The Summer We Got Saved

1 Krishna K. Bista Reading Journal, The Summer We Got Saved (2005) Dr. Tighe March 31, 2008 Before Reading Cover of the book: The cover of the novel The Summer We Got Saved shows two girls standing in the drive-in theater. The color contrasts, the figures in the big screen in the distance, and dark red color in the horizon seem to represent an event of the particular time. The girls eagerly seem to be discussing on particular issue and the film does not draw their attention. This hints that they have a very serious matter to discuss rather than to enjoy the show. This drive-in-theater also signals that it is the place for people of any race to talk with someone openly. While Reading: 1. The chapter 6 “Shiloh” particularly catches my attention because it relates to the historic events of the Civil War period (1961-65) to its importance in Southern society of 1960s. The character—Ms. Hattie, Aunt Eugenia, Mr. Ben along with Tab and Tina bring many allusion and historical references in the published volumes which, according to the passage, do not depict the Civil War accurately: “There were the requisite volumes of Lee, of Stonewall, of Johnston, the Joel Chandler Harris—edited set of The Library of Southern Literature, and the complete Photographic History of the Civil War, but most of the books were about leaders and battles in the Tennessee Valley, where they lived, and spent their time for generations” (44). This section of the novel focuses on the glorious history of the Civil War and the significant achievement of the Southerners to make slavery illegal. Those stories, battles and death of the war give the

2 Southerners an ‘identity’ of the past. Devoto writes, “Mr. Ben had grown up and grown old with the stories of his father’s war, and on his deathbed...there in the dirt and sweat and death that was he Battle of Shiloh” (46). However, this section of the novel is rich portraying the war time and civic participation in the war summer. 2. I like Chapter 37 “the Raid” that highlights racism and social injustice. The wide gap between the white and the black is vivid. When the police came in the private residence suspecting selling of alcohol, and troubled three young women— Dominique, Tina and Tab, we see a kind of real discrimination verbally and physically. For instance, the picture of a white woman creates the problem. The police officer calls Dominique ‘nigger girl’ (315) when he sees ‘a black man in uniform, the Eiffel Tower in the background’ (314) in the picture. This particular section tells the racism of the time. 3. Write about a part you did not like. There is not any particular part that I did not like. In the beginning chapters, the story is slow and not interesting, and sometimes does not draw the attention of readers. However, after few chapters the story goes in smooth ways exploring both social and historical events of Civil War and the around it. 4. In the South, Blacks and Whites lived separate lives during the 1960s yet at times their lives intersected dramatically. In the novel The Summer We Got Saved, both the black and the white characters live and interact in the same society. Tab’s childhood friend, Maudie, is a black polio victim who wears a leg brace and recently survived a fire at the Tuskegee Polio Institute. Tab's father, Charles, is a

3 hardworking farmer descended from one of the founders of the Ku Klux Klan. All three lives are dramatically changed by the events of one summer. When Tab and her older sister, Tina, embark on a secret trip to the Highlander Folk School with their socially conscious aunt, they become unwilling participants in an interracial living with Civil Rights activists. At the same time, Maudie is recruited to help prepare resistant African Americans for voter registration by teaching life skills and reading, and Charles is trying to keep his farm solvent and his family in their accustomed genteel lifestyle while supporting the candidate running against segregationist George Wallace. The stories converge when the main characters experience the tragic consequences of their involvement with integration. So, the novel merges integration of black and white characters through civil rights activities. After reading: After reading this novel, obviously I will tell my friend to read it once if s/he is interested in knowing the Alabama history. Anyone who knows Alabama history will recognize the real-life that Pat Devoto has fictionalized in this novel: especially the names and places-the Highlander School, candidacy of Ryan Graffenried (Brad La Forte), pastoral evenings, political gatherings of 60s, Alabama native people and their language. This book brilliantly explores how the author is successful to show an innocent and hopeful time in the 1960s when it seemed that simple integration and minority voting rights would dissolve a racial division of the South. The story of Ruthland family (Charles, his daughters, sister) stands for typical families of contemporary time in Alabama history of 1960s. Through the long-ago summer’s

4 events, everyday happenings and unusual situations reveal the range of issues raised by the movement. This is the most important part of the story that Devoto did in the novel.

Work Cited: Devoto, Pat Cunningham. The Summer We Got Saved. NY: Warner Books, 2005.

5 Krishna K. Bista Critical Perspective in Film Speak Dr. Tighe April 1, 2008 1. How does the film establish the point of view? The film is told from Melinda Sordino’s eyes. The film takes the audience from her innocence, painful and traumatic social and personal changes, and finally she become courageous to reveal to her friend and family what actually had happened in the last summer. The story moves ahead with her interior monologues, and very few activities in which she participated but most of the time she does not speak. 2. How does the film establish the setting? The film establishes the setting of the story in the Merryweather High School but its nick name is changed from the Trojans to the Hornets. Most of the events occurred in the school. However, previously occurred events of last summer become an integral part of the film. 3. What conflicts are established in the film? How are they created? The only conflict is the Malinda’s self conflict to reveal the truth. She, as in the course of story, finally becomes strong to tell why she was silent for a year. To create such non-verbal parts, each shot of the film plays important role with especial light, event and character. Her self conflict is rooted with her friend, school system and family. 4. How does the film handle sequences?

6 The film artistically grips all the sequences of the stories into one by using flashback techniques. The music and over-hear voice also support to establish mood and development of the story. 5. What types of characters are created by the film? How are they created? True and real life characters are created in the film by help of scenery, costumes, and performances. Although Melinda does not speak, she has plenty of thoughts. Her thoughts are filled with sardonic humor. Her English teacher, hairy woman, and social studies teacher, Mr. Neck, are vividly showed with dialogue and action. 6. How is style created in the film? The film includes both dialogue and scene description to create the style.