In Abraham's Bosom -- by Paul Green (1927)
DescriptionMarriage. Marriage. Marriage. Marriage. Marriage. African-American discrimination.
Paul Green's 1927 drama trail-blazed. Green decided to draw the public's attention to systemic racism in America. The play centers on Abraham McCranie's struggle to better himself and his community. Abraham McCranie is a biracial man who desires to secure a brighter future. His master, the Colonel, is his father. His brother, Lonnie is white, and does not support him. Near the start of the play, Abraham and Lonnie get into an argument, which leads Lonnie and the Colonel to violently whip Abraham. Later, the Colonel appears to be a provider to Abraham: he helps set Abraham with the opportunity to gain an education and to work in the area's first school. As Abraham celebrates these new opportunities, he continues to lash out in anger in challenging times. Abraham butts heads with his son, Douglass, too. Douglass does not value education and tries to further himself through music. I will not ruin the end of the play, but it was heartbreaking, to say the least.
Candid Reactions
- How great is the name "Puny"?
- I wonder if Green, being a white male, was intimated at all to tackle the trials of being biracial in the play.
- The motif of sleeping is effective.
- The talk of "taming" a woman is uncomfortable (44).
- Abraham's motto, "We are rising" reveals much about his heart and intentions (63).
- I don't know how I feel about Abraham's total forgiveness of his father . . . I am not saying that I don't support forgiveness, but I am saying that I don't know how believable it is that he would forgive so quickly.
- Green addresses code switching in his stage directions, and I think I love him for that.
- Why do so many of these scenes end in laughter? What is Green doing here?
- New word? Sure! Lambrequin.
- Abraham asserts, "It's the man, it's the man that lasts" (112). This assertion is both inspiring and controversial.
- There's the sleep motif, again!
- Wow, Abraham's role is so demanding.
- I am really intrigued by the final stage directions of the play: "The wind blows through the house setting the sparks flying" (141).
1. African-American Representation
I've addressed this already in the Description. However, I must draw attention to the time period: this play was written and performed in the 1920s. How incredible is it that the African-American experience was presented so realistically at that time?!
2. Dialect
The language skills by Paul Green is spectacular. Green values dialect and colloquialisms. The world rejoices!
Classroom Implications
I would stray from using this text mainly because of the challenges in dialect in diction. I am not devaluing it. Rather, I am saying that it is so rich and challenging, the amount of effort and time it would take to appreciate it would be too great for the time allotted. I think that the story could be compared and contrasted well to The Great Debaters.
Personal Takeaway
Valuing education is dangerous.
Ranking
Dialogue
|
Characters
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Plot/Conflict
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Symbol/Literary
Devices
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Overall Enjoyment
|
TOTAL SCORE
7.25 |
|
0
|
Unfollowable; unrealistic;
diction does not match character
|
Undeveloped; does not reflect
humanity
|
Not engaging; predictable;
reader can step away from text because it isn’t gripping
|
Devices are apparent for
cleverness and do not enhance the story
|
Reader has no interest in
re-reading play
|
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1
|
Not
consistently realistic
|
Well-developed; most depictions
reflect humanity (1.5)
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Semi-engaging; some unnecessary
plot-points
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Devices somewhat enhance story (1)
|
Reader would re-read with
pleasure and reminded of work (1)
|
|
2
|
Realistic;
connotative; diction matches characters (2)
|
Fully-developed; depictions
reflect humanity
|
Engaging; unique; reader finds
it impossible to put down text because the conflict is so gripping! (1.75)
|
Devices seamlessly enhance the
story and provide rich interpretation
|
Reader would re-read the play
on own volition, enthusiastically
|
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