Sylvia in "The Lesson," Baldwin comes to the realization that "I’m not going to be like them."