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Majority And Minority Americans: An Analysis Of Best Selling American Fiction From 1926-1966
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Majority And Minority Americans: An Analysis Of Best Selling American Fiction From 1926-1966
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This dissertation has bssn microfilmed exactly as received FARMER, George Luther, 1915- MAJORITY AND MINORITY AMERICANS: AN ANALYSIS OF BEST SELLING AMERICAN FICTION FROM 1926-1966. University of Southern California, Ed.D„ 1968 Education, history University Microfilms, Inc., Ann Arbor, Michigan HUORITT AHD. MHOSITI AMERICANS* IV ANALTSIS OF VES9 SELLING AMERICAN FICTION FROH 1926-1966 A Disaertation Pr•seated to the Faculty of the School of Education The UnlTersity of Southern California In Partial Fulfillment of the Requirements for the Degree Doctor ef Education Dj George Luther Farmer February 1968 This dissertation, written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. Date ................... c ▲cknovledgher Zhe writer wishes to express his sincere appre ciation to the many people who hare assisted, directly or indirectly, with this study. In particular, thanks are expressed to Dr. David Hart in, the late Beverend William David Farmer for their encouragement, and te Ardentris, my wife, for her understanding, patience, and sacrifices* ii SABLE 07 COHSEKSS PREFACE LIS* 07 SABLES ▼i Chapter I. nrTRODUCTIOJf 1 Introduction to the Problem She Problem Purpose of the Study As sump t lone Hypotheses 71eld and Delimitations of the Study She Samples and Sources of the Data She Methods Used in tho Study Organisation of the Data Used in the Study II. DEFIHITION 07 CONCEFSS USED IH THE STUDY . . 44 Best Sellers Caste Characterisation Culturally Different Culture Discrimination Pamily Goals Ideology Herms-Mores Plot Point of View Power Dimension Structure Prejudice Primary Delations Bole Self-Concept Setting Social Interaction Socialisation Social Stratification Structure Value iii iw Chapter P««« III* THE SOCIAL SIGNIFICANCE OF FICTION.... 7® Fiction Tko norol If* CHARACTERS AND CHARACTERIZATIONS WITHIN THE ANALYZED NOVEIfl....................... 83 Gharactoris ations Sex Occupation Eeononie Education Class Nationality Race Religion Personality Goals and values Plus-minus f* THE FINDINGS AND SUMMARY OF THE FINDINGS OF THE STUDY............................... 136 Findings Tko distribution of tke ckaraetors Solos recognised explicitly as Jo vs Tko roles of tko okaraeters Tko appearance of tko okaraeters Tko status of tko okaraeters Tko golas of tko okaraeters Hypotkeses YI. SUMMARY AND CONCLUSION......................180 Sunnary Conclusion Possibilities for furtker study Educational implications of tko study APPENDIX...........................................197 Index to Authors of Prinsry Sources Index to Prinsry Works Index to Primary Okaraeters Amisfield-Volf Awards Fag* BIBLIOGRAPHY............................................21® LIST 07 TABLES Table Page 1* The Characters in the Analyzed Morels • • • • 88 2. Education (Explicit) of Characters....... 97 ' 3* "Glass” ef Characters ..............101 4. Nationality Distribution of Characters • • • • 10? 9* Ethnic Distribution of Characters............ 113 6* Religion (Explicit) in the Analyzed Nereis • • 119 7* Personalities of Characters in the Analyzed Nereis.................................. 123 8* Seals-Values of Characters •••••••••• 126 9. Plus-Minus Position of Characters........129 10* Hypotheses ................................144 11* Locale of the Analysed Nereis • ............ 147 12* Ethnic Distribution of Characters............ 148 13* Stratification ef Characters ......... 151 ri CHAPTER I IHTROBUCTIOT Introduction to the Problem Social interaction that exists between majority and minority group members is largely determined by the social milieu in which the group operates* These rela tionships are modified, in one direction or another, by the social environment that socialization processes con tributed to the opinions, attitudes, and beliefs of the individuals, in the first place* The basio assumption of this dissertation is that in most communities (in this society) roles and inter actions presently existing between the majority and minority groups are not fulfilling the proclaimed accul turation and assimilation processes* It is further assumed that the recognized American goal is the improve ment of group relations in the interest of a more demo cratic and harmonious society* Perhaps the most easily observable relations between members of the two groups are in the more formal and overt points ef interaction* These involvements would include the more structured and technical stratifications through 1 School* Teacher and student relations Employment* Employer and employee relations Politics* Elected governing persons, organisations, and their representatives Socio-economic Structuret Divisions of labor, soolal Institutions, status positions and soolal roles* Within the milieu of these stratifications there is often cause for eonoera about equalitarian inter actions • Teachers, psychologists, sociologists, writers Clay and professional), and others of the majority group are not always able effectively to eonmunicate, identify, and relate with the minority groups* If these inter actions are to undergo rital and significant changes for the better, both on an interpersonal level and at the oomnunity level, then nembers of the majority group, in particular, must be aware of at least three factors t Pirst* She overt, covert, or both, social forces that produced, at least in part, the behavior of the s minority group* Seoondt The social foroes that formed, and continued \ ' to form, the minority group self-concept* Third* She behavior of the majority group that served to elicit a consistent response from the members of the minority group within repetitive oiroumstanees* 3 la treating these interact ions and assumptions , primary concentration in this dissertation will be upon the informal contacts, rather than the formal contacts, through the sublety ef "best selling" fiction literature# Literature, in addition to being communication end art expression, is also social evidence and testi mony; furthermore, it is a commentary on present and past manners, morals, and sanctions# fhe literary art ex pressionist through his point of view, his omniscience, is able to weave daydreams, reveries, nostalgias, and associations, that have an imprinting influence on eco nomic, psychological and social values# Since Trend* is psychoanalytic note on Hamlet and his observations on the kinship between dream and liter ary fiction, numerous studies have been guided by the principle that the literary work of Imagination (novel, poem, drama) is in some degree an objectification or projection of the author9 l s self-concept and values# Pro vided that the notion of a projection of the self into the literary work ean be accepted as a serious and mean ingful one for psychology, social psychology, sociology, sociology of education, and also provided that methods adequate to the material and the theory ean be worked out, it is at once obvious that fictional literature affords a nearly Inexhaustible resource for cultural study, and is erne which has the very great advantage of being available to all members of society everywhere and over long per iods of time. Fiction is not a substitute for systematically accum ulated, certified knowledge* But it provides the soolal soientist with a wealth of soeiologleally relevant material with manifold clues and points of departure for soolologioal theory and res ear eh* She creative imagination of the literary artist often has aehieved insights into soolal science. Shis has been soa perhaps a beoause social scientists have but too often felt that it Is somewhat beneath their dignity to show an interest in literature. (34*3) What is found upon investigating the relations between literary works and their authors? Primarily, It is found that the author draws more or less directly upon his socialisation, culture, environment, and experience, for the content of his work. The scenery, the incidents, and the personal qualities of his characters are inex tricably interwoven into his own cultural milieu. The author of fiction, therefore, appears to convey into his work (as the dreamer into his dream) his experience of the world as selocted and colored and strongly shaped by his own particular nature, ideology, and socialisation. Xt is from this point of view that analysis of a literary work is simultaneously analysis of the writer, the period* and the social climate that made the work noteworthy— and a best seller. Despite the pervasiveness of literature and ef education they are to a great degree substitutes for infernal socialization. Lost probably forever is the primary and organic eonmunity upon which literature is intrinsic , similarly lost are the folk-songs, folk-dance% handicrafts, arts ef life, ways ef living, and oedes of personal intercourse* These losses prevent the return ef "the good old days*” Presently, instead of the in formal community (urban and/or rural) there is almost universally impersonality with education, through the schools, becoming more formal, technical and literature based* Literary training in the schools is indeed a challenge; yet, if therd is belief in education, there must be belief that something worthwhile ean be done in education through literature* And if there is one be lief, value, or both, in the human culture, it must be in education* An education for the present and the future world should train an awareness oft (1) the changing social structure and community; (2) the present environment (seoiologieal, psychological, physiological, political, religious) and the ways it influences tastes, habits, preooneeptions, attitudes, opinions, and values; (3) the rationale is present for not leaving the citisen to be formed unconsciously by his environment (as in a static society}— the oltisen nut be trained to discriminate and uka worthwhile literary value judgments, even 1a ‘ best selling "escape" decries* fiction. 9he Problem this was a study ef treatment Involving the majority and the minority groups of Americana in heat selling American fiction. She fact that it is stereo typic involvement does net mitigate its influence on the value imprinting of readers (majority and minority) t it steals in without warning when the self-eoneept is latent. A coin could symbolise bias, prejudice, and dis crimination in the United States. One side would repre sent minority people in the United States wherein they are evertly, covertly, incidentally, accidentally, and intentionally treated differently, negatively. Sreatnent differentiation embraces a large number of groups s legro-Amerlcans and Jems who are disapproved; Hezican- Anerlcans, Ztallan-Amerioans, Indians, and Japanese- Amerieans who are rejected as "out-groups." Gammon to all these treatment differentiations against minorities is the other side of the culture coin— treated differ ently, positively, in favor of the majority. Hany educators, teachers ef literature, literary eritles, and writers, of flotion and of nen-fiotion, •till retain the ivory-tower Illusion that In their pro fessional knowledge, area, or tooth, they are exenpt and insane from the eonditionings of social thought and opinion as well as fron the protolens and controversies of the narket place* Thors ten Vetolen calls this a "highly sterilized germ-proof systen of knowledge kept in a eool dry place*" levertheless, they are involved in the dialogue-'-often they are the sterotype imprinters • Tor instance, nasy "100 per cent Americans" had newer seen a real lire Chinese, Japanese, or Hexioan-imerican until "shipped" to the west coast during one of the 1940-1967 military emergencies. Host had seen "invisible" Hegro serrant0, porters, and shoe shine toeys. Tet, the 100 per cent Inerieans "knew then well"— they had seen then on television, in the notion pictures, heard then (or their substitutes) ever the radio, and read atoout then in the newspapers, magazines, and books* Surely, the conmunioa- tion media, under the control of the lay and the profes sional writer, has an unmeasurable control over opinions, attitudes, and beliefs of its disciples* These writers, lay, professional, or tooth, nay completely fail to reeognize the indirect reflections of all these controls in their critical perspectives and in their standards of literary judgment, or, even more apparently, in their tradition-set boundaries of content inclusion and. exclusion. But even the briefest consider ation. of the amount and kind ef attention given to the creative literature of a minority group will provide an aeid teat of the widespread presence, and the curtailing influence of such limiting traditions. Literary traditions are, moreover, only the more effective and hard to reconstruct for being not deliber ate er overtly hostile but merely traditionally and un critically coneeded. Indeed, in some eases, as with Eugene O'Neil and Saul Green in Negro drama, and with Thomas Stribling, William Faulkner, Erskine Caldwell, Lillian Smith, Ann Hobson, Heveil Shuts, Robert Stamdish, Arthur Hiller, and many others in Megro fiction, the white exponents ef the literature ef the Negro seem to have been the pioneers of new viewpoints and of more penetrating insights. Ho critical account of the field in the last two decades could possibly separate this literature into two radically separate strands. Many of these white artists have sensed, and do sense, the artis tic values of the Negro and minority group materials as well as the vital relationship between their careful exploration of these groups and of having a fully repre sentative native American art. Such art expression built on cultural bias and snobbism, no matter now unintentional er oovert, is primarily responsible for the far too pro- Talent tindency to ignore Negro and other minority ex pression and eoneept in literature and* also for the equally unjustifiable tendency to treat it condescend ingly when it is considered. There is a need, therefore, to reconsider the general practice in this regard; to giro minority literature, ninority oriented literature and ninority involved literature a place in the curricu lum, and to reconstruct the current teaching approaches to literature, selection or literature, and also litera ture presentation, discussion, and evaluation. Historically, the contributions of the Negro, for example, to anything beyond jazz music and sports (and sometimes, even in the sports that they dominate as per formers, they are deleted here l!) have been ignored in textbook and in fiction literature. The literature of and about a minority group may be regarded from three approaches s 1. is a reflection of the minority mimdt ala Claude Brown's MOmaiH.Ta in the Promised Land (2h). 2. is an index of the majority attitude towards the minority mindt portrayed in Hedding Oerter's The South fi-fcjjHBack (29). 9* As a social mirror reflecting the interaction of the najority-minerity relationships, with 10 their erer changing alignments within the cultural nilieut in the order of portions of Hark Twain’s Huckleberry finn (147)* The last approach seems to be the best one9 since it involves the integrated treatment of the problem through a multi-discipline approach. It is more than a combination of the two previously mentioned approaches , since 9 in addition to introducing common denominators of social and cultural values, it also establishes an ob jective criterion of literary judgment. In instance of the application of an objective criterion would be the inclusion of the work of Hegro poets and writers im general anthologies of American literature instead of only in specialised 9 though not altogether improper 9 anthologies of "Negro-American literature." A tendency In this direction has begun to make considerable headway ef late; for example, James Baldwin, Langston Hughes, Claude Brown, Ralph Ellison, and Le Roi Jones are cur rently contributing and being read, and heard, in "Ameri can anthologies •" An instance of the recognition of common cultural denominators would be the critical inter pretation of Nogro creative expression, not merely as minority self-expression, which it is in part, but more organieally as an important segment of representative regional or national literature or art. 11 It happens that fiction by and about the Hegro and ether minorities comprises a large and oontinmoms body of literature in Americat also, minority group anthers are among the best sellers! Villiem T. Tindall in the Journal. November 1947 wrotet The sociological best seller is one ef our few re maining traditions. After Uncle Tom*a Cabin, humani tarian fiction enjoyed increasing success until the climax of the past few years. At the present time it seems that if an author wants his novel to sell better than the better sellers, he has only to choose for his subject either the arils of drink or the pre judice against Jews, Hegroea, or, sometimes, Chinese. (206t66) Strangely, only an esoteric group of NHegre his torians" and "Hegro specialists" are aware of the sheer bulk of Hegro literary self-expression; it runs back to early colonial times, and from then on, it is historically continuous. To this must be added the vast literature of direct and indirect allusion, which the historical pre occupation of white writers with one or another aspect of the Hegro's life, or his inTolTement, or of his problem has made into a vivacious segment of American literature. Actually there have been no findings of serious studies of the treatment given minority groups in Amer ican fiction, regardless of the setting and certainly not in the best sellers. However, there are two studies of the role of the Hegro. Sterling A. Brown in Journal of Hegro Education. April 1933* «*d also The Hegro In Amor- 12 icon. Fiction 1935. Brown wrote la his 1935 publication that the appearance of the Negre-American fiction boson historically from John P. Kennedy's Tho Swallow Bom in tbo early ninotoontb eontury through Jool Chandler Barrio and Thomas Bixon down to ouch writers as Boark Bradford, Octavius Boy Cohen, Hugh Wiley, Arthur Akers, and Irrin S. Cobh. Sterling A* Brown lists such stereotypes as tho contented slave, the wretched free nan, and the conic. Brown declared t . . . the Hegro has net with as great injustice in Anerican Literature as he has in American life. She majority of tho books about Negroes neroly stereotype Hegro character • • • these stereotypes are narked either by exaggeration or onission. They all agree in stressing the Hegro's divergencies fron the Anglo- Saxon norm, to the flattery of the latter. They could all be used, as they probably are, as justifi cation of racial proscription. (180t53-68) A comparison ean here be nade between the stereo typic Hegro conic character in Anerican literature and the similar use of the "lasy Mexican,” "the humorous Chinese,” ”the stingy Jew,” ”the volatile Latins,” "the romantic French,” and "the crafty Japanese.” Proper critical perspective on this literature (fiction and non-fiction) and its values and insights is an integral part of literary criticism and history. It is, also, if properly handled, an exceptional lead-in to the study of current social attitudes, opinions and values, and so promises to yield dividends of interprets- 13 tive importance in retnm for the gains of integration which the aocio-cultural approach has instituted* Tor example y what better er oarer critical gaide thread eoald there be for the study of looal color and region alism in sonthem fiotion than the eritieal analysis of tho treatment of the Hegro character in that fictions or what more diagnostic single factor for the development of nativism in American drama than the increasing emphasis on the Hegro problem and the Hegro character! Such critical contributions and potentalities really present a challenge and an opportunity to modem-minded literary scholarship rather than merely a neglected task or super numerary duty* nevertheless, given an awareness of the attitudes and values, the problems, and the duties, the fight against prejudice and discrimination is most likely to take place in areas where they are the most overt and intentional* It is not only these overt and Intentional areas of attack upon minority groups and support of "Americans” which serve as sources of such discrimination, but prejudice also finds its way into innocuous areas whore people neet the various manifestations of prejudice and are exposed te biases without oonscleusnoss that an ethnic problem is being raised at all* fhis was a study of the latter kind of exposure to anti-minority and pro-majority discriminations— tho treatment ef majority and minority groups in the best sellers lists (1926-1966) ef the Jew Tork Times Book Re- riew* lev do people meet the rarious ethnic and religious groups of this country, in this channel of eommunication (which reaehes a large number of people) in their relaxed, leisure hours? Are some groups presented as more import ant and more personable, or wealtheir than others? Do some groups in those stories get more ef soeietyl ! s re wards— Ioto er high position? Vhat picture is presented of the relationship between different ethnic groups? In short, what kinds of people appear in typical best-sell ing American fiction in terms of their racial, religious, and national backgrounds, and how are they treated? Shis study will attempt to 1* Assess Intent and analyse effects regarding the preceding questions* 2* Draw conclusions both implicitly and explicitly concerning the abowe questions* 3* Berire sociological implications for education regarding the questions shore* Purpose of the Study She study of Bernard Berelson and Patricia Salter, "Majority and Minority Americans t An Analysis of Hagaslne 15 Fiction," Fob lie Opinion Quart or I t. attempted to find out about tho treatment of majority and minority groups in the popular fiction appearing in eight American mass magazines: (1) Saturday Broning Post. (2) Colliers. (3) American, (4) Cosmopolitan. (5) Woman1 s Heme Companion. (6) Ladies Home Journal. (7) True Story, and (8) gruo Confessions. Their respondents did not see magazine fic tion as a means of portraying minority Americans faror- ably (177*168-190). She Berelsom and Salter findings were so dis couraging to minority groups in popular magazine fiction that the reflection of majority and of minority groups in another context, for example, best-selling fiction (the short story, the short norel, the morel) needed to be checked. She present study grew out ef the Berelson and Salter study. Sheir study was largely concerned with popular paperback magazine fiction, as preriously stated. It became obrious during the reading of the Berelson report that there was a need for a study of another com munication media— in general, popular hardback fiction, in specific, works or morel length fiction that were best sellers. A major goal of tho present study, therefore, was to repeat oertaim parts of the Berelson inrestigation (table and chart headings) and to find out whether the 16 assults they obtained by analysing nagaslne fietion were oonparable to the results obtained from doing the sane thing in best selling fietion; yet, this was not a com parison and contrast study, nor so* Yevertheless, the Berelson study and the present investigation had sone comparisons and contrasts. Some comparisons werer (1) a common concern for cultural values expressed through fietion writings, (2) a de-em- phasis on "sales" consciousness in favor of an emphasis cm studying "value" involvement, and (3) an effort to find out how minority and minority groups fare in American fiction* Some contrasts wares (1) the Berelson study used a sample of 198 short stories published in 8 of the country's most widely read magasines (previously listed) in 1937 and 194*3, and (2) the present study used a sample of 54* best-selling novels published from 1926 until 1966* It is assumed here that the product offered by fiction publishers may not be closely related to the self-ooneepts of the minority groups, particularly; pub lishers are "sales" involved. If fiction in its present form turned out to be only slightly related to the self- eoncept of the culturally different, then further invest igators may properly seek to find out what needs to be changed* This study attempted to identify, examine, and 1? analyse data from the sources that related to the hype- theaea of thla dissertations that fietion literature writer# through expressing cultural folkways, mores, and noma indirectly have the same, though subtle, effeet that writ era In sociology, aooial psychology, pay cho logy, and sociology ef education hare through direct ofcd activi ty* Analytical reading, another name for interpretation, differa from literal reading in that it requires cloaer attention to the suggeative power of worda, the relatien- ahip of detaila, and the quality of meaning that emergea from then* These analyses sought to determine the social roles portrayed by novelists in reporting aoeial adjust ments and maladjustments in their social milieu and te focus on their reporting through best selling fiction* Constantly borne in mind through this study was that fietion is educational (if only obliquely) and also thatt Education is almost wholly a communicative process, and nearly all of the communications that are employed in this educational process are adaptable te content analysis* Tot little has been dene beyond the direct studies of word frequency, spelling, and grammatical errors, and textbook content* We know almost nothing about subtle effects of the different forms of educa tional values of our youth* (22&260) f The objectives of this study worst 1* Te review the writings of samples of American fietion that bears the title "best seller*" 2* To ascertain if, in these stories, the 100 par oent American characters (explicitly identified and implicitly indicated by name (page 153), language, ap pearance, and miscellaneous indicators, aaa Table 41 page 107> fill the center of the stage— and than sane. Who are the character* in these stories? 3. To find whether or not, based on percentages, if tha 100 per cent Americans appear much more frequently, and if they also had relatively more Important roles* In addition have the American hyphenates (non-Jew) been assigned the second roles of importance, the American Jew the third role, the American Hegre the fourth role and the "ethers” (Arabian, Egyptian, Chinese) the fifth, and last roleT In other words, who are the important charac ters? 4# To explore whether or not the 100 per cent Americans also get relatively more of the better rales, that is, the sympathetic and approved rolea|* Who are the approved characters? 5* To investigate if in occupation and general status (income, influence, prestige) the 100 per cent Americans are better off on a percentage than the other role players* Who gets the high status positions? Vho have higher, and lover, positions? 6* To probe whether the 100 per cent Anericans pursue "heart” goals aere frequently than the other 19 "races” la best-sailing American fiction. Who pursues what goals? 7* So ascertain whether the 100 per cent Ameri cans , the American hyphenate (non-Jew), the American Jew, the American ffegro, and the "others1 ? are "nice," in that order* Who has what traits! 8* So seek to discover if there was a change in majority and minority numbers, attitudes, opinions, and values during the years of the 1940-1945 World War* What effect did World War IX (1940-194-5) have on Amerioan "classes” as depicted in best-selling American fiction from 1926 to 19667 9* So explore the sociological and educational implications of the study* 10* A final objective of this dissertation was to indicate the possibilities for further studies of this nature in the sociological application of the novel as may be found in: (1) different kinds of literature, for example, the Anisffeid-Wolf Awards which were established in 1942 for the best book concormed with racial problems in the field of creative literature (Appendix E); (2) different approaches to the sociology and the sociology of education problens; and (3) different methods of soeial-interaction data gathering, organising, and re porting* Assumptions Before attempting to analyze fiotion about a culture and writings that reflect a culture, it was use ful to sot down briofly seme of the principal guiding as swaptions inrolred in such a study* Shis study assumed that* 1* Inference about the relationship between intent and content or between content and effect can ralidly be made, or the actual relationship established (18:18)* 2* Study of the manifest content is meaningful; this assumption requires that the content be accepted as a "common meeting ground" for the communicator, the aud ience, and the analyst (18:19)* 3* She quantitative description of communication oontent is meaningful; this assumption implies that the frequency of occurrences of various characteristics of the oontent is itself an important factor in the communi cation process (18:20)* 4* Yalidity does not seem to be a major problem employed in content analysis (which is a method employed in this study)* Yalidity is taken care of most ef the time through careful definition of categories and judici ous and alternative selection of indicators (18:171)* 3* She problem of reliability, on which a great deal in oontent analysis depends, has been successfully handled in a number of studies, but it is by no means a "solved" problem for the field as a whole (18x174)• 6* The figures from table to table will not always balance because of the varying numbers of indeter minate characters for the different categories. 7* The 1926-1942 "forthcoming books" (The Hew York Times Book Review did not list a "best seller" until August 9* 1942) was highly representative of reader interest of that period. 8* The 19^6-1966 "best seller” list is repre sentative of reader interest, the social climate, and the authors' responses to the national attitudes, opinions, and values of the period. 9* These is an awareness that the 100 per cent American, the American hyphenate (white, non-Jew), the American-Hegro, the American-Jew, and the other oomprise different percentages of the American population; conse quently, the references herein refer to representations varying (deerease-increase) from the I960 census figures and percentages. Hypotheses The following hypotheses were a development partly from introspection, partly from reading novels of 22 the type selected for analysis, partly from reviewing previous stadias on this general topic, partly from read ing material on intor-intra-othnie relations, and partly from ebservation of imeriean society in general* 1* The overwhelming representation (per cent disproportion) of tho on-stage charactors were from the 100 per cent American group; the minorities were likely te he on-stage less often (disproportionate per cent) than the majorities* 2* The majority group (100 per cent Americans) receired more top roles in the stories, the American hyphenate (non-Jew ) was second, the Jew was third, and the "others" (coloreds) wore last* 3* The wants, the traits, or both, of the major ity wore more generally approved than theseNof the minor ity* lor example, the majority wanted loro; the minority wanted gain or personal advancement* A* Social interaction between the majority and the minority characters seldom existed on a basis of equality* 5* The problems to be solved by the majority and the minority groups differed; the majority mainly had the individual "heart" problem to solve, for example graceful living, career, and respectability whereas the minority had "head" social and economic problems* 23 6* Appearance 1a high status positions differed; the statue of the majority group persons was based ea am implicit assumption, yet, explication was needed as an explanation of a high states position for a nenber of the minority grenp. 7. Best seller flotion in America by foreign anthers, with foreign settings, likewise, portrayed the 100 per cent Americans in the top roles in the stories, the Ameriean hyphenates were seeond, the American Jews were third, the Americaa-Hegroes were fonrth, and the "others" were last. Bield and Delimitations of the Study American fiction written between 1926 and 1966 that was based on The Bow Tcrk Tinas best seller lists constituted the general field of study. This field of study was chosen for the following reasons* (1) modem fiction relatos and reflects the problems of the modem world with more subtle power than any other type of writing, (2) fiction has great appeal for a largo number of readers, (3) fiction holds a dominating place in the book publishing world (in a dollars and cents based economy this is particularly significant), and (4) tho deepest interests of a society are reflected in the writings of its own culture, time, and place. In dis cussing the province of the novel, Helen Haines asserts 24 - la Whafe la a HotiI. that the modern novel offers the reader a more comprehensive picture of life than any other type of literaturet (today readers have in the novel a lif e-exteas ion agency* a means, not to the prelengation of physical existence, bat an expanded mental participation in the whole range of human experience* As Bernard de Toto has said: "She mass and tension of modem fic- tiom have opened up areas of experience, states ef consciousness, and a variety of themes if not of emotions that the novel did not deal with before *M Modem fiction has overpassed former boundaries— • strengthened, varied, developed its preoesses and scope* Xt reflects the activities, the cenplexities, the human, social, and moral problems, the satisfac tions and inequities of the modem world with a more pervasive radiation than any other fern of writing* In the full extent of its manifestation it represents the strongest and most continuous appeal that litera ture has for the commonality of readers* Xt has long held the dominating place in book production and book use • • • because eur deepest interests lie in our own times, our own life experiences* (63*168) Before preceding with the study a few of the limitations of the data should be brought into focus* Xirat, it must be stressed that the basic list of fifty- four best selling fiction literature as selected by She Mew York times Book Bevlew— this list covers 1926-1966— is descriptive rather than prescriptive* Any listed novel that is unlocateable will be substituted by a sug gestion from one of the doctoral dissertation committee members* She procoding list of primary sources will place limitations on the times, places, settings, charac terisations, and themes involved* As an example, some of the best sellers of the year, (Gone With the Wind. Bona of Bernadette. u 4 ethers) are mot on the sample list; this elimination is due te the systematic prsesss im which sample malts vers oh t aims A* Second, am avareAess, from the outset, should ho uppermost that this Aosoriptiro measurement aaA evalua- tiom of fietioA content placed limitations oa the methods of vork and of results* lor instance, simee the study was concerned with quantification and qualification, some important aspects of fietlon content which wore found could not feasibly be quantified, qualified, or both* Third, the reliability of the schedule has not boon conclusively demonstrated* In adequate eheck on reliability would require that several independent ob servers apply the same schedules and rules and inter check their results* The writer and his assistant made independent applications of several of the schedules, in the came of the analysed works, cheeking their results* On the basis of such checks, it appeared that most of the items on the sohedule yielded highly consistent results* Although a record was kept of the extent te which the two observers agreed and disagreed on each item, there was a feeling that the cataloging and presenting of this pro cedure was not significant to the study* The writer and his assistant worked very closely throughout the entire study, and it was felt that their judgments, even when 26 independently made, tended te show high agreement. In addition, the consulting and cheeking method did proTide a meana for eliminating certain items which were obviously unreliable. fourth, this study farther raised the question of whether, in a psychological sense, there is such a thing as "manifest content.■ She argument runs, and Berelsen wrotet She only sense in which "manifest content" exists is in the form of black-marks on-white. As soon as meanings are attached to the symbols, the psycholog ical predispositions of the loader (analyst, critic) becomes involved and to some degree they distort his comprehension of the "manifest content." fhus there is no guarantee that the meanings in the "manifest oontent" are the same as the meaning actually under stood by the different readers or intended by the writer} and thus only latent content can exist when- OTor meanings are involved . . . orery reader takes his own peculiar meaning away from the common content • • • there are various kinds and "levels" of commun ication content and that analysis ef the manifest con tent for meanings can apply to some and not to others. (lStl9) fifth, this study after defining, in chapter three, the three connotations of f lot lent (1) the short story, (2) the short novel, and (3) the novel, will syn thesise them under the terms of novel and fiction. Ad mittedly, there are differences; however, these differ ences will not significantly Impair the data in this study. Her cover, the terms novel and fietion will be syaonomous in this study. 27 fhe Samples and Sources of the Data Ska objecta of analjala voro fiftar-four samples of boat aoiling fiction norola. These samples voro taken from the Jaw Ti«es Book Reflow "weekly forth coming" books of 1926-194-2, and else from its "weekly boat seller” books of 1942-1966. She "boat sailor" list was not established, per no. until August 194-2. The years 1926-194-2 wore selected in ardor to investigate:- (1) the sociological "climate” loading from the post-Vorld War I years) (2) the influences of the "depression" literature on the cultural milieu, and majority-mlnority interaction during the period) and (3) to observe and analyse any possible changes in intra- inter group opinions, attitudes, and beliefs over the period of the "now Deal" (Roosovoltism) and, in addition, the pre-amd early-Vorld V&r II period. She years 194-2-1966 wore included to (1) bring the fiction investigation up to date, (2) to analyse the sociological trends resulting from the war time idoologi- sing through best soiling fietion novels, and (3) to refer to a reputable source for a sample of what the Amoriean public prefers, recently, in its fietion. She fifty-four sample units, heroin analysed, wore selected from the 2080 population units through the following descriptive and configurative processes: 28 X* She range of the sample was 40 years (Oetober 9. 1966-January 3* 1926). 2* She posting of the best sellers was 92 weeks per year* 3* She population was 2080 (40 years range z 92 weeks per year)* 4* Werner £• lira ch. wrote in Introduction te Modern Statisticst Share are tines when we desire to make a random sample of su's and we either do not hare readily a- Tailable a table of random numbers or its use is too laborious* Wader such circumstances we can apply a systematic process to draw our sample units* For instance,if we knew that 99*000 observations consti tute our population and we need a sample of 300* we can systematically select every 99*000/300 or 330th observation* le start with we pick a number between 1 and 330 e»g** 198* and the name in the frame cor responding to that number is our first su* Ihe second su is the name opposite the 488th number, and the third su is the name opposite the 8th number, etc* (70tlG0) 5* In keeping with the preceding systematic pro cess of obtaining sample units, three methods were employed* First, to ascertain the issues per month, 92 weeks were distributed thuslyr: Issues (Weeks) January 5 February 4 March 4 ipril 4 Hay 4 June 9 July 5 August 4 29 BSnths Issues (Weeks) September 4 Ootober 4 Hovember 4 December 5 52 Second, to systematise the drawing of the sample malts, 2080/92 - 40 sample malts publie&tioas (popula tion/weeks) between publication of sample malts. Third, to identify (1) the ordinal number of the issue la the month, (2) the title sad the author of the issue, and (3) the speoifie date of the issue to be analysed. The first sample unit was January 3« 1926 and ehrenolegieal intervale of 40 publications thereafter. In the event of a repeated "best seller" the seeond title sad author (•) was substituted. Sample lumber Title and Author Pate 1. Urst issue of gulden Beast January 3* 1926 January 1926 E7 l*hilllps Qp- peaheim 2. Seeond issue ef The Bullfishters Oeteber 10, 1926 October 1926 Henry <Te Wont- herlant 3« Third Issue ef The Smntials of July 17, 1927 July 1927 Sorbal Raphael Sabatini 4. fourth issue of The Love It Duek~ Anril 22. 1928 April 1928 ampert Hughes 3* fifth issue of Roon January 27* 1929 January 1929 Ber&ert Asquith Samslo I n b w title nd Author 6* Second Issue ef Masnifioont Ob- Forember 1929 seesleu Lloyd O* Douglas 7* Second Issue ef nnni«>i« August 1930 Francis Steeg- sueller 8. fourth issue of the flood Berth Hhy 1931 Feari is* Buck 9* Fourth issue of three Loree February 1932 A, J. Cronin 10* Seeond issue of A l tt W December 1932 Sinclair Lewis 11* Seeond issue of Escape to Life September 1933 Ferenc hormonal 12* Fourth issue of Faith. Hope and Cobb Fourth issue of Faith. H< June 1934- Charity irrln B. 13. Fourth issue of the Man Who Had March 1935 graryihlnic Louis bromfield 14. First issue of the Golden caand Robeson Burr January 1936 ftiickaanf anna 15* Second issue of the Secret October 1936 Journey James Banley 16* third issue of Ton Can't Hare July 1937 Everything Kathleen Forris 17* Fourth issue of May Flavin April 1938 Myron Brinig 18. Fifth issue of the Holy terror January 1939 E. 0. Veils 30 Bate Foyeuber 10, 1928 August 10, 1930 May 24, 1931 February 28, 1932 December 11, 1932 September 10, 1933 June 25i 1934 March 24, 1935 January 5* 1936 October 11, 1936 July 18, 1937 April 24, 1938 January 29* 1939 agggljt 19* Second issue of Horember 1959 20. Second issue of August 1940 21* Fourth issue of Hay 194-1 22* Fourth issue of February 1942 23* Second issue ef December 1942 24-* Seeond issue of September 1943 25. Fourth issue of June 1944 26. Fourth issue of March 1945 27. First issue of January 1946 28* Second issue ef October 1946 29. Third issue of July 1947 30. Fourth issue of April 1948 31. Fifth issue of January 1949 32. Second issue of Horember 1949 title and Author Christ in Con crete Pietro DiDonato Hester Boon s'orah liofts Cross Currents tiara Ware Bassett Hirer Li Houston Branch A Frank Waters The Robe** Hey3T737 Douglas The Babe tioyd d. Douglas Hungry gill* Daphne DuSaurier Strange Fruit Liman smith The Green Tears A* j. Cronin The Black Bose fkomas bestain The Hucksters brands Vakeman Gentlemen's »oanenE Kura nobson 31 Date Horember 12, 1939 August 11, 1940 May 25, 1941 February 22, 1942 December 13, 1942 September 12, 1943 June 25, 1944 March 25, 1945 January 6, 1946 October 13, 1946 July 20, 194? Baintroe County Moss Leekridge April 25, 1948 The Big Fisherman January 30, 1949 IjEiloyd. 0* Douglas The Egyptian Horember 13, 1949 Hike Teinl Whltari gssie Title and Author 33* Seeond issue of The Cardinal August 1930 Morton Robinson 34* Fourth, issuo of Iron Horo to Hay 1951 Eternity Janos Jones 33* Fourth issuo of Mutiny February 1952 Mernan vouk 36* Socond issuo of Bast of Eden Doeenter 1952 Jehu Steinbeck 37* Seeond issuo of Posireo Septenber 1953 inne narie Selinke 36* Fourth issuo of Hot as a . Stranger Juno 1954 Horton thonpson 39. Fourth issuo of The View from Hareh 1955 Poncer'a goad Hamilton Basso 40* First issuo of Andorsonrillo January 1956 BaoKlniay santor 41. Seeond issuo of Pon*t Go Hoar the October 1956 water 42* Third issue of July 1957 [an Brinkley Barton Place grace Botailous 43* Fourth issuo of Anatonr of a Ipril 1959 Harder Hebert Trarer CJoha D. Yeelker) 44* Fifth issue of Doctor Zhiraao January 1959 Boris Pasternak 4£, Seeond issue of Idris e and Con- Horenber 1959 sent Ellen Drury 32 Pate August 13, 1950 Hay 27, 1951 February 24, 1952 Doeenber 14, 1952 Septenber 13, 1953 June 27, 1954 Hareh 27» 1955 January 1, 1956 October 14, 1956 July 21, 1957 April 27, 1959 January 25, 1959 Horenber 8, 1959 33 Sample Title and Author Pate 46* Second issue ef Advise sad Ocm- August 14, 1360 August 1360 seat Allra. Drury Hawaii* James A* Miehener 47* fourth, issue of kK— y mr%ii Hay 28, 1961 May 1961 the Botany Irrlng Btene 48* fourth issue of Zooey fehruary 29, 1962 fehruary 1962 rf. D.Salinger 44. Seeond issue of Severn Days in Mar December 9. 1962 December 1962 gletoker fuedel T Charles Bailey 90* Seeead issue of The Shoes of the September 8, 1969 September 1963 fisherman Morris Vest 81. fourth issue of The But Vhe Came June 28. 1964 June 1964 InTrom'tiio Sell Jehu He Carre 92* fourth issue ef Hersem Maroh 28, 1969 Hareh 1969 Saul Bellow 93* first issue of The Source January 2, 1966 January 1966 James A. Hiohener 94. Seeond issue of falley of the Oetober 9, 1966 Oeteber 1966 Bells Jacqueline Susann •♦The "best seller" list in The Hew York Timas Booh Re view started in the August 9» 1942 issue. The first two books listed were Bachel field's And How Tomorrow and frans Verfel's The Bona of Bernadette. This chart is based upon the reports from book-saliens in fourteen cities which appear each Monday on the book page of The Hew Terk Times. The order in which 3* ttoe titles are listed Is tossed upon ttoe number el cities which report ttoea as among ttoe best sellers* Ttoe avaerals ladleate ttoe relative standing la eaeto city* (200*8) Ttoe Methods Used la ttoe Study lirot, ttoe deserlptlTe aettoedology was used to describe, interpret, and relate ttoe data found* la ttoe aorels studied* to ascertain the lapllelt* explicit* or toetto* sociological aaalfestatlons present la ttoe 1926- 1966 saaple of fiction writings* Second* ttoe content analysis aettoedology was enployed in this study* Oontent analysis is a research technique for ttoe objectire* systenatie, and quantitative description ef ttoe manifest content of coanunicatien* (18x18) Oontent analysis was used herein to analyse* segregate* and relate data found In ttoe flotion studied* Oontent analysis assumes t * • • that ttoe content toe accepted as a common meet ing-ground for ttoe eoaauaicator* ttoe audience* and ttoe analyst* That is* ttoe content analyst assumes that ttoe "noonings" which he ascribes to ttoe "mean ing" intended toy the communicator and/or understood toy the audience* In ether words* ttoe assumption is that there is a common universe of discourse among ttoe relevant parties* so that ttoe manifest content can toe taken as a ralid unit of study* • • • Oontent analysis assumes that ttoe quantltatire description of communication content is meaningful* This assumption implies that ttoe frequency of occurrence of various character istics ef ttoe content is Itself an important factor in ttoe eemnunieatlen process, under certain condi tions* (18t20) 55 More specifically this methodology involves an examination ef the eharacters presented by authors in the fietion under study as related to -various factors that pertain to personal and group problems— personal habits, desires, roles, attitudes, values, mental and emotional stresses and strains, and other faotors affecting an in dividual's involvement in the social structure. Further more, the analysis of content will note trends and changes in content* Systems of classification may be inadequate M unstandardized; yet if a system is used consistently over a time period valuable facts Involving socialization will appear* Third, the sociological methodology was employed rather than the psychological; the sociologist and the sociologist of education employing the sociological ap proach treats the individual as a participant— a role player— in group interactions, and inter-intra classroom relations* Participation is not simply responding to other people; te participate means te share the activi ties of others and to imteraot with them. It means in corporating into oneself the activities of others. Fourth, the coding methodology was employed, since the central problem of the study was to investigate and to tabulate the occurrences, the natures, and the soopes, of differential treatment accorded various ethnic groups in best selling flotion. The procedures and tech niques of tho analysis were described on the bases of gonorsl knowledge of stories, supplemented by, the focused reading of tho literature under analysis* Tho conversion of the hypotheses into analytical operations took two ferns, based upon the different units of analysis* Tho first unit called for the coding, from the reading, of eight characteristics related to a maxi m a of fiTO characters in each story. Werner 2* Hirach in Introduction to Modern Statistics recommends: There are tines when we desire te make a random sample ef the BUS (sample units) and we either do not hare readily available a table of random numbers or its use is too laborious. Under such circumstances wo can apply a systematic process to draw our sample units. C70t98) The eight characteristics from which ceding was secured whenever possible were the followings 1* Bole in the storys major, sub-major, minor; hero, heroine, villain. 2* Sex: male, female. 3. Status positions occupation, economic status, educational level, "class*” 4* Social origins nationality, race, religion* 3* Personality traits. 6. Goals or values s the ends the characters were trying to realise, such as economic advancement, 37 romantic leva, settled marriage state, social position. 7. Pins-minus position! the approval or dis approval of the characters, sympathy, hostility, liking- disliking, desirahility-undesirability, pleasantness-un- pleasantness. 8. Summary identification of ethnic groups (using both explicit and implicit indicators) if and when needed for clarity, imperaty, or foeality. The coding of the eight characteristics proceeded in alternate page of twenty, in alternate sets, for example t Characteristics Page gusher 1. Hole................. . 10— 50— 50 . . . 2. Sex .................. • 20— 40— 60 • • • 3. Status position * • • • . 10— 50— 50 . . . 4# Social origin • • • • • • 20— 40— 60 • • • 5. Personality traits ... . 10— 50— 50 . . . 6. Seals or values • • • • • 20— 40— 60 • • • 7. Plus-minus position • • . 10— 50— 50 • . . 8. Summary idontifieation . fiction varies in the number of pages, aceerding- ly, am equitable cut-off point was necessary, the cut off point, in these sampled novels, of 460 pages, was found through oqual selectivity. The selectivity in volved putting slips with the written numbers 4-50, 460, 3a 470, 480, 4-90, an4 900 into a hat and drawing a slip out; 460 was tha slip thua selected* Tha aaooad fern of analysis daalt with tha story aa a whole* Tha hypotheses not eererad directly by tha eharaetar analyala waro llatad, with flra possible antrlaa far eaoht 1. Confirmad 2* Refuted 3* Both eonflrned and rafuted in tho aana atory 4. Indaternlnata aa betwaan eonfirnatlon and rafutation 9* Bat applicable In entry of a hypotheses for each atory was re quired, together with docunentation for each atory deoiaion* After tha completion of tha atory analyala, tablaa were inductively constructed for tha "open” cate gories in tho character analysis, such as goals and values. Tha tablaa ware placed within tha content of tha interpretation area rather than in tha appendix. By far the neat frequently used forms of reporting oontent analysis results are tha simplest— raw numbers, percentages, proportions, ratios* Usually in tabular farm but sonatinas in graphie, they pre sent frequently distributions, trends and eress tabulations* (18*184) • • • tha nunerieal results of content analysis are presented in tha sinplast forms* Tho problon for 39 which the studies are designed seem te require ae more elaborate forma of presentation* (15:108) Organisation of tke Data Used ia tke Study This report of tke investigations uudertakea vaa dirtied iate aix chapters. Okapter I eoataiaed tke ia- treduetioa to tko problem, purpose of tko study, assump- tloaa, kypetkeses, fiold aad delimitation of tke study, tke samples and sources of tke data, tke metkeds used ia tke study, aad organisation of tke data employed in tko study* Gkapter II eoataiaed tke defiaition of eoaeepts used ia tke study, (particularly, "best sellers" aad values)• Okapter III described aad explained, tke mature and tke elements ef fietion (tke novel, tke short novel, aad tke short story), as distinct from poetry or drama, aad its sociological significance. Okapter IT called for the coding of seven char acteristics for each ef tke coding-selected Ca maximum of five for each novel) characters ia tke sample fiotioa* Ike eight characteristics for which data was secured whenever possible were s . 1* Bole in tke story (major, sub-major, minor; hero, heroine, villain}* 2* Sex (male, female)* 40 3* Status positlorn (occupation, oeoaouie status* education level, ■class")• 4* Social origin (nationality, raco, religion.)• 3* Personality traits. 6* Talmas or goals (tko ends tko characters are trying to realize, suok as economic advancement, romantic loro, settled marriage state* social position* religious pursuit)* 7* Plus-minus position (tho approval or dis approval of tko character; sympathy-hostility* liking- disliking* desirability-undesirability* pleasantnoss- unpleasantness ) • 8* Summary identification of ethnic groups (using both explicit and implicit indicators) if and vkon needed for clarity, imperaty, or focality* Okapter IT also called for dealing with tko analysis of tke novels as a whole* Ike hypotheses not covered directly by tke character analysis, for example* tke hypotheses that tke stories do not explicitly deal with problems ef ethnic relationship in American life* live possible entries for each allegation worst 1* Confirmed 2* Befmted 3* Beth confirmed and refuted in tke same story 4* Indeterminate as between confirmation aad 41 refutation 5* lot applicable ▲ statement of application, from tko fire llstod alioTt« v u giro* for each atory; with tablo decnnentation to support tko statement* Okaptor T turned to tho f lad Inga of tko study* Bid boat soiling fiotion "prefer" a oat kinds of pooplo to otktr kinds 1 If so, how did amok prsferomtial treat- atmt operate? The rtaults of tkoao analyala wort pra- atntod in firt main a actions t 1* Tha distribution of tho okaraetors 2* Their rolo 3* Tkoir appoaramce 4* Tkoir status 3* Tkoir goals Tko findings wort gathered, organised, tabled, charted, and ooaparad using tke stmoturas employed by tko Beralson aad Salters study* The preceding chapters represented an attempt to relate tke fiction literature studies of tko data to tke objectives of tko studyt (1) to review tke writings, (2) to ascertain who are the characters in these fietion morels, (3) to find who are tke important characters, (4) to explore who are tke approved characters, (3) to investigate who have higher and lower positions, (6) to 42 probe who pursues what coals, (7) to search into who has what traits, (8) to soak to discover soeial trend ex pressed through tho host selling novels, and (9) to indi cate the feasibility of farther study into the sociolog ical problem* A final objective of the preceding chapters was te indicate the possibilities for further studies of this nature in the sociological application of the novel which nay be used in different hinds of literature, dif ferent approaches to tho social preblens, aad different nothods of data gathering, organising, and reporting* The employment of these relationships should point out a way ia which students may be assisted toward intelligent ethical decisions, through fiction literature* Such self-direction is, after all, the real objective of socialisation and acculturation, within tho American democratic society* Haay of tho objectives noted have been abbrevi ated and combined in order te avoid repetition* Fietion works cited under these objectives were not necessarily assumed to be related to but one objective; in fact, many of them wore classified under two or more objectives* Chapter VI consisted of summary and conclusions and the educational implications of the study* The Appendix A consisted ef an index of authors* She Appendix B consisted of an index of works* *3 The Appendix C consisted of an index of charac ters. The Appendix D was intersected for a future com parison and contrast study. The study could bo composed of the chronological (since 19*2) winners of the Anis- field-tfelf Awards for best work toward improving race relations. The Bibliography consisted of primary sources, and secondary sources of relevance to the study. CHAPTER II BBFUITIOI 07 CQECEPTS USED II THE STUDY Otrttii technical dcnatation and eennotatiena are "working tools" in ownnwnieatiwo media* The follow ing ooncepta are "tools" of the social scientist, partic ularly the sociologist, and the sociologist of education* Best Sellers Best sellers are what? Like many other super lative, the term "best seller" has steadily declined in its emphasis and significance* When it first came into use about 1910, it meant a book that was well ahead of its contemporaries in sales figures, now it often serves to indicate merely that a book is doing well* In pub lisher's publicity designed for the trade, the term has an exciting quality; but for the purposes of this disser tation the term best seller meant "A. book, and hence, say article of merchandise, whose sales are among the highest of its class." (199) This acceptance of Webster's definition wss pre mised on Prank Luther Mott's Golden Multitudest The fltorr of Best Boilers in the United States* But persistent searching, the unremitting help of interested contributors of information, and the kind- *5 mess of eutodians of source materials have made a boat aollor canon poasiblo. It la made mp largely by means of eatinatea baaod on data drawn from a groat variety of sources. Biz observations aaat mow bo mado by way of explaining the list. First. It omita all biblea , prayer-books, hymnals, almanacs, cookbooks, "doeter-books," textbooks, die- tienairea and mannala. They are important, • . • bat they hare no plaeo in a general reading list. Append. Although it ia a liat of Amerioam boat sellers, more than a third of ita titloa are by mgliah amthora, French and German writer* contribute a number of books, and a few nationalities are re presented, Bat aalos, which make a boat sellor are American; distribation abroad, OTen of American books ia not included in oar totals. Third. The date given each book is that of ita first American publication. This date fixe* the minimum of sales necessary to make the book a boat seller, . . . Fourth. It will bo observed that the sale* of some books hare bomofitod by their use for study or supple mentary reading in the schools . . . but it would be more than finical to distinguish between copies read eat of elassroom and in it, at school and at home. The point is that Shakespeare was read— as one reads literature, lot as hope, rather than as one studios a textbook in mathematics or geology. Fifth. . . . Hany popular series have rum to amazing totals, but single titles in saoh categories usually fall far short of the totals necessary to put them om our best seller list .... Sixth. And what about the little books or pamphlets the contents of which would ordinarily fill only twenty or thirty fair-sisod pages7 Ve cannot call them side by side with other works of full also, even though they are commonly published separately. And do wo reluctantly omit suoh children1* elassies as ttoodv Two-Shoes and Little Black Sambot famous poems like klonv in a Country Churchyard and Thm of the Anclena narimer i . . . gho line is mot always easy to ! draw; but the distinction must somehow be made between pamphlets and fascielos on the one hand and regular books, whatever the binding or format, on the other. (110il-10). 46 "tfhat makes a bast seller?" This Is & question that has ever plagued publishers, booh Tenders, librar ians, readers, and writers (successful and unsuccessful)* The question is still unanswerable despite various hy potheses and famine. There have been many approaches and studies on best sellers. 1. The historical approach by Trank Luther Mott's golden Multitudes * The Storr of Best Sellers in the unites a-hnt.n. Mott found, in 1947, sensationalism, themes of religion and adventure, and a sentimental treat ment of subject natter recurring frequently in best sellers. Tet, he concluded that there is no "best seller formula." (194*91-114) 2. Publicity advantage was a method ef analysis pursued by George Stevens in the 1938 publication, Doctor's Don, end other famous best sellers* Stevens reported* Theories of best sellers from the paint ef view of their appeal always provide fascinating material for literary bull-sessions but that kind ef speculation is about as trustworthy as astrology. (194*91-114) Stevens mentioned the importance of such advantages as publicity of the book page, condensation in the Readers Digest, distribution by a book club, and a controversial theme. 3. Differing marketing problems was an approach by Emmanuel Haldemaan-Julius la the 1928, The First Hundred Million. He fouad that ro-titliag imereaeed eales of hie "little blue hook." (194*91-114) 4* A lively etery, a roaaatic theme, eeareatioaal characters and plot, and a message or theeie were the conclusions ef Sranville Bloke aad Edvard Weeks, ia 1936, after readlag forty morels selected froa 1930 through 1934. 9. Oae novel study— done With the Wind— was aa approach by Edwards Weeks ia What Bakes Jl Book k Best Seller? Weeks estimated the newel's success to time liness, 49 per cent; emotion, 29 per cent; characteriza tion, 19 per cent; invention, 10 per cent { aad advertising, 9 per cent. Ia addition, his feraala was ”... the aovelist captures the ideas ia the air at the time aad puts them late words • • • •" (194*91-114) 6. The Book Review Digest was used by Joel Tea Meter Berremaa aad Joseph Kappel ia the 1948 study "Book Olubs aad the Evaluation ef Books," Public Opinion Quart erly. 12*343-352. They set up a plus aad minus ratings system of reviews as measures ef literary quality. 7* Content aad aea-eoatent was a previous ana lytical approach by Berroman in "Factors Affecting the Male of Modern Books of Fictions A Study of Social Psychology," unpublished Ph.D. dissertation, Department 4 1 6 ef Economies | Stanford University* Barr«nan*a pnrpoao van tbo prediction of book aaloa; ho oxaninod 234 boat aollora and poor aollora in tha n«Tol population pub- liahod botvoon 1933 and 1936* Ho maaaured tbair aaloa by tbo frequency of tboir appoaranoaa in tbo weekly boat aollor oharta of tbo Bow York Horald Tribune Boob Review Section* Although Borronan waa unablo to eonfirn a oanaal rolationabip bo did find eloao relationship be tween publicity and aaloa volume (194*91-114)* Two, at least, prineiploa can bo coneludod from tbo aoron atudioa pro codings (1) tboro are many complex oanaal faotora bbbind tbo eale of boat aollora tbat are ao dooply imbedded in tbo payobelegieal and aociologioal aapoet of modem culture tbat tbey are not dofinitiro; and (2) further atudy ia badly needed to develop a suc- eeaaful boat aollor formula; tbia formula moat include tbo author, tbo publleher, tbo "society," and tbo indi vidual reader* Caste Caste ia tbo principle tbat involves tbo assign ment of status to individuals on tbo basis of certain predetermined characteristics— for example, tbo status of tbo family tbat tbo individual ia bom into, the national origin of bis ancestors, tbo color ef bis akin or bis sox* Status determined on such a basis is called ascribed 49 status. Tvs other status determinants are called: assumed (voluntary, this involves a choice for example, getting a hmshamd or a wife); achieved (demesstrated superiority over rivals, ether competitors, and this status is a mark ef mobility)• Characterisation - B. Bernard Cohen in Writing About Literature recommended: Characterisation is the means whereby an author establishes the illusion that the persons created by his words are indeed.people or like people, with traits and personalities which a reader, cam recognise and analyse* These characters may be developed by means of one technique or a combination of technique^ 1* Physical description* 2* Description ef the character's actions end words* 3* Portrayal of the character's innexnost dreams, feelings and thoughts; of the character's internal struggle and agonies or his groping toward con sciousness— that is, toward awareness or under standing ef himself and his eentext* 4* Clarification of the character's motives, the reasons for hia actions or the forces which make him perform as he dees* 5* Establishment of adoquate reasons for any change in the character within the span of the stery* Emphasis upon what ether characters say about the person being analysed* 7* Emphasis upon conflicts— for example, a charac ter's responses to ether people or to his envir onment (see Conflict)* 6* Wee ef contrast— that is, allowing tho reader to compare the character with someone else in the story* 9* The author's direct comments, analysis, or tone* (33*114) Analysis based upon characters is fundamental to the reading of moat fiction* Culturally Different Culturally different in this study synonymizes the terms culturally deprived, lower-class, culturally disadvantaged, and ninority group* The connotation is that these groups have been deprived of the advantages aad disadvantage* of the culturally dominant higher alasses* A large proportion of the current disadvantaged population is composed of racial minorities (a sub-group that because of its subordinate status has neither the privilege nor the power to decree action for the majority or dominant group)* George J. Steiner in "Educating the Culturally Disadvantaged" identified five main groups of the culturally deprived: (1) Negroes from the rural South, (2) hill whites from the Appalachians uplands. (3) Puerto Ricans, (40 Mexican-Americans, and (5/ reservation Indians* (207:31) Culture Culture consists of standardized ways of behaving shared by a group* In any society, there are certain prescribed ways of acting, or carrying on life within a network of shared ways of behavior* The culture of a human group is not the result of the group's biological make-up* On the contrary, a group's way of living de velops out of group's historical experience in meeting life situations* Culture is the social heritage of a 51 human being* Culture can alee be reduced te norma end ▼alues* Biserimination Discrimination occurs vhen people act eut their prejudices, and when they make decisions on a prejudiced basis* Ter example* when a person refuses to serve feed te a would-be diner on the sole basis ef his minority group status* or when he refuses to consider anspplica- tien for a club membership from a member of another group who otherwise fulfills the qualifications* he is prac ticing discrimination* Robert Merton, an American soci ologist, has a commen-sense typology for classifying people with regard to prejudice and discrimination agaixwt minorities* Dr. Merton's thesis is that individuals are prejudiced te various degrees— some prejudiced acts are based on economic necessity* rather than opinion; but net all prejudiced people practice discrimination* and not all discriminators are prejudiced. There are four dis criminatory manifestations in Dr* Merton's classifica tions t (1) unprejudiced nondiscriminations, (2) unpre judiced discriminators* (3) prejudiced memdiseriminatcrs, and (A) prejudiced discriminators (103)* Merton's class ifications merit in-depth analysis that is beyond the scope of this study* These categories are of high inter 52 est In a literature-bound and baaed sociological study of American values— the culturally different person runs into all of these manifestations, be ad-on, in tbo social milieu* Family Family in tbis study may be regarded as one kind of primary group* Tbe family is a cultural device for redirecting basic Impulses and needs into socially useful and psychologically sustaining channels* Selected types of families are: (1) the arrested (husband and wife only, no children), a completed family consists of a husband and wife and their progeny} (2) the nuclear or conjugal family is composed of the couple and their un married children; (3) the extended or composite family consists of two or more related nuclear families who re side in a common household or in adjacent dwellings, and its membership extends across at least three generations; (4) the patriarchal family, in this family the superior power aad prestige is vested in the husband-father; and (5) the matriarchal family, in this family structure (which is disproportinately numerous in the Hegro group) the mother is the dominant, the powerful, or both, figure* deals Berrelson end Salter in Public Opinion Quarterly. 53 19461 "Heart" involves romantic love, marriage , affection. aad emotional security, independence partrietism, idealism and justice. "Head" conaiets of economic and social security, money and material goods, self-governing ad- Tanoement, power and dominance, and solution of the innediate aad concrete problem (176:168-190)• Ideology Ideology ia a present-existence— or, more proper ly, an age of ideologies— an age in flux, in which, many "isms" compete for attention and allegiance. They pur port to define what man's purpose should be, as well as what man's purposes are. Ideologies are different from theorios— which only tell what man's purposes are. Ac ceptance of ideologies is an important aspect of col lective behavior. An ideology is a body of doctrine te tell persons what te believe} it is a body of ideas that seem to hang togother so that the ideology forms a coherent whole. Examples of ideology are capitalism, socialism, communism, individualism, Catholicism, pra tes taut ism, and progressive eduoationalism. flociologie- eally a doctrine is an ideology if it performs the social function ef contributing to group cohesion by formulating distinctive perspectives. An ideology includes a set ef beliefs, values, aad rationalisations} they are not set up te be empirically tested, but to bo accepted on faith. 5* Vsually, ideologies originate with persons who think they see sono dynamism, sone movement, seme development in society that is likely to change its nature. When sa anther through attracting a following, is able te wield a measure of influence, an ideology is born. Per example, Therstein Veblen, an economist, thought that he foresaw a society the shape of which would determine the class of engineers, and the philosopher Janes Bnrham thought that a similar function would be performed in society by the class of managers. Berms-Hores Norms-Mores are expectations telling how to be have. One of the leading early students of norms was the American sociologist, Villiam Graham Sumner, whose book Folkways. was a seminal work in the study of normative behavior. Denotatively, norms and mores, despite their synonymity in this study, are not pure synonyms, for example John P. Ouber in Sociologyi JL Synopsis of Brin- ciules wrotei The phrase sooial norms refers simply te the accepted er required behavior for a person la a particular situation. Thus, a folkways and nores, for example, are social norms in that they are the expeoted er required conduct prescribed for people in a given society at a given time. Social norms may be said to have two parts— goals and means • • . , for example, by the student who wishes to receive a college degree (goal) but who does not accept the prescribed conduct for achieving the goal, such as taking the required 55 courses. class attendance, and securing the necessary grades (means)• (37x199) Yarns are pereeiYed as right; they are accepted as right without further thought duo to the socialisation processes— informal, formal, aad technical. Horns aad mores are rules governing behavior on two important lorols t the IoyoI of indiYidual role behavior and the IoyoI of organisational and institutional ‘ behaYior— for example, at the levels of the family, the business or ganisation, and the institution (religious, eeononic, political, nilitary aad oduoational). One vital import ance of the analysis of norns and mores in social in teraction lies in the fact that behavior is not random; it is to sons extent predictable, because it is governed by a network of shared ways of doing things in the var ious situations encountered by the members of the group. Sons examples of predicted behavior are wearing clothes, paying fare on a bus, and remaining quiet in a classroom. Herns and mores are devices for securing social control and social cohesion. She individual member ef any and every seeial organisation is caught in a web ef overlapping claims made upon him by the organisation. These claims begin with the educative processes of earliest infancy and oemtimue through life. They meld the way that the person thinks and acts, the way ho works the impulses he espressos end these he suppresses. Those dalms bind the individual te the social organisation; they constitute social control over the individual; sad they produce cohesion among institutions that make for nationalism. The closer the Individual is te the social organisation, the stronger the control it exercises euer him| for example, it appears that, "Catholics hare gen erally had a greater value for group cohesion than Protestants, and Protestants hare generally exhibited a greater ralue for individualism." (191) Each group (ecclesiastical, lay, or both) has expected patterns of behavior in countless familiar situations; every cultural situation is narked by the presence of norms. Croup differences in norms, meres, and values may lead te various kinds of conflict— for example, the conflict between the values of staff workers and line workers in business organisations. Children through socialisation, introject certain norms and mores, certain norms and values, certain norms and folkways. The "growing-up period" inculcation of these secial interactions are se deeply imbedded that in later life, even in the face of the proved falsity of certain stereotypes, they (children as grown ups) can or will develop a sense of guilt upon violating then. Bone examples of guilt manifestations occur in patterns of (1) dress, (2) feed, (3) sex, (4) marriage, (3) social 57 activity, aad (6) religious worship. Xhe concept of aoreo, and folkways originated with amthropologists, aad was brought into sociology by William Graham Swmmor. Sumner* a maim poimt was that norms— castoms, moros, folkways, earn make anything right* In other words, society sots the acceptance or rejection, of patterns of performance. Sho dominant norms and values ef the society are enforced by sanctions of two kinds* (1) institutionalised, or formal, sanctions, best exemplified through a system of common, canon, and sta tute laws; and (2) nom-institutionalized, or informal sanctions, exemplified in the society's norms, mores, and folkways. Violating norms, mores, or folkways bring on punishment, either formal legal punishment or informal punishment such as criticising or ignoring the offender. Xhe enforcement of norms, mores, folkways, and ralues is often highly charged with emotion rather than with reason— the afferent rather than the cognitive. Plot Plot has boon used to indicate almost any kind of action found in a story, including: (1) the closed plot, (2) the open plot, and (3) the straight narrative with little or no serious complication. Generally, whatever moans is used to dramatize the writer's purpose is called the plat, or tbo structure of action. Blot, character, or theme ia emphasized in most stories; some emphasize only one of the three* She story does depend on the plot, but often the writer uses plot and character te rereal his theme* Beint ef View Point of view enables the author to control his story through establishing a "teller of the tale*" This establishment does not obviate the author's theme but it does giro him flexibility and maneuverability to a high degree* Authors have long established methods of setting up an authority outside themselves: (1) to create a narrator whose point of view controls the entire story* Vhat he knows, sees, aad feels dominate everything; he is involved within a story and action; (2) the author is a participant but acts mostly as a narrator, (3) the author is a non-participant and perferms tho role of a disinterested reporter ef persons, times, places, and events* Power Dimension Structure Power dimension structure employs an analysis of the group structure of a society, a determination of what groups exist within the society, how they exert influence over their members, and how they affeot the actions and 59 reactions of tbo entire body. In analyzing the power structure of a society questions are asked: Who can do what to wheat Who can influence whoat Who can act in dependently of whoaf Who can iapose his will en wheat Villiaa Whyte’s The Organization Man notes soae of the risks of being involved in large organizations, and dis cusses the role of prinary groups in manipulating and controlling the indlTidual (163). Prejudice Prejudice ia essentially a hostile attitude (pre- coneeiwed or without foundation in fact or knowledge) toward an ethnic group or a aeaber of an ethnic group. Prejudice is a feeling— often the nuclei of discriaina- tion which is a treatment. Prejudice is closely associated with ascribed status which is a foundation for prejudice. Prejudice involves a failure to assess an individual on the basis of his characteristics— for example, intelligence or level of achievement— and a tendency to assess him on the basis of his ascribed status, which in turn, is some thing generally based on characteristics of birth, char acteristics over which the individual has no control, and which should therefore be considered irrelevant to an evaluation of the individual. Primary Halations Primary ralatloma taka plac# through a broad ramga of concerns, from those of moral philosophy to those of practical human engineering* The basis of the moral issue raised by the primary social bond is that of when, and whether, an individual should be treated as an entity in himself, or whether, and under what circum stances, an individual should be treated as a mean, as an instrument, or both* The first kind of relation seems to degrade, to lessen the worth of others* There are two types of primary groups (relations); the problem-oriented groups, oriented toward protecting and supporting the member in some way* 1 primary relation may itself have a function of useful character, in that it serves to sus tain the person and to maintain the cohesion of a group* The primary protective group, as related in the present study, is often the anther's directing force in the minority group socialisation role and status assignment* Bole Role is a more or less definite pattern of be havior associated with a particular social position* Por example, the teacher and the student in an English class are two different social positions in the same social organisation, each with a different social role associated with it* i. role can change quickly in a soelal structure, a social organization, or both* For example, the role of a person can change from teacher, writer, smperordinate, and subordinate with the passage ef a few minutes. Soles and role-cenflicts are probably the major dilemma of the teaching-learning situation. Vithin the fiction writing context, the authors hare omniscient influence orer the roles of the characters. Self-Concept Self-concept or the formation ef the "self is an extremely important part of the process of being incor porated into the peer group and developing a personal identification. It is simply the object that a person is to himself. She infant has no "self;" he does not see himself as a meaningful object. How then, does the in fant come to derelep a conception of himself as an ob ject t George M. Head postulated three stages in the development ef the self; (1) the imitative stage, (2) the play stage, and (3) the game stage. Further, Head advocated two segments of the self: (1) I, the impulsive side ef the act, the disposition to act$ (2) me, repre sents the attitudes of the community which the individual employs in response te the I as a means of controlling I. Sotting Sotting includes the details of background set 62 forth in * narrative, a description, a persuasion, or am exposition* Ska setting can ba highly detailed or briefly pr as anted, in passing { a guided exploration of the writer's experiences or hinted at by tka writer, and than left te tka reader's reverie, nostalgia, or reoall far association* Fiction readers should find it illuminating te seek out the writer's handling of setting as a subtle method of mood affixation* In addition, the analyst should consider whether the details of tine, or place, or emotional atmosphere, of social milieu are meaningful contributors to the introduction of the characters, developing ef the plot, inter-intra-interections of the characters, climax, denouement, conclusions, and the author's purposes in the work* Social Interaction Seoial interaction encompasses the culture and the seoial structure of a group coming into touch with the young person through the medium of people* The in dividual has contrasts only with people, net directly with culture er structure* George H. Head identifies two levels ef interactions (1) the level of gestural eenmun- ioations as among animals; and (2) symbolic interaction, as with and among man-kind* The latter form or type is by far the more Important form of interaction, it is con fined te human interaction, and is the matrix of English, 63 aad the functions of language (communication, problem solving, aad art expression) (101)* Socialisation Socialisation is that reaction of traassitting the raises of the culture to the iadiridual, the fsaetiom ef putting cultural ralues into the individual's psychic structure; in fact, cultural values say penetrate inte the physiology* In exaaple of physiological socialisa tion is tho inability of a person to eat an object that through cultural taboos has been thoroughly saligaod as inedible* 9hus, the social funotien of socialisation is to get the culture into the individual somber ef the society, and thus teach the individual to Implement, with his oun behavior, the norms of the culture* Social Stratification Social stratification is central to sociology and sociology of odue&tion because there is always a confron tation in the study of people in groups, with the differ entiations which individuals sake between people— differ entiations which reflect values and attitudes; and that are expressed by various kinds of behavior* She official egalitarian philosophy of America declares that all sen are equal* But in practice, how people behave toward one another reflects, among other things, perceived status 64 relations* There are a nutter of important eritoria for categorizing, consciously, or unconsciously, other per sons: (1) goals, (2) religion, (3) nox, (4) age, (3) economic criteria, (6) power criteria, end (7) function* Structure Structure is one of the major dimensions which every human group, primitive or sophisticated, must possess for an organized scheme of life. The group con sists of differentiated parts which fit together harmon iously to form some particular type of organization* There are three dimensions of social structure: (1) division of labor, (2) social institutions, and (3) status positions and social roles* Obviously, the minor ity groups have a profound concern in these structures* Value Value, a "slippery" term in any discipline, from a literary analysis point of view, has to do with looking at tho work qualitatively: what makes readers, reporters, critics, publishers, and other interested lay or profes sional persons think that one novel is better than an other * There is, of course, no one way of moasuring the quality of a literary work since subjectivity abounds, differont standards are experience dominated, and reflect, distort, and influence a reader's likes and dislikes, 65 desires aad needs, praeoncaptiona, knowledge, wisdom, aad interactions—-everything, la short, that make up tha raadar'a psycho-physiological being at tha aaaaat ef read ing, aad evaluating. Ia apita of tha pracadiag areas of subjectivity, literary evaluation ia aot so caaplataly iadiridualiatie aad chaotic aa might ha implied; exper- iaacas overlap and ao da tastes. Ia fact, many critics aad analysts agree ia their literary judgments. This aactiaa on values concerns itself, in brief, with tha standards most commonly employed by axpariaacad readers in literary values judging; to emphasise the fact that evaluation is basically a process of measurement, standards will be referred to as "yardsticks." This section on nine values leaned heavily on Repertory by Valter Blair aad John Gerber, I960. They reported The yardstick of clarity is a simple standard of measurement according to which everything that resists reasonable careful reading is considered poor writing. Behind such a standard is the assumption that all writing is meant to be communication. The justification for such a yardstick is obvious. ▲ writer, if he expects readers te spend time and money en his works, has an obligation to make clear what is en his mind • • • , in fairness te the author the reader should take into account his own relevant limitations and should be sure that he has read the work with sufficient care before branding a literary work inadequate because of lack of clarity. (20s 1150-1166) 2. Escapet If a reader measure by the yardstick 66 of escape* the good literary work oauses the reader te forget hiaself aad the circuastances of his own life. Ordinarily* a writer who is aost saeoessfol ia ef footing escape involves adventure* lore* aarder* or hwaor. 3* Boflootion of real life also called " verisim ilitude t" Since the rise ia the latter part of the nine teenth century of what has been called realisa, a special eaphasis has been placed on the ability of the writer te report life as it is. "Life as it ia*N however, is an aabigioas tern that can aean, aaong other things, truth to the facta of huaan life er truth to the general nature of huaan beings. 4. Artistic details t By the standard of pleasure in artistic details a work is good if it provides enough pleasurable aoaents through effectively handled details to coapensate for the tiae spent on it* Artistic details are the true yardstick for the hedonist, the type of per son who believes that one should like or dislike things for theaselves, that values lie in feelings of pleasure and pain. Blair and Gerber wrote on hedonism As Valter Pater points out, it is not the fruit of experience that is inportaat; but the experience it self. In using suoh a yardstick* therefore, one reads net to learn facts or to weigh acral concepts er to discover what real life is like, but to find as such delight in the present as possible. The basic assuaption is that all pleasure is good, and all pain is bad. (20*1155) 67 5* Internal consistency: Critics who apply this yardstick arc involved is the work of art as a unique product of the human genius and should be judged by criteria which are applicable to it and to it alone* In deed, the writer and the effect of the work are not im portant; the problem is to discover what the relation of the parts is to the whole and to one another. She compe tent work, consequently, is the one in which the parts are so consistent and harmonious that the work must be kept intact for determination of its value* 6* Tone: The premise upon which tone is based is that a fundamentally significant aspect of the literary work is the personal quality given the material as it passes through the mind and emotions of the author* Tone is a "slippery" concept, again, due to the subjectivity of the analyst* nevertheless, there is a great deal of agreenent— readers generally agree that the tone of a work should be sincere and distinctive* They likewise agree that a work without sincerity and distinotivity is not praiseworthy* 7* Emotional impact* The basic premise of this measuring device is that the most important aspect of a literary work is its effect upon the reader* This is a psychological concern dealing with: (1) the type of effect, (2) the intensity of the effect, (3) the compo- 68 neats of the effect, (4) the duration of the effect, and (5) the universality of the effect. 8* Personal beliefs t By the yardstick of per sonal beliefs, literary work is considered good if it states or implies ideas which are congenial to the reader, it is reader's judgment centered. Herein lies the height Of subjectivity) herein lies the core of what the readers agree with. Vithin this category are: (1) morality, (2) religion, (3) politics and economics, (4) philosophy, and (3) literary criticism. In investigation into these beliefs is highly merited but is beyond the scope of this writing. 9* Insights r The basic premise of those who use the yardstick of insight in making literary judgments is that literature should be the repository of all the best that has been thought and said. Insight should be a "criticism of life;1 * a work is great to the extent that it provides insight into what is best— what is true, good, and beautiful, A. subheading under insight is psychological insight through which a literary work is valuable and good to the extent that it provides new and profound psychological perceptions. Shis insight is different from the "real life" yardstick which demands only that the characters act in accord with what the reader already knows about human behavior. A second sub- heading under insight is soeielsgieal; Blair and Garber in Repertory, postulatedt Chat literature can he a oritieiam of life in a sociological sense is a relatively new idea. It be came strongly apparent in Ragland when Dickeaa• nereis brought home to thousands the wretched condi tions in London slums and prisons. In this country, as early a writer as Cooper touched upon economic matters, but it was net until Twain, Howells, Horris, and Dreiser that social problems began getting wide spread treatment in imaginatire literature. Today, it would be no exaggeration to say that such problems are the primary concern of our major writers. Read ers hare come to expect that literature will go be yond the personal problems of a few men to the more general problems of man, Vhat is the effect on man of his environment? Of his economic system? Of his political system? Of his institutions, folkways, and mores? (20tll6?) CHAPTER III THE SOCIAL SIGHIFICAHCE OF FICTIOH Tke title of this dissertation, "Majority and Minority Anerieanst An Analyaia of Boat Soiling Anerieaa Fietion from 1926 to 1966,” raised aone built-in ques tions. Throe wore: 1* Vhat is a "boat seller”? This question was answered in "Definition of Coneepta Used in the Study*" 2* Vhat is fiction? How does it differ, if it differs, fron nen-fiction? 3* Vhat kinds or types of fiction novels are there? Vhat kinds or types of fiction novels will be analyzed herein? The latter two questions and their answers were the concern of this chapter* Lynn Utenbermd and Leslie L. Lewis wrotei Fiction is a particularly rewarding fern of lit erature* It yields a Measure of enjeynent and in sight nore readily than other forns, but if read as carefully and intelligently as the best of it de serves, it esn also broaden and intensify our enjoy- nent and understanding of life as fully as poetry or dr ana do* Its variety of subject natter, these, and technique has becone as bread as hunan experience it self* The field of fiction is, indeed, nothing less than all hunan experience* Fiction as distinct fron poetry or drana is a relatively late arrival on the literary scene* It has sons antecedents in the prose 7© 71 tales of Greek and Latin literature, in tke narrative foraa of poetry (Homer's epiee moj be thought of an nereis), in the dr ana, and in brief exeaplary tales in the Middle Ages* Bat only in the Bemaissanee did fietion emerge as a distinct literary form, and only mere recently has it attained respectability. As late as the mid-nineteenth century, nerel reading was widely supposed te be morally injurious, and anthers were frequently apelegetio, offering their productions as distinctly inferior te the elevated attainments of poetry, and as needing the excuses of fidelity to life and moral imstructiveness to gain acceptance* C**2) fiction fiction exists in many forms* A story may be as brief as a three-line anecdote or as long as a linked series of bulky nereis • It may involve but a single immobile character or armies deployed over half the glebe* It may be wholly dramatic or a mixture of action and essay* let all these forms have much in common* fiction 1* Ooncrete * — fiction embodies its meanings in concrete and specific objects, actions, and characters which are called dramatic aymbols— individual occurrences of emotions brought on by a unique set of circumstances* Symbols are represented through concrete objects* Pri marily, fiction like art, generally, but unlike ether products of the human mind, produces an impressive counterfeit of actual experiences* Secondarily, fiction can embody more nearly than expository writing the full complexity of life because the dramatic method communi 72 cates in many ways at once—-by the logical aenae of its sentences, the emotional inplications of its langoage, the associations of the objects and situations repre sented, and the significance of its form. 2* Creative.— Creativity is often spoken of as though all writing were not creative and imaginative— when there is a distinguishnent fron simple, work-a-day prose in that writing which aspires to be literature. Piotion, good fiction, is not just a report of something that actually happened or a description of something that actually exists. Piction may consist of these items, but it is also the invented, make-up thing that represents the real or imagined experiences of the writer. Writers create, in this sense, for several reasons: (1) to simplify experiences; (2) to allude to historical events, identifications, and personalities; and (3) to devise representative incidents. 3* Branatic.— A story represents human beings performing oertain possible activities. The author, during the development and unfoldment of his plot does net indicate what the story "means"— the reader discovers "meanings" through reflecting on the aetion(s) ef the characters. The reader, based on his "real," vicarious, or imagined experiences: (1) observes events, (2) re flects upon events, and (3) draws certain general eon- 73 elusions which constitute the wisdom shout life drawn fron indiTidual experienced) and intelligence; there fore i literature is often tines spoken of as an "imita tion of life*" #. •Rptn-rtaina and instructs.--Characteristically embodied, as a general principle, in fiction is its broadening of the reader's experiences (vicarious, ima ginary, or both)* Another general principle is the ex tending of the reader's sympathies, humanisms, and rela tions through reading either fiction or related writings such as biographies, travel books, essays, or articles. She reader through such vicarious "travels" interacts with and through experiences involving a rapidity and a clarity of awareness beyond any possible physical " travelsIn addition, literature is one of the chief means by which nan, through language, is raised beyond the level of the other living organisms. Language ist (1) uniquely a hunan function in the animal world; (2) the highest hunan eventuality; (3) the measure of hunan growth and progress; (A) a method of human perception; and (3) the instrument by which humans eompare, analyse, and understand perceptions. In sum, all the qualities that specify humans— experiences, sympathies, fears, aspirations— find literature a nucleus • 3* Life-like. — The life-like quality of liter- attire IT taken In denotation can be misleading; connota tion and contextualization moat be considered as a basic operational touchstone. That is to say, the reador might bo misled into supposing that the more accurately and the more literally a work of fiction appears to re produce the everyday human behavior, the more highly valuable a fiction work it is. On the contrary, fiction seldom actually comes close to being a factual repro duction of life. lideed, some of the primed fictiom vorks are intentionally phantasmal and are not intended to represent "real" life. For example: (1) nursery tales, (2) myths, (3) legends, (4) fairy tales, and (3) science fictions. 6. Bonros entative. — Fictl on in addition to being specific and concrete, is also generally representative of social interactions. The experiences, emotions, and ideas about human life that fiction embodies are valid for some larger group(s) than the one in the plot being read. Specifically and generally components in different fiction vorks vary between widely separated points on the continuum. For examples (1) allegorically, the char acters have a thin resemblance to human beings, and the reader is interested in them only to the extent of their abstractions of persons, places and things; (2) literally, the quality of the character lies in the fact that the 75 iu< quality la reprea anted in a one group(s) larger than •ne individual; also, that group behavior illustrates some truth that is national, international, or both* It is through the preeeding synecdoche that the distinctly literary quality of a character, a situation, or an action has literary representativeness* Questions raised at the advent of this chapter: Vhat is fiction? How does it differ, if it differs, fren non-fiction has produced six components of its existence. Fiction is: (1) concrete, (2) creative, (3) dramatic, (4) entertaining and instructioning, (5) life-like, and (6) representative* She preceding conponents attest that the details of a vork of fiction are of extreme significance, also, that for the fullest understanding of a work of fiction dose attention must be paid to these six elements; these constituent parts are inextricably interwoven into good fiction* Often times through uninterest, disinterest, expediency, and subjectivity, the reader, the analyst, or both, may feel justified in concluding that some parts of a story are meaningless. The difficulty in such a con clusion may lie in the theory regarding the work— the subjectivity based on pre-judging (what it should be and disappointment because it is found to be something else) before careful examination of the work* Objectivity, preferred to subjectivity in literary analyses, vast be based on all tbat is actually in a work; objectivity should rarely "read" anything into a work (sone inplicity is certainly necessary, at tines)* In sun, the chief ain of an analyst is to understand— and hence to enjoy—-the work of fiction; to achieve this ain prinary attention nust be given to the work itself, but also there must be an awareness of the author's tine, place, and hunan nature that served to illuninate his reporting of the oultural milieu— the social conditions— within his scope of experiences. A novel nay be examined as & work of art, but also as evidence of a social condition or as a statement about hunan nature. Similarly, the social scientist first examines the qualities and uses of political in stitutions, for example, the Renaissance; the historian treats the Renaissance as evidence of a work of art, the philosopher discusses the Renaissance as evidence for a *iew of hunan nature. Therefore, great works nay be examined scientifically, socially, or humanistically, but, not all ways at the sane tine. The emphasis in this dissertation is on the social examination. Examin ation priorities nust be effected and answers nust depend on the questions asked— How does fiction differ, if it differs, fron non-fiction? In response to the foregoing 77 question Sheldon Zitner in A Preface to Literary Analysis aiptuadi Vhat distinguishes literature froa non-literature is its invented quality. In the assays of Laab, for example, tha roiea speaking to tha raadar is not Lamb's, but that of an invented char act ar, a persona. In this sense, Laab*a assays nay ba said to ba ■fictional," that is, like fiction* Host contsapor- art magazine articles lack this quality and ars only articles, but Lamb's assaya, with thair inrantad quality, are literature. All that goes into tha in vention nay ba teraed stria. (170*33) Vhat distinguishes fiction froa non-fiction therefore is style, not subject natter. Style is tha way a writer writes (whatever ha writes about) regardless of its relationship to actual fact. It is, however, neither aare aannerisas for idiosyncrasy but tha sun af those devices, inherited or newly invented, by which language in its various possibilities is aaployed to bring an iaplied reader into a hypothetical world, contrived by an eaniscient author, speaking through an artificial voice (point of view). Moreover, fiction, that which is distinguished froa non-fiction by style or invention, nay be wholly *nade up" or based partly on "what really happened," but the right to call a book a work of fiction does not de pend on doteruining whether, it is mostly "truth" or mostly ”aade-upM— this task can be left to documenters of "truth." The ascertaining ef truth within fiction is not 78 the concern of this writing* "Cruth" in this disserta tion depends on how much of the writer's craft is evident and en whether the reader's discernment of this craft leads to what the hoek might mean* Che craftsman of fiction makes something which is life-like; it is life like the way a tree is life-like* "Life-like" materials or "made-np" settings, characterisations, events, plots, and conclusions are inventions of the writer; these elements exist finally independent ef the author— 'this is the art function of language* Che writer imagines the kind ef person who will read his hook, and he directs his voice, often disguised (through point of view) to this imagined reader* He transforms the materials of the everyday world— a world in which design or pattern or order is difficult te find— and imposes a diseernahle order en it* finally, in the ways invented, the writer converts himself into a kind of fictional personage, an implied author* Che characters of the author are imagined by the reader, no less than his invented worlds are imagined by the author* lew readers have a personal acquaintance with the author of the book being read, yet, his work has a sense of a quality ef mind behind and within his fiction which was, is, and will be the quality of the implied author, whether examined scientifically, socially, or humanistically* 79 Che humanities, because of thair long history, here often boon defined through a eatalog of their orig inal eonpenent fields* Aneng these fields presently accepted within the hunanities ares (1) the study ef literature and the fine arts, (2) these encompassed in philosophy when their objects are considered as works ef the Imagination rather than an application of technique or assumptions of facts, (3) the field of architecture and history. She humanities treat the qualities of the great works of men and how these qualities are organized or related to each other. They are to be distinguished from the sciences, which treat the qualities and organisations ef nature. Another distinguishment is the social studies, which treat the social sciences— the qualities and or ganisations of hunan associations and institutions. The sociological impact on the opinions, atti tudes, and beliefs that are developed through scientific, seeialistic, and humanistic interaction within the en vironmental milieu can develop through the subtle and pervasive influence of "best seller" fiction— the short story, the short novel, the novel. Since this study focus on the latter, only this will be considered here. The novel A fictitious prose narrative or tale of consider- •0 able length (mv usually long enough to fill oxlo or more velunes), im which eharaotors and aotloas repre sentative of the real lifo or past or present tines aro portrayed la a plot of sore or loss complexity* (1165 The abore definition, although supportable, is act a "tight” deaotatien; purists, for years, have fouad dlsagrooaoats with its wordlag* The ascertaiaiag of purity la doaotatioa is aot the concern of this writing* It is sufficient to accept that the novel is essentially a fictitious literary fern, its subjects aro often taken fron actual events, and its subjects aro, through narra tive methodology, noant to create an air of literal truth* She nevel arose in a much later civilisation than the epic (which also has a narrative form, truth, and characters). Theoretically, the main difference between the epic and the novel is the epic's bread canvast (1) a hero status-involved in deeds of national or inter national importance, (2) the werld or the universe as a setting, (3) vast deeds ef great valor, (4) supernatural forces, (5) a stylo of sustained elevation, (6) the hero's invoking of a Huse to inspire and instruct him, and (7) narrative opening in mediae res— in the middle of things— required for epical grandiosity, which very few novels have or lay claim to having* Since man's early modes of literary expression were public, and public recitation of song apparently 81 soemod to require the impressiveness and memorability of formally patterned aad ornamented speech; prose litera ture came later, and the novel is the only major liter ary fern which was act shaped wader conditions ef pwhlie and oral delivery. Characters in the novel, if not statistically average, are at least wsual dimensions of common life as te he patently "real." The actions of the characters are wsmally "real" and more deeply rooted in common life by a more minnte deacription of the environment than is typical of other hinds of narrative. This steady atten tion to the surface of things is typical of the novel's technique. According to the "Oxford." definition the novel may portray actions and characters of past or present times. Bmt, in this, again, wnlike earlier kinds of narrative, it is more typically concerned with the con temporary social interaction. The word novel itself is wltimately derived from the Latin moves* meaning "new," via the Italian word for a short story novells, which tended to mean not only "an original as opposed to a traditional” story, but also one that was, pretendedlv at least, "of recent occurrence." (199*16, 572; The word "plot” acts also to distinguish the novel from the prose fiction of other times and places* The word "plot” immediately involves a higher level of narrative organisation than normally occurs in a history 82 or a fable* E* M. Forster formulated* A story is merely "a narrative of events arranged in their tine-sequenee,■ vkoroan a plot organises tko events according toNa sense of cansility*" (188) The skort story, tko skort novel, and tko novel have slallarities and dissimilarities* First, all narra tion, whether in skort story, skort novel, or novel fern is designed to appeal primarily to tko emotions of tke reader* Second, the limitations of tke short story aro tko limitations of space; the skort-story writer paints miniatures, the novelist paints murals* Third, a novel can build up an indefinite number of scenes before the climax is reached, the short story is proportionately restricted; its climax must be reached quickly* Fourth, due to the brevity of the short story, the writer must concentrate his material, whereas the novelist may be more diffuse* A short story (and the short novel) is like a newspaper editorial on a neighborhood financial problem; a novel is like a monograph on the national currency cycle— each serves a need, in its own function* CHAPTER IT CHARACTERS AND CHABJLCTEHIZAIIOHS WITHU THE AHALYZE2) HOTELS The purpose of this chapter was to show the char acters and characterizations within the fifty-fear an alysed novels* The profile of role players within the nereis that were subjected to scrutiny in the fellowing paces were of sereral sorts; sone of then— education, personality, and plus er ninus position— hare made them selves effectirely felt within the post Vorld V&r II era* Others— class, goals and values, race, and religion— are perennial inrolrenents which hare assuned a particular shape within the post Vorld War II era* Still others— such large social stratifications and differences as sex, occupation, and economic standing— hare exercised the minds of men since the beginning of civilization. If these characteristics of characters and strat ification of social issues in the fifty-four analysed nereis were linked to each other by a common habit of finding the unirersal in the particular, they were also distinguished from each other by the range of tone and technique which the individual authors displayed— a range 83 which extended fron everything-in-one-evenlng The Musicals by franeis Steegnuller to the generations-covering of Haw**'* by Janes A.* Michener* Also, as range was involved which, extended fron the "light” The Lovely Ducklings by Rupert Hughes to the "heavy” Agony and the Ecstasy by Irving St one. In addition, denagegaery was represented in The Holy Terror by H* G. Veils; as altruisin was portrayed by The Cardinal a novel by Henry Horton Robin son* The serious approach to hunan problens through best-selling fiction enforces a certain breadth and depth of view, but it certainly does not enforce anything re- senbling uniformity of approach* In fact, nuch of the value of the characteristics herein explored derive fron the fact that the authors instinctively know that good writing nust be faithful, not only to the denands of its thene, but also to the personality reading the work* Adam Trask, the protagonist, in John Steinbeck's East of Eden reminiscences of his conmunity, his "lost” wife and his sons; but the center of his interest lies, as that of any autobiographer must, in the development of his own personality* On the other hand, Philip Green, a gentile journalist, (and the protagonist) in Laura &• Hobson's Gentleman's Agreement. in his observations on segrega tion, was portrayed as not an explorer of his own per- 85 semality "but as a raapoaaibla intellectual coming te gripe with a desperate problem faced by himself, his fellew journalists, aad the entire country in which he was interacting. Hrs. Hobson's use of emaiseiemee en abled her to act as a distinctive voice speaking te the reader; this was net a necessary part of her subject, bat its omniscient application made her novel individual istic, human, end therefore more soul-searching. She authors and novels in this chapter presented a wide range also in the relationship between author and subjectt Jacqueline Susann in Valley of the Pells wrote and developed her characters from her experiences within the world of the get-rieh-and-famous-quick entertainment worlds Saul Bellow's Horsoa could have been either an autobiography or a biography based on his evolvement in the circles of upper academes Joan LeGarre's She But Who Game in Out of the Geld could have been a file on the experiences (exploits) ef a real person (John LoCarre is a pen name) s ; Herman Veuk's She Caine Mutiny could easily have characterised persons Vouk served with and under during his World War II days. Other character develop ment associations within the fifty-four novels herein analysed could have been brought forth as examples ef the author and subject affiliation; but the point has been made— both the subject and the reporter may have helpful 8 6 things to experience about the social probloas that aro raupaat through eharaotorisatiens la bast sailing Amtr- ican fiction* She writer, both specialist sad nonspee- ialist, eaa iaitiata within his realm, tha fiction specialist should have a vision broad enough to sea be- yeaft his limited subject} end the fiction nonspecialist should hare the rectitude to inform himself as circum stantially as possible about anything he writes on— as Lewis A. Coser, Arnold V* Green, Hebert K. Merton, Bobln M* Williams, and others, clearly do* dean as a group, these characterisations and characteristics in best selling fiction presented a large number of interesting interrelationships* ViaVwrg was a study on the social problems of a gifted women, this cast an indirect but illuminating light in the autobiographical accounts of Hersog* Doctor Zhivago examined dispassionately, oven dryly, the thene of the dehumanization of man— the subservience of tho individual — for the sublimation of society} at the same time Doctor Zhivago had obvious characters operating on the same level as The Hucksters in its concern with the basic human needs— economio, psychological, and social* Fred erick Vakeman, Tho Hucksters, in turn had points of con tact with writers as different from him— and from each other— as Irvin S. Cobb in Faith* Hope, and Charity, and 87 Chemas B. Contain la. She Black Rose. Robert Totlkir' s character who wu analysed ia A««ta^r of a Harder aad Irving 8* Cobb's characters who were analysed la Faith, Howe, aad Oharitr stood im a nuber of rolatioaships to each other, among them the simple one of chronology be tween their respective subjects— what happened before judgment was made, and what happened after sentence was passed. On a larger canvas— the meaning of justice— Robert Yoelher's Anatomy ef a Murder was linked with two nevels and character analyses which had a clear relevance to oach other: Borah Loft's Heater Roon the poignant experiences of the social manifestations of injustice lived through by an oppressed sex aad Lillian Smith' s Strange Fruit the social manifestations of injustice lived through by an oppressed racial group* SC£ Investigation of the sex dispersal among the fifty-four nevels revealed significant differences in apportionment (Sable 1). Counting showed that of 242 characters studied 158 (65 par eont) were male and 84 (55 par cent) were female. She allocation was out of proportion (in favor of the males) since American women out number American men by 2,661,000 (90,992-88,551)* In addition to the preceding imbalance, sexual behavior has a variety of important non-sexual meanings SABLE 1 SHE CHARACTERS Iff SHE ANALYZED H0VED3 Characterisation Hajer Sub-Major Ulnar Supporting Bex Hale Penale Halo Penale Halo Penale Halo Penalo Statu 39 15 35 19 32 22 52 28 Vacation Advertising Architect Sector Druggist Bearer Mina Omar Politician Saldiar Teacher Writar Carpenter Gkeiist Crusader Land Ounor Hill ounor Ministar Husician Public Officer Socialite Writer Acting Advertising Brick Layer Business Clark Dactar Honey Lander Mobility Student Snrern Owner Architect Detective Doctor Editor Engineer Military Hortician Burse Singer Severn Owner Eeononic Status Poor Eieh Billionaire Poor Hleb Hairaae Poor Heiress Tycoon Hick Billionaire Characters Hale Totals “ Hale % Penalo Penalo % 242 158 •5 84 35 s 89 for tho interaction*** Host inport ant of these neanlngs are donlnance and submission which are not related to sexnal acts, but are, particularly, drives or needs* Dominance and submission needs among humans are also frequently expressed in behavior that is— at least ap parent ly— sexual • Sexual behavior may express love and it also may net. She assumption in general is related to the needs among humans to meet its requirement for male-female cooperation in propegation of the species* Nevertheless, women, though under-represented (35 por cent) in best selling American fiction, have invaded fields from which their supposed physical, mental, or psychological limita tions onco barred them* Vith increasing opportunities and a formidable record of success in competition with men, women are now laying claim not only to equality but even to superiority* By recognizing the fields of their excellence, for exasplo, humanities, women can attain their proper place in society, aside from child bearing, and perform vital functions for the benefit of mankind in this mo-longer-a-man's world* She sexes in general and women in particular con cerned Bussell B* Dynes, Alfred 0. Clarke, and Simon Dinitz in Seoial Problems t Diasonaua and frvlatl*™ •» Industrial Society* they wrotet 90 Patriarchal rale has a long history in western seoietiss. She Renan husband-father was extremely powerful, with powers of life and death erer his children aad wife* Renan law was the prototype for English law, whieh in turn beeaue the basic aedel for American family legal codes • • • . The subordinate position of women was in keeping with widely believed notions about the "natural superiority ef the male*" Little was known about the psychology of individual differences, and I*Q* test scores did not exist. The view that women were in herently inferior was simply accepted as correct and was not seriously challenged • • • • Women were honored as housewives and nethers, but they were not te meddle in men's affairs. It was believed that women should not aspire te understand the Intricacies of economies or be concerned with legal and political rights* Per these reasons, it was argued, women needed little formal education* Although early pat riarchal— authoritarian conceptions of family life were soon challenged in a rapidly changing society such as the United States, the impact ef patriarchal thinking is still clearly a part ef much family or ganisation today* (4-7(92-993 The preceding quotation was supported by an artiele in World Week. Uovember 8, 1963* Women outnumber men by nearly 4,000,000 in the U.S. but they are still a "minority group” in a pol itical sense, according to the President's Commission en the Status ef Women • • • • The failure of many te vote has helped make then a political minority* "State legislatures are most directly responsible for action necessary to eliminate injustices to women under the law," the Oonmission', s report said "These inequalities are primarily in areas of jury service and personal property rights*" • • • , in certain states a woman may net open a business ef her own without her husband's written permission* The other major area of inequality is pay* Women,, en the average, receive 60 per cent less pay than men for the same job, the commission said * * . • As a highlight en the commission's report, here 91 art some current statistics on the 96 vOOOtGOO U.S. women* 1* 44,000,000 Housewives 2* 24,000,000 Pali, workers 3* 13*000,000 VuarrliA 4* 2,000,000 Aged widows 5* 3*250,000 Union members 6. 7,000,000 Clerical workers Xm top government levels, weaea are clearly a minority, as these figures of women la gorermmeat skews. 1* 234 of 7*700 State legislators 2* 93 ef 3,807 Key federal executives 3* 11 ef 435 Congress' house 4* 2 ef 100 U.S. Senators 3. 2 ef 307 Federal district judges (215*6) Occupation Search among the novels revealed that there were ne significant differences in occupations among the major, sub-major, miner, and supporting characters (Table 1)* The occupation ranges were widely dispersed from these requiring a university degree to those requiring little formal education. She preceding statement would make it appear that as the American industrial structure has changed, the occupational structure also changed, partly as a result ef technological change, partly as a result of changes in the needs aad desires of the population. As people become mere affluent, they consume more services in relation te goods, which accounts for the growth of tertiary industry* She south has largely been and still is dependent upon agriculture, a© that muoh more occupational depres sion la concentrated thera than in other areas* The per centage of families living in poverty (making leas than $4000 a year) ia forty-six in the south, twenty-two in the west, thirty-four in tha northeast, and thirty-two in tha north central states* Tha fact that the proportion of impoverished faniliea is highest anong those occupied in agricultural related industries is one indication that tha American aeanony no longer has an agricultural base* Par example, of agricultural faniliea, 6? per cent are inpoTerished, as compared to 52 par cant of those whose principal occupation is in personal service, 28 per cent of those in entertainment, 28 per cent of those in retail trade, and only 14 par cant of those in manufacturing occupations. Vhite-cellar, or middle-class, jobs hare became mere numerous than blue-collar, or working class, jabs only since the end ef Vorld War IX* Changes hare also occurred within these occupational classifications* Vm- skllled blue-collar jobs hare been declining in number far seme tine* Until recently, semi-skilled jobs— mainly machine operating jobs— were on the increase, but they too hare new begun te decline i the only blue-collar jobs that hare been increasing are these ef highly skilled workers* The demand far professional aad semi-profes- *3 sienal people ha* bean increasing. Seme kinds of sales and clerical Jobs have been increasing in number as wall, but the occupational future la paaainiatic— many af the "entry" jabs will soon be eliminated by automation. Only white-collar jabs which require a college education can be depended upon to continue to increase in number. Pro fessor Robin M. William Jr., in Strangers Part Poor statadr ♦ • • we found that prejudices concerning Hegroes were mast frequent among white persons of low occupa tional position, whereas secial-distance reactions toward Jews were to appear most often in higher occu pational levels • Sable 4*11 Relationship of Social Distance Toward Hegtfo and Occupational Status Occupational Category Memetown talley ©lty IkouikperE" ___________ ; _________ flui 14) (J-107) (M-140) Sigh (professional business and allied) Hedium (skilled) Lew (Semi-skilled and unskilled) •Leas than 23 cases i (.164*53-5*) Xt is dear that aocial-diatanee against Regroes tends to be most frequent among white persons in the less well-paid and prestlous types of occupations* 61* 18#* 58# 76# 58# 98# 82# 61# 78# 94 Table 4.12 Helationship of Social Distance Toward Jews and Occupational Level of Gentile Respondents Occupational category Talley Giiy month Port _________________________(H-314)__________(H-140) High 67% 82%* Median 57% 47% Lew 52% 38% ♦Less than 25 eases Here we see a tendency for anti-Jewish responses to go along with higher occupational position . • • . Imperfect and limited as these data are, they are compatible, with the supposition that prejudice re flects a sense of threat, and that white gentiles in the upper socioeconomic strata therefore are less likely to be prejudiced against If egress and more likely to be prejudiced against Jews than their fellows in the less affluent and less educated strata. (164t53-54) Bcononlc Stratification, within the novels, from an eco nomic view point was not significantly supported (Table 1). The poor, the rich, and the millionaires were re presented fairly equally among the characters. The conditions disclosed by the preceding char acter dispersal involve a term that has cone to be widely used— standard of living. Unfortunately, like other words and phrases associated with economic needs, wants, and values, it is used with a variety of meanings. At times the standard of living appears to mean the pattern of wants that the individual or the family strives to 95 t satisfy as completely as possible* At other tines the ten is used to indicate the actual level of eonsunption that has been attained by individuals or even by a whole nation, as in the phrase American standard of living* The ten is also used to express the idea of a standard or non that should be attained by every individual or family if satisfactory living conditions are to be realised* In brief, the emphasis is on a pattern of wants that may be only partly satisfied, but the satis faction of which constitutes a goal that the individual or the family seeks to realize* The wants that form such a goal are those which offer prospects of realisation through effort and which call forth such effort. The pattern of wants that makes up a standard of living is not acquired quickly and it does not change quickly* Each individual is born into a family (the standards of) which influences his sense of values* Through a long process of "indoctrination” (socialisa tion) that extends from infancy to maturity and, in fact never ceases, he gradually absorbs the pattern of wants of those who surround him* A very large portion of his pattern will be derived from his family, his siblings, and his poors* As a result of these influences, by the time he has attained his majority, the individual has acquired an extensive pattern of wants that represents 96 hie standard of living and ha will strive, to the best of his ability, to satlsf7 these wants. la Individual's pattern of wants has not been fixed enoe and for all when he attains maturity, but it is subject to change with the passage of years. Sane needs are eutgrown, and new ones appear with increase in age. hew influences take the place of the family or the school as new friends are made or new environments en countered. Social influences make themselves felt in the adoption of passing fads and fancies. In these and many other ways the total pattern undergees a slow change in the number, the variety, the quality, and the frequency of the satisfaction of wants. Education Disproportionate education in heavy favor of the male, was found in analysing the novels (Table 2). Seventy-two characters were explicitly identified within the academic area; of this number 63 (86 per cent) were male and 9 (12 per cent) were female. The novels were higher education oriented— 4 (6 per cent) were on the secondary level, 66 (94 per cent) were en the higher edu cation level. Also, the major characters (male) were the highest educated among the characters studied; the sub- major characters were second; the supporting characters 97 TABLE 2 EDUCATION (EXPLICIT) OP CHABACTEHS rial# faaala riala Faaala Hala faaala Haia faaala Umiraraity 14 0 8 1 4 0 7 2 Gallaga 6 1 9 2 4 1 9 0 Baeaadary 0 0 0 0 1 0 1 2 Elaaaataxy 0 0 0 0 0 0 0 0 20 1 17 3 9 1 17 4 Tatala Gharactara Mala Hala % Paaala Faaala % Bairaraity 36 33 3 50% Gollaga 32 28 4 44% Baeaadary 4 2 2 6% Slaaaatary 0 0 0 0% 72 63 88% 9 12% 100% were third; and the miner charac last* mrth, end Education, hy sex and by level, (as has been shewn) has an influence on eharaeter distribution in the analysed nereis* Also, presently, the prediction is that "entry" jobs will be even more subject to elimination by automation than will blue-collar jobs* The "safe" jobs in the short future will be the white-collar jobs which require a college education. Also, as unskilled and semi-skilled people lose their jobs, they are unable to obtain jobs in occupations which are expanding becuase they are educationally unqualified* quisite for obtaining a good job, but it is new. The result has been that poverty tends to be concentrated among persons with little formal education. The relation accounts in part for the great concern over school drop outs— additional umemployables* Sable 1* Mean income (or earnings)^ for males 25 years ef age and over, by years of school completed, selected ye jura* Years ef school completed_________1959 1946 1949 1956 1958 klamemtaryt Total , 11.056 12,041 *2,594 *5,107 *3,096 Less than 8 years (3) 1,738 2,062 2,613 2,591 8 years (3) 2,327 2,829 3,732 3,769 High schoolt 1 te 3 years 1,379 2,449 3,226 4,480 4,618 4 years 1,661 2,939 3,784 5,439 5,56? Gellege: A. college education was not formerly a prere- 1 te 3 years 4 years or moro 1,951 3,654 4,425 6 2,607 4,527 6, 179 8 99 ^Data for 1939 are restricted to persons reporting $1,00 or more of wage or salary income and loss tkan #30 of otkor income and to native white and Iigro naloa 23 to 64 yoara old only* Data for 19i *6 repre- aant total nonoy earnings* Data for 1949, 1936* and 1958 represent total nonoy ineono. ^Includes porsona reporting no yoar of aeheol con- plated, not shown aoparatoly* ^Information not available* Annual Ineono Sono of tko baale atatlatlea pertaining to tho relationship between annual Ineono and odneational attainnont are proa anted in table 1* which skews the variations in average (mean) annual ineono over tko 1999-38 period for non with different anounts of schooling*1 Vonen have boon excluded because a largo proportion of then are not in tko labor narkot and nany of those who work are employed on a part-tino basis* For these and other reasons, tho relationship between their ineono and education nay bo distorted in tho statistics. In oontr&st, since praetically all adult non are full-tino workers, it can bo asswned that any advantages gained from more school ing are reflected in their ineonos* (197*115) Education is a relevant factor, according to Dr* Eobort M* William, Jr., in Strangers Mart utiiuHe Eolations in American Communities in subseription to stereotypes* Ho founds Our own data show that tho woll-edueatod, on tho whole wore loss ready to accept stereotypes concern ing minority groups • • • • As you see it* are Jews and Degrees today demand ing noro than they have a right to or net I The per centages who said "yes" worst Among those whoso education was: Jews Hogroos Elementary school only 41 30 Sono high school 32 20 High school graduate 34 22 College training 23 14 100 On the other hand, acceptance of tho stereotype of Jews an "pushy" does not -vary with educational lerel. Two ether stereotypes of Begroes, hewevor, illustrate tho tendency for the hotter educated to reject gross negative inages: Cl') Generally spaairinp Berneres are lasT and ignorant: (2) Bo you tains Negroes today are trying to p««h in whore they are not wanted? Percentage saying "Agree" to (1) "Tes" to (2) Elenentary 47 49 Sene high school 30 43 High school graduate 31 44 College 23 23 (164*56) In all four communities, the better educated tended to reject the crude negative stereotypes, although education is not related to sone other types of prejudice items; for example, it is not associated with willingness to have soneone in one's fauily marry a Jew* Class American readers, writers, and writings are niddle class fixated; they comprise upper middle 81 (33 per cent) and lower middle 58 (24 per cent) of the 242 (100 per cent) characters under study (Table 3)* The second group in readers, writers, and writings appeal is the upper classes (upper upper 28 (11 per cent) and lower upper 40 (17 per cent)* The lower olass has the least representation among the readers, writers, and writings; they comprise upper lower 21 (9 par cent) and lower lower 14 (6 per cent) of the analyzed characters* TABLE 3 ■CLASS" 07 CHARACTERS* " ""Hatfer”” ’ ’ Male Female BvE h Male Major Minor Hale Female Bvppertimg Male Female Female Upper Upper 7 0 5 0 5 1 10 0 Lovar Upper 9 0 11 1 4 3 12 0 Upper Middle 18 2 13 4 17 6 17 3 Lever Middle 10 1 9 1 14 1 17 6 Upper Lever 4 0 6 1 3 1 1 5 Lever Lever 2 0 2 0 4 0 5 1 3© 3 46 7 47 12 62 15 Totals i Character# / Male Male % Female Female * \ * Wpper Upper 28 27 1 11* Lever Wpper 40 36 4 17% Upper Middle 81 66 15 33% Lover Middle 58 49 9 24% Upper Lover 21 14 7 9% Lever Lever 14 9 5 6% 242 201 83 41 17 100% *Aa adaption of V. Lloyd Varner, et al "Class" scale, see V* Lloyd Warmer^ et al, What You Should Know About Social Claaa. 1953* 102 She following analyses show how elass was import ant in reading, writing, and character representing, Williams reported* Relationship 'between combined effect ef sex and education and eontaet opportunities* Per cent with four or mere opportunities Under 45 Tears 45 years or elder number lumber ef ef Hale Ugh school grad uate or mere 6? (72) 62 (34) Seme high school or less 38 (47) 52 (68) Pemale High school grad uate or mere 22 (94) 25 (53) Some high school or less 14 . . (49). 10 ____£87) Internationally, a elass is a group which shares a common style of life as well as a common status, and which is separated, by discernible boundaries, from groups abere and below it in the status hierarchy* In America, status groups are net markedly different from one another and the lines between then are in disarray* Consequently, except for the small groups at the very top and very bottom ef the social scale, there are no classes, •per so* in American society* She so called "middle class" and "working class” are actually a series ef minute status stratifications* S* H* Kars hall in Social Class and Citisenshiu* pointed out that sociologists mss tho tom "social elsss” to refer to two distinct phenomena: (1) a "class" which is an institution in its own right and, (2) a "Class" which is sisply a by-product of other institu tions (98)* Tho lattor designation of "social class" is tho one Americans overtly recognise; yet, the former has existed, to some extent, in America* Historically, a patrician elass, descended primarily from English noble fanilies, developed in colonial times* As late as 1850, Alexis do Teequeville paid a visit to John Carroll of Carrolltown, Maryland; Teequeville called Carroll "The last American aristocrat*" Previous to World War I, sharp class differences were noticeable between the middle class and the working class; still, oven then these differences were partly concealed by the mere apparent ethnoeentrioitiea • Ethnicity was increasing because: (1) many of the working class were foreign bem; (2) immigrants, with their "old world" mores, were more visible than "gray" areas of differences in "class*" Sociologists have long been concerned with the investigation of social stratification; many have found what they consider to be sharp elass differences* How ever, oonsensus on the gradations of "class" is still debatable* nevertheless, the sociologists approach agreement that differences recorded in V* Lloyd Varner and Mildred Hall Varner' a What Yen Should Know About Social Glass, 1* She kind of work the person did for a living 2* Where his money cane from 3. She neighborhood he liTed in 4. She kind of hense he lived in* (212*21) hare a direct bearing en the social class, alloted to the lurestigatee* Bobert and Helen Ljynd's Middletown. 1920's, written about Muncie, Indiana, was the first important community study of social stratification (96)• Later, in 1929, V. Lloyd Varner made a study of Mewburyport, Massa chusetts. Although both studies were social-atratifica- tion-oriented, they employed different populations* She Lynds divided the cemannity into two broad classes (busi ness, working); Varner divided his community into six classes (upper-upper, lower-upper, upper-middle, lower- middle, upper-lower, lower-lower). Seymour Lipset and Belnhard Bendix in Social Mobility industrial Society reported that although mobility rates in Europe and the United States are approximately the same, most observers presume that the United States has a higher rate of mobility than Europe (19)* Shis belief is based on the overt lack of defined class stratifications within the United States. For example, the mobile European is well aware that differences in speech and style of life still ••parate his from the middle elass* The mobile American can think of himself as being in the middle elass because the criteria for joining are unclear— therefore, the “gray" area between American "classes." There are ob servable manifestations of the dichotomy: (1) Cress pressures— a stratum in the United States does not re flect a common interest as one does in Europe9 because an American may be in the working class in some respects and in the middle elass in others. For instance a machinist who owns a home finds himself vacillating; as a worker, he feels pro-union; as a property owner he feels anti union. (2) Invisibility— Michael Harrington in Poverty *« wrote that the greatest problem in poverty- stricken groups in America today is "invisibility." (68) "Invisibility" (lack of "power") reflects the failure of the poverty-stricken to cohere. (Balph Ellison's The Invisible Man is a monumental tract on Negro "invisibil ity.") (51) Harrington reported that the economically deprived cannot unite beeause, although they are alike in being poor, they are not alike in the things which caused their poverty. As a case in point, Negroes, the aged, unskilled youth, and migrant workers cannot see themselves uniting because their poverty itself repre sents too diverse a foundation for commonness (68). The Varners wrote in Vhat You Should Social Glass. 106 Ve do have a oocial elass system la the country hat aallke the seoial elass systems la seme other leads, It Is ea epea system* This mesas that the hoy from the wrong side of the tracks may seme day more ap late a higher soelal elass, although the reasoas • • • it Is aot likely that he will ever reach the very top. lad while everyone does not hare ea eeaal chance to rise to the top, there are oppor tunities for most people to hotter themaelTes. 1212: nationality Bernard Barela on and Gary 1* Steiner in Human Be havior: Tnrontory ef Sclentifie Bindings defined: Hationality: People with a common national or igin (short of a racial distinction) • Usually char acterised by a distinctive language or accent. Im portant national minority groups in the United States hare included the Irish, the Italians, the Poles, the Mexicans, the Puerto Bieans* (19*494) Sixty per cent ef the characters 144 (242) in best selling American fiction were 100 per cent Ameri cans; this is a significant difference, but not too surprising; they hare been in America as a unifying group longer (Sable 4). She American hyphenates hare been controlled by the United States immigration policy* She "immigration policy" has had (1) three criteria— personal, group and literacy; (2) the three-per-cent formula; (5) the Hational-Origins Quota System; (4) Hen quota immi grants; and (9) the McCarran-Valter Immigration Act* In keeping with the fire policies above, the United States immigration policy has been a developmental process* She year of the first national legislation in 107 SABLE 4 IATI0HALITT DIS5BIBUM0H OF CHAHACSEBS Hdtr ikah-liaJar hlnar Bnroertiac H jiig^ r m n A rt ih it y gala mi*T iiS S " Anarican 23 8 18 14 19 12 31 19 Arabian 0 0 0 0 0 1 2 0 British. 5 3 6 2 2 3 6 2 Chinas a 1 0 0 1 1 0 2 1 Egyptian 1 0 1 0 0 1 0 1 Franeh 2 2 2 0 2 0 1 1 6 «n u 0 0 0 0 0 0 2 0 Graak 0 0 1 0 0 1 0 0 Hawaiian 0 0 0 0 0 1 0 0 Hungarian 2 0 1 0 0 1 0 1 Irish 0 0 0 0 0 0 0 0 Italian 1 0 2 0 1 0 4 0 Jawish 1 0 1 1 2 0 0 1 Vagra 0 0 0 0 0 0 0 0 Konan 1 0 0 0 1 0 1 1 Bnssian 1 0 0 1 1 1 1 0 Seatoh 1 1 2 0 0 0 3 1 Spanish 0 1 1 0 0 1 0 0 Swadish 0 0 0 0 0 0 0 0 39 15 35 19 31 22 53 28 TABLE 4~Cantiaaad sstais Qharaetars hala faala * Female Canals % % Amariean 144 91 53 60* Arabian 3 2 1 2* British 29 19 10 10* Chinasa 6 4 2 3* Igjptitt 4 2 2 2* Branch 10 7 3 4# German 2 2 0 ♦ 9* Greek 2 1 1 .9* Hawaiian 1 0 1 •01* Hnngarian 5 3 2 2* Irish 0 0 0 0* Italian 8 8 o 3* Jaw 6 4 2 2* Kagrt 0 0 0 0* Sanaa 4 3 1 2* Bnssian 5 3 2 2* i Boateh 10 8 2 9* fiipaaish 3 1 2 2* Swedish 0 0 0 0* 232 138 63 84 35 100* the immigration was 1882* Its criteria were mainly per- a oral • It excluded criminals, diaeaaed peraema, and paupers. Shortly after the peraeaal criteria group leg islation were enacted, barring Chinese, and later all orientals, from both innigratien and naturalisation. The year 1917 brought in an effort to reatrict immigration; a literacy teat waa act up for immigrants • Thia Measure waa generally ineffective• The three-per-cent formula waa produced in 1920* Thia formula stated that the nunber ef immigrants admissable from a given country in a one- year period waa restricted to three per cent of the number of people residing in the United States in 1910 , who came from that country. Legislation in 1924 embodied the national origins quota system. (The United States still uses thia system.) The 1924 law limited the total number of immigrants to be admitted into the United States in one-year period to 150,000. The 1924 law heavily favored the immigration of people from northern and western Europe— particularly from England, Ireland, Scandinavia, and Germany— who were the ao-oalled "old types” of immigrants into the United States. The 1924 quota'system allegedly discriminated heavily against people from southern and eastern Europe— who were the se- ealled "new types” of immigrants into the United States. Despite its purpose— to insure that a large pro- 110 portion of immigrants would cone from northern and west ern Europe— the n&tion&l-origins quota system failed to accomplish its purpose* For instance the quota for Britain and northern Ireland, accounting for nearly forty per cent of the total possible number of immigrants, went largely unfilled year after year* Ironically, during the "selective" period, the mould-be immigrants from southern and eastern Europe waited impatiently in long lines* She "preferred” conditions of the 1924 legislation led to the establishment of the present "shotgun" system* Under this system persons enter under various nonquota provisions including the wires of United States citizens (military wires, for example), refugees from political persecution entering under special laws, and residents of Vestern Hemisphere nations, where the national quota system is not operative* The year 1952 brought into being the McCarran- Valter Immigration Act (Senator HcCarran of Nevada and Representative Valter of Pennsylvania)• The "Acts" (1) used the 1920 census as the base for fixing the total hnnber of immigrants admissible each year; (2) retained the national-erigins quota system; (5) eliminated a feature of the eld law which had permitted Hegroes from the British Vest Indies to enter the United States under the quota allotted to Britain; (4) embodied a new ea- Ill phasis on so-called national security features, including political screening of prospective Immigrants to weed out possible subversives, and the setting up of new political grounds for deporting and denaturalisation of under*ir— ables (139*162;; 210*75-88). She United States ianigration policy is obviously based on the assumption that people of certain national origins are more likely than other origins to fit com fortably into American society. Also* there is an as sumption that the "old world" mores of some groups will conform to Americanism with the least culture shock. Bernard Berelson and Gary A. Steiner in Human Behavior* An Inventory of Scientific Findings quote from Kingsley Davis* She theory of modern population change revolves around the idea of a "demographic transition"— a cycle in which there are three phases: first, a regime of alow population growth characterised by high birth”an3[ death rates; second, a period of rapid population growth characterised by high fertil ity tut low death rates, due to the lag or fertility decline TiEe "demographic gap”); and third, a regime of slow population growth characterised by low birth and death rates. (19*590) Race Bernard Berelson and Gary A. Steiner in Human Behavior: An Inventory of Scientific bindings defined* Race* People with a common biological heritage involving certain (usually permanent) physical dis tinctions. She most important racial group in the 112 Halted States, of course, is the Negro{ hut in the western states orientals have been important too* (19 tW) Presently, June 1967* race in its diffusire Man ifestations is the number one problem in the United States (Vable 9)* In recent years, there has been an increasing awareness that group relations problems repre sent one of the basic engimas of the twentieth century* Of the multitude of problems stemming from group inter action, that of majority-minority tension is one of the most serious. Minority groups are those groups whose members experience a wide range of discriminatory treat ment and frequently are relegated to positions relatively low in the status structure of American society. In American society— as in many others— minority group status has been closely correlated with specific ethnic, religious, and racial affiliation* She facts of "different" treatment were many;; yet, they were not static and unchanging (in many in stances legal change has meant improvement, in others, "differences have had to be altered in direction and form)* Some "differences" influencing the Negro were (1) in I960 Oengress passed the second Civil Rights Act since 1879 (to improve, adjust, and equate the Negroes' rights according to the United States Constitution)* Also, many suits were brought directly by the Federal 115 TABLE 5 2BSHNIC DISTRIBUTION 07 CHARACTERS Mala ranala Male yanala Mala flanala halaJanala Amarlean 18 7 16 8 14 10 21 16 Arabian. 0 0 0 0 0 1 2 0 Iritiak 5 2 6 0 1 2 4 2 Gklnaaa 1 0 0 1 1 0 2 1 Scxptiaa 1 0 1 0 0 1 1 0 Pranek 2 2 2 0 2 0 2 1 Garman 0 0 0 0 0 0 2 0 Graak 0 0 1 0 0 1 0 0 Hawaiian 0 0 0 0 0 1 0 0 Hungarian 2 0 1 0 0 1 0 1 Iriak 2 1 2 1 2 1 2 2 Italian 2 0 2 1 5 0 5 0 Jaw* 5 1 4 2 4 1 5 2 Hagro o 1 0 0 0 1 2 0 Honan 1 0 0 0 1 0 1 1 Hnaaian 1 0 0 1 1 1 1 0 Scotck 1 1 2 0 2 0 2 2 Spanisk 0 0 2 0 1 1 0 0 SwaAiak 0 0 0 1 0 0 0 0 39 15 59 15 52 22 52 28 114 TABLE 5— Continued Totals Characters Halo Halo ft Female female ft ft American 110 69 41 44ft Arabian 3 2 1 1ft British 22 16 6 9ft Chinese 6 4 2 2ft Egyptian 4 3 1 2ft French 11 8 3 4ft Gorman 2 2 0 1ft Grook 2 1 1 1ft Hawaiian 1 0 1 •9ft Hungarian 5 3 2 2ft Irish 13 8 5 6ft Italian 13 12 1 6ft Jaw* 22 16 6 9ft Hegro 4 2 2 2ft Homan 4 3 1 2ft Russian 5 3 2 2ft Scotch 10 7 3 4ft Spanish 4 3 1 2ft Swedish 1 0 1 • 9ft 242 162 67 80 37 100ft •The usage of Jew, in tills study, Is in tho col loquial "unpurs" ssnse. Tho word Jew is derived through tho Latin Judaeus and tho Greek LouAaios fron tho Hshrew Tohudhl. fiofor to 37*58-69 for explication on Tho Amori- ean Jew. 115 Government to protoet tho righto of Nogroeo to rote, to effoet further school desegregation, and to ond segrega- tion in travel facilities; (2) im 1961, tho President's Gossittee ea Equal Employment Opportunity was created. Shis eeaaittee was charged with the elimination of dis crimination in government employment itself and in em ployment created by money dispersed from the Rational Treasury. Furthermore, since 1959 twenty-three state laws hare been passed; laws that are aimed at preventing discrimination in housing, employment, and public accom modations (United States Commission on Civil Bights Be- ports Books 1-5)» ▲ "difference" influencing the Jew waa: in 1946 the United States Supreme Court ruled the "restrictive covenants" were unconstitutional under the Fourteenth Amendment; this ruling "eliminated" the residential ex clusion of the American-Jew. Some "differences" affecting the American-Japan ese weret (1) the 1942 evacuation from the Vest coast has been charged with prejudice in compensation from settlement losses; (2) in 1958* when the Japanese claims section of the Justice Department closed its evacuation claims program, it was disclosed by the Japanese-American League, and supported by the Internal Bevenue Service, that many of the claims for over $2,900 were so clouded in "rad tape" that it was aaaier to settle for $2,500* Bace and different treatments due to raee pro duce psychological, sociological, and physical manifesta tions. Understanding Minority Groups edited by Joseph B* ftittler presented some reactions to prejudice and dis crimination, some are: 1. Feelings of anger and pain 2. Feelings of terror and fear 3* Avoidance and withdrawal Feelings of resignation 5. Hypersensitivity as a reaction 6. Feelings of inferiority 7* Self-hatred among minority group members 8. Self-Isolation and separation 9* Assimilation as a reaction 10. Cultural pluralism as a response u. Militancy and protest (57*138-14-5) 1* Arthur do gobineau (1816-18821. The problem up- setting to de &ri»imeau was the disintegration of the aristocratic society he had known. He found race to be the key to history, and inequality ef races suffi cient te explain the entire enchainment of the desti nies of people . • • • The decline of aristocratic Burope was seen by de Gobineau to lie in the loss by the "Aryans" of their position of dominance • • • • • 2* M. 8 ♦ Chamberlain (1855-1927). Modem oivilisa- tion was thought . . . to be aerived from four sources: from Greek, Bomsn, Jewish, and Tuetonic civilisations. It received poetry, art, and philosophy from the Greeks, statecraft, order, and the idea of cltisen- ship from the Bomans, Judaism and, indirectly, Chris tianity from the Jews. The fusion of these three 117 traditions was tbs contribution of tho Teutons • • • • Hixture of blood between these sub-groups prevented sterility, and accounts for Gernan greatness. This raoe understands leadership, and gives unfaltering loyalty to it. The incidence ef the leadership trait anong the Italians and French— insofar as it is found in then at all— is due to the presence of Teutons anong then...................................... 3* Georges Vacher de Lapouge (1654-1936). Intellec tualpeweraTcorrelatedwltntneoreaSth of the anterior part of the brain* The Nordic or Aryan race are leaders in every creative activity • • • , educa tion can work no long-run influence on temperament and character, hence on civilisation • • • • Anong non, natural selection is replaced by social selec tion* In present society, such selection is primar- ily negative in its biological offsets. Thus the 4vyan race is rapidly disappearing, and it will dis appear altogether unless a natural aristocracy is created on the basis of the innate qualities of in dividuals and through greater procreation and organi sation of a new doninant racial caste* 4. Francis Galton (1822-1911). There are fixed limits to educational development. Inheritance fixes these limits; talent and ability are inherited. Able fathers produce able children in much greater propor tion than do others .... There was no escaping the conclusion that nature prevails enormously over nur ture when the differences of nurture do not exceed what is conmonly found among persons of the same rank of society and in the same country. What holds for individuals sIbo holds for races. Just as upper and lower strata differ in regard to ability, the upper strata producing more men of genius and talent, so the races are unequal ............................. 5. Karl Pearson (1857-1936). He proposed that edu- oation should vary for different individuals and groups according to their ability • • • • Pearson set the tone for the eugenics movement by his estimate that nine-tenths of man's capacity was determined by heredity...........................* ........... 6. Lothrou Stoddard (1883-195). The starting point is in race cleansing. This begins with the segrega tion of the insane and feeble-minded in public insti tutions, awakening society to the gravity of the situation, and tracing the relation between the "degenerate elaeeee" and ethers "all the way from the unemployable 'casual laborer1 right up to the 'tainted genius'*" (99*168-173) Religion Lewie A. Coser in Secielogy Through Literature wrote: Ve night define religion • • • , as a set of beliefs, practices, and institutions which non in all known societies hare evolved as responses to those parts of life which they felt not to be rationally understand able and controllable and to which they have attached a significance which includes references to a non supernatural order* (34-t2?6) She fifty-four writers did not specify religion often* Sixty-one characters were explicitly identified as following a religious ideology (Table 6)* Catholicism was the highest represented religion with 2? (#4 per cent) characters out of the 61 (100 per cent) identified* Hebrewisn was tho second highest— 19 (31 per cent) char acters out of the 61 (100 per cent) located* Calvinism was the least represented of the religious designated in the novels— 1 (2 per cent)* Does the paucity of religion-designated characters in best-selling American fiction indicate accident or in cident, commission or omission? Are the writers purposely operating in a "gray" area with the cash register sales in mind? Probably, the authors are aware that religious groups act as one source of variation and conflict in American society* "Social scientists have only recently CABLE. 6 JLELI6I0I (EXPLICIT) II AIALTZED IOVELB "B B TG3er"B™ , B5BS19er"™BBB5e^"TK»5erSI5P HkiVJmK ttii w # wku Calvinist 0 0 1 0 0 0 0 0 Catholic 9 0 4 2 2 0 8 2 Christian 0 0 1 0 0 1 0 0 Episcopa lian 0 0 1 0 1 0 0 1 Heathen 0 0 1 0 1 0 1 1 I«te«v 4 0 3 2 4 1 3 2 Hoalen 0 0 0 0 0 1 2 0 Presby terian 0 0 1 0 0 0 0 0 19 0 13 4 8 3 14 6 Characters " Bale ' 'Hale *" ttemale Venale ft % Calvinist 1 1 0 2* Catholic 27 23 4 44* Christian 2 1 1 3* Episcopa- lien 3 2 1 3* Heathen 4 3 1 6* Hebrew 19 14 5 31* Moslem 3 2 1 9* Presby terian 1 1 0 2* Protestant 1 1 0 2* 81 48 79 13 21 100* 120 become investigative of the role of religion in gonerating conflict. Conflict la not the fountain from which heat soiling fiction gushes.” (191) George Gallup and Paul Lasarafeld were in the vanguard of social scientist a collecting data on rating. Vhen Gallup first began collecting infornation on rating behavior, for example, ho asked his roapondenta about socio-economic class and educatlon9 but he did not ask about religion (54-) • Paul Lasaraf eld* a research pointed out the difference in rotlng patterns anong Catholics, Jews, and Protestants. Share are three major reasons forming the sources of religious differences: (1) his torical experiences, (2) socioeconomic structure, and (3) theology and ralues (91)* Historically, the attitudes that a religious denomination imprints in its members depend hearlly on the history of the denomination. Shat is to say, a church that has been established for cent uries in a country will react differently to secular problems than will a one-or-two-generations sect. Socio economically, within any denomination, a majority of the members are in similar circumstances. As a case in point, nost Episcopalians are wealthy, well-educated city dwellers; nost Baptists, in contrast, are poorer, less educated, and rural dwellers. She values, traditional and emergent, that the majority absorbs from its position in the socioeconomic structure affect even those members of the church who occupy different positions. Theolog ically, the view point of how each church views man's relation to God affects the attitudes that its members will hold toward secular problems, for example, pretes- tant theology focuses on individual responsibilityx each person is free to define his own relation to God— he must earn salvation. Also, for example, Catholics, conversely believe that the church mediates between God and mankind. These differences are no doubt within the awareness of best selling fiction writers or their publishers. These differences (historical, socioeconomical, theological) could have a bearing on the paucity (26 per cent) of ex plicit religious affiliations among 242 (100 per cent) characters herein examined. Dr. Robin Williams, Jr., postulated in Strangers Hart Door. The relationship between religious affiliation and racial or ethnic prejudices are greatly compli cated by variations in the other sooial and cultural characteristics of the members of different faiths and denominations, for example, in the United States, there is a tendency for the membership of the Catholic and Protestant fundamentalist groups to fall toward the lower end of the socioeconomic scale for the Jewish population to concentrate in the middle strata, and for the prestige Protestant denominations (for example, Gongregational, Episcopalian, Presbyterian) to be over represented in the upper strata • • • • Many small sects are composed almost exclusively of the very poor. In particular regions and localities, the membership of a particular faith or denomination may also have a distinctive ethnic characters, for example, French-Canadian (Catholic), Gorman (Luther an). There are other cultural differences that may 122 be associated with, religious group identity. (164-t 59) PareQuality The analyses of the newels revealed no signifi cant personality differences anong the major, sub-major, minor, or supporting characters} why are there no sig nificant differences in personality (Table 7)T Did the authors think that the reading public does not want to read about too many unsavory personalities? Does best selling fiction eliminate realism (realism in character analyses is a forte of "good" writing) to the benefit of idealism and romanticism? First, personality is a highly inclusive term, ▲mold V. Green in Sociology wrote : Personality includes the person, that is, what is shared with others. But personality also refers to what is distinctive about any person* Person ality is the sum of a person's values (the objects of his striving, such as ideals, prestige, power, and sex) plus his nonphysical traits (his habitual ways of acting and reacting) • • • • Actually, however, personality is more than a sum of values and traits: it is their dynamic organization. (61t122) Second, personality traits do change, to some extent, in time due to: (1) a critical situation, (2) a new situation that severly challenges or damages the self-concept— the self-coneoption is the focal point, the genesis of personality. That is to say, the kind of object one forms of one's self is the result of the 123 TABLE 7 PERSONALITIES OP CHARACTERS IN THE ANALYZED NOVEIS " i ""nK3o?"""Ma"^5 S S 3 ^ a!=”8aaa^ E E g Ba8aa8ag=igBwpog^Srag Male female riale female Male g— ale Hale female Eclectic Realist Egoist Weak Naive Cheerful Emotional Cheerful Proud Paranoid Ambitious Cruel Cheerful Emotional Passionate Dogmatic Confused Humanistic Astute Gentle Ego-Centric Dominating Devoted Considerate Humble Complacent Artistic Child-Centered Loyal faithful Lusty- Ego-Involved Emotional Charming Intelligent Conniving Studious Irresponsible Faithful Repentive Competent Flexible Egotistical Strong Altruistic Realistic Humane Carefree Cynical Prissy Sensitive Impulsive Romantic Proud Loyal Vinsome 124 group'* (p**r» family, social, religious) conceptions, and these conceptions can Influence behavior— personality. Third, the personality is a dynamic unity, with the self conception at the core. Social values: (1) abstract sentiment, (2) moral norms, (3) self as a social value (self-concept) come to the fore and recede as they are or are not used to shore up the self-conception in various situations. Traits: (1) real— the core of the "self," and changeable only within a critical situation} (2) sham— closely allied to the "looking-glass self;" and (3) pseudo— employed to impress others and conceal the real "self" also come to the fore and recede as they are or are not used to shore up the self-concoption in var ious situations. In other words, personality is a cohesion of values and traits. Professor Robin M. Williams Jr. in Strangers Next Door further defined per sonality: Personality . . . is the system of relatively enduring psychological states "carried" in an indi vidual. Huch of the patterning of perception and motivation in any personality will have derived from social experience, and nearly all of the beliefs and values will have been so derived. This does not mean that society and personality are two sides of the same coin • • • , social systems are never mere plastic expressions of the desires of individuals. But personality systems and social systems do inter penetrate in the most profound way. (61:79) Goals and values Social goals, needs, and values were near synonym 125 in this study (Table 8). It is highly significant that social needs attained top positions (33 per cent) in the positioning of goals and values in best selling American fiction. Economic needs, the second category (23 por cent), marriage, the third category (23 per cent), ro mantic love, the fourth category (18 per cent), and religious needs the fifth category (13 per cent) served to set up a triumvirate composed of the components of effective social relations: (1) social needs, (2) eco nomic needs, and (3) psychological (love, marriage, religious) needs. In reality human needs are of two types: (1) basic physiological or primary needs, and (2) needs derived from interaction with environment, called secondary needs. Some of the physiological needs are hunger, thirst, sex, sleep, air to breathe, and satisfactory temperature. These needs arise out of the basic physiology of life and are important to survival and preservation of the species. They are therefore, virtually universal among people, but they exist in different intensity. Secondary needs are more nebulous because they represent needs of the mind and spirit rather than the physical body. There is general agreement that they are mostly social. Many of these needs are developed as human beings mature. Examples are rivalry, self-eBteem, 126 TABLE 8 GOALS-VALUES OF OHAEACTERS or sub-ka.ior kinor kuDDortina Hale jt•male Hale Female Hale Female Hale Female Economic 27 1 22 5 21 3 17 12 BOmantie Lots 24 3 12 10 13 2 9 16 Marriage 28 3 12 9 12 10 . 9 2 27 Social Beads 54 2 29 7 28 5 28 25 Beligious Beads 4 0 1 2 1 2 3 0 117 9 76 33 75 22 59 80 Totals Characters Hale Male % Female ! Female 4b Jt Economic 108 87 21 23% Semantic Lore 89 58 31 1896 Marriage 103 5* 49 2396 Social Beads 158 119 39 3396 Beligious Beads 13 9 4 3% 471* 327 70 144 30 10096 ♦This figure does not square with the 242 charac ters, because some characters pursued more than one goal* self-assertion, sense of duty, giving, belonging, and receiving of affection— socialisation. The secondary needs are the ones that conplieate the stimulative efforts of sociologists, psychologists, social psychologists, sociologists of education and teachers. Secondary values vary among people much more than primary physiological needs. They may even exist as extreme opposites during interaction. One person, for example, has a need for self-assertion; he always stresses his own importance and is aggressive with people. On the other hand, a second person's needs are opposite; he wants to be self-submissive and yield to others aggres sions. Goals, needs, and values also change according to time and circumstance; a person can have a need to be assertive at one time but later will feel that to be sub missive has a value. Secondary needs— social needs— are also called secondary motives because they motivate a person toward a certain behavior. Analysis of behavior would be simple if a person's behavior at a given time were the result of one motive and one alone, but this is seldom the case* J L person's real secondary needs are often hidden so that even he cannot recognise them. Since secondary motives are so nebulous, humans usually vent their uncertainties, their frustrations, their anxieties, their rationalisa- 128 tions on something more tangible such as society. Sec ondary needs hare the following characteristics: 1, They are strongly conditioned by experience, 2, They rary in type and intensity among people, 3* They change within any indiridual, 4, They work in groups, rather than alone, 3, They are often hidden from conscious recog nition, 6, They are nebulous feelings instead of tang ible physical needs, 7, They influence behavior• Lawrence Sargent Hall in A . Grammar of Literary Criticism theorised: The problem of value is twofold. There is the general question of ascertaining where and how the value of literature, or, for that matter, ef all art, stands with reference to other human values and to the aims and needs of the human race. Then there is the specific question of strictly literary judgment— what are the criteria used in determing whether a poem, a play, or a novel is to be considered good or great in relation to other poems, plays, and novels, or to some ideal standard, or to both, (65*535) Plus-Minus One hundred and seventy-one characters (71 per cent) were approved (Table 9), Seventy-one (29 par cent) characters were disapproved of the 242 (100 per cent) characters analysed in the study. This percentage indi cates a significant difference mainly between approved 129 SABLE 9 PXiUS-MIHTJS POSITION OF CHABACTERS rfa^er Bub-Hador Hlaor SuDDortlua Male rcult Hale Female Hale Female Hale Female Approral 41 6 54 4 26 6 17 37 Bis approral 10 3 12 4 14 4 15 9 51 9 46 8 40 10 52 46 Total* Characters Hale Hale » Female Female % % Approral 171 118 53 7156 Bis approral 71 57 20 2996 242 169 71 73 29 10056 130 and disapproved characteristics of the Male involvees in the novels, not the females (who only comprised 29 per cent of the plus-minus population). She complex social behavior characteristic of man oannot be adequately understood solely in terms of his physical structure, limited instincts, highly developed brain and neural system, or physical environment* is animal society and human society are compared the importance of symbolic communication within the human environment takes on macrocosmic importance. Through symbolic communication, the rules of society are learned— the rights and wrongs which comprise the moral norms, the basis of order in human society. Every human relationship is affected by two con siderations: what in fact exists, and what the group believes ought to be. Emotional attitudes about what is right and what is wrong are informally, formally, and technically transmitted to the young by parents, siblings, and peers. Group interaction, on some level, is a life time process. All of the group interactions prescribe and subscribe to common moral norms and certain specialized moral norms, neither of which a person may ignore without punishment, in some form. Human society is held together by commands and prohibitions. The social behavior of man is built not so 131 much on fulfilling organic drives as it is on supprassing them. Ska social behavior of nan depends upon eaek per son performing certain tasks in a certain way at tke sane tine tkat otkers perform different tasks* Tke expected performance of tke moral norms are not always fulfilled; violations may oeeur because two norms produce a value conflict. Every society, and teoh- nelegically advanced societies, in particular, oftentimes present some of its members witk value conflicts— contra dictory obligations. Oftentimes tke easiest and most efficient way to solve a value conflict is not tke socially approved solution. Faced by a never-ending imperfect compliance with ita moral norms, society has recourse to sanctions, or punishments. Tiolators of commands or prohibitions are con fronted witk one, two, or three forms of sanctions (1) conscience, (2) ridicule and withdrawal, or (3) force* Conscience is tke most widely applied sanction. Con science is tke inner acceptance of certain moral norms as right and necessary, witk tke feeling of guilt if one violates them or is even tempted to do so* Conscience is self-imposed, but at the same time it is derived from otkers within social interaction* Conscience is formed, in part, to protect tke self from doing those things tkat might bring ridicule and witk- 132 drawal of social approval from others. Ridicule and withdrawal are informal punishments applied mainly to minors. By the time of adulthood the interactionee has learned (or heen taught) what is MdoneN and "not done"— he has conformed. (See page 164 for Robert E. Merton's paradigm on modes of adaptation.) When informal sanctions— ridicule and withdrawal— fail, the ultimate sanction of society is force (phy sical torture, banishment, imprisonment, or death). All societies use force, in some manner, for consistent vio lators of moral norms. The force wielded by society against the violator is commonly a collective act governed by a norm of legitimacy, otherwise personal rights are abridged. Force is applied by legitimate, vested author ity in the name of a group or the total society. Dr. Arnold V. Green in Sociology wrote: The real social function of punishment is not so much to change the behavior of the extreme rebel as it is to give the majority of more or less norm-ac cepting persons a continued reason to remain norm- accepting. As many sociologists, including Emile Durkheim and George H. Mead, have pointed out, punish ment affirms moral standards: it functions to rein force society's values .... Vithout punishment, organized society is inconceivable. Accountability for personal actions ceases to exist when sanctions are not applied. (61:42) Arthur Schopenhaur, 1788-1860, in "One Some Forms of Literature," wrote: A novel will be of a high and noble order the more it represents of inner, and the less it represents of 133 out, life; and the ratio between the two will supply a aeans of judging any novel of whatever kind, from Tristram Shandy down to the crudest and most sensa- tional tale of knight and robber • • • • Bren in Valter Scott*s novels there is a great preponderance of inner over outer life, and incident is never brought in except for the purpose of giving play to thought and emotion; whereas in bad novels incident is there on its own account. Skill consists in set ting the inner life in motion with the smallest array of circumstances, for it is this inner life that really excites our interest. The business of the novelist is not to relate great events, but to make small ones interesting. 02: 138) J. B. Priestly in Literature and Western Man expressed a similar thought; be opined: If the central task of the novelist, yesterday, today and tomorrow, is to show us man in the society he has created— and with a major novelist, society itself will be an all-important character • • • • 09:412) It is the task of the novelist to show us man in the best of times and in the worst of times; surely, war time is one of the worst of times. Force (war) is applied by legitimate, vested authority in the name of a group or the total society— a legislative body, a Congress. The title of this dissertation, "Majority and Minority Ameri cans: An Analysis of Best Selling American Fiction from 1926 to 1966,” necessitated that three war-oriented per iods be spanned; coverage included post-Vorld War I, Vorld War II, and post-Vorld War II. Earlier in this writing, it was postulated that novelists bring exper iences , emphases, expressions, and influences of their social milieu into omniscient characterisations. If this statement is accepted, then the effects of military con flict will be reflected, one way or another, in the author's tone, mood, imagery, symbolism, or theme• She remainder of this chapter was meant to investigate the means of satisfying the economic, social, and psycholog ical wants of Americans in and during the war periods as expressed by best selling fiction writers. J. B. Priestley in Literature and Western Man wrote: After the First World War, the general public did not want to read about it. After the Second World War, the general public did not want to read about anything else .... She writing that came out of the first was a mere trickle compared with the flood of vorbiago still roaring out of the second. But moro literature of a sort, even though thore is not a great deal of it, can be found in the trickle than in the flood. (119*370) She milieu of a society depends heavily upon its educational, social, philosophical, psychological, poli tical and religious values. She values depend heavily upon inventions, innovations, implementations, and appli cations of primary, secondary, and tertiary resources. In keeping with the foregoing assertions, and also in keeping with the preceding statements, the first years of peace (after World War X) did not produce many popular best selling fiction about the war itself. She writers and the writings put emphases on the changing societal values produced by tke war. Tour values tkat took on new importance (and affected tke family) weret (1) tke automobile— it dras tically changed transportation, work patterns, and tke American family, (2) tke moving pictures, (3) the phono graph, and (4) tke radio. Tke automobile probably affected tke rhythm of America more than tke machine gun. Tor example, . . . in 1914 Cpre-Verld War I) , Henry Ford had built half a million cars; by 1931 his twenty-millionth car had left the assembly line. (69*227) Vhen Robert and Helen Lynd went to Huneie, Indiana, in 1924, to make a sociological survey of the average Americans changing ways they found that the automobile had brought about new standards of conduct, conventions, loyalties, prejudices, and social stratification emphases. For adults the lure of the automobile was so great that it upset the old convention of "I pay cash," to MHow much down, and how much a month?"— installment buying. For children the automobile created new urges for motion and speed— to get away from the old standards of conduct— to livel She Lynda found that of thirty girls, brought into "Middletown's" juvenile court, charged with "sex crimes," nineteen were listed as having committed the offense in an automobile. (69*228) She automobile was the most dislocating of the new in ventions, but others helped change the American social 136 mind* A. second Innovation and invention that influenced American post-Vorld Var 1 social change was the moving picture* By 1920 the notion picture had passed from a curiosity and a cheap form of entertainment at make shift theaters to a leading national industry* Kuncie, Indiana, the lynds average tovn, with a pop ulation of 30,000 in 1924, had nine motion pictures houses operating from 1 to 11 P*M. every day, all year round. (69*228; A. third innovation and also a social change moti vation was the phonograph* The phonograph, with the automobile and the motion picture gave credence to F* Scott Fitzgerald's declamation A. new generation found all Gods dead, all wars fought, all faiths in man shaken* The American people wanted to forget the past; if they did not want to make a brighter future, they wanted to enjoy the present* (69*227) The stay-at-homes found present enjoyment in the phono graph records; they dance to a "new” form of music- jazz— which Paul Whiteman called the "folk music of the machine age*" A fourth innovation which competed for a share of social ehange influence was the radio* Soon the phonograph met competition from the radio • • • • The first commercial radio broadcast was made in 1920; by 1930, about 40 per cent of America's families owned at least one radio receiver* (69*228) As a result of these four "needs" by the American con suming public, ideas that had circulated for some time 137 among limited groups of so-called advanced or Intellect ual persons found widespread acceptance. "Heeds" ac ceptance was hastened and Intensified by the dislocation of Vorld Var I, hut the manifestations of social change had to await the war's end for society's approval. Furthermore, the 1920's saw changes In the social struc ture; for the war had made a new rich class, a new poor class, and had given labor a new status. Status levels of women had also changedt they had come out of the kitchen and Into the plant; they had Increased their moral and financial Independence; they had changed their dress standards. Is the twenties advanced, skirts shrank until the knee was bared. In 1913 more than nineteen yards of material were needed for a lady's complete costume; In 1926 no one wanted to be a lady, and seven yards were ample to cover the average woman. (69*230) CHAPTER T THE FINDINGS AND SUMMARY OF THE FINDINGS OF THE STUDY Findings The immediately preceding chapter (Chapter IF) dealt with the coding of seven characteristics (eight if needed, for clarity) for each character— a maximum of five— analyzed within each novel* In addition, the hypo theses entries were codified against the findings in the fiction* The present chapter was devoted to the findings of the study* The tables referred to in reporting the findings are in Chapter IV* What were the findings of the study on "Majority and Minority Americans: An Analysis of Best Selling American Fiction from 1926 to 1966"? Did best selling American novels appear to prefer some kinds of people over other kinds? If so, how did such preferential treatment operate in the novels? The findings and the testings of the hypotheses were presented in four main sections* The distribution of the characters are: 1* The roles of the characters 2* The appearance of the characters 138 139 3* The status of the characters 4. The goals of the characters The distribution of the characters The overwhelming representation (disproportion ate per cent) of the on-stage characters were from the 100 per cent American group; the minorities were likely to be on-stage less often (disproportionate per cent) than the majorities. Of all the analyzed characters in best selling American fiction, 60 per cent are the Americans by nation ality (Table 4, page 107); 44 per cent are the Americans by race (Table 5, page 113). The rest, following the British 10 per cent nationality and 8 per cent raciality, are about equally divided among the various "Anglo" American hyphenate minorities. In the 54 stories analyz ed, with 242 characters, there were 4 Negroes (the largest American minority group) or 2 per cent accorded role-recognition. These 4 were in one novel— Strange Fruit by Lillian Smith. There were 6 Chinese (or 6 per cent) accorded role-recognition; they were in one novel— The Good Earth by Pearl Buck (set in China). One Hawaiian (less than 1 per cent) was the female minor character in James Hichener's Hawaii (set in Hawaii). The preceding— Negro, Chinese, and Hawaiian— limits the 140 on—stage count of the “dark* Minorities. The Jewish on-stage characters, 22 (8 per cent), were represented by Multiple roles distribution throughout the 54 novels, particularly in novels with a religious theme, setting, or both* Holes recognized explicitly as Jews Major: Hale: Simon Peter, Lloyd C* Douglas, The Big Fisherman Female: Judith, £• Phillips Oppenheim, The Golden Beast Sub-Major: Male: Jesus, Lloyd C* Douglas, The Big Fisherman Lawrence, E* Phillips Oppenheim, The Golden Beast Tabari, James 1. Michener, The Seurce Female: Huth, Morris Vest, The Shoes of the Fisherman Madeleine, Saul Bellow, Herzog "Liz" Gold, John Le Carre, The Spy Who Came in From the Cold Minor: Male: Siegel, Villiam Brinkley, Don’t Go Bear the Water 141 Fiedler, John Le Carre, The Spy Who Came in From the Cold Female: Mrs. Bagner, James Hanley, The Secret Journey Supporting: Hale: Dave, Laura Hobson, Gentleman*a Agreement Samuel, E. Phillips Oppenheim, The Golden Beast Zodman, James 1. Michener, The Source Nachman, Saul Bellow, Herzog Lindsky, Sinclair Lewis, Ann Yieirera Female: Jean, Frederick Vakeman, The Hucksters Zered, James A. Michener* The Source The frequency of appearance of other American-hyphenate groups is indicated in Table 5* P*ge 113* Actually this number of minority characters was spread very thinly throughout the novels (see Table 5, page 113)* The members of the "colored*1 minority appeared in 46 of the 34 novels but they constituted less than one-twelfth of all the codified characters— which at once suggests the incidental role assigned to such char acters. Very seldom did more than one appear in a story* (Exceptions were, The Good Barth* set in China; Strange Fruit, set in the south of the United States*) Instead they appeared in isolated roles in order to provide 142 background or "tone" on some other specialized function within the stories* In example of minority employment for tone, imagery, and symbolism was the Ohrlst in Concrete by Pietro Di Donato, Easter morning bright* Slender dark-eyed Paul, holding little Annina1s hand, entered the police station* He beat his thin fingers and stood ner- ronsly before the high desk* Paul opened his mouth to speak, but instead, round wet tears came down his checks and through the wavery blur he saw the high brown desk, the police man, and behind him a big red, white and blue flag* He closed his eyes and gasped: "On Friday--Good Friday— the building that f all ey father was working— he didn't come home— his* name is Geremio— we want him— " She sergeant thought for a moment, and called to the next roomt "Hey Alden, anything come in on a guy named— Geremio?" JL second later, a lire roice from the next room loudly answered: "What?— on yeah— the wop is under the wrappin' paper out in the courtyardl" (45*39-40) Another example of the usage of a minority person was in She Caine Mutiny by Herman Vouk, "Very well* That's three more* And I had four*" The captain murmured to himself, adding the total* "Whittaker, bring a soup tureen, here, and the spoon with-which you ladled out the strawberries*" "Aye aye, suh." The Negro went into the pantry and returned in a moment with the implements* "Now— dole into that tureen an amount of sand equal to the amount of strawberries you put on one dish of ice cream*" w Whittaker atared at the can of sand, and spoon, and tureen, as though they were elements of & bomb which, brought together, might blow him up* "Suh, I dunno exactly— " "Be as tonerous as you please *w Reluctantly the Negro dumped a high-heaped spoonful of sand from the can into the tureen, "Pass the tureen around the table* Inspect it, gentle men • • • • Now then* Bo you gentlemen agree that that is approximately the amount of strawberries you had on each dish of ice cream? Very well* Whittaker, do that again, twenty-four times*" Sand diminished in the can and piled in the tureen* (165*290) Tone was again added in Knebel's Seven Days in Haz, k Filipino in a white coat opened the front door waved them through to the back lawn* A clatter of conversation burst on them as they stepped off the side porch* The aroma of perfume and new-mown grass hung in the air, and such symbols of the cookout as cigarette stubs and the tiny punctures made by spike heels were already marking the Cillards' sloping lawn* (86:20) The 100 per cent Americans on the other hand, appeared in 39 of the 54- novels, yet, they dominated the stage by contributing almost one-half (44- per cent) of the on stage characters and supporting the hypothesis number one* Similarly, this support for hypothesis one also confirmed hypotheses seven: Best seller fiction in America by foreign authors, with foreign settings, like wise, portrayed the 100 per cent Americans in the top roles in the stories, the American hyphenates were second, the American Jews were third, the American Negroes were fourth, and the "others" were last* Table 10 demonstrated SABLE 10 HYPOTHESES --------------BoEE------------lo--------------- Confirmed Refuted 0 - B Uncert«Hw Application Totals 1. The overwhelming representation ef the on-stage characters were from the 10096 American group; the minorities were likely to be on stage less often (disproportionate per cent) than the majorities** 40 7496 14 2696 54 2* She 10096 Americans received mere top roles in the stories; the American Hyphenate (non-Jew) was second, the Jew was third, and the "colored”) were last* 40 7496 14 2696 54- 3* She wants, the traits, or both, of the 10096 Americans, were more generally approved than those of the minority* For example, the majority want love— the minority want gain or personal advancement* 32 6696 15 2896 3 % 1 136 3 9* 54 4. Social interaction between the minority and majority characters seldom existed on a basis of eanalitv* 47 8896 1 1* 3 6% 1 136 2 . .. 54 TABLE 10— Continued ........... . loti.. ' Vo ......... Confirmed Refuted C - R Uncertain Aoolication Totals 5. She problems to be solred by the majority and minority differed, the majority had the individual "heart" problems; the minority had 30 11 11 1 1 5* "head” problems. 6. Appearance in high status dif fered. The status of the majority 56% 21% 23% 1% 3% was based on an implicit assump tion; yet, explication was needed for a minority member's high status. 7. Beat-seller fiction in America of foreign authors with foreign settings, likewise, portrayed the 100% Americans in the top roles in the stories, the American Hyphe nates were second, the American Jews were third, the American Vegroes were fourth and the others were last. 39 5 4 1 5 54 56% 16 30% 8% 7 13% 7% 1% 8% 31 57% 5* 244 67 21 4 42 378 •The equality here is incidental rather than sequential. VJl 146 that 16 (30 per cent) of the 54- novels net the above criteria. Hypothesis seven was given additional credence through Table 11. Table 11 was set up to indicate the locale of analyzed novels; it showed that 32 (59 per cent) of the 54 novels had an American setting (East 3* South 3, Vest 9, North 17). Did this domination represent disproportion? Did the 100 per cent Americans, the American-hyphenates, and the others really make up the population in the propor tions recorded? Census data only emphasized the differ ential treatment which is found in best selling American fiction. In spite of the fact that 100 per cent Ameri cans represented 30 per cent of the actual population, they made up 44- per cent of the population in the an alyzed fiction. Table 12 pointed out a number of para doxes t 1. The Jews, who represented 3 per. cent of the actual population, were accorded 8 per cent of the on stage roles; the Jews increased 3 per cent. 2. The Negroes, who represented 11 per cent of the actual population, were given 2 per cent of the on stage roles. The Negroes decreased 9 per cent. 3* The Germans, who represented 13 per cent of the actual population, were focused as on-stage personal- 147 TABLE 11 LOCALE OF ANALYZED NOVELS Totals Per Cent United States North 17 South 3 East 3 Vest 9 32 59* Europe England 6 France 2 Hungary 1 Italy 3 Scotland 3 Spain 1 Germany 1 17 31* Asia China 1 Israel 2 Russia 1 4 7* Africa Egypt 1 1 3* 32 17 4 1 54 100* TABLE 12 .ETHNIC DISTRIBUTION 0? CHARACTERS Statistical Abstract 1964* Analyzed Novles Increase Decrease Comments Americans (100$) 30.6 44.0 13.4 Americans (Foreign-torn, white, non-Jew) British 5.9 8,0 2.1 French 1.1 5.0 3.9 German 13.0 •6 12.4 Hungarian 2.1 2.0 • 1 Italian 13.7 6.2 7.5 6.0 Italian Irish 5.4 6.0 •6 ♦ .2 Soman Russian 6.9 2.0 4.9 575 Scotch 2.0 5.0 3.0 Spanish .4 2.0 1.6 Swedish 3.2 •2 3.0 Jews 3.2 8.0 4.8 Negroes 11.0 2.0 9.0 Others (Asia) 1.5 9.0 7.5 2.0 Arabian Arabian 6.0 Chinese Cfoinese ♦1.0 Egyptian Egyptian 9.o Total Number of Characters (242) 100.0 100.0 •Developed from Statistical Abstract of the United States % 1964, p. 29* h 149 ities less tku 1 per oent (.6) 1 The Germans deereased 12 per oent from their "equal” representation. 4. The Italians, mho were statistically 13 per oent, were siren, "top" roles only 6 per oent of the time* The Italians "dropped" 7 per eent. 9* The Russians, a 6 per eent group, were rele gated to 2 per eent in the on-stage foeus, the Russians decreased 9 per cent. The remaining American hyphenate groups and the Ameriean-minority groups were generally equally represented. As a consequence, a fundamental conclusion was t In hest selling American fiction the 100 per cent Americans were orer-focused; the American hyphenates had to be individually analysed, (they varied considerably); the American minorities (Jews and Regroes) had contrasting representations (according to statistical expectations); the ether American minorities performed generally as prognosticated* The roles of the characters The 100 per oent American received more top roles in the stories, the American hyphenate (non-Jew) was second, the American Jew was third, the American Hegro was fourth, and the "others” were last* The characters in these novels were classified into four groups in terns of their importance to the story* (As measured by the amount of attention given 150 them, by the authors.) The classifications were: major, sub-major, minor, and supporting. Table 15 stratified the characters. The table and the hypothesis hold true, in part; the 100 per cent Americans, major characters appeared one and one-fifth as often as the American hyphenates, the American hyphenates appeared five times as frequently as the American-Jew, the American-Jew appeared four times more often than the American-Negro, but, the American- Negro was on-stage three times less often than the "others" (an Arabian-Chinese-Egyptian combine, see Table 12, page 148). The evidence developed in Table 12 supported the hypothesis that the non-100 per cent Americans, in these stories, (they are composed of fifteen groups) were placed in smaller roles when they did get into the story. In brief, not only did the 100 per cent Americans appear more often than the other groups, but in addition they got more than their statistical (see Table 12) portion of the important characterizations; furthermore, statis tically, the non-100 per cent Americans got less than their share of on-stage time. One writer, James Jones in Jrom Here to Eternity, made an oblique allusion to this manifestation. He had bought it bach in Myer with a crapgame winnings and it was the mouthpiece he had used to 1 TABLE 13 STRATIFICATION OF CHARACTERS IN ANALYZED NOVELS The 100% Americans The American Hrohenate The American Jew The American Negro The Others Major Characters 25 (46%) 21 (39%) 4 ( 7%) 1 ( 2%) 5 ( 6#) 54 Sob-Major Characters 24 (45%) 22 (40%) 6 (11%) 0 ( 0%) 2 ( 5* Minor Characters 24 (45%) 19 (35%) 5 ( 9%) 1 ( 2%) 5 ( 5* Supporting Characters 37 (4€%) 26 (32%) 7 ( 9%) 2 ( 3%) 8 (lt»t) 80 Total somber of an alyzed characters (100%) 110 88 22 4 18 242 M V J I 152 play the Taps at Arlington* Fulling It out now and looking Into the ruby bell as If It were a crystal ball brought that day back to him* She President himself had been there, with all his aides and guards, leaning on the arm of one of them* There had been a colored bugler who played the echo to his own Taps from the stand* The Negro was a better bugler, but because he was not white he had been stationed in the hills to play the echo* Thinking about it all, he put the beauty back in his pocket and folded his arms across his chest, still waiting. (81*36-37) The appearance of the characters The wants, the traits, or both, of the 100 per cent Americans were more generally approved than those of the minority, for example, the majority wanted love, the minority wanted gain or personal advancement* Admittedly, the "best" roles In the analyzed novels went to the heroes and the heroines* Admittedly, they were Indispensable to the action; they usually appeared more times on-stage; likewise, they were given more opportunities to be "nice," to meet the folkways and mores of the "American way." Furthermore, again they furnished even more than their share of approved inter action within the American culture (Table 10, page 144) • The hypothesis was supported through 71 per cent of the characters meeting with approval contrasted with 29 P®r cent disapproval of the plus-minus social interaction (Table 9* page 129)• The hypotheses (Table 10) were sup ported oonceming the wants, traits, or both of the 100 per cent Americans as against the other groups* Admittedly* the 100 per oent Americans furnished most of the characters in thesd hovels; the 100 per cent Americans also furnished most of the "good guys and dolls*N Furthermore* they furnished more than their share of the heroes and heroines. For example* Table 9* page 129 indicated 171 explicitly approved characters* Table 5* page 113 showed 110 (44 per cent) 100 per eent Americans, therefore* approximately 83 (30 per cent) of the 71 po? cent approved characters were 100 per cent Americans* In other words the heroes and heroines in best selling American fiction have been 100 per cent Americans with "American" names— the Helen Todds in The Lovely Ducklings by Rupert Hughes, did outnumber the Tonya Zhivagos in Doctor Zhivago by Boris Pasternak* Likewise, the Vic Normans in The Hucksters by Frederic Wakeman appeared more often than the Hoses Herzogs in Herzog by Saul Bellow* Historically, only a relatively few characters can be heroes* heroines* or villains* Also* only a few characters can be villains, even in a tragedy* Never theless, characters can be approved without being heroes or heroines and they can be disapproved without being villains* An example of this approval-disapproval dichotomy occurred in Thompson's Not as a Strangers 15* "Hi I Hit. there I." he cried and tried to smile* tried to make a smile of understanding* he and Ann* they two, and the rest not counting* "That's all very well* but you've got a minute I You could stop by for a second— • just to let us know— " She recollected herself* turned to Kristina and Bruni* They shifted uncertainly* Btill smiling* "How do you do*" she laughed apologetically* "Pleased I'm sure*" said Kristina* said Bruni, there was the hesitant shadow of a bow* Lucas winced at the Swed- ishness* the accent, the clumsiness* But Ann did not seem to have noticed* (143*310) Sympathy or hostility can be suggested by their roles in the story* Some approved characters were: (1) cheerful (Dr. John Cullinane* The Source): (2) humanistic (Cardi nal Kiril, The Shoes of the Fisherman): and (3) reverent (Michelangelo, Agony and the Ecstasy)* On the other hand some disapproved characters were: (1) paranoid (Captain Queeg, The Caine Mutiny): (2) conscience stricken (Tracy Deen* Strange Fruit): and (3) revolutionist (Bud Whitlow* The Holy Terror)* In such light* escapist* and enter tainment-oriented stories as these novels projected* the large majority 171 (71 per cent) of the characters, were approved* This was true for all rolees* Yet, again* the 100 per cent Americans were heavy favorities— 32 (60 per cent); see Table 10, page 144, hypothesis 3* The status of the characters Social interaction between the majority and minority characters seldom existed on a basis of equality Did differences appear between the 100 per cent 155 Americans and the others involved in the possession of men's worldly goods? What occupations were held by what hinds of people in best selling American fiction? What educational level was most often represented in American fiction? What "class" was most often focused on in best selling American novels? She confirmation of this hypothesis (Sable 10, page 144) indicated an 88 per cent support that charac ters seldom existed on a basis of equality. Equality was particularly an eamable value for newcomers. Swo examples were: by Sinclair Lewis and View From Pomuev's Head by Hamilton Bassos Waubanakee did not vastly care for the newly come cobbler, Oscar Klebs, father of the dashing Adolph. In Ann's childhood, the prairie towns, from Zanes ville to Bodge City, still had no notion that they were part of the Great World. Shey felt isolated— they were isolated. Oh, it was all right to be German (only they said "Dutch") like Oscar Klebs. "There's some dam' good Dutchmen, by golly— Just as good as you and me. Take the priest of the German Catholic Church. Course a lot of his congregation are dumb Dutch farmers, but he's a real guy, he cer tainly is, and they say he's studied in Rome, Italy, and a lot of these places. But believe me, he hasn't1 got any more use for these dam Europeans than I have. But now this Dutch shoemaker, this fellow Klebs, they say he's a Cosialist, and I want to tell you, we haven't got any room in this country for a bunch of soreheads that want to throw a lot of bombs and upset everything. No sir, we haven'tl" (93:10) As a consequence, the proper placement of the newcomers was puzzling in the extreme; they were not 156 rich, they were not "family," they were not poor, they were not "Irish Channel." They only thing to do, obviously, was to wait and see-meanwhile, because of Ellen Williams, Joe inn's mother, they had to be taken in. The period of watchful waiting lasted for nearly a year. Then it became known that Mr. Robbins, an upcountry Georgian who had acquired the controlling interest in a fertilizer factory on the edge of town, had purchased the old Vedderbum house on St. Andrew's Square. To that, in itself, the inner circle would have had no serious objection; it was granted that he had a right to be ambitious for his only child. It was what came after— the carpenters, the plasters, the painters, the electricians; the Negroes spading in the gardens and the other Negroes unloading anti ques; the elaborate act of restoration that turned the old house into one of the show places that the tourists went out of their way to see. But only the tourists. The tight, hard core of the inner circle, taking one look, decided to look the other way. It was done too expensively and too soon. (14:40) Notwithstanding, this interaction was not related to oc cupations since occupations of the characters were highly diffused among the roles and status and not significant among the "players;" see Table 1, page 88. Higher education was the most often represented education level of characters developed by best selling American novelists. Upon returning to Table 5* page 113 for the 44 per cent racial distribution of 100 per cent Americans it was found that higher education involved 68 characters. (Table 3 showed 110 (44 per cent) 100 per cent Americans, therefore approximately 30 (44 per cent) of the higher education participants are 100 per cent Americans.) Best-selling American fiction was middle class Cnpper-lower) oriented* Table 3* page 101 confirmed that 57 per cent (upper 33 per cent— lower 24 per cent) of the 242 characters— major, sub-major, minor, and supporting (male and female)— represented the middle class* This classification was carried out regardless of ethnicity* Many social psychologists like T. V. Adorno, The Authoritiarian Personality* have noted that whether a person18 family was centered around egalitarian or author itarian values has important consequences for his self- concept* Social psychologists have found that the person who has spent his childhood in an authoritarian family needs and values obedience. When such a person is in & subordinate position he respects authority or, at least, accepts the dichotomy of unequal interaction* On the other hand, the person raised in an egalitarian family will expect equality in his interactions with others* Most American families are egalitarian authori tarian families and are heavily concentrated in the lower classes (upper-lower, see Table 3* page 10]). This con centration, 15 per cent (upper 9 per cent— lower 6 per cent) of the 242 characters— major sub-major, minor, and supporting (male and female), probably, developed through the writers' omniscience that the members of the lower class being at the bottom of the social structure are put into more situations where they have to take orders than are members of other classes. Host American families are egalitarian. Egali tarianism is hearily concentrated in the upper classes (upper-lower, see Table 3, page 101). The 28 per cent clustering (upper 11 per cent— lower 17 per cent) of the 242 rolees, in all categories, in the upper classes was possibly due to a number of factors: (1) the majority of the writers probably are not, were not, upper class members; writers tend to draw hearily from personal ex periences for their omniscience; (2) writers probably hare fewer opportunities to empathize, reminisce, relate, or associate with the upper classes, therefore, they hare fewer direct or indirect experiences to draw their char acters from; and (3) the writers, possible with an eye toward sales, were aware that the fiction norel, with a heavy concentration of middle class role players, would perhaps hare its highest appeal in the middle class; readers, for light and escapist entertainment want to lire ricariously with the hero, the heroine, the rillain, or all three rolees. The middle class reader would ratter realize than to romanticize. Romanticizing is the pro jection of dreams beyond the realm of possibility, barring a miracle. Best-selling American fiction writers 159 are penetratingly aware of the preceding folkways and write accordingly. Many nineteenth century writers said that Ameri can egalitarianism was a product of a society with an egalitarian economic structure* They noted that most Americans were small farmers or small property-holders, and said that this unique situation led to a belief in interactive equality. They predicted that when the United States developed into a nation with large corpor ations, huge cities and massive bureaucracies, egalitar ian values would decline. The foregoing prediction has not been realized. Twentieth century America is no more class conscious and no less egalitarian than Nineteenth century America was* Some social scientists, such as V* Lloyd Warner and Vance Packard, say that there is more concern with status and equality of interaction among Americans today (1967) than there was in the nineteenth century. How ever, status concern has always characterized itself in American fiction. Status concern is highly involved with marriage; Wouk in The Caine Mutiny spotlighted this Amer ican characterization. "Willie," said his father, "have you met a girl?" Willie was too startled to lie. "Yes, sir." "A good girl?" "In her way, wonderful." " Do you want to marry her?" "Ho." 160 "Why not?" "Wall— It!» not that kind of thing*" "Don't be too sure* Bring her out her to neet no*" A. picture flashed across Willie's mind; the narrow dark fruit store in the Bronx which he had ones visited, tended by Hay's nether and father* She nether was fat, were a shapeless rusty black dress, snd had a hairy face* She father was a wisened nan in a dirty apron, with gaps in his brown teeth* Shey had beth seemed warmly good-mature in the few broken sentences they had spoken te kin* Another grotesque image presented itself t Hrs. Hinetti and his nether shaking hands. He shook his head* (165*30) Status concern stens, in part front (1) a lack of tenure in any status { (2) the emphasis on achievement; and (3) the hard work, honesty, and initiative syndrome (Horatio Algorism), leading to upward mobility, in American society and reflected by and through reporters of the American social panorama* The goals of the characters The problems to be solved by tho majority and the minority differed* The majority had the individual "heart" problems, the minority had individual "head" problems. The institutions of America have developed in response to certain goals of the society* In every society certain values (goals) predominate* Host members of the society absorb them through the socialising pro cess* deals can effect a change in institutions in two ways* (1) goals (values) predispose people to react 161 more favorable to one set of proposals for change than to another; and (3) values affect the behavior of people causing them, for example, to insist that the social system provide them with certain rights, without question* In keeping with the "inalienable” right alluded to in the preceding paragraph, what were the different groups of characters after in the fifty-four novels under analysis? What did they want from life? People in fiction pursue a variety of goals* Berelson and Salter in "Majority and Minority Americans:. An Analysis of Magazine Fiction,” Public Opinion Quarterly: "Heart” Goals "Head" Goals Romantic love Solution of an immediate Settled marriage state concrete problem Idealism Self-advancement Affection and emotional Money and material goods security Economic and social secur- Patriotism ity Adventure Power and dominance Justice Independence (177*185) She goals-values investigated, see Table 8, page 126, in the present writing were: "Heart" Goals "Head”: Goals Romantic love Economic Marriage Religious needs Social needs Social needs of 33 per cent (158 • 119 males + 39 females) were top most in the goals classification, see Table 8, page 126* Yet it is not possible to as 162 certain from Table 8, page 126 which rolee had what goal's— -some characters pursued more than one goal. How ever, turning to Table 10, page 144 for action on the hypothesis showed that confirmation of the hypotheses occurred with 56 per cent of the characters (50 f 54). Values predispose people to react more favorably to one set of values than to another. Values are embodied (in America) in such terms as "opportunity," "equality," and "mobility." When a proposal contains terms that have become associated with the values of a society, the members of the society respond positively. Michael Harrington has written a book on inequalities of opportunity, The Other America. The moral values and solutions to problems in this book stem from Harrington's values. Dr. Harrington pointed out that opportunity is not equal for a large proportion of people in the United States (68). Gunnar Myrdal, in his book The American Dilemma spoke of the importance that Americans attach to equality. Myrdal reportedt (1) although Americans be lieve in equality, they force Negroes to remain in an inferior status; this status position also applies to other American "coloreds;" (2) white northerners, re ported Myrdal, reconcile the Negroes' position within themselves by suppressing any knowledge of it; (5) white southerners, continued Myrdal, reconcile their belief in 163 •quality with the actual situation by denying that the Negro is sufficiently civilized to deserve equal treat ment* Myrdal said that the Negro could end segregation by becoming visible, by forcing whites to see that in equality exists* Thus, he said, despite the varied in terests of many whites in segregation, the strength of the demand for equality would be sufficient to counter prejudice (111)• Values affect the behavior of people and cause them to insist that the social system provide them with certain rights, inalienably* One of these rights is shelter from nature's vicissitudes* Phil in Gentleman*s Agreement. was confronted with this value dichotomyt "You were about to give me a room— apart from the reservation* What changed your mind?" "Why, not a thing, It's unfortunate, but there isn't— * He reached toward the telegram* Quietly Phil shoved the wallet aside so that the message and the signature, "J. Calkins," became visible. But he let his hand rest on the lower part of it* Mr* Calkins said, "Perhaps the Brewster Hotel near the station?" and reached toward the telephone* "I'm not staying at the Brewster," Phil said* He looked directly into Calkins' eyes* Calkins raised his shoulders, drew his hand back from the telephone, and said nothing at all* "I am Jewish, and you don't take Jews— that's it, isn't it?" "Why, I wouldn't put it like that. It's just— " "This place is what they call 'restricted'— is that. it?" "I never said that." "If you don't accept Jews, say so," Phil said* "I am very busy just now, Mr. Green* If you'd like me to phone up a cab or the Brewster— " (71*180) Robert E* Merton in Social Theory and Social Structure described the process b7 which this occurs. Every social structure from a small group to an entire society defines goals for its members. The social structure also contains socially approved means by which to reach the socially demanded goals. If the means are inadequate, members of the society will put pressure on institutions to alter the goal-means or to create new goals. Pro fessor Merton developed a logical paradigm which includes all the possible combinations of mean and ends. Merton's paradigm, in Don Mart indale's The Mature and Types of Sociological Theory postulated: A. Typology of Modes of Individual Adaptation Cultural Ins t itut ional Modes of Adaptation Goals Means I Conformity * * II Innovation + — III Ritualism — + IV Retreatism (Anomie) — — V Rebellion +• 1* Conformitys A member of the society is conforming, in Merton's terms, when he uses socially approved ends to reach a socially de manded goal. 2. Innovation: A person innovates by finding new means, often not approved by his society, to reach a socially demanded end. 165 3. Ritual* A person is ritualistic when he does not accept the socially approved ends, but adheres to the socially approved means for their own sake. 4. Anomie: A person is in a state of anomie (a term borrowed from Durkheim; (Merton's para digm is an extension of an idea origin ally developed by Durkheim) when he rejects both ends and means. This is an essentially formless state, for no ofeher goals or methods are advanced to take the place of those retreated from or rejected. 5. Rebellion: Some members of the society rebel against ends and means and create new ends and means to take their place. American society places great value on success as a goal. Success is defined in America as social recog nition in the form of esteem from significant others. Money in American society is not an end but a way to evidence success. Success is a goal structured for every one* all are assumed to be motivated toward this goal. The great weight that Americans give the success syn drome can be seen by comparing America with Europe. In Europe, a closed, stratified society, the society does not ralue ono who "succeeds," but one who is as good as possible in bis environmental role* In the open society of America, on the other hand, everyone is expected to try to rise to pursue the "American Dream" and it is assumed that everyone has the means of pursuit, and can succeed* The "poor boy becomes rich," "every bright Amer ican boy has a chance to become President," "rags to riches," and the "Horatio Algerian" themes are within the province of the fiction writer* Indeed, some of the best selling American novelists are examples of the "American dream" theme* Sinclair Lewis, Louis Bromfield, Lillian Smith, James Jones, John Steinbeck, Grace Metalious, and Jerome D* Salinger are instances of the fulfillment of the goal— "everyone has a means of pursuit, and can succeed*" Strive and Succeed, the world's temptations flee Be Brave and Bold, and Strong and Steady be Go Slow and Sure, and prosper then you must Vitfc Same and Fortune, while you Try and Trust. Horatio Alger Appearance in high status differed, the status of the majority was based on an implicit assumption; yet, explication was needed for a minority member's high status. Table 10, page 144 indicated a confirmation of this hypothesis* Thirty-nine (76 per cent of the fifty- four analyzed nereis contained explanations of status derivation. One example of a need for explication occurred in by Herman Wouk. Xt was twenty past six when he rushed into the Stork Olub. Hurriedly pulling off his coat at the eheek room, he caught a glimpse of Hay. The phrases of apology faded from his wind. Marty Rubin, the agent, sat with her* "low, what is that Jew doing hero at this pointt" he thought. His greeting to both of them was eeol . . . . He {jtwbinT lifted his half-empty glass. "I'll finish mine and run along. May and I were Just.talking u little business till you got here." (165*31-32) JL second explication, supporting the hypothesis was In Strange Jrult by Lillian Smith. Ed laughed, showing white strong tooth. Washing ton had not rubbed out manners his mother had pressed in so deeply. "Ed's working in Washington, for the government." Sam interposed smoothly, "home for a day or two to see his sisters." • . • Ed was sixteen. The other two were home from their first year at A and M . • • • "Here you Qrennigf are, educated, intelligent— you made good grades at college, you can't deny it— " his voice f rew more belligerent. "And yet you seem unwilling o use your brains, to be anything." (137*123-124; A. third appearance explication presented itself in The Hucksters by Erederiok Wakeman. "It's only money," Tic said. Lash shook his head,. fie looked hard at this tough little enter tainment tycoon. What besides money would it take to move a guy like thatt He didn't want to fail on this deal and besides he didn't like Lash. He hated to see him get away with anything • • • • Lash described; his current activities with various anti-fascist and refugee-ald groups. "0o far," he said, "I've in vested over a half million and 1 love every penny of it." . . . "One of the good things you're doing is trying to help the Jews in Europe— and. to fight the forces of intolerance against them in this country. I like that in you Rave . . . .» (151*188-189) 168 Best seller fiction in .American by foreign anthers, with foreign settings, likewise, portrayed the 100 per cent Americans in the top reles in the steries, the American hyphenates were second, the American Jews were third, the American If agrees were fourth, and the "ethers” were last. Table 5, page 113 supported the abowe hypothesis; the table shewed the paucity of non-100 per cent Ameri cans in the newels. Particularly offeetire, in the table, was the non-forcus on "dark” minority characters, im plicit in the reading public is the sub-censcious fact that minority groups usually act as important role play ers only in their own country. The Good Earth (Chinese), The Ecmtian (Egyptian), The Bullfighters (Spain), and The Bobe (Italy) were examples of the preceding in-countay focus. Table 11, page 147 gave additional substantia tion to the hypothesis; the table localised, the novels, thereby, indicatingt I. Thirty-two (59 par cent) were set in the United States A. Bast 1. Advise and Consent— Allen Drury 2. Cross Currents— Sara Ware Bassett 3* Seven Pars in Hay— PI etcher Xhebel 169 B. South 1* kmAmrmnmji 11 m-v Kantor 2. a-teyawfffl Winli:— TAlHan Smith 3* View from Po d ay* a Head— Hamilton. Basso 0* Vast 1* (Faina Mutiny. She—-Herman Vouk 2* Do^t Go Bear the Water— -William Brinkley 3* Bast of Eden— John Steinbeck 4* From Here to Eternity— James Jones 5* Faith* Hone, and Charity— Irvin S. Cobh 6* Golden Quicksand, the— Anna R. Burr 7. Hawaii— Janes 1. Michener 8* Lovely Dnalrllpfie, Shy— .Prme-H: HughOS 9* River Lady— Houston Branch D. Forth 1* ^Tiwhnwy of a Murder— Robert Voelker 2* Ann Vickers— Lewis Sinclair 3« Cardinal. The— Henry M. Robinson 4. Christ in Concrete— Pietro Di Donato 3* Franny and Hooey— Jerome D. Salinger 6* Gentleman1 a Agreement— Laura Z. Hobson 7* Herzog—-Saul Bellow 8. Hucksters. The— Frederic Vakeman 9* Hamnliioant Obsession-Lloyd C. Douglas 10* Han Who had Everything. She— Louis Bromfield 170 11* Way Flarin— Hyron Brlnlg 12. Haaicale. Ehe— granola Steegnnller 13. Hot as a Stranger— Morton. Thompson 14* Payton Place—*Grace Hetalioua 13* County— Boa a Lockridge, Jr. 16. Ton Oan't Have Brerythinf i — Kathleen. Horrls 17. Valley of the Della— Jacqueline Boa ami II. Serenteen (31 par ©ant) were set in Europe A. England 1. Black Roao. ghe— Ihonaa B. Ooatain 2. Golden Boast. The— E. Phillips Oppenheim 3. Heater Roon— lorah Lofts 4. Holy Terror. The-—H. G. Wells 5* Hungry Hill— Daphne DuHaurier 6. Hoon—>Herhert Asquith B. Prance 1. Desiree— Anne Marie Selinko 2. Huntiala of Corbel. The— Raphael Sahatini 0. Hungary 1. Escape to Life— Ferenc Komendi D. Italy 1. Aaony and the Boataay— Irring Stone 2. Hebe. The— Lloyd G. Douglas 3. Shoes of the Tiahoman. The— Morris L. Veat 171 £• Scotland 1* Oram Tears, The— A. J. Cronin 2. Secret Joianw. The— James Hanley 3. three Lorca—-A. j. Cronin X* Spain 1* Bullfighters, The— Henry De Hontherlandt G. Germany 1. Spt Who Came in from the Cold* The— John Le Garre III* lour (7 per oent) were set in Asia A. China 1* Geod Barth* the— Pearl Buck B. Israel 1* Big Tlaherman. The— Lloyd C. Douglas 2* Source, the— James A* Hichener 0* Russia 1* Zhivago— Boris Pasternak IX. One (3 per oent) wfs set in Afrloa A* Egypt 1. Egmtian, the— Mike Toimi Valtari When a writer becomes a writer, he brings with him certain innate end acquired needs— expression which affect his on-the-job performance— his omniscience. Some of his needs, as with lay indiriduals, are basically physiological; others are secondary needs related to his environment* The latter are nuch more difficult to determine and satisfy, and individual differences in then are great* This individual difference ef writers in demonstrated in the distribution of char actors within host selling American fiction* hoods generally hare a priority among people in the following ordert physio logical needs, safety and security, affection and social activity, self-esteem, and self-realisation* Therefore, the needs of the author— his social background— affect his writing style* Some of the basic background senti ments whieh are important In author-self-expression, through his distribution of characters aret roles, appearances, status and goals* The need for authorial self-expression interact with the writer* s social milieu, his problems other than those pertaining to primary groups* Through the medium of their literary work, the novelists pointed to many of the causes of inter-intra society maladjustments* Through the medium of testing the seven hype theses for confirmation, refutation, both confirmation and refutation, uncertainty, and non-appli cation the findings were summarised* Hypotheses 1* The overwhelming representation (disproportionate per oent) of the on-stage characters were from the 100 per cent American group; the minorities were likely to be on- i 173 stage less often (disproportionate per cent) than the majorities. Sable 13* page 139— Racial Distribution of Oharaotere supported this hypothesis* Of all the 242 analysed, characters in the 54 nereis, fully 44 per oent vere the 100 per oent inerioans although they oenprised only 31 per oent of the American population* She Ameriean hyphens atea (non-Jew), a combination of 10 races, comprised abeut 33 psr oent of the fictionized characters* She Jews, the Hagrees, and the "others'1 changed places; the Jews a statistical 3*2 per cent became an 8*0 per oent character alletment; a reverse eecmrred with the Vegro, a statistical 11* Oper cent, becoming a 2.0 per cent character alletment. She "others" (an Arabian, Chinese, Egyptian combine) were statistiesised at 1*5 per cent bat were a 9.0 per cent character representation* In the 34 novels analysed with 242 analysed characters there were 4 legroes (2 per cent), 6 Chinese (6 per cent) 4 Egyptians (1 per cent), 1 Hawaiian (0 per cent), 3 Arabians (2 per cent), and 22 Jews(8 per cent)* She frequency of appearance of other Americans is indicated in Sables 12 and 13, pages 148 and 131* 2* She 100 per oent Americans received more top roles in the stories, the Ameriean hyphenate (non-Jew) was second, the Jew was third, the Ameriean Vegre was fourth, and the "bthers" (an Arabian, Chinese, Egyptian) combine were last* Ska 100 par cant Americana appeared as major character# 46 par cant of the time (Sable 15, page 151)* Ska ratla (percentage fallowed the pragneaia, but, waa reversed far the Vegro and the "others," with the "ethers" (am Arabian, Chinese, Egyptian combine) being allotted about three times more time on stage than the Megro* Summarily, mat only do the 100 par cant Americans appear mare often than the "ethers" as major characters, but in addition, they gat more than their statistical shara of sub-major, minor, and supporting characters. 5* She wants, tha traits, or both, of tha 100 per cant Americans ware more generally approred than those of the minority, for example, the majority want lore, tha minor ity want gain or personal advancement. Sable 9, page 129 documented the plus minus position of the 242 characters in tha 94 nereis. Sable 5» page 113 shewed 110 (44 per cent) 100 per cent Americans, there fore approximately 85 (50 per cent) of the 71 per cent approred characters were 100 per cent Americans* Sable 10, page 144 showed a confirmation at 60 per cent that the wants, traits or both, of the 100 per cent Amer icans were more generally approred than those ef the ethers groups. Sable 8, page 126 which showed goals and values la stratification was not documentable because •oao characters pursued more than one vent, goal, or value* 4* Social lnteraetlon between the majority and alnorlty characters aeldon existed en a basis of equality* Cable 10, page 144 indicated an 88 per oent suppert that role players seldom existed on a basis of equality* This non-equal basis did not hold true with occupations— oc cupations! see table 1, page 88, were so ee-mingled among the characters that there was no occupational stratifi cation, really, also, economic assignation among the characters had no significance | see Cable 1* Religion* Table 6, page 119, was not a point of heavy focus in the novels* Religion was explicitly assigned to 61 characters out of the 242 analyzed* Religion was represented by Catholicism 27 (44 per cent), and Hebrew 19 (31 per cent)* The religious identifications were heavily confined to the non-American settings* Education. Table 2, page 97» another social interaction institution was confined to involvees in higher education; 68 (94 per cent) of the 72 role players (63 male— 9 female) were explicitly denoted as students (past or present) involved with higher education* Upon returning to Table 5* page 113 for the "headquarters1 1 of our racial distribution data, it was found that 68 characters were students of higher education* Appr exinat• ly 3© (44 por , oent) students voro 100 per eeat American. Personality* Sable 7, page 123* a key factor in a elf-con cept aa a reaalt of aoeial Interaction was not a aignl- fleant aeaanriag device la role aaaigamenta. She person- alitles among the major, sub-major, minor, or aapporting character were given the fall range to express the writer*a emnlacience. Olaaa. Sable 3, page 101, gave aupport that social Inter action did not eaeiat on a basis of equality— the char acter allotment weighed heavily In the middle classes* One hundred thirty-eight (37 pax cent) of the analyzed eharaotera represented the middle classes, 68 (28 per cant) of the roleea stood for the upper classes, and 36 (13 per cent) were identified as members of the lower olasses* 3* She problems to be solved by the majority and the minority differed} the majority had the individual "heart” problems, the minority had "head" problems* Sable 10, pag» 144 showed that 30 (36 per oent) of the majority charac ters had "heart” problems rather than "head” problems* She goal-values investigated, see Sable 8, page 126, in the present study worst "Heart"’ "goals "Head" goals Somaneic love Hoenoulc Marriage Religious needs Social needs The data ixx Table 8, page 126, although stratified, eeuld aot support tha hypothesis haeaasa some of tha characters pursued aara thaa oaa problem solution; far example, tha character count was 471 rather than tha "working” 242. 6* Appearance in high status differed, the status of tha majority was based on an implicit assumption; yet, expli cation was needed for a minority member's high status* Sable 10, page 144 indicated a support of this hypothesis; 39 (76 per cent) of the 94 analyzed fiction works con tained examples of differences in high status allocation* Three examples, as previously stated on page 16?, of minority group explioation wares Veuk's, The Caine Mutiny. • * * The phrases of apology faded from his mind* Harty Bub in, the agent, sat with her. ”lowt what is that Jew doing here at this point?” he thought. (165*31) Smith's, Stranae Fruit. "Here you (Honaiej are educated, intelligent— you made good grades at college, you can't deny it— ” His voice became more beligerent. "And yet you seem unwilling to use your brains, to be.anything*” (137* 93). Vakeman's The Hucksters. One of the good things you're a tycoon doing is trying to help the Jews in.Europe— and to fight the forces of intolerance against them in this country* I like that in you Dave • • • • (151*186) 7* Best seller fiction in America by foreign authors, with foreign settings, likewise, protrayed the 100 per 178 cent Americas* in the top rolee in the stories, the American hyphenates were second, the Ameriean Jews were third, the American Negroes, were fourth, and the "others were last* Table 5, page 113 vas used as a touchstone and as support for this hypothesis. This table indicated the dispersal of the 242 characters who were analyzed in the 54 norels* It was apparent that the minority characters were spread ▼ery thinly throughout the nereis* It was implicit that the foreign characters would be analytical rolees mainly within the confines of their country. Implicity of char acters and setting operated in implying that nereis such as* (1) The Good Earth (Chinese), (2) The Egyptian (Egypt-Far East), (3) The Bullfighters (Spain), and (4) The Nuptials of Corbal (French) would hare foreign settings— but, they were rery paucious. Table 11, page 148 indicated thatc 1* 32 (59 per cent) of the norels were set in the United States East 3 South 3 Vest 9 North 17 2* 17 (31 per cent) of the norels were set in Europe Hungary 1 179 Spain 1 France 2 Scotland 3 England 6 Italy 9 Germany 1 3* 4 (6 par cent) of the norels were set In Europe— Asia China 1 Israel 2 Russia 1 4* 1 (5 per cent) of the norels was set in Africa Egypt 1 34 (100 per cent) Sable 10, page 144 was additional backing of the hypo thesis; it schematised that 16 (30 per cent) of the 34 norels portrayed 100 per cent Americans (and the others) according to the hypothesis* Soren (13 per oent) refuted | the hypothesis; 31 (37 per cent) had no application to this hypothesis* She non-application was erident when, as preriously stated, the norel was not lnrolred with Americans* CHAPTER YI 8UBMART AHD 00HCLCB10N This study of fifty-four best-soiling Ameriean works of fiction, written by fifty-four multi-racial authors botwoon 1926 and 1966, and involving two hundred and forty-two main characters revealed significant data for the educator. It produced evidence which supports the hypothesis of this dissertation: namely, that liter ature, in addition to being communication and art expres sion, is also social evidence and testimony; furthermore, it is a commentary on past and present manners, morals, and sanctions. The literary art expressionist (novelist) through his point of view, his omniscience, is able to weave daydreams, reveries, nostalgias, and associations, that have an Imprinting influence on economic, psycho logical, and social values. It strengthened and supported the findings of various educators, sociologists, and sociologists of education regarding the Important role of literature and of these writers of literature as social reports (and reporters) of various aspects of group rela tionships. The analysis showed that these best-selling novelists disclosed attitudes, beliefs, and opinions actually existing in their social milieu and through 180 181 presumable intent, presumable effect, er both, embryon- ated Boclal and educational change as solutions of these probleas that are conparable to those discussed by eon- tenporary sooial scientists* She objectives of this study were as follows: (1) to review the writings of a sample of American fic tion that bears the title "best seller," (2) to ascertain, who are the characters in these stories, (3) to find who are the important characters, (4) te explore who are the approved characters, (3) to investigate who gets the high status positions, (6) te prebe who pursues what goals (values), (7) to search who has what traits, (8) to seek what effects did Vorld War II (1940-19*5) have en Ameri can "classes?", (9) to explore the sociological and edu cational implications of the study, and CIO) to indicate the possibilities fer further studies of this nature in seoial research* The methodology employed in this study included: (1) the descriptive methodology to describe, Interpret, and relate the data found in the novels; (2) the content analysis methodology to analyze, segregate, and relate data found in the works; (3) the sociological methodology to enable treatment of the individual as a participant— a role player— in group interaction; (*) the coding meth odology was employed in order te investigate, tabulate, 182 •r*A confirm the occurrences, and the scopes of literary treatment of Individuals. She findings were as followss 1* She overwhelming representation (dispropor tionate per cent) of the on-stage characters were from the 100 per cent Ameriean group, the minerities were likely to he on-stage less often (disproportionate per cent) than the majorities* Sables 12 and 13, pages 148 and 151* supported this hypothesis* Of all the 242 analyzed characters in the 54 novels, fully 44 per cent were from the 100 per cent Americans although they comprised only 31 per cent of the Ameri ean population* 2* She 100 per oent Americans received more top roles in the stories, the American hyphenate (non-Jew) was second, the Jew was third, the American-Jfegro was fourth, and the "others" (an Arabian, Chinese, Egyptian) combine were last* Sable 13* page 144, supported this hypo thesis, in part* She 100 per cent Americans appeared as major characters 46 per cent of the time; the Ameriean hyphenate and the Jew followed the hypothesis, hut, the "ethers* sad the Anerican-Begro reversed expectation, levertheleaa, mot only de the 100 per oent Americans appear more often as major charac ters, hat they get aere than their propor tionate share ef suh-aaj or, minor, sad sup porting roles* Che wants, the traits, or hath, of the 100 per eeat Americana were more generally ap- prored than those of the alacrity for example, the majority wanted lore, the minority wanted gain or personal advancement. Cahle 9, page 129* documented the plus-minus positions of the 242 characters in the 54 nereis* Cahle 5« page 113, showed 50 per cent of the approred characters were 100 per cent Amer icans. Cahle 8, page 126, and its array was not' decuaentable he cause some of the characters pars wed more than one goal. Cahle 10, page 144, supported a confirmation at 60 per oent that the wants, traits, or heth of the 100 per cent Americans were more generally approved than those of the other groups. Social interaction between the majority and minority characters soldom existed on a basis of equality* Table 10, page 144, indicated an 88 per eent support that role players seldom existed on a basis of equality. Table 1, page 88, portrayed that occupational and economical distribution of characters was so diffused that no significant assignation could be ascertained. Table 6, page 119* pointed out that religion was not am explicit focus in the novels\ yet, Catholicism (44 per cent) was the most often identified, Hebrew (31 per oent) was second in the explications. Strangely, religion was moat often disclosed in the foreign-aetting nereis• Table 2, page 97 • showed that education was definite mainly on the higher level, (94 per eent) with some mention (6 per eent) on the secondary, and none (0 per eent) on the ele mentary level. Approximately 44 per eent ef the education population were 100 per cent Americans. Table 7» P&ge 123• devoted to personality supported no significant differences among the major, sub-major, minor, and aappertimg roles. Sable 3* page 101, gave support that aoeial interaction did net exist on a baaia of equal ity. It ahowed that 57 per eent were from the middle claaaea 1 28 per eent eame from the upper classes; and 15 per cent repreaented the lower classes. The problems to be solved by the majority and the minority differed; the majority had the individual * heart” problems, the minority had "head" problems• Table 10, page 144, confirmed that 36 per cent, of the majority charactera had "heart" rather than "head" problema. Table 8, page 126, contained atratification data on goala and values but could not be held significant--seme releea pursued more than one goal. Appearance in high status differed. The status of the majority was baaed on an im plicit assumption; yet, explication was needed for a minority member's high status. Table 10, page 144, indicated a support of tMfl hypothesis; 76 per cent of the 54 analyz ed fiction works contained examples of dif ferences in high status explication (explana tion). Examples of the need were in: the CmAnm Mutiny, page 177} W*w4t» page 177t and the Hucksters, page 177* Best seller fiction in America by foreign authors, with foreign settings, likewise, portrayed the 100 per cent Americans in the top roles in the stories, the Ameriean hyphen ates were second, the American-Jews were third, the Ameriean Negroes were fourth, and the "ethers" were last. Sable 10, page 144, was backing of the hypo thesis; it schematised that 30 per eent of the 34 novels portrayed 100 per cent Americans (and the others) according to the hypothesis; 13 per eent refuted the hypothesis; and 57 per cent had no application to the hypothesis. The non-application was highly evident and concentrated in the stories with a non-Ameri can setting. Table 5* page 113, was searched to confirm that the assignment of nom-100 per eent Amer- leans, to roles, was spread very thinly among the 54 noTels with 242 analysed characters* The Werld War II (1940-1945) years brought a great Increase In international awareness to the Ameriean "classes." The "years" made the writers, and the reading public more racially aware than it was preriously* The: "years" brought about a "battle of the boohs*" Tet, there was mo significant change in: (1) role assignments (number-quality), (2) emphasis on a particular racial group, (3) assignments according to gender, (4) goals— values of the characters, or (5) ap pro val-dis approval of the rolees* Actually, Writers had little time for artistic reflection and ordering essential to fiction, and readers gen erally preferred knowledge of events and blueprints for a better world* (69*272) Conclusions Possibilities for further study Tirst, the major sociological significance of this study was that it supported the sociologist's asser tion that the novel contains interactive materials that have been largely untapped by the researcher* It further supported the findings of such social science investiga tors as Berelson, Hollingshe&d, Havighurst, Ceser, and Rebin Williams. Second, the study showed the social roles of best- 188 ••lilac novelists as reporters of the social eliaata and milieu* Third, the seeioleglst, the sociologist of educa- tioa, and other sooial seieatlste interested in metho dology oan employs 1. Tha deseriptiTo methodology to deaerihe, in terpret and relate the data found in fiction writings• 2* The content analysis methodology to analyze, segregate and relate data found in novels* 3* The sociological methodology, rather than the psychological, to individualize role analyses* 4. The coding methodology to tabulate, segregate and aggregate the manifestations of the char acters to comply with the writers introduc tion, climax, and conclusion* Fourth, the study showed that the researcher in terested in social change can peruse the novel as source materials for data that may not be found elsewhere* Fiction may also have value as a medium through which to channel social change into the prevailing culture pat terns of the group; through this process the readers of novels may be subtly and sublimly stimulated to udopt social ehange, for society's benefit* The Amisfield- Velf Awards (Appendix D) were established on the pro 189 ending value concept, and herein inserted for their pos sibilities for further study* Educational implications ef the study She major educational significance ef this stndy is that it supports the stand taken hy certain edu cators, such as Gray, Smith, Bosenblatt, and Witty, who hmye long recognised the Talue of fiction and dr ana as potential educational forces with which te pronote the personal doTolopnent of youth* Sheso authorities hare maintained that fiction and draaa contain data that hare raluo for the educator, data net generally found in other classroom materials • • • • It also supports the findings of other studios of this nature made by educators, such as Larsen, Lobam, Shrodes, Gohen, and Bryson* (221:248) Second, Iforval D. Glenn of the University of Texas concurred with the mass media,— books— for example, acting as a cultural levolor* Glenn wrote: Hany social soiontists and laymen believe that cultural differences among various segments of the Ameriean population are diminishing, and that a process of homogonisation, standardisation, and "Uassification" has characterised recent decades* Pifforesees by.region, race, religion, and social level allegedly have declined* Exposure to common stimuli from the mass media • • • , and relegation of most middle-class workers to employee status have been names, among other influences, as reasons for cultural leveling. (191*255) Third, the post-sputnik demand-for-knowledge explosion brought about a need for epistemological change* Change was condensed through referring to one of the archetypical novelists: The ambiguities of a revolution ary era were well described in the opening lines of Charles Bickems, A Tale of Two Oitieai "It was the best ef tines, it was the worst of times*N 190 Ours, too, is the test of times and the worst of times. She genuine eduoational frontiers today grow out of the soeial setting of premise and threat Shis hast of times is marked by personal heroism and gallant adventuring, by prodigious feats of theore tical mathematics and science accompanied by engineer ing applications. Tet this is also a time when the threat ef extermination hangs heavy over the human raeet • • • In this best of times we tally our gains in racial, religious and ethnic understanding and in social arrangements; we see ourselves advancing toward the .American dream. But in this worst of times we run desperately with the Queen in Lewis Carroll's, Alio* Wonderland who said, "lew, here, you see, it takes all tke ruining you can do to stay in the same plaoe.* In the United States, this is a time of the affluent society, when science and technology open intriguing vistas for mankind. Tet this is also a time when the affluent society of the U.S. deprives many children and youth of needed soeial services, especially adequately supported education. It is a period when people whose names will never be celebrated serve humanity— unsung members of the Peace Corps, teachers at obscure international posts and still less recognised classroom off Main Street, U.S.A., scholars stubbornly searching for truth, • • • Tet it is also an era of faces livid with hate as howling men and women spit at bewildered children on their way to desegrated schools • . • • Eere are eight urgent educational frontiers t 1. Helping children and youth to come to grips with the international problems ef their time. 2. Developing democratic human relationships among young people of varied races, religions, na tionality backgrounds, and social classes. 3* Peaching young people to participate as in telligent eitisens in the great human issues of our time. 4. Educating yeung people for a society in which the unskilled and the undereducated are obsolete. 5* Developing yeung people who are unique in dividuals. characterised by individual differences and a variety ef needs end interests. 6. Helping each and every boy and girl develop into the best he or she is capable of becoming. 7* Encouraging yeung people to cultivate re flective thought, te use Maximally the method ef A* 191 intelligence* 8* Answering the fundamental questions as te human knowledge, "Knowledge for what?" In effect, Iyud was raising the question ef the feundatiens upon which a curriculum should he based* lew should we select content? Ifhat purposes do we here in mind in choosing knowledge te he acquired? The genuine educational frontiers relate to what Americans want their schools to do, for children and youth in the midst of ambiguous social realities* (211: 66-68) fourth, this study suggests, particularly to the teachers of English, sociology, social psychology, and sociology of education, that literature is more heavily involved in the art fuction ef language than the communi cation or problom-solving function, therefore, it is one of the best expressions of personal and social exper ience-social interaction* fifth, this study supports the belief that the really important values: (1) traditional-puritan moral ity, work-suecoas ethic, individualism, achievement orientation, and future-time orientation; and (2) emer- gent-socialbility, relativistic moral attitude, consider ation for others, hedonism, and conformity aro memo "‘ caught” than "taught*" As a consequence, this study suggests to the teacher that he should exemplify that the first social obligation of any man is his own oducation* Han has two educations— one from teachers, the other from himself* This last is the real and only education of the people— one gotten from life, from affairs, from social 3192 interactions, that teaches praAanee and laaplraa respect for right. Also, education, through good-great hooks (fiction or non-fiction), is the organisation of know ledge into hwnan excellence; the reader needs only te reflect upon the denotations, connotations, and ccntext- ualisations to grew in wisdom. Sixth, and Inst, this study has implications that education through good hooka— literature— ia a continuous life-long process. Fortunately, people realize that what they knew at twenty-one is no longer enough to last them a lifetime. Education stays as a constant requisite; it often determines the degree of achievement in business or profession, homo and family life, social affairs and ciric duties, and religious and personal philosophy* Actually, every minute of a lifetime is influenced in some manner by the extent of an individual's education. She aim of a liberal education is the improvement of the mind. She mind grows with the acquisition of any sort of knowledge or skill, but the crucial phases of mental development ecour when now insights and now understandings deepen. Liberal education cannot bo finished in school or college; it can be begun there, but the very immaturity of youth is the insuperable obstacle te its being dene there. She conditions of adult life— the seriousness and responsibility of mature minds, the 193 stability of character, tka breadth of experience which, comes only with the years— are prerequisite for the ultimate stages of liberal education. Only adults can really beeome deeply possessed by ideas* Only adults ean realise tke importance of the great human problems (psychological, sociological, and physiological) that beset mankind* Graduation from school er college does not make a liberal educated man er woman* So become liberally educated, those who have finished with formal school, must keep their minds at werk* Kinds: must be kept at work for maximum fulfill ment— maximum self-realization* "There is no 'royal road' to geometry," said Euclid to his sovereign, Ptolemy X*” There is no "royal road" to intelligent citisenship; and there is no "royal road" to education* The best books alone do not constitute such a road* Everywhere, tke best-educated men and women are found to be self- edueated, whether or not they hare had much formal educa tion; but, they have put in serious, sustained, and sys tematic reading in libraries, in reading rooms, and at home* Emotions, experiences, and centaots, have awakened their minds and stirred real curiosity— not the lasy curiosity with which students approach the books they must read at school* These self-educated nen and women hare plunged into the sea of books to think (swim) their 194 - way eat of the apparent wilderness (sea) of Ideas, They hare fought end struggled fer knowledge; they hare con stantly sought to coordinate and te systematise it. It becomes, finally, an Important and necessary part of their lives. Colleges rarely give this kind of knowledge* Out of the ohaea of books, the intelligent person who seeks to odmoate himself mast find books which ean give him a broad and well-rounded understanding and en thusiasm. Tor no knowledge is valuable unless it is vigorous and dynamic and zestful— the kind of knowledge which makes life worth living. On what principle do most persons choose the books they read? Is there one in a thousand who ever gives a serious thought to the question, or makes any intelligent choice whatever? With many it is "the latest novel," utterly regardless of what it is. Vith others it is any sensational book or magazine that is talked about or advertised. Presently, the trivial and mediocre are glorified and held up in the blaze of sensation so as to attract the masses— and sell. That is all many books are made for— to sell. They are written for money. There is no soul in them; there is no high motive, no thought of doing good to anyone, no inspiring of higher impulses, and no adding to tho world's wisdom, understanding, know ledge, or joy. Many books aro made to sell, and to sell 195 they most appeal to the lowest level of intelligence and mediocre taste of the day, or, in other words, to the desire of amusement, excitement, and diversion. As a consequence of the preceding, the country is flooded with worthless books, magazines, and "escape" fiction--many trivial publications that please and excite for a day, and are then forgotten— while really good books and val uable books are unsold and unread. Author Henry Fielding said, "Ve are as liable to be corrupted by books as by companions." Great books are the key to man's culture. If they disappeared, civilization would soon disappear. Great books are a treasure; they contain the secret of happy living; they stand alone in human literature; they abound in plain truth; they represent man in his perform ances, regions, roles, communication out of character, and arts of impression management. Great books are both a luxury and a necessity— they are "must" sources for some information, entertain ment, or inspiration. Thoreau said, "Head the great books first, or you may not have a chance to read them at all." Without the love of books the richest;man is poor; but endowed with books, the poorest man is rich. She great books (fiction and non-fiction) should be read for their social denotations, connotations, and context- ualisaticns for a liberal education and an eternal new world of wisdom. Vith the preceding books involvement the edmeated mant (1) thinks differently, (2) has be liefs that are different frem the uneducated and the undereducated person, (3) has a new approach to things in general, and (4) forms his own judgments— to judge is to weigh, to consider, to question, to seek evidence, and te doubt* It is the function of education to lure the individual out of the run-of-the-mill mass and to give him an opportunity te know his own mind, and to make In telligent ethical decisions— a thing he can never do so long as he cannot think for himself* Indeed, as pre viously stated on page 42, self-direction is, after all, the real objective of socialisation and acculturation within the American democratic society* AEPEHDIX i . UBEX SO ABSHORS OF PRIMARY SOURCES 198 Anthor Sate of Birth and Loath Pag* Bafarancas Asquith, Harbart 1881- Baas at t, Sara Vara 1872 Basss, laalltoa 1904-1964 155 Ballow, Baal 1915 86, 140 Bramah, laaatem amd 1899- Walters, Trash 1902- BMmlg, Myron 1900- Brinkley, William 1917 140 Bromfield, Louis 1896-1956 166 lack, Pearl 1892 139 Barr, Anna Robeson 1873-1941 Cobb, Irwin S. 1876-1944 86 Costain, Thomas B. 1885-1965 86 Granin, A. J* 1896 Bamato, Platra Di 1911- 142 Baaglaa, Lloyd 0. 1877-1951 140 Brary, Allen t BsHanrier, Daphne 1907- Haslay, Jamas 1901- 141 Eahsan, Laara z* t 84, 141 Hughes, Huport 1872-1956 84, 153 Jamas, Jamas 1921- 151, 166 Banter, Haolinley 1904- Isabel, Ueteher and 1911- 145 Bailay, Charles V Bermendi, Parose t LeCarre, Jahm 1931- 85, 140 pam mama ®ernwell, David La vis, Sinclair 1885-1951 141, 155 Leekridge, Bass 1914-1948 Lofts, Varah 1904- 88 199 Jtetkar Bata af Birtk and Baath Hataliaa*, draaa t 166 Hiekaaar, J u u A* 1907- 64, 139, 140, 141 Haatkarlamt, Hanry Da 1896 Harris, lathlaaa 1880-1966 Qppaakaim, E. Khillips 1866-1946 140, ► 141 BAstaxaak, Baris 1890-1966 153 Kskiasoa, Hanry Horton 1898-1961 84 flkbatiAi, Bapkaal 1875-1950 SaliAgar, Jarama D. 1919- 166 Selinka, Aano Mario r Bmitk, Lillian 1897-1966 88, 166, 177, 139 Htaagmuellar, Eranoia 1906- 84 Staiabaek, John 1902- 84, 166 Stana, Irring 1903- 84 Snsann, Jaequalina t 85 Tkanpson, Morton 1908-1955 153 Trarar, Bakart 1903- pan namo Vsalkar, JokA B« 87 Vakanaa, Fradarick 1909- 86, 177 141, 153, 167, Valtariy Mika Soini 1908- Valla, H. G. 1866-1946 84 Voaty Morris L. 1916- 140 Vonk, Harman 1915- COH 142, 159, 167, AEEoron b HDEE TO PHIHABT WORKS 201 Varies Date of First Fags References Publication Idrise aad Censent 11/ 8/59 32, 168 Agony aad the Ecstasy, The 5/28/61 33, 87, 154, 170 Aaatony of a Hardsr 4/27/59 32, 87, 169 Andersenrille 1/ 1/56 32, 169 laa Tickers 12/11/52 S» 86, 141, 155, Big Fisherman, Tke 1/30/49 31. 135, 140, 171 KLack Bess, Tke 1/ 6/46 31. 87, 170 Bullfighters, The 10/10/26 29, 168, 171 Gains Mutiny, The 2/24/52 32, 159 177 85, 142, 154, , 164, 169, , 185 Cardinal, The 8/13/50 32, 84, 169 Christ in Concrete 11/12/39 31, 142, 169 Qiress Currents 5/25/41 31, 168 Desiree 9/13/53 32, 170 Doctor Zhiyage 1/25/59 32, 86, 153, 171 Don't Co Hear the Vater 10/14/56 32, 140, 169 Bast of Bden 12/14/52 32, 84, 169 Egyptian, The 11/13/49 31, 168, 171, 178 BSeape to Life 9/10/33 30, 170 Faith, Hope and Charity 6/25/34 30, 87, 169 Branny and Zooey 2/25/62 33, 169 Iron Here to Eternity 5/27/51 32, 151, 169 Gentleman's Agreement 7/20/47 16$ 84, 141, 163, Golden Beast, The 1/ 3/26 29, 140, 141, 170 Golden Quicksand, The V 5/36 30, 169 Good Earth, The 5/24/31 30. 168 139, 141. , 171, 178 Green Years, The 3/25/45 31, 171 Hawaii 5/14/60 33, 84, 139, 169 202 Verks Sate of First Page Referenoea Publieatien Herzog Heater Boon. Holy Terror, Tke Hucksters, Tke Huagry Hill Sorely Ducklings, Tke Hagnifieent Okaeaaien Han Vke Had Brerytking, Tke Hay Plarin Husieale, Tke Hot as a Stranger Muptials of Oorkal, Tke Peyton Plaee Raintree County Hirer Lady Robe, Tke Boon Secret Journey, Tke Seren Days in Hay Skeea of tke Fiskeraan, Tke Seidtee, Tke Say Vko Oaae in Froa tke Cold, Tke Strange Fruit fkree Lores Talley of tke Della 3/28/05 33. 153 86, 140, 141, , 169 8/11/40 31. 87, 170 1/29/39 50. 84, 154, 170 10/1J/46 31. 167 186 86, 141, 153, , 169, 177, 9/12/45 31. 170 4/22/28 29. 84, 153, 169 11/10/28 30, 169 3/24/55 30, 169 4/24/58 30, 170 8/10/50 30, 84, 170 6/2?/54 32, 153, 170 7/17/27 29. 170, 178 7/21/57 32, 170 4/25/48 31. 170 2/22/42 31* 169 12/15/42 31. 168, 170 1/27/29 29, 170 10/11/56 30, 141, 171 12/ 9/62 33, 145, 168 9/ 8/65 33, 140, 154, 170 1/ 2/66 33, 154 140, 141, , 171 6/28/64 33, 85, 140, 171 6/25/44 33, 154 177 8V J i49W1* , 'LDf, 107, , 186 2/28/52 30, 171 10/ 9/66 33, 85, 170 203 Varka Bata of Birat Page Reference* Publication Tiew Pram Paapay'a Head, Ska 3/27/35 32, 155, 169 Tam Can't Hara Brerytking 7/18/37 30, 170 1PPENDH C INDEX TO PRIMARY CHARACTERS 205 Character Work in Vhiok Character is Wsed Pago References Abner Hawaii Abra East of Edon iAu East of Edon 84 Alban Bullfighters, She hi ax ftpy Who Cano in Prom tho Cold, She Alfred Hot as a Stranger Alison Groan Tears, She Alliaoa Peyton Place 1mn Ann Vickers 155 Ann Throe Loros knn Valley of tho Bolls Anne Gentleman's Agreement Annonsiata Christ in Concrete las on View Prom Pompey's Hoad Aretaa M g Fisherman, Tho Aron East of Edon Art Hay Plarin Barlow#, Hr. View Prom POnpey's Head BSyan Black Hose, Tho Beamris Hirer Lady Bellamy Valley of tho Bolls Boss Strange Pruit Bosslo Pranny and Zooey Boh Tom Can't Haro Ererythlng Bob Hanson Adriso and Consent Bobby Magnificent Obsession Brigham Adriso and Consent Broderick, John Hungry Hill Bruce Hester Hoorn Bmonaparto Bosiree 2 0 6 Character Work In Which Character is Wsad Bags Deferences Caleb East of Ed an Gas Tan Can’t Hara Everything Cardan Direr Lady Carsam Golden Quicksand, The Casey Seram Days in Hay Cathy East af Edan Ghauriere Nuptials of Cerbal, Tha Chiffan Holly Terror, Tha Clifford Lovely Ducklings, Tha Constance Payton Plaea Carnal Nuptials of Cerbal, TJie Gnllinana, John Saurca, Tha Smear Imatoay of a Murdar Daniel Hisieala, Tha Dare Gentleman's agreement Demetrius Boba, Tha Desiree Dasiraa Desmond Sacrat Journey, Tha Diana Boba, Tha Dick Boon Din Cardinal, Tha Dan Hamuel Golden Quicksand, Tha Duke Bullfightars, Tha Ed Stranga Fruit Ilaina Nan Who Had Everything, Tha KLiar Bouroa, Tha Elian Haintraa County Ellery Crass Currants Sllia Hsstsr Boon Eula dan Vickers 154 140 167 Character Vark la Vhieh Character Page la Us ad References Xraaa Hnakstars, The ItDn Shaaa of tka Fiakaman, Ska Para Big Fiakaman, Ska Fiedler Spy Vko Oana in Fran tka Oald, Ska Prank Skraa Laras Fraany Franny and Zaoay Tradarlek Aaateny af a Harder Fnry, lira* Saerat Journey, Ska Gains Haba, Ska Garin Graan Taars, Ska Gaaa Faith, Hapa aad Charity Garaala Christ in Gancrata Gkirlandaidi Agony and tka Ecstasy Gilaan Loraly Daeklings, Ska Granacci Agony and tka Ecstasy Grandpa Gav Groan Taars, Tka Hargis, Dr* Ann Yiokars Halan Loraly Pnokliaga, Ska Halan Hagnifleant Obsession Halan ttasicals, Ska Halana Eseapa to Lifa Hanry Hnngry Hill Hereford Don't Go Hoar tka Vatar Hester Hastar Boon Horenheb Egyptian, Sko Hub art Boon Xndaan Magnificent Obsession Ira Aadarssnrills Zanie Gross Carrsnts 141 153 Okarastar Vark la Which Character Page is Uaad Befereacea Jama Huagry Hill Jeaa Hucksters9 Ska 141 Jeaa-Baptiste Desiree Jeaaifer Talley of tka Bolls Jarmaka Hawaii Jesas Big Fisheraaa, Ska 140 Job Hot as a Stri'ager Jaa Skraa Lotos Jeha Toa Oaa't Hara Ererytkiag Jail Bsoapa to Lifa Joaeph Goldea Beast, Ska Joyce Hagaifioaat Obsassioa Juditk Golden Baast, Ska 140 Eseape to Lifa lathy Oaatleaaa's Igraaaaat 1*7 Huekaters, Ska Keefer Oaiaa Hatlay, Ska Kalaaaa Xseapa ta Lifa Kla Hucksters, Ska Elril Skaas ef tka Fiskaraaa, Ska 15* Ksaarersky Baetor Zklraga Irietiaa Hot as a Straagar 154 LaTltta Faith, Hopa aad Oharity Lara Baetor Zkirago LaSules Golden Qaieksaady Ska Lavra laateay of a Harder Lana Fraaag aad Zooey Laura Baoa Laaraaoe Goldea Baast v Ska 140 Leffiagwell ▲dTisa aad Oaasaat 209 Character Vark in Vklek Gkaraetar la Used Paga Bafaranoas Looms Bkaas af tka Tishernan, Tka Linisky Inn Viokars 141 Ids Spy Vko Gama 1m Tram tka Cwld| Tka 140 Sots* Blossom Goad Earth, Tka Louisa Loraly Ducklings, Tka Lae as Hat as a Stranger Lucas Payton Plaea Lueia Musicals, Tka Lucy Indsrsonrilla Lacy Thraa Laras Luigi Christ in Concrata Lyman Saran Days in Hay lysn Valley af tha Dolls Hadalalna Harsag 140 Madge Hay Zlarin Haa Gains Mutiny, Tka 159* 167 Haggio Tram Hara to Eternity Halsia Han Vko Had Erarytblng, Tka Halawa Hawaii Harcallus Bake, Tka Harge Saran Days in Hay Harlan Husioale, Tka Haris Boom Haryan Black Boss* Tka Haryk Gains Mutiny, Ska Haarssm Tram Hara to Etamity Haaraan Secret Journey, Tka Hay Hay Tlarim Holroy Taith, Hops and Charity 210 Character Vark in Wkich Charaotar la Us ad Faga Esfarsness Hag Mlehalangslo Hidga Hiks - Kinsa Minify Ww< |Tiaii Hantsorbiar, Maa 4a Hasas Herzog Kandt Vaebnan Vuay Vask Vsaly Vail Vonnia Vug En Vug Via Qian Qraalle Paul Baal Paul Panl Paulas Pandlataa Patar Patar Vlaw Fran Panpay's Hsad Agony and tka Ecstasy Vlaw Fran Panpay's Haal Kay IlaTin Egyptian, Tka Gantlanaa' s Agrssnsnt Cardinal, Tka Cardinal, Tka 15* Muptials of Corbal, Tka Harsag Spy Vka Cana In Fron tka Gold, Tka Hsrzog Magnificent Obsasslan Son't Go Vaar tka Vatar Yallay of tka Dolls Baintree County Strangs Fruit Good Eartk, Tka Good Eartk, Tka Goad Eartk, Tka Cardinal, Tka Anatony of a Murdsr Ckrist In Conerata Esaapa to Lifa Birar Lady Baba, Tka Don't Go Vaar tka Vatar Galdan Quicksand, Tka Saerat Journey, Tka 153 141 177 142 211 Character Work la Which Character is Used Page BOfereaoes Pater fhree Lores t Peters Spy Who Game la Prea tke Cold, She PJiil Gentleaan's Agreement 84, 163 Preatiee Berea Pays in Hay President, She Adriso aad Coaseat Prow Prea Here to Eternity Professor Baiatree Ceuaty Ptahor Egyptian, She Puckett Aadersoarille Queeg Caiae Mutiny, She 154 Qaida Bet as a Stranger Bafer Hawaii Bagaer, Hr s. Secret Journey, She 141 field, Hr. Green Tears, She Besaiek Ana Tickers Biaaldl Shoes of the Pishezaan, She Bebert Green Tears, She Bebin Gross Currents Bodes Golden Beast, She Beea BOen Bad Holy Serror, The 154 Bath Shoes of the Pisheraan, She 140 Sally Han Who Had Ererything, She Saa Strange Pruit 16? Samuel Golden Beast, She 141 Scott Berea Days in Hay Seab Adriso end Consent Selena Peyton Plaee Seataer Golden Quicksand, She 212 Character Work in Which Character is Hsed Page Reference* Cabala Hirer Lady Ahapirc Heraog Shauaassy, John Baintree County Shaunessy, Bar* Baintree County Siegel Don't Ge Hear the Water 140 Slaaa Piter Big Fisheraan, The 140 Sinuke Egyptian, She Soledad Bullfighter*, She Stephan Cardinal, She Stephanie Birer Lady f atari , Searce, She 140 Shenas Don't Ge Hear the Water Todd, Mrs. Loraly Ducklings, She Seaya Doctor Zhirage 153 Tea Man Who Had Brerything, She Sea Husieale, She Sea Peyton Place Sea, Little Hester Been Sorrigiaa Agony and the Ecstasy Sracy Strange Fruit 15* Sriatraa Black Bose, She Verdi Faith, Hope and Charity Veronica Andersonrille Tic Hucksters, She 153, 167 Tielet Froa Here to Eternity Veldi Big Fisheman, She Wainwright Hester Been Valter Black Base, She Vang Lang Good Earth, She Warden Froa Here to Eternity 213 Character Work in Which Character ia Seed Page References Willie Caine Mutiny, She 159 Virz Inderaonrille Zered Source, The 141 Zhivago Sector Zhivago Zodnan Source, The 141 Zeoey Tranny aad Zoo07 APFEffDIX D AIISFIELD-VOU AVABDS These award* wara established by Edith Aaisflaid Waif in memory af her father, John. Aula field, aad her lata haabaad, Eugene B* Waif* Tha first, astabllahad la 1954, Is far a scholarly book published la tha field af raea relation*. Tha aeeond, began in 1942, is given to tha bast baok concerned with raea relations, and racial problems la tha field of creative literature* Works of fietioa, drama, poetry, biography, or autobiography are eligible* 1 eopy of tha book in published form is sub mitted to each of three judges named by tha Saturday Beview, 25 Vast 45th Street, Saw Tark 36, Haw Terk; sponsors af tha awards* Tha awards consist of 11,000 for each of tha books chosen (158t25-26) 1935 1936 1937 1938 1939 1940 1941 1941 1942 1942 Harold Gesnell Hegro Politicians t The Biae af Hoaro Politics in Chicano (University af Chicago Press) Julian Hurley and We Europeans: L Survey of JL* C. Hadden "Facial" Problems CHarper! la award la award E« Franklin Frasier Tha Hcaro Family in the United States lunivoraltv of Chicago Press') la award Leopold Infold Quest (Doubleday) Jamas 6* Laybura Tha Haitian People (Tala Univer sity press) Bora laala Hurston Bust Tracks an a Bead (Lippin- cott) Bonald Pierson laaraas in Brasil (University af Shlcago Press 216 1943 Bauriea Samuol 1943 Bai Ottlay 1944 Gwathalyn Graham 1944 tamar Myrdal 1943 Wallace Stagner aad tka aditars af Look 1943 St. Glair Braka aad laraea Oayten 1946 Bkalaa la oh 1946 Paulina B. Kibbe 1947 Vartk Tuttle Hadden 1947 John Oolliar 1946 llaa Pataa 1946 J. C. Xaraas 1949 S. And Ml Fineberg 1949 Shirley Graham 1930 Jaha Hara ay 1930 Hanry Gibbs 1991 Laurens ran dar Past 1931 Brewten Barry 1992 Baa Say in 1992 Parlay Havat 1933 Taraaa Bart la tt 1993 Baagsten Hughes 1994 Odaa Haakar 1994- Xyla Saaadara Ska World of Shalom llaieham (KapfT --------- law World 1-Comins (Houghton) Barth aad High HaaToa (Lippin- oottj la Amerioaa Dilemma (Harper) Qua Hatiaa (Houghton) Black Metropolis (Harcourt) Eaat Riror (Houghton) Latia in laaaa (Uai- ▼araity af Hew Baxioo Press fha Otkar Boom (Groaa) Tka Indiana of (tferten) Cry tka Beloved Oountrr (Scribner; kn»±Amrr of paradise (Slaana) «t»»ent without Crima (ioubleiay) Your Moat Hanbla Servant (Baas aar; Tho Wall (Knopf) Twilight in South Ifrlea (Philosophical Library) ▼mature to tha Intarlar (Barrow) Baea Eolations (Houghton) 1. Maar-Sulandarad Thing (littlo) Bosnia af tha Boar (Littlo) Strumgla far Ifrloa (Praogor) Simula fahos a Wife (Simon.and. Schustor; Baoart an Ifrloa (Seribaar) Cultural Difference aad Madloal dare tBusaell BaaoJ 1955 John. £• Bean aad Tho Manual of iBtagpamp Mala- Alex Rosen tions cbhiveraity of dnlcaso Er'ee's) 1999 George V. Shepherd, They Walt In Darkness (John Day) Jr* 1996 Father Trevor Iaught for Tour Comfort (Bouble- Huddleston day) 1996 611bartaa Freyre Tha Masters and tha Slavest A study la tha PoveiOBnent af Brasilian civilisation (knoof) 1957 Vo indloatloa 1998 Jessie E. Seas White Mother (MeGraw) 1998 South African la- Handbook an Race Halations stitute of Raeo (.Oxford; Relations 1999 Hart la feather King, Stride Toward Freedom (Harper) Jr. 1959 George Satea Slap- Racial and Cultural Minorities sea sad E. Miltoa (Harper) Tounger 1960 Jeha Haynes Heines I Speak for Myself (Harper) 1060 Basil Davidson The feost Cities ef Africa THESIe)--------------- 1961 E. R. Braithwaite To Sir. With Lave (Prentice) 1961 Louis E. Lomax The Reluctant African (Harper) 1962 Dwight L. Dunond (Pwt™i»aitv of Michigan 1962 John Howard Griffin Black feiko He (Houghton) 1962 Gina Allen The Forbidden Man (Chilton) b i b l i o g r a p h y BIBLIOGRAPHY Public Documents 1* American Council of Eduo&tioa. Heading Ladders for Honan Relations. Staff of Intergreup Idueatlon, 1 W . 2. Educational Pelieioa Commission. The Contemporary Challorg* American Education. B.B.A. or the Halted states, 1958. 3. Educational Pellciea Connlaaion. The Purposes of Education in American.Democracy. natlonaiEda- oation Association, 19?S* 4. U.S. Department of Labor. Hearo Family. That The Case fer national Action. Office of Policy Planning and Research. March, 1963* Books 9* Adorno, Theodore V., Frenkel-Brunsvik, Elsie, Levinson, Daniel J., and Sanford, H. Hewitt. The Authoritarian Personality: Studies in Pre judice. lEdlied Vr Hex aorkhoiner and Samuel K. llevexman. lev Yerkt Harper & Rev, 1930* 6* Allport, Gordon V. The Haturo of Prejudice. Boston: Beacon, 1*^4. 7. Alssid, Michael V., and Kenney, William. The World of Ideast Essays for Study. Hew York! Holt, Rinehart 4 Wins-con, Inc., 1964. 8. Altehbermo, Lynn, and Levis, Leslie L. Introduc tion to Literature: Stories. Hew York: The - MacMillan Co., l9t$. 9* Altick, Richard D. The Art- of Literary Research. Hev York: W. V. Horton & oo., Inc., l9C>^» 10. Amend, Yiotor E., and Hendrick, Leo T. Ten Contemp orary ghinfcev. Hev York: The Free Press of Glencoe, 193*7 219 E. Si|bj« "Vhe* s Who la Aitriot sad the Social Btgiiter: Elite aad Upper Claee tiptop la Metropolitan America." Glass. fltatua and ■ W gi ^ H»*der la Social Stratification: Edited by Benaix fieiahard aad Seymour H. Lipset, lew Terk: free Frees, 1950* Bamtock, Geoffrey H. Education aad Values. London: Taber k Faber, 19651---------------- H«*iltea. View from Pcepey* a Head. Gardea Cityt Doubleday fc Co., 1955* Bendix, Beiahard, aad Lipeet, Seymour M. (eds.). _?***?* an<jjPewer: A Header la Social Stratification. 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Alternative Directions for the Beeial Studies • ScrantemtTke Hadden Grafts- i , Inc., 1956. 26. Bran. Severyn T. The Huaaa Persoeetire la Social- mrr. Emgl.»o.d Cliff., I n Jiri.y: PrlniTci- Ball, Inc., 1966* 27. Buck, Pearl. "Literature aad Life." Beading for Writing. New York: Tke Ronald Press Go., 1952. 28. Caupbell, Oaear Janes, et al. Patterns for Living. Hew Terk: MacMillan do., l95!?. 29* Carter, Holding. "Our Town is Ceaserratlre." The South. Strikes Baek. Gordon City: Double day, 1559: JO. C.nt.r., Blehard. Ih, P»y«j»l.«T of S»el^l Om»««- Hev York: Russell Sage Foundation, 1961. 31. Clark, Burton R. Educating the Expert Society. do., 19 Saa Franc lace: Chandler IPublishlng do., x962. 32. Clark, Kenneth B., and Parsons, Talcott (eds.). The Hoar* * Bostont Houghton Mifflin 33. Oaken, B. Bernard. Writing About Literature. Pale Altos Scott, Poresnan I t do., 1%3« 94. Qoser. Levis A. An Introductory Readers Sociology Llt.ratiig~..~ B^l.»iaX eilffa. l.w Jersey1 Frantice-Ball, Inc., 1963* 35* Cevley, Malcolm. The Stories ef P. Scott Fitx- grald. lev York: dharles kcribner'a kens, 36. Cronins, A. J. The Green Tears. Boa ton: Little Broun It Co., 19^5* 37* Cub or, John P. Sociology t A Synopsis of Princi ples. Hbv lorkt Appieton-Ceatury-Gxol'ts, Inc., 1959* 38. 39. 40. 41. 42. 4J. 44. 45. 46. 47. 48. 49. 50. 51. 52. 222 Dehike, H. Otto. Yaluosin Cnltare and Classroom: JL Studr in tko Sociology or tko School.low Toggx logpog g low, ------------ Daiches, Darid. The Hovel and the Modern World. Chicagot 9ko University of ukieago jhresa, I960. • The Horol and tko Modern World. Chicanes SET^aiTorofiTeT^kicago gross, 1955. Saris, Kingsley. Hawaii Sooiotr. How Tork: Mac Millan Co., 1 Ooekor, Bandall 5. Pattoraa of Exposition. Bos tows Little, Brown, fe'TJoT, T955. Biokinsow, Isa Sow. Tko World's Best Books* Howor • f a o How fork: H. W. Wilson do., 1953* Dio trick. E. P., and Sandoll, Boger H. Tko Art of Fiction. How Yorks Holt. Binehart & UinstonT Tne7rT967. Bonato, Pietro Bi. flhi»iai; in Cowcroto. How Yorks Tko Bobks-Morrill Co., 1939* Buff as, B. L. Books s Tkoir Placo in a BowooracT. Houghton Mifflin, 1930* Byrnes, Bnssoll B., ot al. Social Problems * Bis- sonsns and Deviation in an Industrial hooioty. How Yorks Oxford University Press, 195*. Xble. Konnotk L. A Porfoct Education. How Yorks Tko MacMillan Co.",' TfSZi Zklors, Henry, and Loo, Gordon C. (ods.). Crucial I saws .in Bdacation. How Yorks Holt, Bine- Sari' f c Winston, 1939. HI kin, Prodoriek. Tko Child and Soclotys The Procosa of Socialisation, low York: fcaaHon lease, 19&5. Hllison, Balph. Tko Inrisiklo Man. How Yorks Bandon Hous o, 1952. Fraaier, £. Franklin. Tko Hoaro Family in tko Hm±±mA fltatss. Chicagos The University of * VJ1 * V N 9\ T V ) S vn \o SB p ft «TH 88 32- • * xS s% h S • H* lo KK •« X ? f a H * C * I W X • ct s f l - J1H* JIO h * n H* 8 *1 f a H* te I c e t % w s ¥ OQ H 8 • H* si?i o« *W «/* l? H * * ct E wo • H & »3 t r 9 E ?<D 8 * B * ? H v £ V * \fl • i F * w c 8 N/-N ?» S - / X* !w M I ft w ♦ 6 i e H - ct 8 g H * M E Ml vn ¥ vn vn Ql I a M l \ S O 9 e 9 * 5? *% ct 9 K g 6* »5 O 9 QP. * w. H- H H t a d 9 8- 9 P 3 ! H- © _ H X W" S »? I* r? 9 X& 8* ®/v &!• 9 8 s E «. H H R° 8 9 8 d- i 09 H» I« tt H* 9 ct H* ? r * I 8 M Z H v f i M l V J l <4 J • - h H* ►%0 © P* H • I I I O 9 S 9 n 9 a 8 xR* 9 9 < ct 8* * P • • 4 H* r t & H O S*. % T 223 224 S«M, 1963* 67* Hanalian, Lee, aad Yelpe , Edmond L* Ton Modern Short lorels* low York: G* P. Putnam's Boas, I9P;--------- 68* Harrington, Michael* Tho Othor Americat Porerty in the ffnlfcad Stc-feanl Baltimore! 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Hughes, Arthur* Education and Democratic Ideal: Wimm Taiirp to Teachers* London: Langmansnic 4reea, 1^51 • 77* Hunt, Thaadoro V* HoprasantatiTa English Prose and Prose Writers, haw fork: A* C* Armstrong k flon,"ia9i;— 78* * Studies in Literature and Stria* law fork: A. c* Armstrong A don, ib9l* 79* Irring, Washington* Tho Sketch Book* lew York: The Heritage Club ,"193?. 80* Johnson, Charles S. Education aad tha Cultural Crisis* law York* Tha MacMillan Co*, 19^1* U N M © I « o M 1 a e 4> rl U N O ' rl 1 8 8 M ■ I •00 i| j i s m s 4» O £ 3 O 1 1 ii ? Si! * I .8 Is a* i * * •S * h H © •H m m V I a * 3" w © • .* »8 r • * r l l a*1 7 R sa* « o H 8 » 0 1 • r l 8 ri 8 OQ • » h » 33 © 1 5 H U * 2. h | • M * 5 a i gR R It I *■3 a t ) I H 0 0 SI CO K N CO 5 U N CO & £ C O * H O ' a O ' K N O ' 95. 96. 97. 96. 99. 100. 101. 102. 105* 106. 105. 106. 107. 108. 226 Tories Haroeurt, Braee & Vorld, Inc., 1958. Lob an, Valter, By an, Margaret, aad Squire, Janes B. Teaching Language aad Literature. New Torks Harcourt, Braot fc vend, lac*, 1961. Lyad, Bebert S*, aad lyad, Helea M* Middletown, lev Terk: Hareourt, Braee 6 Vorld, 1929. _ _ . Middloto« it ions A Study la Cultural Conflicts• bow Yorks hareourt, Braee• r W r Td/T ^^.----- Marshall, T. H. Social Class and Citisonshin. lev Torks Harper f t £ew, 1949. Martindale, Den*. Tho Mature and Types ofSocio- logloal Theory. Beaten: Houghton MifflinCo., Maupassant, Guy Be. Short Stories of Do Maupassant. Hev Torks Book League of America, 195XT Mead, Geerge Herbert* Selected Writings* Hev Torks The Bebbs-Merrill, tie., Inc., 1964* Head, Margaret* Cowing of Age in Saaea* Hew Torks Hev Aaerican Library of Literature, Inc., 1948. Menninger, Earl. "Breaking the Vicious Circle*” Patterns for Living. Hew Terkt MacMillan Co., 1955* Meroer, Blaine E*, and Carr, Edwin B* Education. and the Social Order* Hev Torks Blaeh&rt & CT.,' "I99g:------------ Merton, Bebert E* Social Theory and Social Struc ture. Hew Torks The ^ree Press, 1965* Hillgate. Michael, laerioan Social Fictions Janes to Oesaens. Hev'TerYs Hanes T HotIo n9PF” Milton, John* ”Areepagitica* ■ Patterns for Living. Hew Terkt MacMillan tio., 1955* Miseaer, Arthur (ed*)* Modern Short Storiest The Poo« «f imagination* Hew forks w. W. faerten k 109. 110. 111. 112* 113* 114, 115- 116. 117. 118. 119. 120. 121. 122. 227 Hoarse, Elisabeth V. The Hovel sad Society. Chapel Kills The University ef forth Carolina Press, 1941* Hott, Prank 1. Geldea Multitudes: The Story ef Best Boilers in the fruited States, frov Torks HacHilian do., 1^-7 • ttyrdal, Oassar. a* AnatHaen M i m i . Vev Terks Harper 8 Hew, 1^4. Viohels, Villiea (ed.). Verde to Lire By. Hew Terks: Simon & Schuster, Inc. , l9$9* Herman, Arther, and Savin, Levis. Written Words* 4. Literary Introduction to T fafli iah composition, lev York: Random Souse, 1%4* Berth, Bebert C«, et al. Content Anai-eaia- Evans ton s . Horthvesiera University Press, 1963• lye, Kassel, and Ebhitt, Vilma R. Structure in Heading and Writing. Chicago: Scott, Fereamam Oxford English Bictienarr. Oxfords. At the Glaren- Aon PressT Vol. VII,l T 1933. Phelps, Villian Lyon. Reading with a Purpose— Tventloth Century American frovelsT Chicago s Imeriean ijlfrrary Association, 1927. Pool, Ithiel Bo Sola. "The Hass Media aad Polities in tho Modomis&tion Process." Oumrtal cations and Political Bovolopnont. Edited by Lucian V. frye. Princeton 1 Princeton University Press, 1%3. Priestley, J. B. Literature and Western Man. Hev Terks Harper ft kev, i%G. Raah, Earl, and Selanick, Gertrude. Mador Social Problems. Hev Torks. Harper & Rev, 1^9* Richter, ian J. (ed.). Literary Prises and Their Vinnere. i#w Terks k. !k. Bovkor, do., 19*497 Rideemt, Valter B. The Experience of Prose. Hev Torks Thomas T. Crowell 60., l M . 123* 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 228 Bookas, Im . Moddi of Bhetorio. 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Springfield t ¥he World Publishing S . , W l . Vooks, Edward. into p*int. Boston: The Writer, Inc., 1962. "What Hakes A Book A Best Seller?" Brewing i«te Print. Boston: The Writer, Inc., I%2. Wheeler, Elaer. What to Say and When to Say It. Vew Tork: Bine Blbbon Boohs, 19*2. Whyte, Villiaa. The Organisation Man. Garden Cityt Doubleday & Co., inc., 1956. Villiaas, Bebia M., Jr., Strangers Vext Door. Englewood Cliffs, Vew Jersey: ! ptentice-Hall, 165* 166* 167* 168. 169* 17®. 171. 172. 173. 17*. 175. 176. 177. 231 Inc., 1964. Vouk, Htnu. Caine Mutiny. Garden Cityt Doubleday, Inc., 1952. Zabel, Horton D. Literary Opinion In America. lev Terkt Harper & Brea., 1951* Zandem, V. Tanden Janes. Race Relations In Transi tion. Hew Torkt Random House, 1965• Zltner, Skelden P. The Practice of Criticism. Chicago: Scott, Foresman a Co., 1966. . The Practice of Modem Literacy Scholar- “ skin. £aie Alto: ticott, Foresman & Co., 19^6. Zltner, Sheldon, Tiesave, James, and Liberman, Myron. A. 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Farmer, George Luther
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Majority And Minority Americans: An Analysis Of Best Selling American Fiction From 1926-1966
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