TKAM Section 3 - Duncan

I think the exchange with Dolphus Raymond is one of the most significant scenes yet in the book. The way the author establishes him as "an evil man" in Scout's eyes sets the stage for us as the reader to be even more surprised and affected by his wisdom and insight into human nature.  Especially taken in the context of the upsetting courtroom spectacle Scout and Dill just saw, the way "evil" Mr. Raymond treats them with such candor and understanding makes it all the more powerful. I thought the way he talks to the children about what will happen to them as they grow older ("let him get a little older and he won't get sick and cry") sort of ties into the ways in which Atticus and the situations in Maycomb have begun forcing Scout, and Jem especially, to grow up.

To Kill A Mockingbird: Section 3

In Chapter 13, we learn about Aunt Alexandra’s “preoccupation with heredity”, as her neice Scout puts it. More particularly, how according to her view of the world, or at least her view of Maycomb County, which is all of the world that seems relevant to most of them, a person’s character is defined by what family they come from. Every family had their faults, and all it’s members were to be judged accordingly. The bias in this perspective was pointed out by Atticus, who asked his sister what the Finches had wrong with them, a concept which she doesn’t even seem to understand. While finding it easy to see the fault in others, she finds it difficult to admit the same of herself, and of the people that she’s closest to. While not the one that the book may be directly addressing, it certainly is an aspect of humanity.

Keely Ryan - TKAM Section 2

As the story progresses, increasingly more children at school are making fun of Scout and Jem for having a father who is supporting a black man's case in court, and Scout feels as if there is nothing she can do as she has been forbidden to fight. In giving Scout a lesson on how exactly racism works in Maycomb, Atticus addresses the power of language, not only as a way to shame those who don't toe the racist line, but also to set the terms of the debate. Racists use "nigger-lover" to suggest that a person is trying to give African-Americans special rights, but Atticus points out that all he's arguing for is equality, loving everybody the same. Atticus gives Scout the general advice that is basically a grown-up version of "I'm rubber and you're glue," suggesting that schoolyard taunt actually has some merit—some insults do tell you more about the person throwing them than about their target. Later in the story, as chapter 12 unfolds, I thought it was interesting that Scout and Jem were almost objects of racism as well, and they were put into a sticky situation.

TKAM part 2 - Nick

Segregation in the community is becoming more prevalent to me in the second section. It even goes down into the African American communities because the Finch's were not welcomed in the black church because of resentment. The finch's were most accepting of African Americans yet there was still this social barrier when going to the black church. Input from Francis also encourages a segregated mind set as he makes fun of Atticus for being more accepting of African Americans.

TKAM: Section 2 (Kaitlyn)

This section was eventful in a small amount of time. One of the most interesting parts for me to read was the incident of the mad dog. I had to reread it a couple of times to fully understand what was happening, as I didn't understand why it was such a big deal that the dog was "mad" but then later I realized they were referring to the dog's case of rabies. Even after I realized the dog had rabies, it didn't quite hit me why that was so traumatizing but due to the time period, modern medicine hadn't made that much progress yet. Another thing that stood out to me was how the author spent a chunk of time discussing how Scout and Jem thought their father was basically a failure and slower than other fathers because of his age and lack of energy. However, after the mad dog incident and some sly comments from Miss Maudie, they realize there is a lot more to their "One-Shot" wonder dad after all.

Caroline Pipes To Kill a Mockingbird section 2

In the second section of "To Kill a Mockingbird," the theme of change is prevalent. It is shown through the emotional maturing of Scout and Jem as they get older and become more aware of issues around them. There is less of a focus on the setting and circumstances of the story, and more of a focus on relevant events. As Jem ages, his temperament seems to represent Atticus's more and more. It seems like Scout is growing farther apart from Jem's ideologies. The mockingbird was first mentioned in chapter ten, which provides the title of the book. Atticus provides profound wisdom in this statement and his contemporary perspective shines through. Along with this quotation, Atticus's character is developed through his description of racism to Scout. Harper Lee uses Atticus's words to describe racism to readers as well. In contrast to the change in this section, the culture of Maycomb stayed consistent. For example, the hysteria over the "mad dog" shows superstitions the people of Maycomb have. It also revealed more about Atticus's life.

Mariana- To Kill a Mockingbird Section 2

As the story develops, Scout's life undergoes a series of changes. She's now in the second grade and finds that she dislikes it as much as she disliked the first grade. I find it interesting because I thought she would begin to like school since she enjoys reading and writing. Additionally, the fire brought emerging thoughts to both Scout and Jem. I enjoyed reading the section as Scout continues to learn more about Boo Radley. Boo's story continues to unfold and it becomes even more mysterious when "gifts" begin to appear. I feel like there will be more to Boo than the children can imagine, even with their wild imagination. Sympathy towards Boo emerges since Scout and Jem saw him as a lunatic, but are now even more curious to learn about his life. I sense a more mature perspective from Jem, in comparison to that of Scout, so he might uncover Boo's story with a harsh attitude.

Section 2- Marylin

The difference between Scout's family and the rest of the people in town is starting to be more prevalent. Now it's not just Scout's performance in school, but also her father's job and her brother sympathizing with her boredom in school. From this and the way her father is ridiculed for defending a black person in court and how Scout was for knowing how to read, the values and ideals of Alabama and the family are extremely contrasted. I also noticed how the adults perceive Boo Radley is also starting to differ from the children with time, as he is showing compassion with the children.

Section 2 (Monique)

       I wonder why Radley keeps leaving "gifts" around, even though he tried to scare the kids away. It seems strange that the hole was plugged as soon as they asked Nathan Radley about it. The kids definitely paint a better picture of Boo Radley than the rest of Maycomb feels about him. Scout and her friends are still obsessed with the idea of Boo Radley as a mysterious figure. I don't feel persuaded by this "mysterious" portrayal; I think Radley had some role in starting the fire that burned down Miss Maudie's house. I'm not sure what his motivation would be though.
       I thought the story would continue to talk about Boo Radley and the fire, but then the whole idea of racial tensions was finally introduced. Scout begins to notice and deal with people criticizing her father for working with African Americans. I'm sure this has been ongoing, but Scout is the narrator, so she's only starting to notice now that she's getting older (even though she is still very young).

TKAM Section 2:

I don't know why but I keep thinking that the main character is a girl and then I read parts that make it sound like a boy. Then I get confused. I constantly change my mind from girl to boy then boy to girl and I don't know what to do, but what I like about this character, (I'm sorry but I forgot the character's name but I promise I'm reading the book), is the change that he/she is going through. I realizes that there are certain things that makes me believe this person is going through like the transition from grade level to another grade level and the snow fall that they experience that winter. The narrator makes us know about the change that they're experiencing by explaining how they feel throughout the whole section. I thought it was cool to notice the change that the character goes through and I reflect how I saw things as memories flash by.

Section 2 - Brittney

There seems to be a lot of segregation and oppression towards things that "just don't fit." Starting with the black man behind the dump that Atticus is defending. Granted it is before MLK's time and segregation and maltreatment of African Americans. Then there was the mistreatment of Atticus and Scout because Atticus is defending the man. Stuff like that is abnormal, as he refers to black oppression as "Maycomb's disease," this is shown by Scout being made fun of at school and by her cousin, resulting in her fighting. It then is shown with the rabid dog, and even though it is a small example, it shows the intentions of the town that anything not fit to their cookie cutter isn't accepted. They killed the dog, unfortunately instead of being a nice person caring about animals. The last example, Atticus gets called away for two weeks for a legislative emergency and the children are left with Calpurna who takes them to the First Purchase American ME church, where they are told that white children don't belong in the church. Calpurna argued that they were all made by the same God and that they should be welcomed. This section just goes to show that this town has a very narrow mind set and anything not fit to that stereotype is an outcast and is dealt with however the town wants.

To Kill a Mockingbird-Lasmy

The way the book was heading towards to is interesting in the way that the real climax-the actual story line that's important is not there yet. In place, we have the life story of the characters, their daily lives, and the changes that comes with the progression of the book. Like most books, while the characters  are developing, you grow with them through the realistic scenarios. such as them getting in trouble or them learning. Even though it is interesting, watching them from an omniscient view, the book itself is slow paced. Yes, I am learning about the characters, their behaviors and who they are, but I almost have no idea where the story is exactly going. Later though, I know the theme about mockingbirds will eventually come and I'm excited to see how the story relates to the mockingbirds and how it relates to the story because when they mentioned the mockingbirds for the first time, it was a breath-taking moment.

Ryan - How to Kill a Mockingbird II

The subsequent six chapters of the book left me feeling more eerie than normal about the Radely House. The subtle but creepy mentions of Boo Radely and his residence specifically causes me to believe that this is foreshadowing indicating that his lifestyle may be more frightening than it appears to be to Scout and Jem. Aside from his action during the neighborhood fire, the increase dreariness of his dark but empty house causes readers like myself to ponder what truly goes on in the life of Mr. Radely. Adding on to his house's suspicous appearance, his action of covering up Scout wand leading her and her brother to his house leads me to think Mr. Radely may be some type of kidnapper or child abuser. Nonetheless, it is hard to tell this early on what Mr. Radely's true intentions are for Scout and her sibling as well as what is truly going on in his mind. 

To Kill a Mockingbird- Rachel Mrkaich

Over the course of the reading the complex personalities of the characters involved became more and more apparent. Not only did the reader learn more about Boo, but also Atticus, Jem,  and Mrs. Dubose. The first chapters seemed to characterize Boo as bad, evil, and amoral, but through the second section I began to feel as if maybe this characterization was misleading and that there was something more to Boo. The "gifts" he left for the kids and his action in placing a blanket around Scout's shoulders during the night of the fire prompts me to believe that he has formed a sort of connection to the kids and does feel in some way protective towards them. Since the reader has had almost no direct "interaction" with Boo there is no way of knowing, but to some extent I feel that since Boo spent most of his childhood locked up in his house due to his father's command Boo wants Scout and Jem to be able to savor their childhood and make the most out of it (explains the gifts). Whether this is the case or not, it is clear that Jem is beginning his journey to adulthood as he begins to become less sporadic and increasingly level headed (besides with Mrs. Dubose,of course). It is almost as if in this section Scout and Jem serve as the antithesis for one another; in comparison to Scout who still sometimes lacks to understand why punching someone in the face is not a reasonable method to solve a problem Jem is resigned and understanding. 

Completely unrelated, the lines where Miss Maudie is talking about how it is a sin to kill a mockingbird, as they are in no way a pest, seems to provide foreshadowing, and I believe that maybe someone non-deserving will get into trouble; maybe originating from the stigma against Atticus since he took on a case where he is representing an African American?

Section 2 Jasmin Aguirre

Throughout these past chapters, I noticed that Scout and Jem called Atticus by his name rather than calling him father or dad. I was confused on why they called him by his name? Atticus was okay with his children calling him by his name as well. I feel like it was a sign of respect back then to call them by their name. Or maybe Scout and Jen were too embarrassed to call him father due to how he was older than all the other kids parents from school and they didn't want them to know that Atticus was their father.

To Kill a Mockingbird Section Two (Jonathan Garcia)

I find it interesting that Boo Radley was originally portrayed as a crazy man who did all these horrible things, is now gaining sympathy from the kids after Miss Maudie's house catches on fire when it is revealed that he was the one that put the blankets on Scout and Jem. Something that really caught my eye in chapter seven was when the hole in the tree was plugged up, both Scout and Jem had different reactions, Scout being younger was upset but not heartbroken while Jem furious at Nathan Radley which brings me to the thought that Scout being younger is a bit more optimistic than her older brother. Another interesting point is that both Jem and Scout don't seem to know much about their father, referring to when Atticus was younger and was called the best shot in the county. When the drama of the trial soon takes place there is a sense of innocence lost by which I mean that before the kids would play around sometimes with their friend Dill, but now because Atticus is defending Tom Robinson, Scout and Jem have become targets, slowing drifting away from childhood. Calpurnia again captivates me when she takes on a somewhat greater role than just Calpurnia the cook  when she takes the kids to the colored church and lets the children experience a different culture.

To Kill A Mockingbird - Section 2 (Vianca)

I find myself quite fond of how this book was written. It did not dive directly into the theme of racism nor lay it out in plain sight for the reader to identify. The book does a great job in setting a realistic scenario that can occur. Furthermore there are several small climaxes that keep the reader's attention, such as the Miss Maudie's house setting on fire, Mr. Finch shooting the dog, and Jem required to read to Mrs. Dubose. As you continue to read, you can form personal connections to the characters and empathize with them as well. Finally at the end of chapter twelve, Lee gives you more information on the Tom Robinson case. However, I feel the most significant part in the section two reading is when Jem and Scout learn that it is a sin to kill a mockingbird since they do nothing but sing beautifully for those who can hear. I hope this will be some sort of analogy or something of the kind in the future.

Section 2 Harneet Kaur

"It's bad children like you makes the seasons change." Is an important dialogue throughout this section because it foreshadows many tragic events. Shortly after Mr.Avery's comment Miss Maudie's house burned down. Later in chapter nine another event takes place where Scout attacks Francis because of her specific comment about Atticus. The violent outbreak of Scout and her behavior is that of a bad child. Despite being instigated by Francis her behavior satisfies the dialogue. Next Jem also commits a mistake when he destroys Mrs. Dubose's scuppernong arbor. It is because of this event Atticus punishes Jem and makes him read to Mrs. Dubose. But a few weeks later Mrs. Dubose dies. Now this is not due to Jem's mistake, but nevertheless the dialogue foreshadows a negative event. These three examples indicate that Avery's dialogue served a major purpose in this section and reveals the many key events that this dialogue tends to conclude.

To Kill a Mockingbird Section Two (Brandon Prasouvo)

This section was really interesting to read, however it felt kind of long. Although, throughout the chapters, you really start to see some new development in the characters. Harper Lee did a really good job in making the "transitions" of Jem's and Scout's phases of life smooth to read. It seemed almost natural and gradual, instead of choppy or as if they changed overnight. She also described the changes of each character using stories of supporting characters. For example, she didn't explicitly say that Jem is now more mature, instead, she used the whole story line of Mrs. Dubose to illustrate the growing maturity of Jem. There is more character development with Scout as well. Again, we see the change with help from another character, Calpurnia. Calpurnia takes the kids to church with her and from this, the kids gain perspective of how the times were and how different everything is outside their usual community. We see character development with Atticus as well, (which would eventually benefit the children in the long run), seeing him be accepting/loving towards everyone. I'm expecting to see even more changes as the book progresses, but in this section alone, I saw big change already!

Angel Section 2

I found Mrs. Dubose a really interesting way to end part one of the novel. Her character was vile until her, rather abrupt, end. After hearing about how she was unfortunately turned into a morphine addict and how she wanted to break her addiction before she died, I couldn’t help but warm up to her as a character. I also thought that her final “gift” to Jem was genius, giving both spiteful and comforting messages. Overall, I’m kind of disappointed that she won’t be in the story anymore.

That said, I found Mrs. Dubose’s section of the book almost pointless. The only long-term outcome it came to was establishing how cool-headed and positive Atticus could be. There may be future character development in Jem because of it, but it isn’t really apparent in this section. I also feel as though Atticus’s line “It’s when you know you’re licked before you begin, but you begin anyway…” as a reference to how he plans to carry out his case against the Ewells', even though the chances are not in his favor.

To Kill A Mockingbird- Section 2 (Katie La Barbera)

Towards the end of section 2 the children's relationship with Calpurnia really seems to be evolving and unveiling aspects that weren't accentuated before. When Jem begins puberty Scout feels isolated and shut out; her former partner in crime is not to be bothered by her anymore. Calpurnia invites Scout to spend more time with her in the kitchen and Scout begins to see not only the merit of gender normative tasks but also Calpurnia in general. Scout is happy to have company, and no longer openly feels scornful of Calpurnia. Another interesting development is when Atticus is away and Calpurnia is their only guardian. She takes both Jem and Scout to her church, which is a really enlightening thing for the children. Although they have lived with Calpurnia all their lives they seem to lack a fundamental understanding of her life. Them going to an African American church stirs so many questions about her ties to their family, her age/birthday, her use of language, and more. The whole experience is really pushing the young Finch's to grow and become more understanding of their caregiver. To the children, not knowing how to read or even knowing when your birthday is, is absurd, unheard of. And it is really interesting that Scout actually asks Calpurnia if she can stay at her house for a night, just to see what it is like. It shows a much more compassionate side of Scout, one that cares more deeply for others. Additionally, Calpurnia is shown to have utmost love and respect for the Finch's, which was always implied, but now feels so raw and genuine. Her character feels more layered, complex; the children and the reader see how she has this whole life of her own.

To Kill a Mockingbird - Section 2

In section two in, “To Kill a Mockingbird”, Harper Lee uses the Finch’s, Calpurnia, and the rest of Maycomb to highlight one specific theme; change.  As I read more and more, it became apparent to me that Calpurnia, Atticus, Jem, and Scout are the only characters in the story that embrace change.  An example of this, is when Atticus is speaking to Scout about loving everyone especially African Americans.  Atticus was being criticized for defending Tom Robinson because he’s defending an African American and instead of feeling ashamed of this, he stands up for what he believes in; all people should be loved and cared for.  On the contrary, most characters find this to be disturbing.  For example, Mrs. Dubose calls Atticus the derogatory term, “nigger-lover”, which represents the hatred for African Americans in the county of Maycomb.  But there isn’t just a lack of acceptance among white people in Maycomb, but also the  African Americans.  When Jem and Scout accompany Calpurnia to her church, they find everything to be reversed; they aren’t wanted there.  In this section it became evident to me that the Finch household (including Calpurnia) ignores the racial norms from the time; they have an open-mind and embrace others.

To Kill a Mockingbird - Section 2 (Duncan Wanless)

There's an interesting contrast I've been noticing between Atticus's behavior and the accepted ways in which the people of Maycomb act. Time and time again, Scout and Jem have to come to grips with the way Atticus does things so differently, and their path to accepting that is one of the facets of their development through these early chapters. A lot of time is dedicated to the shame the children feel about how "fragile" Atticus is, and even more of the story focuses on their responses to Atticus being insulted. The whole incident with Mrs. Dubose is in part a lesson in maturity for Jem, but also demonstrates how the ways in which Atticus conducts himself affect the children. A similar purpose is accomplished for Scout with her cousin Francis. I see a connection between the ways Atticus has forced Scout and Jem to mature and the theme of doing what's right regardless of the repercussions. In representing Tom Robinson, Atticus is giving the children a model of adulthood and at the same time putting them in a series of situations that test their moral character (i.e. Francis and Mrs. Dubose). Though he is wary of the hardships it will cause, he is still a good father who understands the circumstances to be opportunities for his children to build character.

To Kill A Mockingbird: Section Two (Omar Ceja)

Atticus the Great

As Jem becomes less attached to Scout, the author gives more insight onto her relationships with other characters, especially Atticus. Through both his actions and his words, Atticus reveals his wisdom and imparts valuable traits onto his children such as courage, respect and integrity. His decision to defend a "negro" causes members of Maycomb to chastise his actions. He admirably states that "the one thing that doesn't abide by a majority rule is a person's conscience." This powerful quote reveals his kind-hearted nature and his strong moral principles. (Personally, I find it difficult to commit certain acts that are socially acceptable but do not coincide with my beliefs.) As a father, Scout often comes to Atticus in search of answers. When she asked him if he was a "nigger-lover" he responded "I certainly am. I do my best to love everybody... I'm hard put, sometimes—baby, it's never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesn't hurt you." His wise words serve as a testament to his strong values, which are blind of race. When he forces Jem to read to Mrs. Dubose, he describes his intentions by saying: "I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin but you begin anyway and you see it through no matter what." Although this lady was rude to their family, he forgave her insensitive comments because she was dying and in need of assistance. Atticus is truly a great man; his words and actions are vital to Scout’s and Jem’s development. It would be interesting to trace the impact his powerful words have on the thoughts, perspectives and actions of his children as the novel unfolds.

To Kill A Mockingbird: Section 2

“...I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand.” 
Atticus says this to Jem, about their dying neighbor. This struck me as something of a defining moment of chracterization for Atticus. Atticus who has notorious aim but hates having to use it. Atticus who’s defending a black man in court even though it’s earning he and his family the town’s disapproval. Atticus who sent his son over to help a suffering old woman, even as she - from Scout’s point of view at least- spewed vitriol about he and his family. In the eyes of his daughter Scout, Atticus is a good man, although she doesn’t yet understand quite what that means. One question does remain however, and it’s even been called out in the book by a member of the Finch extended family. Why do Scout and Jem call their father ‘Atticus’?

To Kill A Mockingbird: Section One Analysis

One thing stood out prominently to me in this section was this quote on page 5. "There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with. nothing to see outside the boundaries of Maycomb County." This stood out to me because the narrator basically stated the motivation within the town, which is nothing. Everyone is either poor or severely poor. This information highlights people's morals. They value respectable citizens and whoever respects them in return. Although everyone is not on the same economic and educational status they are still very accepting and understanding. Humanity at its best definitely exists in Maycomb contrary to belief. Especially with the Ewell family, Maycomb allows them to behave unlike everyone else and still be accepted.

To Kill a Mockingbird; Chapters 1-6

I am curious to see how each character will develop throughout the novel. The characters Jem, Scout, and Dill begin the story as children, exploring town legends surrounding Boo Radley. Much of the first chapters details Dill's curiosity. He is described as a summer visitor that isn't connected to Maycomb; I wonder if he will become a recurring character. I am certain that he curiousity will play some part in advancing the plot. I really start to connect and sympathize to Scout's character once she goes to school, to be told that working ahead isn't praised. I feel like Miss Caroline is totally oblivious and disconnected to the struggles of the families in Maycomb. I actually really began to like Atticus, after he decided to keep reading to Scout despite Miss Caroline's displeasure. I can already tell that Scout's character is going to change later on, as a result of the adults in the story, like her teacher.

To Kill A Mockingbird - Section One

The characters in this book really go in depth, in that I find myself captivated by their emotion. Captivated by the way Jean Louise, Scout, handles being an intellegent six year old, first grader, Tom boy who is told to, in layman's terms, not be so smart by her teacher, Ms.Caroline, who she herself is trying to adapt in a new town and understand the student she's teaching. Captivated by how Jem and Dill form such a friendship that only children can have, one based on curiosity. Perhaps the character who fascinates me the most is Calpurina, her tough-love attitude towards Scout, teaching Scout how to write, which I guess is a vice in the eyes of Ms.Caroline, but never the less Calpurina is the true embodiment of the strong willed African-American women, living in a white dominated society.

To Kill a Mockingbird: Section 1

While reading To Kill a Mockingbird, I was very fascinated by the ways different characters interacted with each other. The book first hooked my attention during Scout’s first classroom experience, where we gained much insight into Scout’s intelligence and understanding of those around her. Scout being punished and then her reaction afterwards made feel almost tormented as a reader, but still there is an interesting web of respect the characters have for each other. The kids overall seem somewhat foolish but very witty. The book simulates this childhood environment very well, with the bits of pieces of intuitive understanding kids have along with their misconceptions. I liked Atticus as a character, who seemed wise, intelligent, and understanding as a father. However I’d like to understand his relationship with the kids a little bit more, and how he fits into the outside world. 

To Kill A Mockingbird Section 1

After reading each chapter I like to go back and summarize what happened. I found myself not only re-reading my notes but often re-reading some of the actual chapter. As I looked back on chapter one I recalled the fact that in the opening of the book, Scout and Jem are arguing about what the events were that lead to Jem breaking his arm. All of this happened in the first two paragraphs and as soon as you get to the fourth paragraph no longer are you reading about the events leading up to Jem breaking his arm but now you're learning a little bit about their family history. I didn't notice that until I looked back on the chapter and I was wondering if that was brought to anyone else's attention? Is anyone else wondering who or what started the events that lead to Jem breaking his arm at all or am I the only one?

To Kill A Mockingbird - Section 1

My favorite character at this point in time is Calpurnia. I enjoy her character because, in a way, she has assumed Jem and Scout's mother role. She makes sure that they both understand how to behave themselves and learn what is right and wrong. For example, when they had Walter Cunningham come over for dinner, he decides to pour loads of maple syrup on his food. Just after, Scout asks him "what the sam hill he was doing?" At this, Calpurnia was really upset since, as she explains to Scout, that is not how you treat company. Also when the summertime comes she always gives them lemonade to drink and makes sure they are always within calling distance. 

To Kill A Mockingbird - Section 1

As I read this first section I noticed there was strong influence of the small-town/close-knit feeling between all the citizens of Maycomb. When you live in a small city I can imagine how odd it would be when outsiders, that don't abide to your community customs, trample their way into town. It changes the fabric of continuity and casts a shadow of imminent threat on the citizens' lives. Since I've already read the book the theme of resisting change and ostracizing "others" casts a new light on the developments later in the story, which will be extremely integral to the book's message... but that will have to wait since I don't want to spoil the book.

To Kill A Mocking Bird - Section one

Jean Louise better known as Scout Finch really stuck out in the first couple chapters to me. She is an adventurous tomboy. She does not judge or treat people differently based upon their skin color. She is troubled with the thought of why grown ups have different views on peoples ethnicity's and backgrounds. Scout is ahead of her time and very intelligent, which frustrates her teacher at times. Miss Caroline's views are different then her students on different occasions. I love how against the grain she is, and is not afraid to challenge popular belief if it is not what she agrees with.

To Kill A Mockingbird - Section One

A theme I noticed in the first six chapters (which I predict to continue throughout the novel) was that of acceptance and understanding. Lee's way of analyzing this theme is demonstrated in many of Scout’s interactions, but is most directly addressed when Atticus tells Scout “You never really understand a person until you consider things from his point of view … until you climb into his skin and walk around in it.” The rest of this section gives multiple opportunities for the events to be interpreted through the lens of this advice: the plight of the poor Cunninghams, the Ewell family’s decisions about schooling their kids, and even the strange “decision” of Boo Radley not to leave his house.

Too Kill A Mockingbird : Chapter 1 "Boo"

In the first chapter Arthur Radley "Boo" was described as though he was a crazy person. Scout describes him to Dill as a "malevolent phantom" that was 6 feet tall and ate squirrels and cats. Just talking about Boo gave everyone in the town the same thrill as though telling a scary story. The children continue describing him as a bad person but they actually never seen him before. Dill being the visitor for the summer finds it okay to talk to Boo to get some information out of him. But all the other children think he is crazy and might get killed by Boo. Dill feels some sympathy for Boo as it shows in the line where he says," Well how'd you feel if you'd been shut up for a hundred years with nothin' but cats to eat?"

To Kill A Mockingbird: Section 1

I find this book quite intriguing in many different ways. Having had only some previous knowledge of the story, I'm interested to see how all of the customs and culture of Maycomb will play a part in the grand scheme of the story. One thing that was really shocking (and embarrassing on my part, I suppose) was that I didn't realize Scout Finch was actually a little girl until chapter 5. I simply thought the constant references to how much of a girl he (well, she) was becoming were just insults from an older brother. It wasn't until the author included the bit on Dill declaring his love for little Jean Louise did I realize my mistake. I'm curious to see how Scout being really the only girl among a sea of boys her age will contribute to the story. Scout's gender also makes much more sense as to why Calpurnia is so much harder on her than Jem. It also could relate back to why Miss Caroline is so much harder on her as well. Miss Caroline seems very lost in Maycomb, and maybe a contributing factor is that she is so bewildered at the fact that Jean Lousie is nicknamed "Scout" and is not a proper young lady like Miss Caroline was raised as. 

To Kill a Mockingbird Section One

I noticed an important theme of education and children in Scout's experience at school. Her first day of school was an unpleasant experience due to her interactions with Miss Caroline. Scout is victimized by her ability to read at an early age because her teacher believes she should learn in a different way. This demonstrates a lack of perspective as it contributes to the small town mentality, specifically concerning Miss Caroline. Her method, to me, seems irrational and insufficient because no point of view is taken into account, only that of herself. Although Scout is a young girl she has a more expanded mentality than that of Miss Caroline. She meant well yet only received punishment for her actions. Scout is an unusually intelligent, confident, and thoughtful character. Something else that appealed to me was that even though it's set in the early 20th century Scout was still somewhat of a Tomboy regardless of what people thought of her. Although this is only the beginning of the story, I already know I love Scout's character, especially her good nature actions.

To Kill A Mockingbird Chapters 1-6

Despite the introduction of the book to be more intricately worded than I would expect of a book being written from a child's perspective, it became clear that it was written this way due to her experience with language from her father continuously reading to her. Aside from this, I found it easier to relate to Scout because of her point of view and experiences with others and education. Miss Caroline exemplifies the flaws in education of constraint, as she mashes Scout feel guilty for being educated. The small town culture is shown through the personalities of the characters, as well as the description of the town in the beginning of the book, as it has the typical town gossip (Stephanie Crawford) and the just as typical description of the town setting.

To Kill a Mockingbird - Section 1

   It was intriguing to me how, " To Kill a Mockingbird", illustrated the theme of barriers in the realms of wealth, culture, and simply the way of living; more specifically the barrier between Miss Caroline and her students.  Being that Miss Caroline is a new teacher that comes from northern Alabama and a wealthy family, she can't relate to the different lifestyles and hardships of her students. A vivid example of this is when Walter Cunningham, a student of hers, doesn't have the means to bring his own lunch to school. Miss Caroline can't seem to understand why he wouldn't  just pay a quarter for a meal from her. Not only is it because he couldn't  afford to do so, but also because the Cunningham's won't accept the help from others. Also, I found it interesting to why she penalized Scout for already knowing how to read even though the other students are deficient in there studies. I would think Miss Caroline would support Scout for being ahead of the game, but instead she scolds her for learning to read at home and she forbids her to keeps learning at home. Not only does Miss Caroline further the connection between her and her students, but I think it's going to be interesting to see how she continues to interact with her students and the tight- knit community that is so distant from her . 

To Kill a Mockingbird - Chapters 1-6

I'm interested to see how Miss Caroline's outsider character plays apart in a town that is so tightly knit and has many customs that she is obviously so aware of.  Maycomb, Alabama is a town that relies on family history and stories that have been passed down through generations (the Boo Radley phantom for example, and neighbors coming together and being present in the community). When reading, I almost felt that the Radley family and Miss Caroline could be very similar, I could be wrong, but both are very out of touch with the towns customs, Mr. Radley would rarely be seen outside his home and would not allow his son to be punished the way all the other kids would be punished (attendance at a school which they received great education) in fact he had him locked in the basement of the courthouse, "it's about compromise," like Atticus says, but I feel as if it's disrespect, ignorance, and unwillingness to comply with basic laws, like what's the big deal of having your son punished like all the rest? The same goes with Miss Caroline. She is new to town so yes, she should be given a grace period to figure out everyone's situations as some families are very different than others, but when I was reading that she wasn't willing to come to an understanding of who these people are and who they have been, I got the same sense of disrespect and ignorance that I got from the Radley family.

To Kill a Mockingbird Section One

The first section of "To Kill a Mockingbird" is intriguing, and describes in depth the setting and circumstances in which the story takes place. The first person narration gives a different perspective than one would normally expect from a historical fiction, as the narrator is Scout Finch, a young girl of only six years old. The author does a very good job describing what life in Maycomb is like. The people in the town seem to be "set in their ways" and partake in specific traditions and have superstitions that make the most sense to those living there. Everybody knows everybody, and there are no secrets. This leads to the elusive character of Miss Caroline - she comes to Maycomb as an outsider from a liberal county filled with "big mules and Republicans." Caroline doesn't understand the rural, simple ways that the children are growing up in. She tries to maintain control of her class by punishing Scout for being too advanced, which pushed me to have a sort of hatred for Caroline's character. However, I believe the author tries to invoke these feelings on purpose to contrast Miss Caroline's vulnerability in a new town. This is shown through her conflict with Burris and the children's sympathy for the situation. Miss Caroline's attempt to implement a new schooling system to people not used to change is reminiscent of schooling changes in the 21st century in reference to the Common Core curriculum. This similarity interests me, because even though this story is set in the 1800s, author Harper Lee is able to relate the details to modern day issues.

To Kill a Mockingbird: Section One

I got hooked on the overall reputation and tone of the town described in these first six chapters, Maycomb. As Maycomb legend tells it, the character Boo Radley, resident of the Radley house and neighbor to the Finch’s, got into trouble with the law as a youth and was shut up in his house by his father. Because they're kids, Scout, Jem, and Dill accept town legends as truth and have a simple (and simplistic) idea of good and evil: Boo is evil; their other neighbors are good. The town legend about Boo also shows a glimpse of Maycomb life, where everyone knows each other's business and history and gossips about it as entertainment. It also shows how Maycomb treats those who are different and is overall unaccepting. The town is described as isolated, small, and in a way, close. I found this interesting because of how the conflict is affected by the setting and where they live. How that when there's a conflict, no matter how small, everyone seems to know about it and is gossiping with others about it. The three characters create a play based on the gossip of the town on the townspeople and the Radleys. Due to their curiosity, they attempt to try to get Boo out of his house to talk to them, and to my surprise, the plan does not work.

To Kill a Mockingbird: Section One

Common Core: “The Dewey Decimal System”

“To Kill a Mockingbird” reveals the importance of perspective. This theme is clearly illustrated when Atticus tells Scout “You never really understand a person until you consider things from his point of view...until you climb into his skin and walk around in it.” Given that this novel is narrated by a young girl, we see an innocent perspective on the world that intertwines curiosity, fear, and all of the other emotions that are inherent to children. An interesting perspective that caught my attention was her view on education. Miss Caroline serves as a prime example of the implementation of new methods of teaching the English language that manifested themselves during the Progressive Era. Scout was an avid reader, but because she had not been taught "correctly", it was Miss Caroline’s duty to “undo the damage” This naturally inquisitive young girl was shocked; it seemed as though the education system was hindering her intellectual development. Her brother called this new way of teaching “the Dewey Decimal System,” which slowly crept its way into every classroom. Although she had no basis of comparison because she had not been taught by the previous method, the new system affected her greatly. As I began to read about her experience, I drew a connection between “the Dewey Decimal System” and Common Core. Both of these movements are prime examples of education reform that affect the so-called guinea-pigs. During the transitional stages, those caught in the middle see a change in their education that seems to have no benefit. But this seemingly unbeneficial transition has the potential to benefit future generations, which connects to the idea of perspective. Although many of us who are caught in the middle, such as Scout and I, are greatly impacted, the reforms can bring positive progress in education. Often times as children, we are blinded by our limited perspective and don’t consider things from others' points of view. This limited perspective may prove to unfold in later chapters.

Scout's character as it develops indicates that he is an individual who cares about the education he is receiving and his desire for being knowledgeable is highlighted in chapter three.  His desire for being an intellectual person is cultivated primarily by his father's background. For example Scout's father Atticus who is a lawyer and has served in the state legislature for years and holds a respectable job in Maycomb that requires a certain level of intelligence. And Scout's passion for reading is exemplified in the argument he has with his teacher. But Scout's character is multilayered and that is particularly revealed in chapter four. Along with his passion to learn he also has the curiosity of a child his age which reveals another layer of his character. His curiosity is best reflected through weird actions such as chewing gum found in a tree. Scout's character also includes fears that a child may have at such a young age. For instance, " I played that summer with vague anxiety despite Jem's assurance that Boo Radley was dead and nothing would get me." In conclusion as the novel progresses Scout's character expands immensely and also foreshadows growth as an individual.

To Kill a Mockingbird Part I

                This section was filled with world-building, describing the community and how they relate to the Finches. What I found interesting about the community was how everyone, even the children, knew people through their families and associated them with reputation. For example, Jean mentioned that “the Cunninghams never took anything they can’t pay back.” I feel as though this will eventually become a plot point, considering how destructive this way of knowing people can be. Classifying people will eventually lead to misunderstood stereotyping, and I can’t help but see this happening to a relative of the Radley’s.

At the same time, establishing characters through family may be helpful to the reader. Characters that haven’t even been named can already have traits established. For example, a new Cunningham character will be expected to have the same dependability when it comes to debt as her/his family.  Besides characterization, the reader may be able to find some foreshadowing. For instance, after what Burris did to Miss Caroline, it wouldn’t surprise me if one of the Ewell’s ended up to be the story antagonists because of Burris’s bully-like attitude.  

To Kill A Mockingbird: Section One

To my surprise, I found To Kill a Mockingbird one of the most amazing reads I have had in a long time. It wasn’t the Southern setting and character’s speech and comprehension of their situation surrounding the Radley House, the Finch Household,  as well as their friend Dill, but rather viewing the story through a child’s point of view. I was more surprised when I realized Scout was actually a boy in the fourth chapter despite reading the book through the eyes of a female character. I often question why Scout keeps bringing up his apparent femininity as opposed to brushing it off as one of many insults that his brother and his friend keep teasing him with. I believe deep down this might signify some type of questioning of scout’s gender orientation where in the later parts of the section he debates of accepting himself being an actual girl as he opposes “masculine” dares and activities and has not stopped being called one. His non-chivalrous attitudes towards other female characters in the section such as the teacher (despite the disdain between the two) and his neighbors also may signify that Scout may not view himself separate from these people by gender but rather see them as one like himself, unlike the separateness he shares towards the male characters of his family and peers. 

To Kill a Mockingbird Section 1

Fear can be many things: physical, mental, biochemical, and emotional. However, fear can also lead to adverse effects that common sense would not condone. For example, fear can lead to driving curiosity, that when viewed from an outsider seems crazy. This phenomena is not only seen in this book in the form of, originally, Dill, and later Jem, exploring the Radley house and gradually taking greater risks, but also Horror films that stream each and every year. Even though common sense and the city folklore tell the kids they shouldn't go near the Radley house, and in movies the whole audience is saying the girl shaking with fear should definitely not go toward the rattling noise in the pitch black garage, they always seem to do it anyway. Regardless of the countless tales spun about the Radley house (i.e. the pecans that can kill you, the ghost that lives there, the dislikable father figure, and the supposedly crazy Boo Radley) the kids gamble with their futures anyway. Why? It is my belief that the kids curiosity is derived from our want, as humans, to always live a little bit on the edge. A life too safe is boring, and a life too dangerous is stressful, but a life with a little bit of risk taking adds just the right amount excitement. It is because of these effects that the house can represent temptation. Everyone has urges to do certain things at certain times, and our better judgement can not always guide us away from the slightly impulsive thing. However, as we indulge our temptation more and more, it has the power to take more away from us. To give a better idea I will reference drugs; with the first fix there are little negative effects, but as you take the drugs more and more your health slowly deteriorates, and you are reliant on the feeling it gives you. To a slightly lesser degree this is happening to Jem and Dill. At first their curiosity did not have any negative effects, but as the story developed there began to be greater consequences with their greater actions; when Jem touched the house, nothing happened, but near the end of the section, when Jem, Dill, and Scout looked through the window of the Radley house Jem lost his pants, which if left unretrieved could have gotten him into a great deal of trouble. With this temptation left unchecked, I believe that at some point in the story Dill and/or Jem may be hurt.

To Kill a Mockingbird: Section 1

The first couple of chapters were kind of bothersome to read because there was just so much information about characters and their relations, it became almost messy. Although, in return, most of the characters mentioned already are portrayed in so much detail, it’s not hard to visualize the scene. I really like Miss Maudie, because she seems a lot different from the other characters in town. She minds her business and is generally nice to everyone. I feel like she can easily be a maternal figure for Scout and Jem, in conjunction with Calpurnica. Even though Scout’s teacher should not be talking to anyone’s kid like that (I hope she gets clocked), Miss Caroline will definitely help Scout to see different perspectives of other people and be more open to change. With this, Scout will grow to accept that the mystery of Boo Radley could be all just fiction, and that people’s privacy and property need to be respected. To me, the Radley house seems like a symbol of childhood. Scout and Jem have no idea what is living or dead in that house and are so curious to get a glimpse of what’s inside. The moment they stop being curious of the house’s contents is the moment they have grown up. Alas, the Radley house will then just be a house, and their crazy summertime antics just memories of the past. 

To Kill A Mockingbird: Section 1

“Until I feared I would lose it, I never loved to read. One does not love breathing.” 
This line in particular struck me as meaningful, because implies not only how naturally reading comes to Scout, but also how necessary she views it to her being. I believe that it also said something about Scout’s character in the fact that, when told that she should not read, she did try to stop. She resented it horribly, wanted to drop out of school even, but she did do what Miss Caroline asked. Just as how when their father forbid them from mocking Boo Radley in their games, it was Jem who thought of a way around that restriction, and it was Scout who felt guilty about the whole thing.

To Kill A Mockingbird Section 1

Two characters in section one really caught my attention. The schoolteacher, Miss Caroline, I felt was very harsh and not relatable. She seemed to not understand the children and immediately took a disliking to Scout. I thought it was weird that she was punished for having skills that exceeded her grade level; I would have expected Miss Caroline to be impressed with Scout and to have encourage her abilities. Instead, she gave Scout an ultimatum that made her want to quit school altogether. Atticus Finch, Scout's father, seemed too forgiving of Miss Caroline when Scout tried to complain about the way she was treated. He proved to be a much more tolerant character than I expected, also when dealing with suspicions surrounding Boo Radley. The other character that I liked reading about was Miss Maudie. She seemed to contrast Miss Caroline in every way. Her impact in Scout's life was opposite that of her dreaded teacher. Miss Maudie was kind, caring, and understanding. She too understood that the Radley's weren't to be feared. And, she didn't have the pretentious air some of the neighbors and Miss Caroline had. I took an immediate liking to Miss Maudie and I am interested to see how she may play a bigger role in Scout's life.

"Mrs. Schulz, I've already read this book!!!"

Being an English teacher, I have the great privilege of reading the same novels dozens of times, over and over. I believe there is great value in reading novels multiple times, especially with several years in between each read. With each new reading of a novel, I find that I notice something my brain has not maintained in previous readings. For example, when I read The Pearl now, as a mother, my heart aches for Juana in a way it never did before when Coyotito is killed. When I first read Romeo and Juliet as a 9th grader, I was drawn to the excitement of "love at first sight", but I completely missed the warnings and cautions given by Friar Lawrence to the impulsive youth. Every time I pick up a novel for the fifth, sixth, seventh time, I greet the familiar characters and ask them what they have to offer me this time around; I look forward to what they will reveal to me.

Over the many years that I have taught high school English, I cannot begin to guess as to how many times I have heard students complain that they have already read the novel that I have assigned to their class. It's always somewhat amusing to hear, for example, a sophomore in high school tell me that they already read To Kill A Mockingbird when they were in 6th grade, as if somehow in all of their 12-year-old-wisdom, they have already grasped every symbol, allusion, and nuance. The thing is, I am not assigning a sophomore in high school to read To Kill A Mockingbird because I believe that a 15-year-old's wisdom is so much more profound than that of a 12-year-old.......

So why do high school English teachers assign literature that has so many levels of depth that a single reading cannot possibly unveil all of the complexities? My true hope is that when students read a novel, they will be so captivated by the story that they will perhaps remember (possibly even years later, after all of the "assigned" reading is done) how they felt when they became friends with Scout, or Holden, or Huck, and open the pages of that book once again and rather than think, wait, I already read this book, they will think, this book is one of my favorites, and allow the story to transport them to a different time, a different place.

So to my wonderful Advanced Composition class, my response to you if you have already read this book is - That's great! Now read it again. And in a few years read it again. And again.