Intro to Literature

In Chinua Achebe’s short story “Dead Men’s Path” and Alice Walker’s “Everyday Use,” the reader explores the lives of two individuals whose misguided actions and noble intentions cause grief amongst those around them. While Achebe’s story focuses on modernization and moving forward, Walker’s story is about holding on to the past. Through the authors’ use of conflict, character analysis, and point of view, I was able to recognize the deeper meanings in both stories. The stories do more than just entertain; they reminded us that our heritage is with us everyday and that we shouldn’t change who we are in order to impress others. Achebe’s story is about Michael Obi, a “young and energetic man” who is appointed the headmaster of a village school. He hopes that his ideas and “passion for modern methods” will help turn the school into a place of beauty. After Obi finds a path running across the school compound he quickly works to block it, hoping to impress the inspector. Although Obi’s intentions appear good he ends up making matters worse as conflict arises between the school and the outside village. Another story dealing with noble intentions is Alice Walker’s “Everyday Use”. When Mama’s oldest daughter Dee returns home for a visit, Mama is somewhat disheartened after finding out that Dee has changed her name. After the family eats dinner together the author’s use of conflict starts to emerge. As Dee comes across some old quilts she becomes frustrated, as Mama has promised the quilts to her sister Maggie. The point of view in Achebe’s story is mostly narrated, making it limited omniscience; however, the story also gives us a look into the head of both Obi’s wife Nancy and the village priest Ani. When Obi is given the task of headmaster the narrator says “Obi accepted this responsibility with enthusiasm. He had many wonderful ideas and this was an opportunity to put them into practice” (Achebe 472). The author uses many examples to show what the reader is thinking or feeling. In Walker’s story “Everyday Use” the point of view is told in first person. We know this because Mama narrates the story. The author tells it from her point of view so the audience can get a better understanding of what she is thinking and feeling. We also know based on the textual evidence such as “I will wait for her in the yard” (Walker 455) or “Sometimes I dream a dream” (Walker 456). It’s interesting that the author doesn’t give the reader a look inside Dee or Maggie’s head. Because Mama was once young the reader can probably assume that Mama knows what her own daughters think. Both authors provide characters which our central to the outcome of the story. In “Dead Men’s Path” the main character is most certainly Obi. The author gives a lot of background on Obi, helping us to see where he comes from and why he makes the decisions he does. The author states clearly why Obi takes the job on. “Mr. Obi put his whole life into the work… He had two aims. A high standard of teaching was insisted upon, and the school compound was to be turned into a place of beauty” (Achebe 472). Knowing that he put his life work into becoming a teacher you can see that his intentions are good. He is focused on the students and the education they receive. Through out the story Obi remains a static character. You know from his conversation with Ani, the village priest, that he is a static character. As the argument between Ani and Obi comes to a close Obi say, “Dead men do not require footpaths. The whole idea is just fantastic. Our duty is to teach your children to laugh at such ideas” (Achebe 473). From the whole story Obi never changes his mindset. In Walkers “Everyday Use” the main character is tricky to recognize. Mama and her daughters (Maggie and Dee) seem crucial in different aspects. One could easily say Mama is the main character, as she does narrate the story. In the beginning of the story we know that Mama and Maggie looked to Dee with a jealous attitude. After the quilt ordeal Mama realizes that there is more to Maggie. She realizes that Maggie is the key to preserving their heritage. Because of this change Mama can be recognized as a dynamic character. Achebe’s story has a great example of conflict; specifically character vs. society or Obi vs. the village people. As Obi stumbles upon the path at the school compound he strikes conversation with a teacher who had been there for three years. “It amazes me that you people allowed the villagers to make use of this footpath. It is simply incredible” (Achebe 473). The teacher responds by saying “The path appears to be very important to them. Although it is hardly used, it connects the village shrine with their place of burial” (Achebe 473). At this point the climax of the story is slowly building. It is three days later that Ani, the village priest calls on the young headmaster. “I have heard that our ancestral footpath has recently been closed” (Achebe 473). After a long conversation about the path and the importance of it to the village Obi says “I don’t suppose the ancestors will find the little detour too burdensome” (Achebe 473). You can clearly see that Obi’s values are different than those in the village. Obi does nothing to resolve the conflict, therefore finding all his work in ruins. Walker’s story also has many examples of conflict. A big conflict introduced is conflict vs. society. As Dee is sent off to school in the west she starts resenting what’s been taken away from her. In her attempt to recover the past she ironically gets rid of it at the same time. By changing her name and her style she shows her acceptance to western ideas. Unlike Obi, she quickly acclimates herself to another culture and is able to some somewhat understand and value her culture. Character vs. character is prevalent throughout the story as Mama and Dee struggle to get along. When Dee is upset over the promise that Mama made to Maggie, she becomes frustrated saying “You just don’t understand your heritage” (Walker 461). She doesn’t think Maggie will preserve the quilt like she would. Mama understands that Dee would preserve the quilts but to her that’s not what’s important. Mama wants both Dee and Maggie to understand and appreciate their roots and their heritage. While it may seem like Mama doesn’t care about her heritage Dee is really the one that has a conflict with it. When Mama asks Dee what happened to her name she responds by saying “She’s dead. I couldn’t bear it any longer, being named after the people who oppress me” (Walker 459). From her saying that we know that Mama does understand her heritage. It is Dee that does not appreciate her own heritage. By the conflicts not being resolved, both authors were able to incorporate a deeper, more symbolic in their stories. In “Dead Man’s Path” as the village priest is arguing with Obi he says “let the hawk perch and let the eagle perch” (Achebe 473). He says this not just to leave an impression on Obi, but to symbolize two different birds, or two different cultures in this case. Walkers “Everyday Use” also contains symbolism. After reading it I felt that Dee was treated unfairly and should have the quilts. However, the quilts are not meant to preserve. The quilts are a symbol of their heritage and family values. The title of the story helped me realize that preserving your heritage is not as important as carrying it with you everyday. Like Walker’s story the main character Obi finds himself disconnected from the village, just as Mama and Dee find them selves disconnected from one another. So focused on how the school looks on the outside he isn’t able to connect with the village people on the inside. Much like Dee he doesn’t think the village people understand their heritage.

Works Cited
Achebe, Chinua. “Dead Men’s Path.” Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Ed. X. J. Kennedy and Dana Gioia. 11th ed. New York: Longman, 2010. 2010. 472-473. Print.
Walker, Alice. “Everyday Use.” Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Ed. X. J. Kennedy and Dana Gioia. 11th ed. New York: Longman, 2010. 2010. 455-461. Print.