She also meets Jacob Coote, the school captain from the local state school, who asks Josie out. Jacob and Josie seem completely wrong together but after a few disastrous dates they get together. While Josie is dating Jacob, John Barton starts having deep conversations with her about him suffering from depression. One day, after Josie getting into trouble at school for breaking a girl’s nose, she needs to be stopped from getting sued. She thought of someone, her father.
Junior has a sudden realization as he opens his textbook to find his mother’s name written on the book, the realization that for the past generation Wellpinit has been teaching him the same things they taught to the last generation because they were so poor. An angry Junior threw the book at Mr. P, mentally screaming at how unfair the education at Wellpinit was. With this, began the first thought of leaving the reservation, the thought began with Mr. P visiting Junior’s house to commend him for not giving up , that he was glad that Junior threw the book at him. Metaphorically this is the first battle of the culturally conflicted war; this is metaphorically the first contact the white side of Junior makes. Mr. P threw out the thought that the Indian side of Junior was possibly destroying him and destroying his future, as said in the book, "If you stay on this rez," Mr. P said, They're going to kill you.
While there, they meet a bunch of 7th graders who are scared of August and start beating him and Jack up. Then Julian’s “goons” come over and help August and Jack escape from the fight going on. When August gets back home, he goes to see the High school play his sister Via is in. He and his family are surprised to see that Via has switched to the lead part of the play. Afterwards, Via explains that Miranda was feeling “sick” and couldn’t do it, so she let Olivia do it.
In Chapter 6 Ruth beats up her son Billy for his inability to recite a passage in the Bible on Easter in front of the church. On the other hand, throughout the book Ruth mentions the sexual and physical abuse, her father applies to his children, abuses that come randomly. Yes, both Ruth and her father hit their kids, but the difference between the contacts is that Ruth hit because she expected more from her son, she wanted her son to be great, after all it is described that “his memory would serve him well enough to go to Yale
Doug’s response to setting his mother’s cats on fire was ‘It was the fault of the psychiatrist...he told me I had an unresolved problem with my mother... and I better fix it’. Julie’s brief monologue in Act One also helps the audience to better understand her character and why she came to be in the institution; ‘twelve hours later that woman was still there, minus a few curls, if that. She hadn’t moved. Too scared I was going to snip everything except her hair’. The final monologue (spoken by Lewis) at the end of the play summarises the future of the patients, Nowra is able to comment on how bad things happen to good people simply because they are given the title of being ‘mad’.
Paul felt the need to lie compulsively. During his meeting in the principal’s office he was asked to state why he was there, his response was that he wanted to come back to school, “This was a lie, but Paul was quite accustomed to lying; found it, indeed, indispensable for overcoming friction”, (Cather, 245). Thus, Paul used his lies to make him feel more comfortable in situations that were vexing. Paul’s speech and his mannerisms were not appreciated by his classmates, and his teachers; his teachers expressed this by “falling upon him without mercy”, during his meeting in the principal’s office. The students showed this by becoming “listless” during his stories.
It starts while he is 18 in 1785 and continues until he is 27 in 1794. John Quincy liked girls and would court them with his poems, but he was also known for his poems being hurtful towards girls (pg. 111). John Quincy was depressed and just worn out when his father, at the time was Vice President, and his mother, at the time was sick, came into town. The author will quote poems from Quincy Adam’s journal and will then try to evaluate what he was implying.
Foulcher is a poet, but also a teacher. His poem ‘Martin and the Hand Grenade’ was based upon a history lesson he taught. ‘The class pauses for history’ uses ‘history’ as a pun to show the setting was a history lesson and the class was waiting for their next instruction, and also because the class is pausing to experience war before they are born. Foulcher was inspired to write this poem not only by the lesson itself, but also by the naïve response that children have to war which contrasts with the response of adults. An adult’s understanding of the seriousness of war can be seen through the imagery used where Martin ‘edges out the firing pin’ of the grenade, ‘fingers the serrations’ with ‘his father’s bleak skill’.
While his time there, Wind-Wolf’s teacher labeled him as a “slow-learner” because he did not know the things an average kindergartener knew. The teachers and the students talked him down and Wind-Wolf felt somewhat ashamed, dumb, and embarrassed. All he wanted was to fit in with all of the other kids in his class. He was constantly teased for having long hair and he begged his mom to cut it off. She tried to convince him that in the Indian culture, long hair is a sign for masculinity and balance but Wind-Wolf was too hard-headed to understand.
Married to John, and has 3 sons. Conflicts she encountered: * Elizabeth and John Proctor are in conflict with one another because John has had an affair with Abigail Williams, a young woman who used to work for them and whom Elizabeth fired due to her involvement with John. * Abigail hates Elizabeth for firing her and taking her away from close proximity to John, which causes her to be one of the wrongly accused people of witchcraft. How did she deal with the conflict? * Elizabeth dealt with her husband’s affair by coming to realize that she may have been partly at fault for her husband's unfaithfulness, because she was not always as warm and loving as she could have been.