Children of Wealth:
● Contrast
● Imagery (all kinds)
● Structure of the poem - division, rhythm, rhyme scheme
● Irony
● Creation of semantic fields
● Use of personal pronouns (audience)
When It Happens:
● Themes are fear, conflict, dependence, isolation and struggle.
● Fading sense of security
● Dependence and fear are interwoven in this aspect- Mrs. Burridge’s
realization of how dependent she is on her husband, and hence how
helpless she will be if he were to disappear, causes her great fear.
● Foreboding sensation (forewarning)
● Tomatoes symbolize a small essence of her independence
● Memories or reminiscent of traumatic experiences can lead to one’s
flight-or-fight instinct or traumas getting triggered.
The Black Ball:
The canva link is available on ShriConnect for all. Read and understand to
develop your own views. The following techniques (as in the quotes that employ
them) to all the ideas we've discussed:
● Symbolism (colors, objects)
● Similes and metaphors
● Personifications
● Imagery (of all senses, especially visual and tactile)
● Contrast (and juxtaposition)
● The creation of various semantic fields
● Parallelism
● Adverb-verb combinations of significance
● Concept of Gaze
● Agency, Power dynamics and hence impact on coloured identity
(and any others I may have missed - don't restrict yourself! Trust your ability to
analyse, try - that is the only way to learn)
When It Happens | Summary
The story begins with the main character, Mrs. Burridge, putting up green tomato
pickles from the tomatoes she grew herself. She is lucky, for she plucked them for her
garden when she heard there would be frost, hence saving them- it makes her feel
richer than she did yesterday, though she knows that it will be difficult to finish. Her
husband, Frank, will complain, but he’s the one who will eat the most pickles
throughout the year. As she thinks more about him, she feels slight remorse at their
marriage which seems to have fizzled out. She no longer feels the spark which she
thought would last forever.
Mrs. Burridge has been making her own pickles since 1952, and continued to do so
even when many friends stopped. She is glad of that now, for she doesn’t have to
relearn now as market prices go up and it becomes harder to afford store-bought
things. Her husband earns better now than ever before, but the cost of living only
rises and she has no faith in money. As the second batch of pickle is simmering, Mrs.
Burridge crosses her arms and looks out the window, something she finds herself
doing often recently. There isn’t much to see and she doesn’t know what she’s looking
at, but she has an idea of smoke coming from the south, which is quite strange. When
Frank asks her why she stands there, she makes up a lie, making her feel uneasy. And
then, despite all the times he’s made her angry with his attitude, she concludes that
he is a good man.
After the pickles cool, she stores them in jars in the old cellar. She once felt safe
seeing her cellar stocked with food, thinking she would be prepared for any situationbut not anymore. Now she thinks about leaving, rather than taking shelter in her
house, and how she won’t be able to carry the contents of her cellar with her. There is
a hole as she goes up the stairs, one Frank won’t fix, and every time she asks he says
she’s nagging. But what worries her is there is no one else to fix it if he doesn’t. Mrs.
Burridge reveals that there is an air of an impending situation, something everyone is
anxiously waiting for. She wants to learn how to use a rifle, but knows she cannot ask
Frank or else he will want to know why. And she cannot tell him it’s because maybe
he will not be there to protect her- maybe he will be dead, maybe there will be a war
like the first.
Mrs. Burridge now heads inside to make her shopping list. She used to plan ahead for
occasions like Christmas, but now that is too far ahead to interest her. She walks
around the house, takes in the photos, the furniture, all the memories- and suddenly
she feels emotional. She hopes her children don’t have children because it is untimely
in this dangerous world. She wishes she could be more precise and starts imagining
what may happen in the future, days from now. Some men will come up along the
road, heading north. Mrs. Burridge will hide one of Frank’s shotguns without his
knowledge. She will feel the seriousness and prepare as much as she can, salvaging
everything. One morning, Frank will be called for assistance, in the distance where
there is smoke and oil. He will look for his shotgun, and will be unable to find it, so he
will unusually kiss his wife goodbye before leaving without it, never to return.
Mrs. Burridge, fifty-one, will realize she cannot stay there. She will pack her clothes,
food and a toothbrush, unearth the shotgun from where she hid it, and let the
animals free- but not past the gate. She will eat and then set off along the road,
wondering what would happen if she was wrong and Frank is fine, and everything is
normal. She keeps walking- it feels different from driving- and occasionally stops for
water. And then as it darkens, she will see two men crouching by a fire, and they will
attempt to rob her. She will not let them get the better of her- she has a shotgun, and
they want it, but she will have to be fast.
She is afraid, and cannot picture beyond that point. For no matter how much one
pictures, they can never imagine how they would truly act in such a situation. In
present time, Mrs. Burridge looks at the kitchen clock. She adds an item to her
grocery list- they eat more cheese now because meat is too expensive. And then she
walks over to the kitchen door and looks out, as has been her nervous habit.
When It Happens | Analysis
When It Happens by Margaret Atwood is a short story written in third person, with
an unnamed narrator. The most interesting aspect of this story is it’s shifts between
imagination and reality, creating an almost disorienting effect. There is no blatant
tense change for a long part of the story- only one or two areas suggest the change
between Mrs. Burridge’s mind and her reality. Readers are also unaware whether her
thoughts are reasonable or stemming from certain fears or paranoias, which makes it
all the more thought-provoking. Atwood employs description and narration more
prominently than dialogue. Hence the readers get a clear image of Mrs. Burridge’s
setting, while her internal thoughts create an understanding of her relationships and
mindsets. The story also contains imagery and symbolism. The main themes are fear,
conflict, dependence, isolation and struggle.
Mrs. Burridge references quite a few times- and directly mentions once- that she feels
isolated. This may be because she lives in a house with only her and her husband, and
her children have moved out. However, it is also important to note that the location
of their house is rather isolated, as well. This acts as a physical representation of what
Mrs. Burridge feels. A reason for this feeling may be her dwindling marriage- though
they have not had any outright confrontation or conversation about it, she mentions
thinking they would last forever, yet now she doesn’t even feel like teasing her
husband. This fading sense of security that comes with the loss of a spark in marriage
may lead to loneliness, adding to the feeling of isolation.
We can also see from several instances that Mrs. Burridge does not think Frank can
protect her anymore, whether it is because of his own ability, or because she is sure
he will no longer be with her in the future. It is referenced when she sees the hole in
the stairs which she had asked him to fix- the realisation that he is the only one who
can fix it scares her, because she feels as though she cannot handle her everyday life
without him. Here, we explore the theme of dependence. Similarly, when she wants
to learn how to use a rifle, it is purely out of the desire to learn how to protect herself.
Dependence and fear are interwoven in this aspect- Mrs. Burridge’s realization of
how dependent she is on her husband, and hence how helpless she will be if he were
to disappear, causes her great fear. Especially with the foreboding sensation she feels,
she wishes to prepare herself and become more independent in any way she can.
When Mrs. Burridge is plucking her home-grown green tomatoes, she says she is
proud, for it is something she does by herself. The tomatoes symbolize a small
essence of her independence- it is her own venture, something she does not need her
husband to help with. Nonetheless, she asks him to carry the crates inside, and he
“likes it” when she asks, despite his show of annoyance.
It can be assumed that this fear of being helpless is so great that it leads her to
imagine possible scenarios she might end up in, and frantically prepare for that. She
says herself in the last line that “You never know how you will act in a thing like that
until it actually happens.”, which confirms that it was all just her vision of what she
thinks will be the future. This vision is most likely constructed as a worst-case
scenario for her expectations, and she plans for this so that no matter what, she will
be prepared. The constant mention of the war gives us insight to the reason for her
fears being heightened. The overall feeling she gets from her surroundings is similar
to what she felt during the first war. Often, memories or reminiscent of traumatic
experiences can lead to one’s flight-or-fight instinct or traumas getting triggered.
It is an overarching theme throughout the story that Frank preferred the outdoors
while Mrs. Burridge preferred the indoors. We may imagine a house with a yard, and
Frank being outside while his wife sits inside- this is a picture of a couple separated
by a physical wall. This symbolizes the metaphorical wall that seems to be building in
their marriage, exploring the theme of conflict. Later, Mrs. Burridge plans to hide her
husband’s shotgun so that she can use it when she needs to escape. Readers may
think of this as cruel or heartless, but it is also just her way of trying to survive. All
her life, she has depended on her husband, and hence she presumably has a higher
expectation of his ability to manage and survive a certain situation. Though in her
imagination, he does not return home- she imagines that he doesn’t make it- she feels
that the shotgun is better used on her than him. She has never killed before, but she
has seen how it is done, and she will need it to save herself. Once again, this
desperation for survival is triggered by the fear which comes with the
acknowledgement of one’s own dependence on another. We may also go as far as to
wonder whether Frank did not treat them as equals, but rather asserted his
dominance in their marriage because he was a man- the unfortunate norm of a
patriarchal society. From a lifetime of such exposure, Mrs. Burridge may believe the
same herself, to the point of doubting her own capability and fearing for her life
without him. That is what leads her to such extensive preparation.
The story ends with Mrs. Burridge adding cheese to the grocery list because meat is
too expensive- yet another reference back to the socio-economic situation. It is
important to note that this story was published in 1969, which is the year there was
an attack on the Montreal Stock Exchange- Atwood is Canadian, and therefore must
have seen the situation first hand. This may have contributed to the theme of this
work. Finally, Mrs. Burridge reprises her nervous habit of staring out the kitchen
door and into the distance. This symbolizes her nervous anticipation and her belief
that something truly is coming.
The Black Ball: Literary Devices
Ellison makes ample use of various literary devices to craft the story. The ball that John’s child pays
with is symbolic of his childhood and identity which is first used by a white bully and is then given a
racial label by Mr Berry.
Use of symbolism may also be witnessed in the idea of the Hand. While it is true that the “fried
hands” of the Union man represents solidarity and that John is reminded of him when his own hand
gets cut towards the end, an even more symbolic event takes places when these two characters meet.
One must remember that their encounter represents an encounter of not one but two social identities
– that of color, and equally important, that of class.
The Union man has burned hands in support of his black friend who was wrongly accused. John got a
cut on his hands as he took his son home after the son was falsely blamed. It burned when he put
iodine on it. These scarred hands are symbolic of the struggle for equality, physical wounds that
represent unfair racial treatment. It may also act as a link between them- The Union man and Johnpresenting a new ray of hope, and reminding John that despite what society says, they are both
equals. This hope is amplified when John reaches for the card in his pocket, suggesting that he will
attend the union meeting that night. We may say that it is witnessing his son’s incident that was his
deciding factor to bring hope for his future and his son’s, and cast a vote to for free and more equal
life.
“Hands” was also a term used for workers working under big firms and employers. The idea of the
Union wherein the “hands” could unite and fight for better conditions is also seen in the story. The
hope lies in the marginalized sections of the society coming together and reinforcing their cause. The
Union man needs Jack as much as Jack needs him. Thus, the status quo of class and color may be
challenged when these two join hands in fighting for the just cause.
Foreshadowing has been employed by Ellison in many instances of the story. One such instance is
when Mr. Berry gazes into the brass before entering his office:
He stood gazing into the brass like the wicked queen into her looking glass in
the story which the boy liked so well.
This line foreshadows the event when the same Berry, like the wicked queen of the story which the
boy liked so well, will label his identity with a racial slur.
When John’s son is looking for his lost ball before going out to play, John’s words ironically
foreshadow what will unfold towards the end of the story:
But he couldn’t find the ball; I would have to find it for him.
This line becomes significant when one compares it to what he has to say in the end:
Indeed, poor little rascal, he would play until he grew sick of playing. But I’d
begin telling him the rules later.”
Here, we see the physical ball and the endless game of racial discrimination come together in an
instance where the literal and the figurative fuse into one another.
The Black Ball is thus an intimate account of what racism does to people, how is shapes one’s
interactions with the world outside, how relationships are impacted by the same, and how one may
pose a challenge to it. It also represents a moment when two social forces of class and color meet
which, if they work together for the betterment of their members, may provide a challenge to the
status-quo and may change the rules of the game. Therein lies the hope – not in the tone of one’s skin
but in the strength of one’s character, the justness of one’s cause and the determination to fight back
attain the same.
The Black Ball: Themes
It engages with themes of identity, racism, discrimination, hope and struggle for equality.
One witnesses the theme of racism early on in the story when the four-year old kid grapples with the
issue of color and race. He has been verbally bullied because of his color. Later on, he will be
physically bullied when the white boy throws his ball inside the window of Berry’s office who says
this to his father:
Well, if I ever see him around here again, you’re going to find yourself behind
the black ball. Now get him on round to the back and then come up here and
clean up this mess he’s made.`
This racism has been so ingrained in society that it has been internalized by the oppressed
themselves. This is what John tells his son as he tries to explain him Mr. Berry’s warning:
`He meant, son, that if your ball landed in his office again, Daddy would go
after it behind the old black ball.”
Though the ball is more of a white color, as reminded by his son, John unwittingly uses the same
language used by his white employer.
The fact that Mr. Berry doesn’t like the “damned educated nigger” reflects not only the prevalent
discrimination but also the hostility towards possible modes (education in this case) by which people
of color may better their station in life.
The superficial aspect of one’s color by which a person is judged is also seen in Mr. Berry’s
interaction not only with John but with his work itself:
I gave special attention to that brass because for Berry, the manager, the luster
of these brass panels and door handles was the measure of all my industry.
The theme of struggle for equality is brought out in John’s constant striving to better his position and
ensure a brighter future for his son. This is matched with the Union man’s struggle to ensure a fairer
and more equitable working condition for the laborers. Thus, one witnesses the struggle for equality
in both the social fault lines of color and class, as well as an individual’s personal and public life.
The intensity of prejudice that is spawned by such unequal treatment meted out to people by an
unjust society is seen in both the perpetrators of racism as well as those affected by it. John has been
subject to such a great deal of racism in his life that he cannot but be suspicious of the intention of
the Union man. An aspect of this may be seen in the following exchange:
When they did have something to say to us, they always became familiar.
Not used to anything like that, are you?`
`Not used to what?`
A little more from this guy and I would see red.
`Fellow like me offering a fellow like you something besides a rope.`
The theme of relationships has been portrayed in The Black Ball in both personal and public lives of
the character. The intimacy of the father-son duo lends a greater depth to the intensity of
discriminatory practices that these two individuals face. John is a responsible father who takes care of
his son, loves him and is alarmed when he goes missing, although momentarily. Similarly, his
relationship with Mrs. Johnson (who is good to his boy) and the newly forged relationship with the
Union man which rests on a common cause goes on to show that one needs support of well-wishers
to sustain oneself in a wholesome manner.
Contrary to this, his relationship with his employer is of a transactional nature which only aggravates
the racial divide between the two.
The Black Ball: Analysis
Ellison approaches the theme of racism and struggle in The Black Ball through an interaction-based
first-person narrative. The inclusion of the four-year-old son especially brings to light just how
cruelly persisting and unjust the society is. It goes on to demonstrate the generational nature of racial
discrimination is highlighted in the story. Even an innocent child is subject to unfair treatment as
though it is normal, at an age so young that he cannot even understand it.
Ellison blends dialogue and description, and uses situations and conversation to emphasize key
elements in the piece. The title “Black Ball” is materialized through the son’s toy, creating an
interesting metaphor-to-object representation.
Further, the importance given to the son’s viewpoint is a very clever addition, as it showcases the
different perspectives of the same situation- how an inquisitive child understands his world as
compared to how his weathered, unfortunately accustomed father deals with it. It presents a ray of
hope, but at the same time a tinge of sadness is registered as we realize that the son’s bright naivety
will soon fade as he experiences more and more prejudice
In the very beginning, the son asks, “Daddy, am I black?” because another child had pointed it out
to him. This highlights just how prevalent the issue of color is in the society, with children as young
as four years old having such discussions. When John replies, “But American is better than both,
son.” he is subtly enforcing in his son the understanding that color does not decide a person’s
character. In the end, they are all from the same country. He does not want his son to grow up basing
his identity on his color, but rather to form an identity as a good citizen. This is in reference to the
stereotypes about African-Americans, and the way they are feared by the white people. John wants
his son to know that the stereotypes do not make his character.
While working, John mentions that he has to be careful because “two fellows had already been
dismissed because whites wanted their jobs.” This makes it clear that no black man’s position was
stable– the white men were always given the first preference, African-Americans never knew when
they might lose their job.
John mentions that Mr. Berry, his employer, hates “that educated” worker – implying that John is
working towards rising against the society’s discrimination. When a strange “fellow” walks up to him
to start a conversation, John’s first expectation is that he wants the job- and he fears it, too, because
the man is white. When the man offers him a position in his union, John responds with anger and
frustration. It is only when the man shows his scarred hands and narrates the story behind it that John
becomes more receptive to his idea.
The Union man’s burned hands are a very symbolic part of the story. And his recollection of the
incident with his friend is heart-breaking, because an innocent man had been blamed for no fault of
his. This goes to show that African-American community have been excluded from society– if
someone supports them, that person will be ostracized as well.
It is also interesting to note that despite this experience, the Union man does make quite a few
insensitive remarks towards John :
“Fellow like me offering a fellow like you something besides a rope.
This highlights how ingrained such views are in the society, to the point where these words come
naturally in conversation.
Ellison writes a beautifully illustrative paragraph later in the story where John in watching the kids
play from the window of his room. It shows children playing together in a group- something John’s
own son cannot do. When his son asks whether he can take his ball to play outside, John says “Don’t
ask questions and stay away from other kids.” The reason for this is because it lowers the risk of the
young boy being blamed for something he did not do. If he stays away, there won’t be trouble for
him. The readers will feel a sense of sorrow here that a child must live with such conditions due to
the misconceptions and cruel discrimination of society.
When John finally finds his son, he realizes that he has experienced the injustice of the world. The
fellow, the Union man, told the story of how his friend was blamed for a crime didn’t commit. John’s
son, though on a far smaller scale, is also blamed for something he didn’t do– something a white boy
had done. This represents the society’s outlook and treatment towards African-Americans, where
different people of different ages face the same discriminatory conduct.
This instance also presents the idea of apportioning blame to the marginalized groups and finding
scapegoats for the fault/crimes committed by powerful ones, as can be seen throughout history. Not
only is the boy blamed for the fault of a white bully, his father is threatened with being fired by
another white bully. Thus, two different generations face the same racial discrimination in the same
incident of the story.
When Mr. Berry uses the term “Black ball” on John and his son, the son, in his innocence, does not
understand it. He relates it to the physical toy ball and wonders why one would call it black when it is
more of a white one. John thinks thus:
“He was learning the rules of the game already, but he didn’t know it. Indeed,
poor little rascal, he would play until he grew sick of playing. But I’d begin
telling him the rules later.”
This alludes to his son already facing racism and discrimination for the first time, with many more to
come in the future.