"Mr. Joe Louis, help me": Sports as Narrative and Community in Ernest J. Gaines's A Lesson Before Dying

Michael A. Zeitler
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We know that only because Grant Wiggins, the story's narrator, tells us \"Jackie Robinson had just finished his second year with the Brooklyn Dodgers\" (Lesson 87). Grant, himself, is twenty-eight or twenty-nine that fall, approximately Robinson's own age in 1948, and we know that because he tells us he was seventeen at the time of the second Joe Louis-Max Schmeling championship fight. These are A Lesson Before Dying's only outside references to a specific chronology, a defined historical setting, and they are not spelled out for the reader, who is just expected to \"know.\" The references come from a generation of African Americans who might still weave their personal life stories around the chronology of pioneering black sports heroes, athletes who not only battled to win on the playing field, but who faced far greater battles off the field against racism and economic exploitation: anecdotal evidence of which one finds incorporated into other African-American literary classics including August Wilson's Fences, Charles Fuller's A Soldier's Story, and Maya Angelou's I Know Why the Caged Bird Sings. To expand Folks's comments, then, one might add that these sports narratives also represent for Gaines and his readers, along with the inhabitants of Bayonne, Louisiana, another, parallel level of communal language. They serve not just to celebrate sports heroes' success; they are exemplum, to use the medieval word, survival stories about keeping one's dignity in a world determined to prove once and for all that such dignity is impossible. Such stories were told in bars and barber shops, over back fences and in front of water coolers, reen-acted by children in schoolyards, and repeated by those who heard them on the radio. This essay takes such iconic sports narratives as its point of entry; I will argue that Gaines's A Lesson Before Dying incorporates the trope of sports narratives in shaping community cohesion and values into its thematic structure to reinforce its \"lesson,\" of living with dignity even when facing a world which refuses to allow it. Like all great novels, A Lesson Before Dying can be approached from any number of perspectives. It is a study of community, an examination of religious faith, a coming-of-age story. It is a story that tells us something about the racism that still spreads its shadow across the political and social landscape of America. It is also a novel about education. After all, its narrator and his fiancee are both teachers; many of its crucial scenes are located in classrooms; its title-A Lesson Before Dying--suggests that it may be teaching us something; it historically engages what Carter G. Woodson has labeled \"the mis-education of the Negro\" in ways that remind us of the Booker T. Washington-W. E. B. Du Bois debates or novels like Nella Larson's Quicksand, Ralph Ellison's Invisible Man, or Du Bois's The Quest for the Silver Fleece. Can one expect the state of Louisiana, circa 1948, to do anything but train its black youth to be, as Grant's cynical ex-teacher Professor Antoine puts it, \"the niggers [they] was born to be\" (65)? But, perhaps more importantly (and more universally) it is about our values. How do we learn them? Who teaches them? How must we live? How must we face the inevitability of our death? These are the questions Grant Wiggins faces at the start of the novel when Miss Emma asks him to meet with Jefferson, who is in his cell awaiting execution because he was in the wrong place at the wrong time with the wrong people, because he panicked and made a poor choice: \"I don't want them to kill no hog,\" she said. …","PeriodicalId":390916,"journal":{"name":"Studies in the Literary Imagination","volume":"7 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2016-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in the Literary Imagination","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1353/SLI.2016.0009","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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Abstract

Jeffery Folks, in noting the communal function of the Christmas/Easter religious symbolism in Ernest J. Gaines's A Lesson Before Dying, argues that Gaines's "use of language is grounded in a historical community in which the layers of implied meaning are clearly understood" (265). Indeed, the events described in the novel take place between October and April, unfolding alongside the annual, timeless, and symbolic cycle of the religious calendar around which the inhabitants of Bayonne, Louisiana, organize and give meaning to their communal lives. Yet Gaines also takes pains to situate his narrative into a more specific chronology--between October 1948 and April 1949. We know that only because Grant Wiggins, the story's narrator, tells us "Jackie Robinson had just finished his second year with the Brooklyn Dodgers" (Lesson 87). Grant, himself, is twenty-eight or twenty-nine that fall, approximately Robinson's own age in 1948, and we know that because he tells us he was seventeen at the time of the second Joe Louis-Max Schmeling championship fight. These are A Lesson Before Dying's only outside references to a specific chronology, a defined historical setting, and they are not spelled out for the reader, who is just expected to "know." The references come from a generation of African Americans who might still weave their personal life stories around the chronology of pioneering black sports heroes, athletes who not only battled to win on the playing field, but who faced far greater battles off the field against racism and economic exploitation: anecdotal evidence of which one finds incorporated into other African-American literary classics including August Wilson's Fences, Charles Fuller's A Soldier's Story, and Maya Angelou's I Know Why the Caged Bird Sings. To expand Folks's comments, then, one might add that these sports narratives also represent for Gaines and his readers, along with the inhabitants of Bayonne, Louisiana, another, parallel level of communal language. They serve not just to celebrate sports heroes' success; they are exemplum, to use the medieval word, survival stories about keeping one's dignity in a world determined to prove once and for all that such dignity is impossible. Such stories were told in bars and barber shops, over back fences and in front of water coolers, reen-acted by children in schoolyards, and repeated by those who heard them on the radio. This essay takes such iconic sports narratives as its point of entry; I will argue that Gaines's A Lesson Before Dying incorporates the trope of sports narratives in shaping community cohesion and values into its thematic structure to reinforce its "lesson," of living with dignity even when facing a world which refuses to allow it. Like all great novels, A Lesson Before Dying can be approached from any number of perspectives. It is a study of community, an examination of religious faith, a coming-of-age story. It is a story that tells us something about the racism that still spreads its shadow across the political and social landscape of America. It is also a novel about education. After all, its narrator and his fiancee are both teachers; many of its crucial scenes are located in classrooms; its title-A Lesson Before Dying--suggests that it may be teaching us something; it historically engages what Carter G. Woodson has labeled "the mis-education of the Negro" in ways that remind us of the Booker T. Washington-W. E. B. Du Bois debates or novels like Nella Larson's Quicksand, Ralph Ellison's Invisible Man, or Du Bois's The Quest for the Silver Fleece. Can one expect the state of Louisiana, circa 1948, to do anything but train its black youth to be, as Grant's cynical ex-teacher Professor Antoine puts it, "the niggers [they] was born to be" (65)? But, perhaps more importantly (and more universally) it is about our values. How do we learn them? Who teaches them? How must we live? How must we face the inevitability of our death? These are the questions Grant Wiggins faces at the start of the novel when Miss Emma asks him to meet with Jefferson, who is in his cell awaiting execution because he was in the wrong place at the wrong time with the wrong people, because he panicked and made a poor choice: "I don't want them to kill no hog," she said. …
“乔·路易斯先生,帮帮我”:欧内斯特·j·盖恩斯《临终前的一课》中的体育叙事与社区
杰弗里·福瑞斯(Jeffery Folks)在欧内斯特·j·盖恩斯(Ernest J. Gaines)的《临终前的一课》(A Lesson Before Dying)中提到圣诞节/复活节宗教象征的公共功能,他认为盖恩斯“对语言的使用是建立在一个历史共同体的基础上的,在这个共同体中,隐含意义的层次被清楚地理解了”(265)。的确,小说中描述的事件发生在10月到4月之间,伴随着每年一度的、永恒的、具有象征意义的宗教历法循环展开,路易斯安那州巴约讷的居民围绕着宗教历法组织他们的社区生活,并赋予他们意义。然而,盖恩斯也煞费苦心地将他的叙述置于一个更具体的年代——1948年10月至1949年4月。我们之所以知道这一点,是因为故事的讲述者格兰特·威金斯告诉我们:“杰基·罗宾逊刚刚在布鲁克林道奇队度过了他的第二年”(第87课)。格兰特在那年秋天二十八九岁,和1948年罗宾逊的年龄差不多,我们知道这一点是因为他告诉我们,第二次乔·路易斯和马克斯·施梅林的冠军赛时他才十七岁。这些都是《临终前的一课》对特定年代、明确的历史背景的唯一外部参考,它们并没有向读者详细说明,读者只是希望“知道”。这些参考来自一代非洲裔美国人,他们可能仍然会围绕着黑人体育英雄先驱的年表来编织自己的个人生活故事,这些运动员不仅在赛场上为胜利而战,而且在赛场外面临着与种族主义和经济剥削进行更大的斗争:这些轶事证据被纳入了其他非裔美国文学经典,包括奥古斯特·威尔逊的《藩篱》,查尔斯·富勒的《一个士兵的故事》,以及玛雅·安杰洛的《我知道笼中鸟为什么歌唱》。为了扩展乡亲们的评论,我们可以补充说,这些体育叙事对盖恩斯和他的读者,以及路易斯安那州巴约讷的居民来说,也代表了另一种平行的公共语言。它们不仅用来庆祝体育英雄的成功;用中世纪的词来说,它们是在一个决心一劳永逸地证明这种尊严是不可能的世界里保持尊严的生存故事的典范。这样的故事在酒吧和理发店里被讲述,在后院的栅栏外和饮水机前被讲述,在学校操场上被孩子们重演,在收音机里听到的人也在重复着这些故事。本文以这些标志性的体育叙事为切入点;我认为,盖恩斯的《临终前的一课》在塑造社区凝聚力和价值观的主题结构中融入了体育叙事的修辞,以强化其“教训”,即即使面对一个拒绝允许尊严的世界,也要有尊严地生活。像所有伟大的小说一样,《临终前的一课》可以从许多角度来解读。它是对社会的研究,是对宗教信仰的审视,是一个成长故事。这个故事告诉我们,种族主义的阴影仍然笼罩在美国的政治和社会版图上。这也是一部关于教育的小说。毕竟,它的叙述者和他的未婚妻都是教师;它的许多关键场景都发生在教室里;它的标题——《临终前的一课》——表明它可能教会了我们一些东西;它在历史上涉及卡特·g·伍德森(Carter G. Woodson)所称的“对黑人的错误教育”,其方式让我们想起了布克·t·华盛顿- w·华盛顿(Booker T. Washington-W。e·b·杜波依斯的辩论或小说,比如内拉·拉尔森的《流沙》,拉尔夫·埃里森的《看不见的人》,或者杜波依斯的《追寻银羊毛》。1948年前后的路易斯安那州,除了把黑人青年培养成格兰特愤世嫉俗的前老师安托万教授所说的“他们生来就是黑鬼”(65)之外,还能指望别的什么吗?但是,也许更重要的(也是更普遍的)是关于我们的价值观。我们如何学习它们?谁教他们?我们该如何生活?我们该如何面对不可避免的死亡?这些都是格兰特·威金斯(Grant Wiggins)在小说开头面临的问题,艾玛小姐要求他与杰斐逊见面。杰斐逊在牢房里等待处决,因为他在错误的时间和错误的人出现在错误的地点,因为他惊慌失措,做出了一个糟糕的选择:“我不想让他们杀猪,”她说。...
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