The response of Julia Augustine toward racial discrimination as seen in Alice Childress` Wedding Band
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THE RESPONSE OF JULIA AUGUSTINE TOWARD RACIAL
DISCRIMINATION AS SEEN IN ALICE CHILDRESS’
WEDDING BAND
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of Requirements
for the Degree of Sarjana Sastra
in English Letters
By
MONICA ANGGRAENI DEWI
Student Number: 084214020
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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THE RESPONSE OF JULIA AUGUSTINE TOWARD RACIAL
DISCRIMINATION AS SEEN IN ALICE CHILDRESS’
WEDDING BAND
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of Requirements
for the Degree of Sarjana Sastra
in English Letters
By
MONICA ANGGRAENI DEWI
Student Number: 084214020
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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.
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STATEMENT OF ORIGINALITY
This is to certify that all ideas, phrases, sentences, unless otherwise stated,
are the ideas, phrases, and sentences of the thesis writer. The writer understands
the full consequences including degree cancellation if she took somebody else’s
ideas, phrases, or sentences without proper references.
Yogyakarta, September 3, 2013
Monica Anggraeni Dewi
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma :
Nama
Nomor Mahasiswa
: MONICA ANGGRAENI DEWI
: 084214020
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya berjudul :
THE RESPONSE OF JULIA AUGUSTINE TOWARD RACIAL
DISCRIMINATION AS SEEN IN ALICE CHILDRESS’ WEDDING BAND
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya di internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 3 September 2013
Yang menyatakan
Monica Anggraeni Dewi
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On my pursuit of happiness, I flew for a long time
So all the shrunken things can put on a smile
On my pursuit of happiness, I endured for a long time
So that someday everthing will shine
Leessang – Pursuing The Happiness
If you’re lost and alone
or you’re sinking like a stone
Carry on
May your past be the sound
Of your feet upon the ground
Carry on
‘Cause here we are
We are shining stars
We are invincible
We are who we are
On our darkest day
When we’re miles away
Sun will come
We will find our way home
Carry On - Fun
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For my father, my mom, and my sister
Who always love me more than I do
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ACKNOWLEDGEMENTS
I am so joyful that finally I can pass my study in Sanata Dharma
University. I cannot go through these years without helps and supports from
the lovely people around me. First of all, I want to send my deepest gratitude
to the Lord, Jesus Christ for His blessing and guidance to me every time.
Because of Him, I can finally finish my study.
I also want to show my gratitude to Ni Luh Putu Rosiandani, S.S., M.
Hum as my advisor who is very patient while teaching and guiding me. I
thank her for her time, books, knowledge, and everything that she gave to me.
I also send my acknowledgements to Drs. Hirmawan Wijanarka, M.Hum. I
thank him for his corrections and suggestions. Thanks to Miss Dewi and Miss
Linda for the stories that we shared during my study in English Letter
Department.
My next gratitude goes to my family, my dad, my mom, and my sister.
They are the most important people in my life. Because of their supports I can
finish my undergraduate thesis. Special thanks for Jelito Rahadian De Deus
Soriano for his smile and supports. I also want to give thanks to my great
friends Yeyen Bugor, Danil darlak , Topan, Mba Pipi, Sekar OOB, Sakha,
Aul, Pucil, Teteh Risa, Njahe, and Ion. Thanks for the wonderful memories.
Monica Anggraeni Dewi
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TABLE OF CONTENTS
TITLE PAGE …………………………………………………………
APPROVAL PAGE …………………………………………………..
ACCEPTANCE PAGE ………………………………………………
STAMENT OF ORIGINALITY....................................................
LEMBAR PERNYATAAN PUBLIKASI .............................................
MOTTO PAGE ……………………………………………………….
DEDICATION PAGE ………………………………………………..
ACKNOWLEDGEMENTS ………………………………………….
TABLE OF CONTENTS …………………………………………….
ABSTRACT …………………………………………………………..
ABSTRAK …………………………………………………………….
i
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iv
v
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ix
xi
xii
CHAPTER I: INTRODUCTION ………………………………….
A. Background of the Study ………………………………………
B. Problem Formulation ………………………………………….
C. Objectives of the Study ……………………………………….
D. Definition of Terms ……………………………………………
1
1
4
4
4
CHAPTER II: THEORETICAL REVIEW……………………......
A. Review of Related Studies …………………………………….
Review of Related Theory ....................................................
1. Theories of Character and Characterization …….............
B. Review of Racial Discrimination ..................................................
1. Racial Prejudice .........................................................
2. Sexual Harassment ...........................................................
3. Prohibition of Interracial Marriage...................................
C. Theoretical Framework ........................................................
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8
10
11
13
15
18
CHAPTER III: METHODOLOGY …………………………………
A. Object of the Study ……………………………………………..
B. Approach of the Study …………………………………………
C. Method of the Study …………………………………………..
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CHAPTER IV: ANALYSIS …………………………………………..
A. Description of Character …………..…………….........................
1. Julia Augustine …………………………………………......
B. The Practices of Racial Discrimination ……..………………......
1. Racial Prejudice …………………………………………….
2. Sexual Harassment ………………………………………….
3. Prohibition of Interracial Marriage ………………….……
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C. The Response of Julia Augustine toward the Practices of Racial
Discrimination .................….………………………....................
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CHAPTER V: CONCLUSION …………………………………….
Conclusion ……………………………………………………...
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47
BIBLIOGRAPHY ……………………………………………………..
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ABSTRACT
MONICA ANGGRAENI DEWI. THE RESPONSE OF JULIA
AUGUSTINE TOWARD RACIAL DISCRIMINATION AS SEEN IN
ALICE CHILDRESS’ WEDDING BAND. Yogyakarta: Department of
English Letters, Faculty of Letters, Sanata Dharma University, 2013.
The issues about gender and racism, can be found in the work of
literature. This thesis discusses a play entitled Wedding Band. Julia Augustine
as the major character in the play shows her responses toward the practices of
racial discrimination.
In order to identify the responses of Julia Augustine toward the
practices of racial discrimination, there are three main objectives to achieve in
this study. The first is to find out the description of Julia Augustine in the
play. The second is to identify the practices of racial discrimination that are
experienced by Julia. The third is to identify the responses of Julia Augustine
toward the practices of racial discrimination.
Since this analysis explains the responses of Julia Augustine toward
the practices of racial discrimination that happened in the 1918s, the
sociocultural – historical approach is applied. In this analysis, the description
of Julia’s character will be used to identify her responses toward the practices
of racial discrimination.
The result of this analysis shows that Julia is described as educated,
faithful, persistent, and brave. The practices of racial discrimination that
happen toward Julia Augustine are racial prejudice, sexual harassment, and
prohibition of interracial marriage. The racial prejudice happens when Julia
has to face Annabelle and Herman’s mother who always underestimate her.
The sexual harassment happens when The Bell Man tries to seduce Julia in
order to sleep with him. Interracial marriage happens when Julia and Herman,
her lover cannot get married because they have different race. Julia responds
in two ways; accepting and rejecting. Julia just accepts the practices of racial
discrimination because she does not want anything worse happens to her
neighborhood. On the other hand, she rejects the practices in order to protect
herself. Julia responds to these practices of racial discrimination because she
wants to be treated equally as a human being.
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ABSTRAK
MONICA ANGGRAENI DEWI. THE RESPONSE OF JULIA
AUGUSTINE TOWARD RACIAL DISCRIMINATION AS SEEN IN
ALICE CHILDRESS’ WEDDING BAND. Yogyakarta: Jurusan Sastra
Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2013.
Kejadian – kejadian yang berkaitan dengan gender, rasisme dapat
ditemukan dalam sebuah karya sastra. Skripsi ini akan membahas drama yang
berjudul Wedding Band. Julia Augustine sebagai tokoh utama memberikan
tanggapannya terhadap praktek – praktek diskriminasi ras
Untuk mengidentifikasi tanggapan Julia Augustine terhadap praktek –
praktek diskriminasi ras, ada tiga tujuan utama dalam penelitian ini. Yang
pertama adalah mencari gambaran karakter Julia Augustine. Yang kedua
mengidentifikasi beberapa praktek – praktek diskriminasi ras yang dialami
Julia Augustine. Yang ketiga adalah mengidentifikasi tanggapan Julia
Augustine terhadap praktek – praktek diskriminasi ras.
Karena analisis ini menjelaskan tanggapan Julia Augustine terhadap
praktek – praktek diskriminasi ras, maka analisis ini menggunakan
pendekatan sosial, kebudayaan, dan sejarah. Dalam analisis ini deskripsi
karakter Julia akan digunakan untuk mengidentifikasi tanggapan Julia
terhadap praktek – praktek diskriminasi ras.
Hasil dari analisis ini menunjukkan bahwa Julia digambarkan sebagai
wanita yang berpendidikan, setia, gigih, dan berani. Praktek – praktek
diskriminasi ras yang dialami Julia Augustine adalah prasangka ras,
pelecehan seksual, dan kawin campur. Prasangka ras terjadi ketika Julia harus
berhadapan dengan Annabelle dan Ibunya Herman yang selalu merendahkan
Julia. Pelecehan seksual terjadi ketika The Bell Man mencoba untuk
menggoda Julia supaya Julia mau berhubungan badan dengannya. Kawin
campur mengakibatkan Julia dan kekasihnya, Herman tidak bisa menikah
karena mereka berbeda ras. Julia menanggapi dalam dua cara; menerima dan
menolak. Dalam beberapa praktek diskriminasi ras, Julia menerima praktek
tersebut karena dia tidak ingin sesuatu yang buruk menimpa lingkungan
tempat tinggalnya. Dalam beberapa praktek, Julia menolak karena ingin
melindungi dirinya sendiri. Julia menanggapi praktek – praktek diskriminasi
ras ini karena dia ingin diperlakukan sama sebagai manusia.
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CHAPTER I
INTRODUCTION
A. Background of the Study
The meaning of literature can be different for many people. For some,
it can be only a bunch of written texts or just something that can entertain
them. In the book entitled Literature: Reading and Writing the Human
Experience, Richard Abcarian states, “reading literature is not always an easy
pleasure. Literature makes significant lingustic, intellectual, moral, and
emotional demands” (1998:2). In other words, it can be said that work of a
literature is not only for entertaining the reader. In reading literature, the
readers should have the ability in linguistics, intellectual, morality, and
emotion.
A work of literature gives us the reflection of the reality in our life.
Such as the phenomenon about gender, racism, and so on. In Literary Theory:
A very Short Introduction, Kant said that work of literature can be an
aesthetic object. He says that works of literature are just like the paintings,
which have the combination of sensuous form (colours, sounds) and spiritual
content (ideas), illustrate the possibility of bringing together the material and
the spiritual feelings (1997:31).
The writer will analyze one of works of literature, a play entitled
Wedding Band. Wedding Band tells about a forbidden relationship between a
black woman and a white man in South Carolina. The story starts when the
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major character, Julia Augustine moved into another neighborhood. Julia
brought her sorrow to her new place and wanted to live in peace. She could
not marry her lover, Herman although they had been together for ten years.
The relationship between black and white was banned in South Carolina. The
law was very strict at that time. In the 1717 in South Carolina, the marriage
between Whites and Negros was prohibited (Botham, 2009:54).
This play contains the issue of racial discrimination. It is an interesting
topic to be discussed because discrimination always happens all the time. It
also can happen to everyone around the world. John LaFarge, S.J in his book
entitled The Race Question and The Negro, states because of discrimination,
there are conflicts that appear to the society (1943:viii). In the book entitled
Racial and Ethnic Relations in America Second Edition, Dale S. McLemore
states that races may be ranked in the hierarchy of superiority. The result is
the white becomes superior to the non white races (1980:78). McLemore also
states that racial discrimination can be defined as the differential treatment of
individuals for some group or ethnics based on the eye form, skin color, that
are set by social agreement (1980:83).
According to Stephan Thernstorm and Abigail Thernstorm in their
book entitled America in Black and White One Nation, Indivisible, in the
years between 1883 until 1927 there was a law called the lynch law. They
state that Mississippi was the leader of this law. South Carolina and Texas
were not far behind in the body count. They say that when the law was
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applied, the blacks were dragged to death, and they were tied to the bumper
of a car, they were tortured with a blowtorch or a hot iron (1997:45).
Romano in the book entitled Race Black – White Marriages Mixing in
Postwar America, in Southern it was very dangerous for black men or women
and white men or women to show any interest to each others. He also states
to find out the information about the interracial marriage in the South was
difficult, because those couples had to hide their relationship in order to avoid
prosecution. They had to live alone (2003:58-59).
The sexual harassment can also be seen in the play. Angela Y. Davis
states in the book Women, Race and Class, if there are Black men having
their eyes on white women as sexual objects, then Black women must
certainly welcome the sexual attentions of white men (1981:182).
By looking at the practices of racial discrimination that appear in the
play, this study will reveal the responses of Julia Augustine toward the
practice of racial discrimination that happens to her. This play by Alice
Childress is appropriate to analyze because the writer wants to see how Julia
Augustine responds to the practices of racial discrimination. The examples of
the responses done by black character can be found in Alice Childress’ play
entitled Wedding Band.
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B. Problem Formulation
In order to have deep analysis, there are three main problems that will
be discussed in this study.
1. How is Julia Augustine described?
2. What are the practices of racial discrimination experienced by Julia
Augustine?
3. How does Julia Augustine respond toward the practice of racial
discrimination?
C. Objectives of the Study
The first objective of this study is to find out how the main character,
Julia Augustine, is described. After that the writer will get the description of
Julia Augustine. The second is to identify the practices of racial
discrimination that experienced by Julia Augustine. By examining at the
descriptions and the experiences of Julia Augustine, the writer tries to
identify the responses of Julia Augustine toward the practices of racial
discrimination.
D. Definition of Terms
In the book entitled Racial and Ethnic Relations in America Second
Edition
by
Dale
S.
McLemore,
racial
discrimination
is
sharply
“distinguishable biogical entities, their boundaries set by social agreement”
(1980:83). The biogical entities that are agreed by the social agreement are
skin color, head shape, eye form, and hair texture.
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In They and We: Racial and Ethnic Relations in The United States,
racial discrimination can be defined as the differential treatment of individual
that is considered by the particular groups or social categories (1997:114).
Dale S. McLemore in Racial and Ethnic Relations in America Second
Edition, states that “discrimination is an unfavorable action toward people
because they are members of particular racial or ethnic group” (1980:108). In
other words, discrimination is an unkind action or treatment toward some
people, because they are the members of particular racial or ethnic group.
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CHAPTER II
THEORETICAL REVIEW
A. Review of Related Studies
Since this study identifies the responses of the black character toward
the practices of racial discrimination, some of studies about the responses are
important to see. Sylvia Puput Pandansari in her study entitled The Responses
of Blacks and Whites toward Racial Prejudice in 1930s as Portrayed in
Harper Lee’s to Kill A Mockingbird states that in the story some positive
responses come from the people who are against the racial prejudice. There
are also some negative responses from the people who support the existence
of racial prejudice in Maycomb county society (2011:xi).
Another study about the responses of racism comes from Sri Rangking
br Subakti in her study entitled The Response Toward the Practice of Racism
Revealed in The Characters in Ralph Ellison’s Invisible Man, she writes,
Toward the practice of racism, the characters give their responses.
They respond in some ways. In one occasion, the characters just
accept the practice of racism submissively given to them, but in
another occasion they show their resistance (2005:ix).
The quotation explained that the characters in the work of literature
that she discussed give the response the practice of racism in many different
ways. The characters accept the practice of racism that they experience but
sometimes they show their struggle.
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Rosemary Curb, in Unfashionable Tragedy of American Racism: Alice
Childress’ Wedding Band via www.cadair.aber.ac.uk/en/ states as follows.
Wedding Band dramatizes the relationship between a black woman
named Julia Augustine and her white lover Herman, considering the
play’s restrictive socio-political setting one can comprehend why it is
one of Childress’ most serious and tragic plays (Curb, 1980:58).
From the quotation above, it can be concluded that Wedding Band
mostly dramatizes the tragedy of the relationship between Julia and Herman.
It is also stated that Wedding Band is the most serious and tragic play because
in that play, Alice Childress not only gives the love relationship, but also
gives one of the conflicts that happens in the play, socio – political condition
that happen at that time. For example is the appeareance of the interracial
marriage law which is applied at that time. It is true that Alice Childress
mostly dramatizes the conflict between Julia and Herman.
In this study, the writer wants to identify Julia Augustine’s responses
toward the practice of racial discrimination. The writer also wants to show
about the practices of racial discrimination that happens in the play. Then, the
writer also shows how the major character who is a black woman responds
toward this issue.
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B. Review of Related Theories
1. Theories of Character and Characterization
Character is one of the intrinsic elements in literary works. M.H.
Abrams in his book A Glossary of Literary Terms defines:
The characters are the persons represented in a dramatic or narrative
work, who are interpreted by the reader as possessing particular moral,
intellectual, and emotional qualities by inferences from what the
persons say and their distinctive ways of saying it, for the dialogue
and from what they do the action (2009: 42).
In other words, a character in literary works is the person created by
the author, who has the possessing particular moral, intellectual that
interpreted by the reader. The reader can understand the characters from the
way they say the dialogue and from how they act through the action.
Richard Gill in his book Mastering Literature second edition states
that a character is someone in a literary work that has some sort of identity (it
does not need be a strong one), an identity which is made up by appearance,
conversation, action, name and (possibly) thoughts going on in the head.
Characters in books are not real people but figures who have been specially
created by the author (1985: 127).
As mentioned in the book entitled How to Analyze Drama by
Christopher Russel Reaske, there are six devices of characterization.
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a. The Appearance of the Character
The audience can understand the character from the first time the
character appears on the stage. As Reaske states,
In the prologue or in the stage directions the playwright often
describes the character in the physical sense. In other words, in the
mere appearance of character we locate our first understanding of him
(1966:46).
We can conclude that the playwright describes the character from the
appearance or the physical description. In other words, the focus of this
device is the characters’ physical appereance.
b. Asides and Soliloquies
This device established the characters through the dialogue. In the
asides, words spoken by an actor directly to the audience, which are not heard
by the other characters. On the other hand in soliloquies, the character speaks
alone on the stage, talks to himself or herself so that the audience knows their
thoughts. The audience can understand the characters because of the
knowledge that the characters give to the audience. The characters tell the
audience of his or her spesific characteristic (1966:46).
c. Dialogue between Characters
The audience knows the character not only from the language of the
character is using only, but his or her language when speaking to others also
sheds a great deal of light on his personality (1966:47).
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d. Hidden Narration
This device helps the audience to know the character if there is no
further explanation from the playwright. “By having one character in a play
who narrates something about another character” (1966:46). In other words,
it can be said the audience can understand the characters implicitly by having
one character to describe the other character.
e. Language
The audience must pay attention to the language that the character
speaks. However the audience must be careful on how the character speaks.
The way the character speaks and the expressions he or she uses always be
the audience’s first concern (1966:48).
f. Character in action
“As the characters become more involved in the action of the play we
quite naturally learn more about them” (1966:48). From that quotation, we
can conclude that the audience can understand the description of the
characters simply from the action of the characters in the play.
C. Review of Racial Discrimination
Racial discrimination can be defined as the differential actions of
individuals for some groups or ethnic group based on the eye form, skin
color, head shape that are set by social agreement. LaFarge in his book
entitled The Race Question and The Negro states that Negroes are criminally
inclined than whites. More Negroes usually are convicted of certain types of
crimes than whites (1943:32).
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Racial discrimination can also happen in the protections of the laws.
According to Stephan Thernstorm and Abigail Thernstorm in the book
America in Black and White, the Negro can not claim the protection of the
police or the courts (1997:46). They also state Black people in South do not
get the most elemental personal security (1997:46). There are also several
forms of practices of racial discrimination.
1. Racial Prejudice
Racial prejudice is the first problem that appears in the story. Peter I.
Rose states prejudice can be defined as a negative beliefs, feelings, and
actions – orientation toward a group of people (Rose, 1997:113). In the
transmission of prejudice, the term stereotypes is used because this term is
applied primarily to call attention to unfavorable beliefs (McLemore,
1980:111). In the story, there is also a stereotype that happens between the
White and the Black people. According to McLemore, the term stereotypes is
similar to the term prejudice; pictures in our heads (1980:111). McLemore
also states that “stereotype is a largely false belief, or set of beliefs,
concerning the characteristics of the members of a racial or ethnic group”
(1980:111). The quotation implies that stereotype is a wrong belief about the
characteristics of the an ethnic. It can be concluded that the stereotype is one
of the ways to apply the racial prejudice.
As mentioned by Thernstorm and Thernstorm, in the 19th century,
southern states moved to deprive blacks of any political voice, they also built
a system of racial segregation in all public facilities (1997:31). The races are
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strictly separated by law on public facilities like streetcars, buses, and
railroads; in schools; in waiting rooms, restaurants, hotels, boardinghouses,
theaters, cemeteries, parks, courtrooms, public toilets, drinking fountains, and
every other public places (1997:31).
According to Norman Combs in his book The Black Experience in
America, he states:
During the Civil War, the South developed two societies with two sets
of institutions: separate railroad cars, separate waiting rooms, separate
wash rooms, separate drinking fountains, separate hospitals, separate
restaurants and although there was only one judicial system, separate
Bibles for taking oaths (Combs, 2004:151).
The quotation implies that during the Civil War, the South has
separated everything in the society. They are railroad cars, waiting rooms,
wash rooms, drinking fountains, hospitals, restaurants, and also the Bible in
order to take oaths.
Thernstorm and Thernstorm also state that the Blacks who come to the
White’s residence whatever the reason cannot go through the front door
(1997:42). They also state that Whites never shake their hands with Blacks. It
will suggested the equality between Blacks and Whites (1997:42). The public
parks also cannot be used by Blacks. It is only for White members of the
public only. There are only few cities which have the separated parks that
Blacks are allowed to use (1997:43). The public library cannot also be used
by the Blacks, except in the branch libraries for “colored” people that can
only be found in few cities (1997:43).
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2. Sexual Harassment
Sexual harassment happened during the period of the 20th century.
According to Paula Giddings in her book entitled When and Where I Enter:
The Impact of Black Women on Race and Sex in America, “the working class
women, and especially Black women were freely available for sexual use by
upper – class males” (Giddings, 1984:49). In other words, it can be said that
the Black women can get the sexual harassment from the upper – class males.
Gidding also states the burden of sexual harassment that is done by the White
men does not rest on the Black women. It rests on the White men who
continue to harass them (1984:86).
Angela Y. Davis in the book entitled Women, Race and Class states :
One of racism’s salient historical features has always been the
assumption that white men, especially those who wield economic
power, posses an incontesable right of acces to Black women’s body
(Davis, 1981:175).
In other words, it can be said that in the important historical features
the white men who have the economic power can have an opportunity to
touch the Black women’s body. Davis also states that the white abuser to the
Black women has been a daily drama of racism. White men were convinced
that their acts to the Black women are only natural (1981:176). Davis also
states:
Black women and their sisters of color have been the main targets of
these racist – inspired attacks, white women have suffered as well. For
once white men were persuaded that they could commit sexual
assaults againts Black women with impunity, their conduct toward
women of their own race could not have remained unmarred (Davis,
1981:177).
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Based on that statement, it can be said that Black women are the
targets of these racism but also the white women have suffered. The White
men are persuaded that they can do the sexual assaults againts Black women
without any punishment. Besides, their actions about sexual assaults toward
their own race can not be considered as violence.
In the book entitled The Women’s Movement Against Sexual
Harassment, Carrie N. Baker states that sexual harassment is a term to give a
name to the things or treatments that the women all experienced. The
treatments consist of unwanted sexual demands, comments, look, or sexual
touching (2008:1).
A response about sexual harassment also appear. Carrie N. Baker, she
states:
Women responded in a myriad ways, often submitting, but also
resisting. Some escaped the situation, others tried using official
channels to stop the abuse or seek relief from its effects, and yet others
joined together to protest sexual coercion (2008:1).
From the statement above, it can be concluded that women give their
responses toward the sexual harassment in many ways. They often submit but
also resist. Some escape the situation, others try to find some helps from the
official channels to stop the abuses. Some of them also join to protest the
sexual coercion. Botham also writes that the Black girls and women do not
deserve any other protection and they are available for any male sexual
advances (2009:60).
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3. Prohibition of Interracial Marriage
According to Werner Sollors in Interracialism Black – White
Intermarriage in America History, Literature, and Law, a Maryland statute of
1661 is generally considered the first miscegenation law in America
(2000:56). He states that socioeconomic conditions in the colonial period
encourages the racial mingling (2000:56).
Sollors states that during the nineteenth century as many as thirty –
eight states prohibited interracial marriages (2000:57). In the period
surrounding the Civil War, nine states repeal their statutes. Yet through the
years, Southern states make their laws harsher (2000:57).
According to Fay Botham in his book entitled Almighty God Created
the Races, the United States is one of few countries in the world which has
laws restricting and prohibiting sex and marriage between whites and blacks
(2009:51). In South Carolina around the 1717s, the Whites and the Negroes
are prohibited to get married. As a penalty, White and Negro has to serve
seven years (2009:55).
Renee C. Romano in the book entitled Race Black – White Marriages
Mixing in Postwar America states that some people insist that interracial
marriages were sinful because they violate God’s creation of separate race
(2003:45). Romano also writes that black – white marriages could not survive
in America’s racial environment and the mixed – race children is kind of
stigma (2003:45). Another popular theory comes from Robert Merton in the
book Race Black – White Marriages Mixing in Postwar America.
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Interracial marriage, he theorized, probably took place between upper
– class black men and lower – class white women, with the white
partner exchanging her higher “caste” status for the black partner’s
higher class status. There would likely be few marriages between
black women and white men, Merton argued, since white men had no
economic incentive to marry black women (Romano, 2003:56).
The quotation implies the interracial marriage happens between the
upper class black men and lower class white women. Because of the
marriage, the white exchange the status into the higher class status. There are
only few marriages between the black women and the white men; it is
because the white men do not have any economic income to marry black
women. Romano also states that in every southern state, interracial marriage
is prohibited by law. These laws prevent couples from marrying and force
them to leave their state (2003:58). Romano also states that in the Southern
states it was very dangerous for black men or women and white men or
women to show any interest in each other (2003:59).
Sollors writes about the punishment if the couple from different races
insists to get married.
Punishment for marriage, if any white person intermarry with a
colored person, or any colored person intermarry with a white person,
he shall be guilty of a felony and shall be punished by confinement in
the penitentiary for not less than one or more than five years (Sollors,
2000:29).
From the quotation above, it can be said that if a couple from a
different race insists to get married they are obviously guilty of a felony.
They will also be punished by confinement in jail. William D. Zabel in
Interracialism Black – White Intermarriage in America History, Literature,
and Law, says that the use of laws is to ban marriages between persons of
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different races developed primarily in this country as an outgrowth peculiar to
our institution of slavery (2000:56). Zabel states that Georgia, South Carolina,
and other states establish criminal penalties upon anyone issuing a license to a
miscegenetic couple or performing their marriage ceremony (2000:58).
Another theory about the law of interracial marriage comes from
Lerone Bennet, JR. According to Lerone Bennet, JR in his book Before The
Mayflower: A History of the Negro in America, “Ministers and other persons
who performed interracial marriages were required to pay fines of fifty
pounds or so” (1962:246). The quotation implies if there is anyone or
ministers who tries to help a couple who has different races to get married,
she or he has to pay fines about fifty pounds. Another case about this law is
told by Bennet. He says that in 1866, in Vicksburg, Mississippi, a white
Union officer married a Negro woman. In the same year and same city, the
daughter and ex – slave apply for a marriage license and receives instead
summons. After that, they are arrested and the case is hushed up (1962:263).
Some responses about this interracial marriage law appear. Based on
the Race Black – White Marriages Mixing in Postwar America by Renee C.
Romano, a few couples leave the South in order to marry (2003:59). The
parents disapproved of the interracial marriages of both sons and daughters.
The white family resort to control their children because of interracial
marriage that they do (2003:60).
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D. Theoretical Framework
The first problem in this study is to understand the characters that
appear in the play. The theory of characterization by Christopher Russel
Reaske is used in order to see the characteristics and the context of the
characters through their appeareance, the dialogue between the other
characters, hidden narration, language, and their actions. This theory can help
the writer to answer the first question in problem formulation.
After finding out the characteristics of the character in the play, the
writer will reveal the practices of racial discrimination that happens in the
play. By using the theory from Sollors, Botham, Romano, Thernstrom and
Thernstorm, Lenhart, Davis, Combs, McLemore, Rose and Giddings. Those
theories are used in order to help the writer analyzes the practises of racial
discrimination. By looking at the description of the character Julia Augustine,
the writer can reveal Julia Augustine’s responses through the practice of
racial discrimination.
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CHAPTER III
METHODOLOGY
A. Object of the Study
The object of this study is a play from Alice Childress entitled
Wedding Band. Wedding Band mostly tells a story about the racial
discrimination experienced by the characters in that play. Wedding Band: A
Love/Hate Story in Black and White was completed in 1962. The setting of
the play is South Carolina during World War I and deals with a forbidden
interracial love affair. Alice Childress also writes some literary works. They
are Those Other People (1989) and A hero Ain’t Nothin’ but a Sandwhich
(1973). Her first novel which is published in1979 entitled A Short Walk is
nominated for a Pulitzer Prize. Childress usually describes her writing as a
portray to describe some problems in the society. Wedding Band is not
printed or performed professionally until 1966, despite some interests in
producing the play on Broadway.
Wedding Band tells about a woman named Julia Augustine. She is a
black woman who falls in love with a white man named Herman. They have
been together for ten years. The law bans their love to get married. When
Herman gets influenza, his mother has to come to the Julia’s house. His
mother never wants to see Julia. She thinks that Julia is the cause of
Herman’s disease. This story ends when Herman dies and Julia lives by
herself.
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B. Approach of the Study
To analyze this play, the writer uses the sociocultural – historical
approach. Mary Rohrberger and Samuel H. Woods, Jr state in the book
entitled Reading and Writing about Literature:
The Sociocultural – Historical Approach is the only way to locate the
real work is in reference to the civilization that produced it. They
define civilization as the attitudes and actions of a specific group of
people and point out that literature takes these attitudes and actions as
its subject matter (Rohrberger and Woods, 1971:9).
The quotation implies that sociocultural – historical approach is used
to see the connection between the work of literature and the civilization that
produced it. The sociocultural – historical approach takes the attitudes and
actions of the subjects in the work of literature. Holman and Harmon state
that sociocultural - historical approach describes and evaluates a work in
terms of social, cultural, and historical context in which it is produced and
published and the facts of its author’s life (1986:238). This approach
describes the work of literature
from the historical, socio, and cultural
background that happened and experienced by the author. The writer uses
sociocultural - historical approach in order to understand deeply the historical
background of the problem that happens in South Carolina at that time.
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C. Method of the Study
This study uses a library research method in analyzing Wedding Band.
This thesis uses a primary source and secondary sources. The primary source
is the play itself, Wedding Band. The secondary sources are some of theories
from books that are used for the references. They are M.H. Abrams’ A
Glossary of Literary Terms, Richard Gill’s Mastering Literature second
edition, How To Analyze Drama by Christopher Russel Reaske, Almighty
God Created the Races by Fay Botham. Werner Sollors’ Interracialism Black
– White Intermarriage in American History, Literature, and Law. Lerone
Bennet, JR in his book entitled Before the Mayflower: A History of the Negro
in America 1619 - 1962, and Race Mixing; Black – White Marriage in
Postwar America by Renee C. Romano. Paula Giddings’ When and Where I
Enter: The Impact of Black Women on Race and Sex in America. Angela Y.
Davis in the book entitled Women, Race and Class. Norman Combs in his
book The Black Experience in America. Dale S. McLemore in the book
Racial and Ethnic relations in America Second Edition. The Women’s
Movement Against Sexual Harassment by Carrie N. Baker. Clinical Aspects
of Sexual Harassment and Gender Discrimination by Sharyn Ann Lenhart.
Peter I. Rose’s They and We: Racial Relations in the United States Fifth
Edition. The writer will also use the information from the internet as a
secondary source.
There are several steps to discuss this thesis. The first step was close
reading in order to understand the play deeper and to determine the topic, and
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after that formulating the problems. The second step was finding some
definitions about the topic that was going to discuss. It was used to avoid
some misunderstandings about the reference. Third, the writer was finding
some theories related to the character and characterization and the racial
discrimination. Fourth, the writer applied the theories of character and
characterization in order to identify the characteristics of Julia Augustine.
After that the writer applied the theory of racial discrimination in order to
answer the second problem about the practices of racial discrimination. From
the description and the characteristic of Julia Augustine, the writer could find
some responses of Julia Augustine toward the practices of racial
discrimination. The last step was making a conclusion based on the analysis.
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CHAPTER IV
ANALYSIS
The goal of this analysis is to reveal the responses of Julia Augustine
toward the practices of racial discrimination. First, it is important to know the
descriptions of Julia Augustine in the play. Julia Augustine is chosen because
the writer wants to see the responses from the black woman who is treated
badly at that time. Second, the writer tries to reveal the practices of racial
discrimination that are experienced by Julia Augustine. From the description
of the character, the writer can see the responses of Julia Augustine toward
the practices of racial discrimination. The writer also wants to see what kind
of practices of racial discrimination experienced by Julia.
A. The Description of Julia Augustine
Julia is one of the main characters in this play. She is an attractive
black woman about 35 years old (Childress, 1966:823). Julia Augustine’s
characteristics that are going to explain in this part are educated, faithful,
persistent, and brave.
1. Educated
According to Thernstorm and Thernstorm, “Slave had been given no
formal education at all” (1997:36). Another black woman in the story do not
get any educational background like Julia. Julia went to the eight grade.
Julia’s being educated can be seen from the dialogue between Julia and her
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neighbor Mattie. Mattie asks her to read a letter from October, Mattie’s
husband.
MATTIE. [Shouts to FANNY.] I ain’t gonna knock on no damn back
door! Miss Julia, can you read? [Offers the letter to Julia.] I’ll
give you some candy when I make it.
JULIA. [Takes the letter.] All right (Childress, 1962:831).
Mattie is Julia’s neighbor who is illiterate. She asks Julia to read her
husband’s letter. At first, Mattie asks another neighbor to read the letter but
she believes in Julia to read the letter. It is because Julia can read the letter
perfectly than the other neighboor. Other evidence can also be seen from the
dialogue between Mattie and Julia. In addition, Mattie expresses her wishes
that she has an educational background like Julia does.
MATTIE. So – long darlin’. I wish i had your education.
JULIA. I only went through eight grade. Name and protection. I know
you love him (Childress, 1962:832).
Those dialogues prove that Julia is an educated woman. Mattie as an
illiterate woman hopes that she can get an education just like Julia, so that she
can read the letter from her husband.
2. Faithful
Julia is a faithful woman. It can be seen from her relationship with
Herman. They have been together for ten years.
JULIA. [Reads.] Herman and Julia 1908 ... and now it’s 1918.
Time runs away. A wedding band ... on a chain. [She fastens the
chain around he neck.] (Childress, 1962:837)
During those years, Julia never sees another man except Herman. This
is proven that when Nelson, Lula’s son, Julia’s neighbor asks her to have a
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drink or a little private conversation with him, Julia refuses by saying that she
has already had the gentleman. She does it because she only loves Herman.
NELSON. See, you got me talkin’ all outta my head.
JULIA. Oh, I don’t care for any, Mr. Nelson.
LULA. That’s right. She say stay home.
JULIA. [To Nelson.] I’m sorry.
NELSON. Don’t send me back to the army feelin’ bad ‘cause you turn
me down. Orange – ade tonight on your porch. I’ll buy the
oranges, you be the sugar.
JULIA. No, thank you.
NELSON. Let’s make it – say – six o’clock.
JULIA. No, I said no!
LULA. Nelson, go see your friends. [He waves goodbye to JULIA and
exists through the back entry.] He’s got a lady friend, her name
is Merrile Jones. And he was just tryin’ to be neighborly. That’s
how me and Nelson do. But you go on and stay to yourself.
[Starts toward her house.]
JULIA. Miss Lula! I’m sorry I hurt your feelin’s. Miss Lula! I have a
gentleman friend, that’s why I said no (Childress, 1962:827).
It can be concluded from the dialogue that Julia is a faithful person. It
is because she wants to have a relationship only with Herman. Although
Nelson forces her to get some drinks because he wants to know Julia more,
Julia refuses it because she only loves Herman.
Julia does not only want to have a relationship without getting
married. She wants to get married to Herman. Julia expresses her wishes for a
marriage with Herman in her dialogue with Lula.
LULA. I couldn’t stand one of ‘em to touch me intimate no matter
what he’d give me.
JULIA. Miss Lula, you don’t understand. Mattie, the way you and
your husband feel that’s the way it is with me ‘n’ Herman. He
loves me ... We love each other, that’s all, we just love each
other. [After a split second of silence.] And someday, as soon as
we’re able we have to leave here and go where it’s right ...
where it’s legal everybody to marry. That’s what we both want
... to be a man and wife – like you and October (Childress,
1962:833).
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Julia wants to marry Herman. Although she knows that it is
impossible for her and him to get married in the South Carolina.
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THE RESPONSE OF JULIA AUGUSTINE TOWARD RACIAL
DISCRIMINATION AS SEEN IN ALICE CHILDRESS’
WEDDING BAND
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of Requirements
for the Degree of Sarjana Sastra
in English Letters
By
MONICA ANGGRAENI DEWI
Student Number: 084214020
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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THE RESPONSE OF JULIA AUGUSTINE TOWARD RACIAL
DISCRIMINATION AS SEEN IN ALICE CHILDRESS’
WEDDING BAND
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of Requirements
for the Degree of Sarjana Sastra
in English Letters
By
MONICA ANGGRAENI DEWI
Student Number: 084214020
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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.
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STATEMENT OF ORIGINALITY
This is to certify that all ideas, phrases, sentences, unless otherwise stated,
are the ideas, phrases, and sentences of the thesis writer. The writer understands
the full consequences including degree cancellation if she took somebody else’s
ideas, phrases, or sentences without proper references.
Yogyakarta, September 3, 2013
Monica Anggraeni Dewi
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma :
Nama
Nomor Mahasiswa
: MONICA ANGGRAENI DEWI
: 084214020
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya berjudul :
THE RESPONSE OF JULIA AUGUSTINE TOWARD RACIAL
DISCRIMINATION AS SEEN IN ALICE CHILDRESS’ WEDDING BAND
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya di internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 3 September 2013
Yang menyatakan
Monica Anggraeni Dewi
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On my pursuit of happiness, I flew for a long time
So all the shrunken things can put on a smile
On my pursuit of happiness, I endured for a long time
So that someday everthing will shine
Leessang – Pursuing The Happiness
If you’re lost and alone
or you’re sinking like a stone
Carry on
May your past be the sound
Of your feet upon the ground
Carry on
‘Cause here we are
We are shining stars
We are invincible
We are who we are
On our darkest day
When we’re miles away
Sun will come
We will find our way home
Carry On - Fun
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For my father, my mom, and my sister
Who always love me more than I do
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ACKNOWLEDGEMENTS
I am so joyful that finally I can pass my study in Sanata Dharma
University. I cannot go through these years without helps and supports from
the lovely people around me. First of all, I want to send my deepest gratitude
to the Lord, Jesus Christ for His blessing and guidance to me every time.
Because of Him, I can finally finish my study.
I also want to show my gratitude to Ni Luh Putu Rosiandani, S.S., M.
Hum as my advisor who is very patient while teaching and guiding me. I
thank her for her time, books, knowledge, and everything that she gave to me.
I also send my acknowledgements to Drs. Hirmawan Wijanarka, M.Hum. I
thank him for his corrections and suggestions. Thanks to Miss Dewi and Miss
Linda for the stories that we shared during my study in English Letter
Department.
My next gratitude goes to my family, my dad, my mom, and my sister.
They are the most important people in my life. Because of their supports I can
finish my undergraduate thesis. Special thanks for Jelito Rahadian De Deus
Soriano for his smile and supports. I also want to give thanks to my great
friends Yeyen Bugor, Danil darlak , Topan, Mba Pipi, Sekar OOB, Sakha,
Aul, Pucil, Teteh Risa, Njahe, and Ion. Thanks for the wonderful memories.
Monica Anggraeni Dewi
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TABLE OF CONTENTS
TITLE PAGE …………………………………………………………
APPROVAL PAGE …………………………………………………..
ACCEPTANCE PAGE ………………………………………………
STAMENT OF ORIGINALITY....................................................
LEMBAR PERNYATAAN PUBLIKASI .............................................
MOTTO PAGE ……………………………………………………….
DEDICATION PAGE ………………………………………………..
ACKNOWLEDGEMENTS ………………………………………….
TABLE OF CONTENTS …………………………………………….
ABSTRACT …………………………………………………………..
ABSTRAK …………………………………………………………….
i
ii
iii
iv
v
vi
vii
viii
ix
xi
xii
CHAPTER I: INTRODUCTION ………………………………….
A. Background of the Study ………………………………………
B. Problem Formulation ………………………………………….
C. Objectives of the Study ……………………………………….
D. Definition of Terms ……………………………………………
1
1
4
4
4
CHAPTER II: THEORETICAL REVIEW……………………......
A. Review of Related Studies …………………………………….
Review of Related Theory ....................................................
1. Theories of Character and Characterization …….............
B. Review of Racial Discrimination ..................................................
1. Racial Prejudice .........................................................
2. Sexual Harassment ...........................................................
3. Prohibition of Interracial Marriage...................................
C. Theoretical Framework ........................................................
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10
11
13
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CHAPTER III: METHODOLOGY …………………………………
A. Object of the Study ……………………………………………..
B. Approach of the Study …………………………………………
C. Method of the Study …………………………………………..
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CHAPTER IV: ANALYSIS …………………………………………..
A. Description of Character …………..…………….........................
1. Julia Augustine …………………………………………......
B. The Practices of Racial Discrimination ……..………………......
1. Racial Prejudice …………………………………………….
2. Sexual Harassment ………………………………………….
3. Prohibition of Interracial Marriage ………………….……
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C. The Response of Julia Augustine toward the Practices of Racial
Discrimination .................….………………………....................
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CHAPTER V: CONCLUSION …………………………………….
Conclusion ……………………………………………………...
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BIBLIOGRAPHY ……………………………………………………..
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ABSTRACT
MONICA ANGGRAENI DEWI. THE RESPONSE OF JULIA
AUGUSTINE TOWARD RACIAL DISCRIMINATION AS SEEN IN
ALICE CHILDRESS’ WEDDING BAND. Yogyakarta: Department of
English Letters, Faculty of Letters, Sanata Dharma University, 2013.
The issues about gender and racism, can be found in the work of
literature. This thesis discusses a play entitled Wedding Band. Julia Augustine
as the major character in the play shows her responses toward the practices of
racial discrimination.
In order to identify the responses of Julia Augustine toward the
practices of racial discrimination, there are three main objectives to achieve in
this study. The first is to find out the description of Julia Augustine in the
play. The second is to identify the practices of racial discrimination that are
experienced by Julia. The third is to identify the responses of Julia Augustine
toward the practices of racial discrimination.
Since this analysis explains the responses of Julia Augustine toward
the practices of racial discrimination that happened in the 1918s, the
sociocultural – historical approach is applied. In this analysis, the description
of Julia’s character will be used to identify her responses toward the practices
of racial discrimination.
The result of this analysis shows that Julia is described as educated,
faithful, persistent, and brave. The practices of racial discrimination that
happen toward Julia Augustine are racial prejudice, sexual harassment, and
prohibition of interracial marriage. The racial prejudice happens when Julia
has to face Annabelle and Herman’s mother who always underestimate her.
The sexual harassment happens when The Bell Man tries to seduce Julia in
order to sleep with him. Interracial marriage happens when Julia and Herman,
her lover cannot get married because they have different race. Julia responds
in two ways; accepting and rejecting. Julia just accepts the practices of racial
discrimination because she does not want anything worse happens to her
neighborhood. On the other hand, she rejects the practices in order to protect
herself. Julia responds to these practices of racial discrimination because she
wants to be treated equally as a human being.
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ABSTRAK
MONICA ANGGRAENI DEWI. THE RESPONSE OF JULIA
AUGUSTINE TOWARD RACIAL DISCRIMINATION AS SEEN IN
ALICE CHILDRESS’ WEDDING BAND. Yogyakarta: Jurusan Sastra
Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2013.
Kejadian – kejadian yang berkaitan dengan gender, rasisme dapat
ditemukan dalam sebuah karya sastra. Skripsi ini akan membahas drama yang
berjudul Wedding Band. Julia Augustine sebagai tokoh utama memberikan
tanggapannya terhadap praktek – praktek diskriminasi ras
Untuk mengidentifikasi tanggapan Julia Augustine terhadap praktek –
praktek diskriminasi ras, ada tiga tujuan utama dalam penelitian ini. Yang
pertama adalah mencari gambaran karakter Julia Augustine. Yang kedua
mengidentifikasi beberapa praktek – praktek diskriminasi ras yang dialami
Julia Augustine. Yang ketiga adalah mengidentifikasi tanggapan Julia
Augustine terhadap praktek – praktek diskriminasi ras.
Karena analisis ini menjelaskan tanggapan Julia Augustine terhadap
praktek – praktek diskriminasi ras, maka analisis ini menggunakan
pendekatan sosial, kebudayaan, dan sejarah. Dalam analisis ini deskripsi
karakter Julia akan digunakan untuk mengidentifikasi tanggapan Julia
terhadap praktek – praktek diskriminasi ras.
Hasil dari analisis ini menunjukkan bahwa Julia digambarkan sebagai
wanita yang berpendidikan, setia, gigih, dan berani. Praktek – praktek
diskriminasi ras yang dialami Julia Augustine adalah prasangka ras,
pelecehan seksual, dan kawin campur. Prasangka ras terjadi ketika Julia harus
berhadapan dengan Annabelle dan Ibunya Herman yang selalu merendahkan
Julia. Pelecehan seksual terjadi ketika The Bell Man mencoba untuk
menggoda Julia supaya Julia mau berhubungan badan dengannya. Kawin
campur mengakibatkan Julia dan kekasihnya, Herman tidak bisa menikah
karena mereka berbeda ras. Julia menanggapi dalam dua cara; menerima dan
menolak. Dalam beberapa praktek diskriminasi ras, Julia menerima praktek
tersebut karena dia tidak ingin sesuatu yang buruk menimpa lingkungan
tempat tinggalnya. Dalam beberapa praktek, Julia menolak karena ingin
melindungi dirinya sendiri. Julia menanggapi praktek – praktek diskriminasi
ras ini karena dia ingin diperlakukan sama sebagai manusia.
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CHAPTER I
INTRODUCTION
A. Background of the Study
The meaning of literature can be different for many people. For some,
it can be only a bunch of written texts or just something that can entertain
them. In the book entitled Literature: Reading and Writing the Human
Experience, Richard Abcarian states, “reading literature is not always an easy
pleasure. Literature makes significant lingustic, intellectual, moral, and
emotional demands” (1998:2). In other words, it can be said that work of a
literature is not only for entertaining the reader. In reading literature, the
readers should have the ability in linguistics, intellectual, morality, and
emotion.
A work of literature gives us the reflection of the reality in our life.
Such as the phenomenon about gender, racism, and so on. In Literary Theory:
A very Short Introduction, Kant said that work of literature can be an
aesthetic object. He says that works of literature are just like the paintings,
which have the combination of sensuous form (colours, sounds) and spiritual
content (ideas), illustrate the possibility of bringing together the material and
the spiritual feelings (1997:31).
The writer will analyze one of works of literature, a play entitled
Wedding Band. Wedding Band tells about a forbidden relationship between a
black woman and a white man in South Carolina. The story starts when the
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major character, Julia Augustine moved into another neighborhood. Julia
brought her sorrow to her new place and wanted to live in peace. She could
not marry her lover, Herman although they had been together for ten years.
The relationship between black and white was banned in South Carolina. The
law was very strict at that time. In the 1717 in South Carolina, the marriage
between Whites and Negros was prohibited (Botham, 2009:54).
This play contains the issue of racial discrimination. It is an interesting
topic to be discussed because discrimination always happens all the time. It
also can happen to everyone around the world. John LaFarge, S.J in his book
entitled The Race Question and The Negro, states because of discrimination,
there are conflicts that appear to the society (1943:viii). In the book entitled
Racial and Ethnic Relations in America Second Edition, Dale S. McLemore
states that races may be ranked in the hierarchy of superiority. The result is
the white becomes superior to the non white races (1980:78). McLemore also
states that racial discrimination can be defined as the differential treatment of
individuals for some group or ethnics based on the eye form, skin color, that
are set by social agreement (1980:83).
According to Stephan Thernstorm and Abigail Thernstorm in their
book entitled America in Black and White One Nation, Indivisible, in the
years between 1883 until 1927 there was a law called the lynch law. They
state that Mississippi was the leader of this law. South Carolina and Texas
were not far behind in the body count. They say that when the law was
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applied, the blacks were dragged to death, and they were tied to the bumper
of a car, they were tortured with a blowtorch or a hot iron (1997:45).
Romano in the book entitled Race Black – White Marriages Mixing in
Postwar America, in Southern it was very dangerous for black men or women
and white men or women to show any interest to each others. He also states
to find out the information about the interracial marriage in the South was
difficult, because those couples had to hide their relationship in order to avoid
prosecution. They had to live alone (2003:58-59).
The sexual harassment can also be seen in the play. Angela Y. Davis
states in the book Women, Race and Class, if there are Black men having
their eyes on white women as sexual objects, then Black women must
certainly welcome the sexual attentions of white men (1981:182).
By looking at the practices of racial discrimination that appear in the
play, this study will reveal the responses of Julia Augustine toward the
practice of racial discrimination that happens to her. This play by Alice
Childress is appropriate to analyze because the writer wants to see how Julia
Augustine responds to the practices of racial discrimination. The examples of
the responses done by black character can be found in Alice Childress’ play
entitled Wedding Band.
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B. Problem Formulation
In order to have deep analysis, there are three main problems that will
be discussed in this study.
1. How is Julia Augustine described?
2. What are the practices of racial discrimination experienced by Julia
Augustine?
3. How does Julia Augustine respond toward the practice of racial
discrimination?
C. Objectives of the Study
The first objective of this study is to find out how the main character,
Julia Augustine, is described. After that the writer will get the description of
Julia Augustine. The second is to identify the practices of racial
discrimination that experienced by Julia Augustine. By examining at the
descriptions and the experiences of Julia Augustine, the writer tries to
identify the responses of Julia Augustine toward the practices of racial
discrimination.
D. Definition of Terms
In the book entitled Racial and Ethnic Relations in America Second
Edition
by
Dale
S.
McLemore,
racial
discrimination
is
sharply
“distinguishable biogical entities, their boundaries set by social agreement”
(1980:83). The biogical entities that are agreed by the social agreement are
skin color, head shape, eye form, and hair texture.
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In They and We: Racial and Ethnic Relations in The United States,
racial discrimination can be defined as the differential treatment of individual
that is considered by the particular groups or social categories (1997:114).
Dale S. McLemore in Racial and Ethnic Relations in America Second
Edition, states that “discrimination is an unfavorable action toward people
because they are members of particular racial or ethnic group” (1980:108). In
other words, discrimination is an unkind action or treatment toward some
people, because they are the members of particular racial or ethnic group.
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CHAPTER II
THEORETICAL REVIEW
A. Review of Related Studies
Since this study identifies the responses of the black character toward
the practices of racial discrimination, some of studies about the responses are
important to see. Sylvia Puput Pandansari in her study entitled The Responses
of Blacks and Whites toward Racial Prejudice in 1930s as Portrayed in
Harper Lee’s to Kill A Mockingbird states that in the story some positive
responses come from the people who are against the racial prejudice. There
are also some negative responses from the people who support the existence
of racial prejudice in Maycomb county society (2011:xi).
Another study about the responses of racism comes from Sri Rangking
br Subakti in her study entitled The Response Toward the Practice of Racism
Revealed in The Characters in Ralph Ellison’s Invisible Man, she writes,
Toward the practice of racism, the characters give their responses.
They respond in some ways. In one occasion, the characters just
accept the practice of racism submissively given to them, but in
another occasion they show their resistance (2005:ix).
The quotation explained that the characters in the work of literature
that she discussed give the response the practice of racism in many different
ways. The characters accept the practice of racism that they experience but
sometimes they show their struggle.
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Rosemary Curb, in Unfashionable Tragedy of American Racism: Alice
Childress’ Wedding Band via www.cadair.aber.ac.uk/en/ states as follows.
Wedding Band dramatizes the relationship between a black woman
named Julia Augustine and her white lover Herman, considering the
play’s restrictive socio-political setting one can comprehend why it is
one of Childress’ most serious and tragic plays (Curb, 1980:58).
From the quotation above, it can be concluded that Wedding Band
mostly dramatizes the tragedy of the relationship between Julia and Herman.
It is also stated that Wedding Band is the most serious and tragic play because
in that play, Alice Childress not only gives the love relationship, but also
gives one of the conflicts that happens in the play, socio – political condition
that happen at that time. For example is the appeareance of the interracial
marriage law which is applied at that time. It is true that Alice Childress
mostly dramatizes the conflict between Julia and Herman.
In this study, the writer wants to identify Julia Augustine’s responses
toward the practice of racial discrimination. The writer also wants to show
about the practices of racial discrimination that happens in the play. Then, the
writer also shows how the major character who is a black woman responds
toward this issue.
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B. Review of Related Theories
1. Theories of Character and Characterization
Character is one of the intrinsic elements in literary works. M.H.
Abrams in his book A Glossary of Literary Terms defines:
The characters are the persons represented in a dramatic or narrative
work, who are interpreted by the reader as possessing particular moral,
intellectual, and emotional qualities by inferences from what the
persons say and their distinctive ways of saying it, for the dialogue
and from what they do the action (2009: 42).
In other words, a character in literary works is the person created by
the author, who has the possessing particular moral, intellectual that
interpreted by the reader. The reader can understand the characters from the
way they say the dialogue and from how they act through the action.
Richard Gill in his book Mastering Literature second edition states
that a character is someone in a literary work that has some sort of identity (it
does not need be a strong one), an identity which is made up by appearance,
conversation, action, name and (possibly) thoughts going on in the head.
Characters in books are not real people but figures who have been specially
created by the author (1985: 127).
As mentioned in the book entitled How to Analyze Drama by
Christopher Russel Reaske, there are six devices of characterization.
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a. The Appearance of the Character
The audience can understand the character from the first time the
character appears on the stage. As Reaske states,
In the prologue or in the stage directions the playwright often
describes the character in the physical sense. In other words, in the
mere appearance of character we locate our first understanding of him
(1966:46).
We can conclude that the playwright describes the character from the
appearance or the physical description. In other words, the focus of this
device is the characters’ physical appereance.
b. Asides and Soliloquies
This device established the characters through the dialogue. In the
asides, words spoken by an actor directly to the audience, which are not heard
by the other characters. On the other hand in soliloquies, the character speaks
alone on the stage, talks to himself or herself so that the audience knows their
thoughts. The audience can understand the characters because of the
knowledge that the characters give to the audience. The characters tell the
audience of his or her spesific characteristic (1966:46).
c. Dialogue between Characters
The audience knows the character not only from the language of the
character is using only, but his or her language when speaking to others also
sheds a great deal of light on his personality (1966:47).
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d. Hidden Narration
This device helps the audience to know the character if there is no
further explanation from the playwright. “By having one character in a play
who narrates something about another character” (1966:46). In other words,
it can be said the audience can understand the characters implicitly by having
one character to describe the other character.
e. Language
The audience must pay attention to the language that the character
speaks. However the audience must be careful on how the character speaks.
The way the character speaks and the expressions he or she uses always be
the audience’s first concern (1966:48).
f. Character in action
“As the characters become more involved in the action of the play we
quite naturally learn more about them” (1966:48). From that quotation, we
can conclude that the audience can understand the description of the
characters simply from the action of the characters in the play.
C. Review of Racial Discrimination
Racial discrimination can be defined as the differential actions of
individuals for some groups or ethnic group based on the eye form, skin
color, head shape that are set by social agreement. LaFarge in his book
entitled The Race Question and The Negro states that Negroes are criminally
inclined than whites. More Negroes usually are convicted of certain types of
crimes than whites (1943:32).
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Racial discrimination can also happen in the protections of the laws.
According to Stephan Thernstorm and Abigail Thernstorm in the book
America in Black and White, the Negro can not claim the protection of the
police or the courts (1997:46). They also state Black people in South do not
get the most elemental personal security (1997:46). There are also several
forms of practices of racial discrimination.
1. Racial Prejudice
Racial prejudice is the first problem that appears in the story. Peter I.
Rose states prejudice can be defined as a negative beliefs, feelings, and
actions – orientation toward a group of people (Rose, 1997:113). In the
transmission of prejudice, the term stereotypes is used because this term is
applied primarily to call attention to unfavorable beliefs (McLemore,
1980:111). In the story, there is also a stereotype that happens between the
White and the Black people. According to McLemore, the term stereotypes is
similar to the term prejudice; pictures in our heads (1980:111). McLemore
also states that “stereotype is a largely false belief, or set of beliefs,
concerning the characteristics of the members of a racial or ethnic group”
(1980:111). The quotation implies that stereotype is a wrong belief about the
characteristics of the an ethnic. It can be concluded that the stereotype is one
of the ways to apply the racial prejudice.
As mentioned by Thernstorm and Thernstorm, in the 19th century,
southern states moved to deprive blacks of any political voice, they also built
a system of racial segregation in all public facilities (1997:31). The races are
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strictly separated by law on public facilities like streetcars, buses, and
railroads; in schools; in waiting rooms, restaurants, hotels, boardinghouses,
theaters, cemeteries, parks, courtrooms, public toilets, drinking fountains, and
every other public places (1997:31).
According to Norman Combs in his book The Black Experience in
America, he states:
During the Civil War, the South developed two societies with two sets
of institutions: separate railroad cars, separate waiting rooms, separate
wash rooms, separate drinking fountains, separate hospitals, separate
restaurants and although there was only one judicial system, separate
Bibles for taking oaths (Combs, 2004:151).
The quotation implies that during the Civil War, the South has
separated everything in the society. They are railroad cars, waiting rooms,
wash rooms, drinking fountains, hospitals, restaurants, and also the Bible in
order to take oaths.
Thernstorm and Thernstorm also state that the Blacks who come to the
White’s residence whatever the reason cannot go through the front door
(1997:42). They also state that Whites never shake their hands with Blacks. It
will suggested the equality between Blacks and Whites (1997:42). The public
parks also cannot be used by Blacks. It is only for White members of the
public only. There are only few cities which have the separated parks that
Blacks are allowed to use (1997:43). The public library cannot also be used
by the Blacks, except in the branch libraries for “colored” people that can
only be found in few cities (1997:43).
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2. Sexual Harassment
Sexual harassment happened during the period of the 20th century.
According to Paula Giddings in her book entitled When and Where I Enter:
The Impact of Black Women on Race and Sex in America, “the working class
women, and especially Black women were freely available for sexual use by
upper – class males” (Giddings, 1984:49). In other words, it can be said that
the Black women can get the sexual harassment from the upper – class males.
Gidding also states the burden of sexual harassment that is done by the White
men does not rest on the Black women. It rests on the White men who
continue to harass them (1984:86).
Angela Y. Davis in the book entitled Women, Race and Class states :
One of racism’s salient historical features has always been the
assumption that white men, especially those who wield economic
power, posses an incontesable right of acces to Black women’s body
(Davis, 1981:175).
In other words, it can be said that in the important historical features
the white men who have the economic power can have an opportunity to
touch the Black women’s body. Davis also states that the white abuser to the
Black women has been a daily drama of racism. White men were convinced
that their acts to the Black women are only natural (1981:176). Davis also
states:
Black women and their sisters of color have been the main targets of
these racist – inspired attacks, white women have suffered as well. For
once white men were persuaded that they could commit sexual
assaults againts Black women with impunity, their conduct toward
women of their own race could not have remained unmarred (Davis,
1981:177).
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Based on that statement, it can be said that Black women are the
targets of these racism but also the white women have suffered. The White
men are persuaded that they can do the sexual assaults againts Black women
without any punishment. Besides, their actions about sexual assaults toward
their own race can not be considered as violence.
In the book entitled The Women’s Movement Against Sexual
Harassment, Carrie N. Baker states that sexual harassment is a term to give a
name to the things or treatments that the women all experienced. The
treatments consist of unwanted sexual demands, comments, look, or sexual
touching (2008:1).
A response about sexual harassment also appear. Carrie N. Baker, she
states:
Women responded in a myriad ways, often submitting, but also
resisting. Some escaped the situation, others tried using official
channels to stop the abuse or seek relief from its effects, and yet others
joined together to protest sexual coercion (2008:1).
From the statement above, it can be concluded that women give their
responses toward the sexual harassment in many ways. They often submit but
also resist. Some escape the situation, others try to find some helps from the
official channels to stop the abuses. Some of them also join to protest the
sexual coercion. Botham also writes that the Black girls and women do not
deserve any other protection and they are available for any male sexual
advances (2009:60).
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3. Prohibition of Interracial Marriage
According to Werner Sollors in Interracialism Black – White
Intermarriage in America History, Literature, and Law, a Maryland statute of
1661 is generally considered the first miscegenation law in America
(2000:56). He states that socioeconomic conditions in the colonial period
encourages the racial mingling (2000:56).
Sollors states that during the nineteenth century as many as thirty –
eight states prohibited interracial marriages (2000:57). In the period
surrounding the Civil War, nine states repeal their statutes. Yet through the
years, Southern states make their laws harsher (2000:57).
According to Fay Botham in his book entitled Almighty God Created
the Races, the United States is one of few countries in the world which has
laws restricting and prohibiting sex and marriage between whites and blacks
(2009:51). In South Carolina around the 1717s, the Whites and the Negroes
are prohibited to get married. As a penalty, White and Negro has to serve
seven years (2009:55).
Renee C. Romano in the book entitled Race Black – White Marriages
Mixing in Postwar America states that some people insist that interracial
marriages were sinful because they violate God’s creation of separate race
(2003:45). Romano also writes that black – white marriages could not survive
in America’s racial environment and the mixed – race children is kind of
stigma (2003:45). Another popular theory comes from Robert Merton in the
book Race Black – White Marriages Mixing in Postwar America.
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Interracial marriage, he theorized, probably took place between upper
– class black men and lower – class white women, with the white
partner exchanging her higher “caste” status for the black partner’s
higher class status. There would likely be few marriages between
black women and white men, Merton argued, since white men had no
economic incentive to marry black women (Romano, 2003:56).
The quotation implies the interracial marriage happens between the
upper class black men and lower class white women. Because of the
marriage, the white exchange the status into the higher class status. There are
only few marriages between the black women and the white men; it is
because the white men do not have any economic income to marry black
women. Romano also states that in every southern state, interracial marriage
is prohibited by law. These laws prevent couples from marrying and force
them to leave their state (2003:58). Romano also states that in the Southern
states it was very dangerous for black men or women and white men or
women to show any interest in each other (2003:59).
Sollors writes about the punishment if the couple from different races
insists to get married.
Punishment for marriage, if any white person intermarry with a
colored person, or any colored person intermarry with a white person,
he shall be guilty of a felony and shall be punished by confinement in
the penitentiary for not less than one or more than five years (Sollors,
2000:29).
From the quotation above, it can be said that if a couple from a
different race insists to get married they are obviously guilty of a felony.
They will also be punished by confinement in jail. William D. Zabel in
Interracialism Black – White Intermarriage in America History, Literature,
and Law, says that the use of laws is to ban marriages between persons of
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different races developed primarily in this country as an outgrowth peculiar to
our institution of slavery (2000:56). Zabel states that Georgia, South Carolina,
and other states establish criminal penalties upon anyone issuing a license to a
miscegenetic couple or performing their marriage ceremony (2000:58).
Another theory about the law of interracial marriage comes from
Lerone Bennet, JR. According to Lerone Bennet, JR in his book Before The
Mayflower: A History of the Negro in America, “Ministers and other persons
who performed interracial marriages were required to pay fines of fifty
pounds or so” (1962:246). The quotation implies if there is anyone or
ministers who tries to help a couple who has different races to get married,
she or he has to pay fines about fifty pounds. Another case about this law is
told by Bennet. He says that in 1866, in Vicksburg, Mississippi, a white
Union officer married a Negro woman. In the same year and same city, the
daughter and ex – slave apply for a marriage license and receives instead
summons. After that, they are arrested and the case is hushed up (1962:263).
Some responses about this interracial marriage law appear. Based on
the Race Black – White Marriages Mixing in Postwar America by Renee C.
Romano, a few couples leave the South in order to marry (2003:59). The
parents disapproved of the interracial marriages of both sons and daughters.
The white family resort to control their children because of interracial
marriage that they do (2003:60).
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D. Theoretical Framework
The first problem in this study is to understand the characters that
appear in the play. The theory of characterization by Christopher Russel
Reaske is used in order to see the characteristics and the context of the
characters through their appeareance, the dialogue between the other
characters, hidden narration, language, and their actions. This theory can help
the writer to answer the first question in problem formulation.
After finding out the characteristics of the character in the play, the
writer will reveal the practices of racial discrimination that happens in the
play. By using the theory from Sollors, Botham, Romano, Thernstrom and
Thernstorm, Lenhart, Davis, Combs, McLemore, Rose and Giddings. Those
theories are used in order to help the writer analyzes the practises of racial
discrimination. By looking at the description of the character Julia Augustine,
the writer can reveal Julia Augustine’s responses through the practice of
racial discrimination.
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CHAPTER III
METHODOLOGY
A. Object of the Study
The object of this study is a play from Alice Childress entitled
Wedding Band. Wedding Band mostly tells a story about the racial
discrimination experienced by the characters in that play. Wedding Band: A
Love/Hate Story in Black and White was completed in 1962. The setting of
the play is South Carolina during World War I and deals with a forbidden
interracial love affair. Alice Childress also writes some literary works. They
are Those Other People (1989) and A hero Ain’t Nothin’ but a Sandwhich
(1973). Her first novel which is published in1979 entitled A Short Walk is
nominated for a Pulitzer Prize. Childress usually describes her writing as a
portray to describe some problems in the society. Wedding Band is not
printed or performed professionally until 1966, despite some interests in
producing the play on Broadway.
Wedding Band tells about a woman named Julia Augustine. She is a
black woman who falls in love with a white man named Herman. They have
been together for ten years. The law bans their love to get married. When
Herman gets influenza, his mother has to come to the Julia’s house. His
mother never wants to see Julia. She thinks that Julia is the cause of
Herman’s disease. This story ends when Herman dies and Julia lives by
herself.
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B. Approach of the Study
To analyze this play, the writer uses the sociocultural – historical
approach. Mary Rohrberger and Samuel H. Woods, Jr state in the book
entitled Reading and Writing about Literature:
The Sociocultural – Historical Approach is the only way to locate the
real work is in reference to the civilization that produced it. They
define civilization as the attitudes and actions of a specific group of
people and point out that literature takes these attitudes and actions as
its subject matter (Rohrberger and Woods, 1971:9).
The quotation implies that sociocultural – historical approach is used
to see the connection between the work of literature and the civilization that
produced it. The sociocultural – historical approach takes the attitudes and
actions of the subjects in the work of literature. Holman and Harmon state
that sociocultural - historical approach describes and evaluates a work in
terms of social, cultural, and historical context in which it is produced and
published and the facts of its author’s life (1986:238). This approach
describes the work of literature
from the historical, socio, and cultural
background that happened and experienced by the author. The writer uses
sociocultural - historical approach in order to understand deeply the historical
background of the problem that happens in South Carolina at that time.
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C. Method of the Study
This study uses a library research method in analyzing Wedding Band.
This thesis uses a primary source and secondary sources. The primary source
is the play itself, Wedding Band. The secondary sources are some of theories
from books that are used for the references. They are M.H. Abrams’ A
Glossary of Literary Terms, Richard Gill’s Mastering Literature second
edition, How To Analyze Drama by Christopher Russel Reaske, Almighty
God Created the Races by Fay Botham. Werner Sollors’ Interracialism Black
– White Intermarriage in American History, Literature, and Law. Lerone
Bennet, JR in his book entitled Before the Mayflower: A History of the Negro
in America 1619 - 1962, and Race Mixing; Black – White Marriage in
Postwar America by Renee C. Romano. Paula Giddings’ When and Where I
Enter: The Impact of Black Women on Race and Sex in America. Angela Y.
Davis in the book entitled Women, Race and Class. Norman Combs in his
book The Black Experience in America. Dale S. McLemore in the book
Racial and Ethnic relations in America Second Edition. The Women’s
Movement Against Sexual Harassment by Carrie N. Baker. Clinical Aspects
of Sexual Harassment and Gender Discrimination by Sharyn Ann Lenhart.
Peter I. Rose’s They and We: Racial Relations in the United States Fifth
Edition. The writer will also use the information from the internet as a
secondary source.
There are several steps to discuss this thesis. The first step was close
reading in order to understand the play deeper and to determine the topic, and
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after that formulating the problems. The second step was finding some
definitions about the topic that was going to discuss. It was used to avoid
some misunderstandings about the reference. Third, the writer was finding
some theories related to the character and characterization and the racial
discrimination. Fourth, the writer applied the theories of character and
characterization in order to identify the characteristics of Julia Augustine.
After that the writer applied the theory of racial discrimination in order to
answer the second problem about the practices of racial discrimination. From
the description and the characteristic of Julia Augustine, the writer could find
some responses of Julia Augustine toward the practices of racial
discrimination. The last step was making a conclusion based on the analysis.
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CHAPTER IV
ANALYSIS
The goal of this analysis is to reveal the responses of Julia Augustine
toward the practices of racial discrimination. First, it is important to know the
descriptions of Julia Augustine in the play. Julia Augustine is chosen because
the writer wants to see the responses from the black woman who is treated
badly at that time. Second, the writer tries to reveal the practices of racial
discrimination that are experienced by Julia Augustine. From the description
of the character, the writer can see the responses of Julia Augustine toward
the practices of racial discrimination. The writer also wants to see what kind
of practices of racial discrimination experienced by Julia.
A. The Description of Julia Augustine
Julia is one of the main characters in this play. She is an attractive
black woman about 35 years old (Childress, 1966:823). Julia Augustine’s
characteristics that are going to explain in this part are educated, faithful,
persistent, and brave.
1. Educated
According to Thernstorm and Thernstorm, “Slave had been given no
formal education at all” (1997:36). Another black woman in the story do not
get any educational background like Julia. Julia went to the eight grade.
Julia’s being educated can be seen from the dialogue between Julia and her
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neighbor Mattie. Mattie asks her to read a letter from October, Mattie’s
husband.
MATTIE. [Shouts to FANNY.] I ain’t gonna knock on no damn back
door! Miss Julia, can you read? [Offers the letter to Julia.] I’ll
give you some candy when I make it.
JULIA. [Takes the letter.] All right (Childress, 1962:831).
Mattie is Julia’s neighbor who is illiterate. She asks Julia to read her
husband’s letter. At first, Mattie asks another neighbor to read the letter but
she believes in Julia to read the letter. It is because Julia can read the letter
perfectly than the other neighboor. Other evidence can also be seen from the
dialogue between Mattie and Julia. In addition, Mattie expresses her wishes
that she has an educational background like Julia does.
MATTIE. So – long darlin’. I wish i had your education.
JULIA. I only went through eight grade. Name and protection. I know
you love him (Childress, 1962:832).
Those dialogues prove that Julia is an educated woman. Mattie as an
illiterate woman hopes that she can get an education just like Julia, so that she
can read the letter from her husband.
2. Faithful
Julia is a faithful woman. It can be seen from her relationship with
Herman. They have been together for ten years.
JULIA. [Reads.] Herman and Julia 1908 ... and now it’s 1918.
Time runs away. A wedding band ... on a chain. [She fastens the
chain around he neck.] (Childress, 1962:837)
During those years, Julia never sees another man except Herman. This
is proven that when Nelson, Lula’s son, Julia’s neighbor asks her to have a
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drink or a little private conversation with him, Julia refuses by saying that she
has already had the gentleman. She does it because she only loves Herman.
NELSON. See, you got me talkin’ all outta my head.
JULIA. Oh, I don’t care for any, Mr. Nelson.
LULA. That’s right. She say stay home.
JULIA. [To Nelson.] I’m sorry.
NELSON. Don’t send me back to the army feelin’ bad ‘cause you turn
me down. Orange – ade tonight on your porch. I’ll buy the
oranges, you be the sugar.
JULIA. No, thank you.
NELSON. Let’s make it – say – six o’clock.
JULIA. No, I said no!
LULA. Nelson, go see your friends. [He waves goodbye to JULIA and
exists through the back entry.] He’s got a lady friend, her name
is Merrile Jones. And he was just tryin’ to be neighborly. That’s
how me and Nelson do. But you go on and stay to yourself.
[Starts toward her house.]
JULIA. Miss Lula! I’m sorry I hurt your feelin’s. Miss Lula! I have a
gentleman friend, that’s why I said no (Childress, 1962:827).
It can be concluded from the dialogue that Julia is a faithful person. It
is because she wants to have a relationship only with Herman. Although
Nelson forces her to get some drinks because he wants to know Julia more,
Julia refuses it because she only loves Herman.
Julia does not only want to have a relationship without getting
married. She wants to get married to Herman. Julia expresses her wishes for a
marriage with Herman in her dialogue with Lula.
LULA. I couldn’t stand one of ‘em to touch me intimate no matter
what he’d give me.
JULIA. Miss Lula, you don’t understand. Mattie, the way you and
your husband feel that’s the way it is with me ‘n’ Herman. He
loves me ... We love each other, that’s all, we just love each
other. [After a split second of silence.] And someday, as soon as
we’re able we have to leave here and go where it’s right ...
where it’s legal everybody to marry. That’s what we both want
... to be a man and wife – like you and October (Childress,
1962:833).
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Julia wants to marry Herman. Although she knows that it is
impossible for her and him to get married in the South Carolina.