STEPHEN CRANESTEPHEN CRANE

The Red Badge of CourageThe Red Badge of Courage

Biography of Stephen CraneBiography of Stephen CraneAnalyzing his Prose:Analyzing his Prose:

DetailsDetailsImagesImagesDictionDiction

LanguageLanguageShiftsShifts

SyntaxSyntaxConnection to themeConnection to theme

Maggie: A Girl of the StreetsMaggie: A Girl of the Streets – – further understanding of Cranefurther understanding of Crane

““[Crane] had not been interested in [Crane] had not been interested in bringing the Civil War back to life as bringing the Civil War back to life as

“historical fiction… It was “historical fiction… It was psychology, psychology, not historynot history, that drew the twenty-one-, that drew the twenty-one-

year-old to write about war at all. year-old to write about war at all. Clearly, the psychology of war was deep Clearly, the psychology of war was deep in Crane himself, perhaps in what John in Crane himself, perhaps in what John Berryman insisted was Crane’s “fear.” Berryman insisted was Crane’s “fear.” And just as Crane’s adventurous and And just as Crane’s adventurous and

daredevil life may indeed have been his daredevil life may indeed have been his way of confronting this “fear,” way of confronting this “fear,” so Crane so Crane was fascinated by all profession of was fascinated by all profession of manhood and the large place that manhood and the large place that “courage” plays in the inner life of “courage” plays in the inner life of

menmen.”.” – Alfred Kazin – Alfred Kazin

BiographyBiography Born in Newark, NJ in 1871 – 14Born in Newark, NJ in 1871 – 14thth child of a prominent Methodist preacher and child of a prominent Methodist preacher and

founder of the Women’s Christian Temperance Unionfounder of the Women’s Christian Temperance Union Stoic and tight lipped, Crane was a sardonic observer who was against Stoic and tight lipped, Crane was a sardonic observer who was against

conventions and always made a point of being “different”conventions and always made a point of being “different” ““Crane loved every example of the extreme in human affairs… He was Crane loved every example of the extreme in human affairs… He was

naturally ironic about American pieties and social convention.” – Alfred Kazinnaturally ironic about American pieties and social convention.” – Alfred Kazin Never finished college and mocked formal educationNever finished college and mocked formal education Impressions of human conflict from observing a college football game was Impressions of human conflict from observing a college football game was

the basis for a lot of his writingthe basis for a lot of his writing Young paper boy who had never seen warYoung paper boy who had never seen war Reported the Spanish – American war as a journalist in Cuba and the Graeco Reported the Spanish – American war as a journalist in Cuba and the Graeco

– Turkish War – Turkish War afterafter writing the Red Badge of Courage writing the Red Badge of Courage Started out writing under the pseudonym: Johnston Smith. His work was too Started out writing under the pseudonym: Johnston Smith. His work was too

vulgar and exploitive of the harsh conditions experienced by Irish immigrants vulgar and exploitive of the harsh conditions experienced by Irish immigrants in the USin the US

Intrigued by the hostilities of immigrants in New YorkIntrigued by the hostilities of immigrants in New York Rebellious workers were declared as the “angry class” by the upper class Rebellious workers were declared as the “angry class” by the upper class

Americans, yet they were mad at each otherAmericans, yet they were mad at each other Published his first novel in a Philadelphia newspaperPublished his first novel in a Philadelphia newspaper Moved to England during his last yearsMoved to England during his last years Died in 1900 of lung disease when he was only 29Died in 1900 of lung disease when he was only 29

Knowledge of his impending death instilled in him a fear that he projected and Knowledge of his impending death instilled in him a fear that he projected and explored in many of his novels (theme = always courage)explored in many of his novels (theme = always courage)

Promoted the idea of a “Godless world,” and brought to focus the sudden Promoted the idea of a “Godless world,” and brought to focus the sudden skepticism of a generation that had seen religion’s authority weakened by science skepticism of a generation that had seen religion’s authority weakened by science and conventional patriotism abandoned for American imperialismand conventional patriotism abandoned for American imperialism

““During the march the ardor which the youth During the march the ardor which the youth had acquired when out of view of the field rapidly had acquired when out of view of the field rapidly

faded to nothing. His curiosity was quite easily faded to nothing. His curiosity was quite easily satisfied. If an intense scene had caught him with its satisfied. If an intense scene had caught him with its

wild swing as he came to the top of the bank, he wild swing as he came to the top of the bank, he might have gone roaring on. This advance upon might have gone roaring on. This advance upon

Nature was too calm. He had opportunity to reflect. Nature was too calm. He had opportunity to reflect. He had time in which to wonder about himself and to He had time in which to wonder about himself and to

attempt to probe his sensations.attempt to probe his sensations.Absurd ideas took hold upon him. He thought Absurd ideas took hold upon him. He thought

that he did not relish the landscape. It threatened that he did not relish the landscape. It threatened him. A coldness swept over his back, and it is true him. A coldness swept over his back, and it is true

that his trousers felt to him that they were no fit for that his trousers felt to him that they were no fit for his legs at all.”his legs at all.” PG 22 PG 22

““Huh!”Huh!”

DetailsDetails

Facts that are included or those Facts that are included or those that are omitted – how does this that are omitted – how does this

connect to the author’s main connect to the author’s main idea?idea?

The Red Badge of Courage

Details…Details…““ The Red Badge of Courage deals less in external violence than in mental The Red Badge of Courage deals less in external violence than in mental

statesstates” – Alfred Kazin” – Alfred Kazin

Crane focuses on the emotional and psychological struggles of peopleCrane focuses on the emotional and psychological struggles of people Names are rarely mentionedNames are rarely mentioned

Protagonist = “the youth” (Henry)Protagonist = “the youth” (Henry) Crane generalizes war for young men, mocking their fearless recklessness Crane generalizes war for young men, mocking their fearless recklessness

and the ignorance they have that makes them think that “there are forces and the ignorance they have that makes them think that “there are forces that youth ignorantly and tragically thinks it can control”that youth ignorantly and tragically thinks it can control”

Helpless builds rage in men instilling in them a desire for power. This Helpless builds rage in men instilling in them a desire for power. This brings a courage that is otherwise fear brings a courage that is otherwise fear courage rises from fear when courage rises from fear when trapped in a life or death situation – Darwin’s survival instincts arisetrapped in a life or death situation – Darwin’s survival instincts arise

Youth learns he controls nothing, just another helpless soldier “courage is Youth learns he controls nothing, just another helpless soldier “courage is as mechanical as desertion”as mechanical as desertion”

Crane maintains a distant narrative view. He leaves the names of the soldiers Crane maintains a distant narrative view. He leaves the names of the soldiers out and focuses on the internal conflict within these characters rather than out and focuses on the internal conflict within these characters rather than the physical, impending doom displayed in the setting of battlethe physical, impending doom displayed in the setting of battle

Crane instills in the audience a curiosity for the events that had occurred, Crane instills in the audience a curiosity for the events that had occurred, however, he overshadows the audience’s curiosity with the psychological however, he overshadows the audience’s curiosity with the psychological analyses of each character and their conflict with either themselves, or analyses of each character and their conflict with either themselves, or another soldier on the battlefieldanother soldier on the battlefield

Details… (1)Details… (1)What is Crane doing here?What is Crane doing here?

““Once a certain tall soldier developed virtues Once a certain tall soldier developed virtues and went resolutely to wash a shirt. He and went resolutely to wash a shirt. He came flying back from a brook waving his came flying back from a brook waving his garment bannerlike. He was swelled with a garment bannerlike. He was swelled with a tale he had heard from a reliable friend, tale he had heard from a reliable friend, who had heard it from a truthful who had heard it from a truthful cavalryman, who had heard it from his cavalryman, who had heard it from his trustworthy brother, one of the orderlies at trustworthy brother, one of the orderlies at division headquarters. He adopted the division headquarters. He adopted the important air of a herald in red and goldimportant air of a herald in red and gold.” .” PG1PG1

Technique: Withholding Technique: Withholding namesnames

Why:Why: Crane focuses on the characteristics of each Crane focuses on the characteristics of each

battle and person rather than the statusbattle and person rather than the status Actual war = Battle at Chancellors Ville, however, the Actual war = Battle at Chancellors Ville, however, the

name is never mentioned, the war is simply described in name is never mentioned, the war is simply described in terms of causes and effectsterms of causes and effects

Instead of referring to his main character as Henry Instead of referring to his main character as Henry Fleming – he calls him “the youth,” and his “tall friend,” Fleming – he calls him “the youth,” and his “tall friend,” is actually Jim Conklin.is actually Jim Conklin.

These names are only mentioned in times of panic. Most of These names are only mentioned in times of panic. Most of the story exists in the reflection and stream of the story exists in the reflection and stream of consciousness of Henryconsciousness of Henry

Crane sets up the setting and characters through Crane sets up the setting and characters through a series of descriptive adjectives and chain of a series of descriptive adjectives and chain of actions and emotional exchangesactions and emotional exchanges

Effect on the audience:

Details…(1)Details…(1)Crane sets up the setting and characters through a Crane sets up the setting and characters through a series of descriptive adjectives and chain of actions series of descriptive adjectives and chain of actions

and emotional exchangesand emotional exchanges

““Once a certain Once a certain tall soldiertall soldier developed developed virtuesvirtues and went resolutely to wash a shirt. and went resolutely to wash a shirt. He came flying back from a brook He came flying back from a brook waving waving his garment bannerlikehis garment bannerlike. He was . He was swelled swelled with a talewith a tale he had heard from a he had heard from a reliable friendreliable friend, who had heard it from a , who had heard it from a truthful cavalrymantruthful cavalryman, who had heard it , who had heard it from his from his trustworthy brothertrustworthy brother, one of the , one of the orderlies at division headquarters. He orderlies at division headquarters. He adopted the important airadopted the important air of a herald in of a herald in red and goldred and gold.” PG1.” PG1

Details … (2)Details … (2)Identify the techniques Crane is using Identify the techniques Crane is using

here:here:““After a time the tall soldier slid dexterously After a time the tall soldier slid dexterously through the hole. The loud private followed. They through the hole. The loud private followed. They were wrangling.were wrangling.

““That’s all right,” said the tall soldier as he That’s all right,” said the tall soldier as he entered. He waved his hand expressively. “You entered. He waved his hand expressively. “You can believe me or not, jest as you like. All you got can believe me or not, jest as you like. All you got to do is sit down and wait as quiet as you can. to do is sit down and wait as quiet as you can. Then pretty soon you’ll find out I was right.”Then pretty soon you’ll find out I was right.”

His comrade grunted stubbornly. For a His comrade grunted stubbornly. For a moment he seemed to be searching for a moment he seemed to be searching for a formidable reply. Finally he said: “Well, you don’t formidable reply. Finally he said: “Well, you don’t know everything in the world, do you.”know everything in the world, do you.”

““Didn’t say I knew everything in the world,” Didn’t say I knew everything in the world,” retorted the other sharply. He began to stow retorted the other sharply. He began to stow various articles snugly into his knapsack.various articles snugly into his knapsack.” PG 9” PG 9

Details… (2)Details… (2)““After a time the After a time the tall soldiertall soldier slid slid dexterouslydexterously through the hole. The through the hole. The loud privateloud private followed. followed. They were They were wranglingwrangling..

““That’s all right,” said the That’s all right,” said the tall soldier as he entered. He waved tall soldier as he entered. He waved his hand expressively. “You can his hand expressively. “You can believe me or not, jest as you like. believe me or not, jest as you like. All you got to do is sit down and All you got to do is sit down and wait as quiet as you can. Then wait as quiet as you can. Then pretty soon you’ll find out I was pretty soon you’ll find out I was rightright.”.”

His comrade grunted His comrade grunted stubbornlystubbornly. For a moment he . For a moment he seemed to be searching for a seemed to be searching for a formidable reply. Finally he said: formidable reply. Finally he said: ““Well, you don’t know Well, you don’t know everything in the world, do everything in the world, do you.”you.”

““Didn’t say I knew Didn’t say I knew everything in the world,” retorted everything in the world,” retorted the other sharply. He began to stow the other sharply. He began to stow various articlesvarious articles snugly into his snugly into his knapsack.knapsack.” PG 9” PG 9

Crane is: Withholding names and

focusing on the characteristics and interactions between the characters

Emphasizing conflict, yet withholding the object of conflict

Making characters and dialogues that usually involve one reasonable and one irrational and confused person who questions the other Challenges the boundaries of

knowledge through power Causes a lot of tension and

waiting between both the characters and the audience

Effect (on the audience):

Details… (3)Details… (3)What is Crane doing here? Identify and What is Crane doing here? Identify and

highlight his techniqueshighlight his techniques““Presently he began to feel the effects of the war Presently he began to feel the effects of the war

atmosphere – a blistering sweat, a sensation that his eyeballs atmosphere – a blistering sweat, a sensation that his eyeballs

were about to crack like hot stones. A burning roar filled his ears.were about to crack like hot stones. A burning roar filled his ears.

Following this came a red rage. He developed the acute Following this came a red rage. He developed the acute

exasperation of a pestered animal, a well meaning cow worried exasperation of a pestered animal, a well meaning cow worried

by dogs. He had a mad feeling against his rifle, which could only by dogs. He had a mad feeling against his rifle, which could only

be used against one life at a time. He wished to rush forward be used against one life at a time. He wished to rush forward

and strangle with his fingers. He craved a power that would and strangle with his fingers. He craved a power that would

enable him to make a world sweeping gesture and brush all enable him to make a world sweeping gesture and brush all

back. His impotency appeared to him, and made his rage into back. His impotency appeared to him, and made his rage into

that of a driven beast.” PG 33that of a driven beast.” PG 33

Details… (3)Details… (3)ExplanationExplanation

Crane is focusing on the psychological battle within his Crane is focusing on the psychological battle within his character Henry and the fears he faces while in battlecharacter Henry and the fears he faces while in battle

Henry, rather than noticing the setting, is articulated Henry, rather than noticing the setting, is articulated through the 3through the 3rdrd person narrative describing his internal person narrative describing his internal conflicts; one which dwells upon the theme of courage and conflicts; one which dwells upon the theme of courage and his desperate hunger for strengthhis desperate hunger for strength

Crane talks about the effects Henry feels from war rather Crane talks about the effects Henry feels from war rather than the physical setting than the physical setting

Crane uses a lot of metaphors to convey the fear and Crane uses a lot of metaphors to convey the fear and anxiety Henry felt: “He developed the acute exasperation anxiety Henry felt: “He developed the acute exasperation of a pestered animal, a well meaning cow worried by dogs.” of a pestered animal, a well meaning cow worried by dogs.”

EffectEffect: audience understands the cowardice men, : audience understands the cowardice men, represented by the youth, experiences once out on the represented by the youth, experiences once out on the battlefieldbattlefield They notice the interior breakdown of Henry, despite his earlier They notice the interior breakdown of Henry, despite his earlier

words of curiosity and reassurance.words of curiosity and reassurance.

Images Images

Vivid appeals to understand through Vivid appeals to understand through the five sensesthe five senses

- What images are used as figures of What images are used as figures of speech?speech?

- What images are used as symbols?What images are used as symbols?

Images Images

““In the gloom before the break of the day In the gloom before the break of the day their uniforms glowed a deep purple their uniforms glowed a deep purple hue. From across the river the red eyes hue. From across the river the red eyes were still peering. In the eastern sky were still peering. In the eastern sky there was a yellow patch like a rug laid there was a yellow patch like a rug laid for the feet of the coming sun and for the feet of the coming sun and against it, black and patternlike, against it, black and patternlike, loomed the gigantic figure of the loomed the gigantic figure of the colonel on a gigantic horsecolonel on a gigantic horse.” PG 13.” PG 13

Crane uses imagery a lot in the form of colors and symbolism to represent both the contrast in situations and emotions provoked in the soldiers.

ImagesImages

““Staring once at the Staring once at the red eyesred eyes across across the river, he conceived them to be the river, he conceived them to be growing larger, as the growing larger, as the orbs of a row of orbs of a row of dragonsdragons advancing… advancing…

A moment later the regiment went A moment later the regiment went swinging off into the swinging off into the darknessdarkness. It was now . It was now like one of those like one of those moving monsters moving monsters wending with many feetwending with many feet. The air was . The air was heavy, and cold with dew. A heavy, and cold with dew. A mass of wet mass of wet grass, marched upon, rustled like silkgrass, marched upon, rustled like silk..

There was an occasional There was an occasional flash and flash and glimmer of steel glimmer of steel from the backs of all from the backs of all thesethese huge crawling reptiles huge crawling reptiles.” PG 13.” PG 13

DictionDiction

The connotations or associations of The connotations or associations of words; the types of words used: words; the types of words used:

different words for the same thing different words for the same thing often suggest different attitudes often suggest different attitudes

toward that thingtoward that thing

DictionDiction"We're goin' t' move t'morrah--sure," he "We're goin' t' move t'morrah--sure," he

said pompously to a group in the company said pompously to a group in the company street. "We're goin' 'way up the river, cut street. "We're goin' 'way up the river, cut across, an' come around in behint 'em."across, an' come around in behint 'em."

"Yank," the other had informed him, "yer "Yank," the other had informed him, "yer a right dum good feller."a right dum good feller." This sentiment, This sentiment, floating to him upon the still air, had made floating to him upon the still air, had made him temporarily regret war.him temporarily regret war.

Crane writes all his dialogue in 1860's Civil War Crane writes all his dialogue in 1860's Civil War vernacular. Almost all dialouge is written in this vernacular. Almost all dialouge is written in this slang format, i.e t'morrah, licken, yer, dum etc. slang format, i.e t'morrah, licken, yer, dum etc.

Crane enforces diction to provide a dramatic Crane enforces diction to provide a dramatic contrast between the sophisticated language of the contrast between the sophisticated language of the narrator and the crude, vulgar language of the narrator and the crude, vulgar language of the uneducated soldiers trapped within their positionuneducated soldiers trapped within their position

LanguageLanguage

The overall use of languageThe overall use of language

What type of language is used? Does What type of language is used? Does the language differthe language differ

Language (1)Language (1)

Pg. 20Pg. 20 “He could hear the men “He could hear the men whisper jerky sentences: “Say--whisper jerky sentences: “Say--

what’s all this--about?” “What’s th’ what’s all this--about?” “What’s th’ thunder--we--skedaddlin’ this way thunder--we--skedaddlin’ this way fer?” “Billie--keep off m’ feet. Yeh fer?” “Billie--keep off m’ feet. Yeh

run--like a cow.” And the little run--like a cow.” And the little solilder’s shrill voice could be heard: solilder’s shrill voice could be heard: “What th’ devil they in sich a hurry “What th’ devil they in sich a hurry

for?”for?”

Language (2)Language (2)

Pg. 39Pg. 39 “They fretted and complained “They fretted and complained each to each. “Oh, say, this is too each to each. “Oh, say, this is too much of a good thing! Why can’t much of a good thing! Why can’t

somebody send us supports?”somebody send us supports?”

Syntax: Sentence StructureSyntax: Sentence Structure

How the sentence structure affects the How the sentence structure affects the reader’s attitudereader’s attitude

Length of sentencesLength of sentencesSentence variety: Fragments? Run on?Sentence variety: Fragments? Run on?

Sentence beginningsSentence beginningsUnusual punctuation: Dashes, colonsUnusual punctuation: Dashes, colons

What effect does the sentence structure What effect does the sentence structure have on the tone?have on the tone?

SyntaxSyntax““He must accumulate information of himself, He must accumulate information of himself, and meanwhile he resolved to remain close and meanwhile he resolved to remain close upon his guard lest those qualities of which upon his guard lest those qualities of which he knew nothing should everlastingly he knew nothing should everlastingly disgrace him…disgrace him…

For a moment he seemed to be For a moment he seemed to be searching for a formidable reply…searching for a formidable reply…

““Of course there is,” replied the tall Of course there is,” replied the tall soldier. “Of course there is. You jest wait ‘til soldier. “Of course there is. You jest wait ‘til tomorrow, and you’ll see one of the biggest tomorrow, and you’ll see one of the biggest battles ever was. You jest wait.” PG 9battles ever was. You jest wait.” PG 9

As you can see, the sentence structure of the narrative is presented in medium - long sentences, separated by commas.

The dialogue however, is presented with a lot of short sentences and separated by periods. A lot of times dialogue beginnings

would start with rephrasing the question asked.

Shifts (progression)Shifts (progression)

Where does the piece change and why?Where does the piece change and why?

Key wordsKey wordsPunctuationPunctuation

Stanza or paragraph divisionsStanza or paragraph divisionsChanges in line or stanza lengthChanges in line or stanza length

StructureStructureChanges in soundChanges in soundChanges in DictionChanges in Diction

The Red Badge of Courage

Shifts in the Red Badge of Shifts in the Red Badge of CourageCourage

““His curiosity was quite easily satisfied. This advance upon Nature was too His curiosity was quite easily satisfied. This advance upon Nature was too calm. He had opportunity to reflect. He had time in which to wonder about calm. He had opportunity to reflect. He had time in which to wonder about himself and to attempt to probe his sensations.” himself and to attempt to probe his sensations.” PG 22 PG 22

Crane’s shifts consist of mostly stanza/paragraph divisions, changes in Crane’s shifts consist of mostly stanza/paragraph divisions, changes in sound, and changes in diction which makes up the structure of his bookssound, and changes in diction which makes up the structure of his books

Changes in paragraph divisions are like changes in perspectives through Changes in paragraph divisions are like changes in perspectives through the main character’s point of viewthe main character’s point of view

You could relate it to a change in lens, a new idea formed by the character, or You could relate it to a change in lens, a new idea formed by the character, or different ways of tackling the same problem separated by each divisiondifferent ways of tackling the same problem separated by each division

Shifts = different day/different outlooks on life, flashbacks vs. present, different Shifts = different day/different outlooks on life, flashbacks vs. present, different POVS/opinions, different lenses and views of the war and himself, constantly POVS/opinions, different lenses and views of the war and himself, constantly changing because Henry is still in the process of learning, like a camera lens changing because Henry is still in the process of learning, like a camera lens focusing distance between the audience and the main character, conflicts focusing distance between the audience and the main character, conflicts between the main character vs the war, the main character vs himself. Shifts between the main character vs the war, the main character vs himself. Shifts tackle different problems. We’re constantly watching Henry’s wall of confidence tackle different problems. We’re constantly watching Henry’s wall of confidence and knowledge crumble and his pathetic attempt to rebuild, each time stronger and knowledge crumble and his pathetic attempt to rebuild, each time stronger and more defiantand more defiant

Changes in Sound and diction separates the stream of consciousness the Changes in Sound and diction separates the stream of consciousness the main character expresses his opinions and curiosities in vs the crude and main character expresses his opinions and curiosities in vs the crude and vulgar language used in the battlefieldvulgar language used in the battlefield

At first Henry undermines the rest of the regiment because he believes they’re At first Henry undermines the rest of the regiment because he believes they’re unrefined and uneducated cowardsunrefined and uneducated cowards

Then when Henry breaks down he starts adopting their languageThen when Henry breaks down he starts adopting their language

Overview on shifts in the RBCOverview on shifts in the RBCWith every stanza, Crane instills in his character a new sense With every stanza, Crane instills in his character a new sense of curiosity, perspective, and self opinionated knowledge. He of curiosity, perspective, and self opinionated knowledge. He gives his character a persona in which he picks at everything gives his character a persona in which he picks at everything he sees, however, only describes to us in limited detail. This he sees, however, only describes to us in limited detail. This is his way of trying to interpret and analyze the situation he is his way of trying to interpret and analyze the situation he is in and bring himself to his main theme and question of is in and bring himself to his main theme and question of courage – both within himself, and the other soldiers in his courage – both within himself, and the other soldiers in his regiment. Every stanza is another way of tackling the same regiment. Every stanza is another way of tackling the same problem – in a different point of view. Distance between problem – in a different point of view. Distance between stanzas is the distance Crane is trying to virtually create stanzas is the distance Crane is trying to virtually create between the character Henry and the Audience, Henry and between the character Henry and the Audience, Henry and his surroundings, and Henry and himself. Every stanza is a his surroundings, and Henry and himself. Every stanza is a new phase of self reflection and finally when the style and new phase of self reflection and finally when the style and diction of the character changes, we begin to see his wall of diction of the character changes, we begin to see his wall of confidence and knowledge crumble to his pathetic façade confidence and knowledge crumble to his pathetic façade and attempt to discover courage within himself and others. and attempt to discover courage within himself and others. What he lacks however, is the fearless recklessness to take a What he lacks however, is the fearless recklessness to take a chance and exercise his physical courage, rather than chance and exercise his physical courage, rather than ponder about it.ponder about it.

Simple shifts (ex 1)Simple shifts (ex 1)

““At last, however, he had made firm rebellion At last, however, he had made firm rebellion against this yellow light thrown upon the color of his against this yellow light thrown upon the color of his ambitions. The newspapers, the gossip of the village, his ambitions. The newspapers, the gossip of the village, his own picturings, had aroused him to an uncheckable degree. own picturings, had aroused him to an uncheckable degree. They were in truth fighting finely down there. Almost every They were in truth fighting finely down there. Almost every day the newspapers printed accounts of a decisive victory.day the newspapers printed accounts of a decisive victory.

One night, as he lay in bed, the winds had carried to One night, as he lay in bed, the winds had carried to him the clangoring of the church bell as some enthusiast him the clangoring of the church bell as some enthusiast jerked the rope frantically to tell the twisted news of a great jerked the rope frantically to tell the twisted news of a great battle. This voice of the people rejoicing in the night had battle. This voice of the people rejoicing in the night had made him shiver in a prolonged ecstasy of excitement. made him shiver in a prolonged ecstasy of excitement. Later, he had gone down to his mother’s room and had Later, he had gone down to his mother’s room and had spoken thus: “Ma, I’m going to enlist.”spoken thus: “Ma, I’m going to enlist.”

““Henry, don’t you be a food,” his mother had Henry, don’t you be a food,” his mother had replied. She had then covered her face with the quilt. There replied. She had then covered her face with the quilt. There was an end to the matter for that night.was an end to the matter for that night.” PG 4” PG 4

Each stanza is a change in setting and mindset.

It is also setting up a shift between characters

Shifts (example 1)Shifts (example 1)

““After this crossing the youth assured himself that at any moment After this crossing the youth assured himself that at any moment

they might be suddenly and fearfully assaulted from the caves of the they might be suddenly and fearfully assaulted from the caves of the

lowering woods. He kept his eyes watchfully upon the darkness.lowering woods. He kept his eyes watchfully upon the darkness.

But his regiment went unmolested to a camping place, and its But his regiment went unmolested to a camping place, and its

soldiers slept the brave sleep of wearied men…soldiers slept the brave sleep of wearied men…

The sun spread disclosing rays, and one by one, regiments burst The sun spread disclosing rays, and one by one, regiments burst

into view like armed men just born of the earth, The youth perceived that into view like armed men just born of the earth, The youth perceived that

the time had come. He was about to be measured. For a moment he felt in the time had come. He was about to be measured. For a moment he felt in

the face of his great trial like a babe, and the flesh over his heart seemed the face of his great trial like a babe, and the flesh over his heart seemed

very thin. He seized time to look about him calculatingly.very thin. He seized time to look about him calculatingly.

But he instantly saw that it would be impossible for him to escape But he instantly saw that it would be impossible for him to escape

from the regiment. It enclosed him. And there were iron laws of tradition from the regiment. It enclosed him. And there were iron laws of tradition

and law on four sides. He was in a moving boxand law on four sides. He was in a moving box

As he perceived this fact it occurred to him that he had never As he perceived this fact it occurred to him that he had never

wished to come to the war. He had not enlisted of his free will. He had wished to come to the war. He had not enlisted of his free will. He had

been dragged by the merciless government and now they were taking him been dragged by the merciless government and now they were taking him

out to be slaughtered.out to be slaughtered.” PG 21” PG 21

Shifts … (2)Shifts … (2)What causes this change in diction and What causes this change in diction and

sound? What does this represent? How is sound? What does this represent? How is this a turning point?this a turning point?

““The youth put forth anxious arms to assist him, but the The youth put forth anxious arms to assist him, but the tall soldier went firmly on as if propelled. Since the youth’s tall soldier went firmly on as if propelled. Since the youth’s arrival as a guardian for his friend, the other wounded men arrival as a guardian for his friend, the other wounded men had ceased to display much interest. They occupied had ceased to display much interest. They occupied themselves again in dragging their own tragedies toward the themselves again in dragging their own tragedies toward the rear.rear.

Suddenly, as the two friends marched on, the tall Suddenly, as the two friends marched on, the tall soldier seemed to be overcome by a terror. His face turned to soldier seemed to be overcome by a terror. His face turned to a semblance of gay paste. He clutched the youth’s arm and a semblance of gay paste. He clutched the youth’s arm and looked all about him , as if dreading to be overheard. The he looked all about him , as if dreading to be overheard. The he began to speak in a shaking whisper:began to speak in a shaking whisper:

““I tell yeh what I’m ‘fraid of, Henry – I’ll tell yeh what I tell yeh what I’m ‘fraid of, Henry – I’ll tell yeh what I’m ‘fraid of. I’m ‘fraid I’ll fall down – an’ then yeh know – them I’m ‘fraid of. I’m ‘fraid I’ll fall down – an’ then yeh know – them damned artillery wagons – they like as not ‘ll run over me. damned artillery wagons – they like as not ‘ll run over me. That’s what I’m ‘fraid of-“That’s what I’m ‘fraid of-“

The youth cried out to him hysterically: “I’ll take care of The youth cried out to him hysterically: “I’ll take care of yeh, Jim! I’ll take care of yeh! I swear t’ Gawd I will!”… He yeh, Jim! I’ll take care of yeh! I swear t’ Gawd I will!”… He could not speak accurately because of the gulpings in his could not speak accurately because of the gulpings in his throathroat.” PG 53t.” PG 53

Turning point in the Red Badge of Turning point in the Red Badge of Courage exposed through shiftsCourage exposed through shifts

Changes:Changes: Names are acknowledged Names are acknowledged

in dialoguein dialogue Henry takes on the Henry takes on the

language of the rest of the language of the rest of the soldiers rather than the soldiers rather than the ‘refined’ and ‘insightful’ ‘refined’ and ‘insightful’ language he reflects inlanguage he reflects in

Distance between Distance between characters are removedcharacters are removed

Established relations Established relations between “the youth” and between “the youth” and “the tall soldier”“the tall soldier”

Tall soldier finally breaks Tall soldier finally breaks down – loses controldown – loses control Acknowledges fears in the Acknowledges fears in the

openopen

Impact on story:Impact on story: Henry’s defenses are Henry’s defenses are

breaking downbreaking down The people that Henry The people that Henry

trusted to be strong and a trusted to be strong and a role model are falling apart role model are falling apart themselvesthemselves

Henry becomes the Henry becomes the “guardian”“guardian”

Henry and Jim are Henry and Jim are acknowledged as friends – acknowledged as friends – intimate relationship intimate relationship formed amidst the conflicts formed amidst the conflicts of battleof battle

Losing his ‘friend,’ Henry is Losing his ‘friend,’ Henry is all alone now – growth – all alone now – growth – must be independent and must be independent and strongerstronger

ThemeTheme

The longstanding theme in the Red The longstanding theme in the Red Badge of Courage is in fact, courage. The Badge of Courage is in fact, courage. The main character who is referred to as "the main character who is referred to as "the youth", undergoes personal struggles youth", undergoes personal struggles within himself. He tries to justify his within himself. He tries to justify his actions and to the youth, courage is the actions and to the youth, courage is the most important quality of a man. most important quality of a man.

Projecting his own fears of time and Projecting his own fears of time and death, Crane centralizes the theme of death, Crane centralizes the theme of courage and control within The Red Badge courage and control within The Red Badge of Courage. He criticizes, through his of Courage. He criticizes, through his character Henry, the selfish acts of human character Henry, the selfish acts of human beings when faced with their fears. beings when faced with their fears.

Maggie: A Girl in the Streets…Maggie: A Girl in the Streets…in relations to The Red Badge of Courage in relations to The Red Badge of Courage

and Crane’s proseand Crane’s proseBrief Overview:Enraptured by the conflict of immigrants flourishing in the

streets of New York, Crane revolves his story around his opinion that “the sense of a city is war.” The two main characters in this book are Jimmie, and Maggie. Jimmie, the brother of Maggie, an angry and scornful realist, grows from his mother’s constant abuse to find himself a job as a truck driver. Maggie evolved from her dysfunctional family and drunken abuse of her mother a put together and observant beauty. Her only downfall was her naive attraction to the false eloquence of Pete, throwing herself into the degrading work of a prostitute. Realizing her unfixable mistake and ruined reputation, she suicides throwing herself into the river that had been a sanctuary for her.

“On the corners he was in life and of life. The world was going on and he was there to perceive it.

He maintained a belligerent attitude toward all well dressed men. To him fine raiment was allied to weakness, and all good coats covered faint hearts. He and his order were kings, to a certain extent, over the men of untarnished clothes, because these latter dreaded, perhaps, to be either killed or laughed at.

Above all things he despised obvious Christians and ciphers with the chrysanthemums of aristocracy in their buttonholes. He considered himself above both of these classes. He was afraid of nothing.” PG 15

Crane’s main techniques…Crane’s main techniques…utilized in the novel of Maggie: a Girl of the utilized in the novel of Maggie: a Girl of the

StreetsStreetsDetails/Diction:Details/Diction: Every sentence, Crane manages to Every sentence, Crane manages to

analyze and refer to human nature as a analyze and refer to human nature as a cause of the characters’ actionscause of the characters’ actions

Crane uses powerful and beautiful diction Crane uses powerful and beautiful diction to describe his characters not through to describe his characters not through imagery, but through their possessions imagery, but through their possessions and actions.and actions.

““His hat was tipped over his eye with an His hat was tipped over his eye with an air of challenge. Between his teeth a cigar air of challenge. Between his teeth a cigar stump was tilted at the stump was tilted at the angle of angle of defiancedefiance.” PG 2.” PG 2

““Withered persons, in Withered persons, in curious postures curious postures of submissionof submission to something, sat smoking to something, sat smoking pipes in obscure cornerspipes in obscure corners.” PG 5.” PG 5

““Maggie, with side glances of fear of Maggie, with side glances of fear of interruption, ate like a interruption, ate like a small pursued small pursued tigresstigress… Jimmie sat nursing his various … Jimmie sat nursing his various wounds. He cast furtive glances at his wounds. He cast furtive glances at his mother. His practiced eye perceived her mother. His practiced eye perceived her gradually emerge from a mist of muddled gradually emerge from a mist of muddled sentiment until her brain burned in sentiment until her brain burned in drunken heat. He sat breathlessdrunken heat. He sat breathless.” PG 9.” PG 9

““A A reader of the words of wind reader of the words of wind demonsdemons might have been able to see the might have been able to see the portions of a dialogue pass to and fro portions of a dialogue pass to and fro between the exhorter and his hearersbetween the exhorter and his hearers..

““You are damned,” said the You are damned,” said the preacher. And the preacher. And the reader of soundsreader of sounds might have seen the reply go forth from might have seen the reply go forth from the ragged people: “Where's our soupthe ragged people: “Where's our soup?” ?” PG 14PG 14

Imagery:Imagery: Crane uses colors a lot to symbolize Crane uses colors a lot to symbolize

certain certain emotionsemotions experienced by his experienced by his characters as a painter “[uses] strong characters as a painter “[uses] strong colors to frame and emphasize his colors to frame and emphasize his material” - Tom Wolfematerial” - Tom Wolfe

He often plays upon the contrast of He often plays upon the contrast of colors to set up a desperate colors to set up a desperate situationsituation

““Eventually they entered a dark region Eventually they entered a dark region where, from a careening building, a where, from a careening building, a dozen gruesome doorways gave up dozen gruesome doorways gave up loads of babies to the street and the loads of babies to the street and the gutter. A wind of early autumn raised gutter. A wind of early autumn raised yellow dustyellow dust from cobbles and swirled it from cobbles and swirled it against a hundred windowsagainst a hundred windows.” PG 5.” PG 5

““Her yellow brows shaded eyelids that Her yellow brows shaded eyelids that had grown bluehad grown blue.” PG 13.” PG 13

Transition – both physical and Transition – both physical and metaphorical metaphorical exposes the exposes the tragedy of the situationtragedy of the situation

““Jimmy’s occupation for a long time was Jimmy’s occupation for a long time was to stand on street corners and watch the to stand on street corners and watch the world go by, dreaming world go by, dreaming blood-redblood-red dreamsdreams at the passing of pretty at the passing of pretty womenwomen.” PG 15.” PG 15

Symbolic of his past abuses Symbolic of his past abuses projected upon societyprojected upon society

““She received a stool and a machine in a She received a stool and a machine in a room where sat twenty girls of various room where sat twenty girls of various shades of shades of yellow discontentyellow discontent.” PG 19.” PG 19

Connection to The Red Badge of Connection to The Red Badge of CourageCourage

Focuses on the conflicts and internal struggles Focuses on the conflicts and internal struggles between individuals (self vs. society, self vs. self, between individuals (self vs. society, self vs. self, self vs. someone else)self vs. someone else)

Contrasts a lot between yellow and greyContrasts a lot between yellow and grey Sense of desperateness and extremity in all Sense of desperateness and extremity in all

human affairshuman affairs Detached presentation of lifeDetached presentation of life Naivete present in at least one of the main Naivete present in at least one of the main

characterscharacters Characters are props used to expose the vulgarity Characters are props used to expose the vulgarity

of people in the existing environmentof people in the existing environment Reflects upon the actions of people when trapped Reflects upon the actions of people when trapped

in a hopeless situation in which they have no in a hopeless situation in which they have no control, yet helped createcontrol, yet helped create