Life And Death In Donald Barthelme's 'The School'

In the novel A Lesson Before Dying by Ernest J. Gaines, there are many literary devices in which create significance in the story. One as such, is characterization. “Reverend Mose Ambrose was a short, very dark man whose face and bald head were always shining. He was the plantation church’s pastor. He was not educated, hadn’t gone to any theological school; he had heard the voice and started preaching. He was a simple, devoted believer. He christened babies, baptized youths, visited those who were ill, counseled those who had trouble, preached, and buried the dead” (100-101). By using this rhetorical device the author is descriptive of

In chapter twelve there is a study done by Maria Nagy in the nineteen thirties which suggests three major stages in the development of death related concepts in childhood. Maria Nagy examined almost four hundred children between the ages of three and ten living in Budapest shortly before the Second World War. Nagy conducted a number of tests between different age groups in her sample; the results suggested three distinct but unassailable stages in children’s concepts of death. I found this to be quite fascinating, especially comparing the stages to what I can recollect of my own mindset at those periods. Nagy’s first stage encompasses children under the age of five; these children have no concept of the definitive nature of death and instead view it as a continuation of life elsewhere

In “On Natural Death,” Thomas appeals to the readers by contemplating the subject of death with an academic approach that includes facts, data, and information. Thomas successfully transforms death from an awkward, emotional subject to a more comfortable intellectual one. This engages the readers by placing contemplation of death and dying within the confines of a more manageable and rational context. His gradual exhumation of death eases the audience into pondering the subject in the absence of emotional stress. The essay transitions from the death of an elm tree to that of a mouse. This is followed by Thomas giving a significant amount of attention to a scientific explanation of death, and then finally the description of the near death experience of a human. This use of an academic appeal moves the audience to a comfort zone with the subject of death and circumvents the common response of avoidance. The reader is simultaneously desensitized to the gravity of subject matter and given permission to consider death and dying without the normal societal negative stigma associated with the subject.

The idea of death can be, and is an enormously disturbing, unknown issue in which many people can have many different opinions. To some individuals, the process of life can progress painstakingly slow, while for others life moves too fast. In the excerpt We Were the Mulvaneys, by Joyce Carol Oates, a innocent farm boy named Judd Mulvaney has an eye-opening encounter by a brook near his driveway. During this encounter, Judd faces a chain of feelings and emotions that lead to his change of opinion of the issues of life and death, and change as a character. This emblematic imagery of life and death, as well as jumpy, and retrospective tones benefit the development of Judd as an innocent child as he begins to change into a more conscious and aware adult.

“The School” is a short story written by Donald Barthelme and published in 1974 in The New Yorker. Donald Barthelme is a post-modernist writer known for his deceptively simple yet powerful and insightful short stories. “The School” is a story that takes a good hard look at the sensitive topic of death. The theme of this story is about the cycle of life and how death is an integral part of it. The story is written in first person narrative. The narrator here is the teacher and he talks about how he and his young students of 30 kids encountered death throughout their time together in class. He uses edgy humor and a conversational tone in his seemingly complex plot with a surprising effect that will stick with the reader long after they are done reading it.

Within the poem “Schoolsville” by Billy Collins, the author describes his career as a teacher, highlighting the relationship with his students and how they have impacted him. Collins executes this through his creation of an imaginary town, intertwined with the reality of his profession and the real world. Through the frequent use of exaggerations, humorous imagery, and critical diction, Collins captures his weakening grasp on reality. The speaker captures himself in a dark moment where he realizes how detached he has become from his students and reveals his sense of hopelessness as a teacher.

One of the many challenges associated with writing is that of writing style. It can help highlight the work when used effectively, or the opposite, if used ineffectively. Some have an intuitive grasp on matter while others struggle. In his book “A Lesson Before Dying”, author Ernest J. Gaines effectively conveys his story through his stylistic choices. He does this through Jefferson’s diary in chapter 29, Grant’s observations and thoughts throughout the story, and the “third-person" perspective of chapter 30. These things elevate the immersion of the story and gives further insight into what Gaines is trying to convey.

As I read the reading “death”, I can conclude that the main idea for this reading that the author wants his readers to believe that the death is not something scary. We all should not be afraid about the fact that our bodies will cease to exist after death.

First, the religious concept views death as the commencement of a new life (Campione, 2004). Next, the

‘The Grave’ by Katherine Anne Porter is a story that illustrates the initiation of a child from innocence to experience. The underlying theme behind the central idea of innocence to experience is the cycle of life and death and rebirth. This theme is illustrated in the young protagonist, Miranda, and her epiphany on the concept of the cycle of life and rebirth. The dominant tone in ‘The Grave’ is melancholic, and that tone is created through the language elements of symbolism, diction, and imagery. The story’s tone is also supported by the fiction element character.

Personally, “The Sanctuary of School” offers the strongest conflict. Namely, the conflict of Man v. Society, because troubled children like Lynda Barry contend with those who think before and after school programs are unimportant.

Regardless of race, caste, religion, or age, every human has wondered about the one fact of life that unifies us all: What is death? Both poems, “Death of a Young Son by Drowning” by Margaret Atwood and “Because I could Not Stop for Death” by Emily Dickinson share a common subject of death. Using figurative language, both poems illustrate distinct takes on a similar topic.

Life has many lessons in store for us. Often times, one of the most terrifying and traumatic lessons a child can learn really has nothing to do with life--but rather, death. Unfortunately, it is a lesson that we all must encounter at some point. No matter the age or circumstance, it is hard to understand how something so dark and mystical can impact our lives so much. It is even harder to cope with the loss of a loved one and to come to terms with knowledge that each day we live, we become one closer to dying.

Over the course of human events, men and women of all ages fought and worked relentlessly to better their lives and their families' lives as well. Despite the arduous efforts, each and every one of those people ended up or will end up exactly the same: buried six feet under the ground. Life and death are the largest eventualities to happen to humans as a whole, yet most sentient beings, particularly humans, are afraid of death, due mainly to the natural fear of the unknown. "Numbers" by Mary Cornish seems to beg the question of what does it mean to truly be alive. Being alive is to expand horizons and to feel what life has to offer or simply to be happy, but in layman's terms, life is more than just being born, surviving and finally dying.

In addition, Cicirelli said, “The meanings of death and life are interdependent. Life gains its meaning from the fact of death. How, when, where, and why one anticipates dying influences the meaning of the life that one has. Such a view implies changing individuals over time, and consequently a life-span perspective on development of personal death meanings and related death fears. One would expect the individual to develop different personal meanings and death fears over the course of life from early childhood to adolescence, young adulthood, middle adulthood, and old age”( Cicirelli 715). When I was seven years old, I fear of death because the dead body and the coffin. There are a lot of Chinese horror movie talk about dead people who become zombies, then at night, they will come out of