Everyday Use is a narrative of heritage, pride, and larning what sort of individual you truly are. The narrative examines how black Americans during the early 70 ‘s were confused about their individuality as Americans and their African heritage. The narrative opens with the storyteller which is Mama depicting Dee and Maggie ‘s childhood experiences and how different they ever were from each other in rural Georgia. The reader learns that Dee was the type of kid that got everything and had everything that she wanted, while Maggie was the complete antonym. The writer uses many points that show us the difference between the two sisters.
Throughout the narrative Walker describes how Maggie ‘s manner sense is limited mostly in portion because she grew up in the rural country all her life, her sister being more beautiful and lighter than she was and the fact that she got burnt at a immature age which likely caused some terrible ego regard jobs. Mama farther explains Maggie ‘s ego regard job when she says “ She has been like this mentum on thorax, eyes on land, pess I shuttle, of all time since the fire that burned the other house to the land, ” ( Walker 1335 ) . Maggie likely felt like she had to vie with her older sister all her life but because she merely could non maintain up with her. We see how extremely she thought of her sister when Mama says “ She thinks her sister has held life ever in the thenar of one manus, ” this show the reader how Maggie idea of her sister most of their lives ( 1334 ) .
Mama early on describes herself as a “ big, big-boned adult female with unsmooth, man-working custodies ” ( 1334 ) . She does non paint an attractive image of herself but she nevertheless justifies herself by demoing the reader that her life has given her experience over the old ages. Walker
portrays Mama and Maggie ‘s relationship as a really close and tight one which is an illustration of heritage that is being from one coevals to another through the intimacy they have. The acquisition and the experiences that female parent and girl portion typify the connexion between coevalss and the heritage that passed between them. Mama ‘s relationship with her oldest girl Dee nevertheless is non the same since Dee had left for college, even though she wishes they were still close. She talks early on about how “ Sometimes I dream a dream in which Dee and I all of a sudden brought together on a Television plan of some kind, ” this is evidently a female parent ‘s desirous believing about how she dreams about the two of them being reunited ( 1334 ) . Dee is introduced in the narrative as person who ever had her sights on the bigger things in life. Dee was ever determined to travel to college and she showed this early in her life by antagonising her female parent and sister with readings and cognition they did non necessitate. However she is really egoistic, and has chosen to distance herself from her household because she feels like she is better than them. We foremost see her negativeness towards her household when she writes to her female parent stating “ No affair where we ‘choose ‘ to populate, she will pull off to come see us. But she will ne’er convey her friends ( 1336 ) . This shows the reader how Dee is evidently now ashamed of her household and where she comes from.
Upon her return though, the first feeling the reader gets of Dee is that she has left her rural roots and turned herself into a metropolis adult female. The first thing she says to her female parent after Mama addresses her as Dee is “ No, Mama, Not Dee, Wangero Leewanika Kemanjo! ” this is the first of the many marks that Dee has forgotten where she came from with the changing of household given name ( 1335 ) . This was non uncommon though in this clip since a batch of immature college educated African American changed their names to honour their civil rights motion. Dee disregards the importance of her name and the fact that the she was named after her Aunt, who besides was named after her Grandmother. When Mama tries to understand the ground for the name alteration, Dee ‘s reply to that was “ I could n’t bear it any longer, being named after the people who oppress me, ” ( 1337 ) . Although Dee is a really educated single, we see that she lacks the apprehension of her ain individuality and does non even seek to understand her original name ‘s history but alternatively she renames herself with a name she hardly even knows where it comes from. Later, when they all get settled in the house, Dee does non blow clip and begins to take assorted points that belong to Mama without truly inquiring for permission. She gets clasp of a churn top and a dasher that a household member had made for the household old ages ago, and both these points were still being put to good usage. Dee seems to non truly care about her household ‘s demands but her ain and goes on to state her female parent that she taking them back with her so that she can “ utilize the churn top as a centrepiece for the bay tabular array ” ( 1338 ) .
She so moves on to catch some comforters and once more returns to claim them before truly inquiring her female parent. Mama quietly asks her to alternatively the other comforters available in the house but Dee insists on the 1s she has. Mama even tries to ground with her but once more Dee insists. After some back and forth Mama eventually tells her that the comforters had been intended for Maggie and Dee ‘s answer to that was that “ Maggie would set them on the bed and in five old ages they ‘d be in rags ” ( 1339 ) . The battle over the comforters is deeper than merely Dee desiring them for artistic intents. Dee believes heritage to be the comforter on the wall or the churn in the bay. She knows who made the points and how they did it but she lacks cognition in the history of the points. Yet, Mama does cognize the cognition and history and knows that Maggie does excessively and these points are indispensable to their mundane lives. The quilts represent who they are because they have been passed down from coevals to coevals, and non merely merely the quilts themselves but the accomplishment to do handmade comforters. Since Dee does non possess any of that she has reasonably much lost her household individuality and her individuality as an person, she ‘ll ne’er understanding the significance of her heritage because she refused to be associated with that. Everyday Use is told in first individual, this enhances the individuality subject because the reader gets to understand what she feels and how she is urgently wants her girl to happen out who she truly is. The narrative itself shows how one can non abandon their individuality for person they are non because that merely robs the hereafter of their full heritage.
The Lesson is besides a narrative of growing of individual, individuality, and the most valuable lessons in life which are those that are non learned at school and do us who we are. This narrative is about an educated black adult female, named Ms. Moore who takes the hapless and underprivileged vicinity kids to the fancy F.A.O. Schwarz. Back in 1972 when Bambara published this narrative, it was common that the societal category a individual belonged to or where that individual lived determined the sum of chances that person could hold. The major subject in this narrative is how a school instructor who lives in the Ghettos of New York tries to educate immature childs so that they find their ain individualities in life and interrupt off from the inevitable hereafter that was poorness and non pursing an instruction.
The narrative is set in urban New York where Ms. Moore, a immature African American instructor uses her free clip during summer to take childs in her community on field trips so that they get to see other things besides their norm in the ghetto. On this peculiar summer ‘s twenty-four hours, the writer takes us in to the life of a immature African American miss and her friends while they wait by the letter box for their new neighbour, Ms Moore. Ms Moore is non like the remainder of the adult female her age in the vicinity. The storyteller describes her as “ The lone adult female on the block with no first name. And she was black as snake pit, ” clearly indicating out how different she was from the others ( Bambara 82 ) . Ms. Moore is nevertheless really educated with a college grade. She is the childs ‘ wise man because their parents seem non to care much about them or what they do in life. It is clear that she takes the enterprise to seek and broaden the kids ‘s skyline and expose them to new experiences. The childs evidently resent Ms. Moore because to them they view her lessons as a manner to halt them from holding merriment during the summer. We get introduced to Sylvia, the storyteller in the narrative, and early on we notice that she is really chesty, obstinate, fresh, and tough. She merely dislikes the whole thought of larning and does non take good to authorization. We see this when she describes her defeat towards Ms. Moore when she says “ I ‘m truly detesting this nappy-head bitch and her goddamn college grade ” ( 82 ) . Sylvia shows reader more of her angry side when she openly says in forepart of Ms. Moore that she would instead “ terrorise the West Indian childs and take their hair threads and money excessively ” ( 83 ) .
Ms. Moore hands 5 dollars to Sylvia for a cab drive to the plaything shop with some of the other childs, Sylvia right off is believing about how she is traveling to pass the money on herself. The childs are taken to the plaything shop which is located on 5th street and right off they are all experiencing out of topographic point except Mercedes who seems like she has been this portion of New York earlier. When Ms. Moore tells the childs to travel in front and walk in the shop, of course Sylvia leads the manner but when she gets to the door she holds back and can non make it. She explains this by stating “ I feel amusing, shame, ” this shows how her whole act of being tough and strong minded was merely limited to her ain environment ( 85 ) . Once in the shop the childs start detecting all these expensive playthings that they could non perchance afford. After they leave the shop, Sylvia and her cousin Sugar are in the dorsum of the train and the whole drive back Sylvia keeps believing about how expensive those playthings were and what could perchance be done with that money alternatively. “ Thirty five dollars would pay for the rent and the piano measure excessively. Who are these people that spend that much for executing buffoons and $ 1000 for plaything canvas boats? What kinda work they do and how they live and how come we ai n’t in on it? ” ( 424 ) Sylvia is really hostile about the money spent on these expensive playthings and at the same clip, angry that she does n’t hold the money to make the same. This explains when she foremost walked in the shop and felt amusing and black, because Sylvia now realizes that for the first clip she was ashamed of her societal standing and individuality. Even when faced with the world that she needs to break herself as a individual and hopefully prosecute a better life, she still is really obstinate about acknowledging it. Ms. Moore ‘s field trip to the expensive shop was her manner of demoing the childs that they deserve the better things in life and demand to break themselves to acquire at that place. She wants them to acknowledge the potency that they have. This comes with calculating out their individuality and what type of individual they can be. She wants them to cognize that merely because you are put at a disadvantage does non intend they have to remain at a disadvantage, but instead utilize it to better that state of affairs. Like her, Ms. Moore was from the same environment as those childs but she ne’er forgot who she was or where she came from. Bambara ‘s The Lesson shows how one ‘s should ever endeavor to hold your ain individuality and base on balls it down to the coevalss to come.
In the narratives The Lesson by Bambara and Everyday Use by Walker, both narratives are written in slang as the chief duologue. By utilizing this type of duologue, the reader gets to understand what sort of state of affairs the characters are in and makes the narrative seem more existent. The linguistic communication and scene in both narratives fit each other absolutely which makes it easier for one to understand the subject. In both narratives, there is one character that stands out and shows the reader how individuality seems to be an issue in both state of affairss. In The Lesson, it is Ms. Moore and in Everyday Use it is Dee. They both portion the same type of struggle, which is that they are off from their households and go on to be the 1s that went to college. They both have to calculate out where they fit in, and both attempt to happen their individualities in two really different scenes. Ms. Moore is content with who she is and helps out the childs in her vicinity while seeking to do them better people, while Dee covers up who she is and fulfills her life with mercenary objects to do herself experience like she is better than everyone else.