THE TEST - ANGELICA GIBB



Notes for

‘THE TEST’

BY ANGELICA GIBBS

THE TEST - ANGELICA GIBB – CRITICAL ANALYSIS NOTES

SETTING: TIME - in the recent past - nowadays

PLACE - the Southern States of America

(The average reader is familiar with the history of racism in this part of America.

Is it now, thankfully, a thing of the past? Does it appear in more subtle forms?

How does one recognise a racist?

The setting of this story allows the writer to examine these questions in the events of the story and in the characters.)

- n.b. how hostile the setting is to Marion

- n.b. how it influences the behaviour of all the characters - all of them feel that they can or have to behave in a certain way.

- n.b. the use of contrast - although her life in the North is only referred to

in passing, the bias of the South contrasts starkly with the liberal North:

- in one she was a college graduate with a driving licence

- in the other she is presumed to be illiterate and fails her test twice

N.B. THE SETTING OF PARTICULAR MOMENTS:

i- Marion drives through “shady” suburban streets

ii- she fails her test on a bridge which is a SYMBOL of her situation. As far as the Inspector is concerned, Marion is trying to cross a bridge that

“arches high” from the world of the black woman to the world of the white woman....

n.b. -“Proceed with caution, dangerous in slippery weather”

The sign seems to be warning! She has almost made it, endured the abuse..she must practise even more self-control

n.b. - she is isolated - away from Main Street with a racist - she is vulnerable to someone as prepared to abuse his power as he is.

PLOT:

This describes Marion’s second driving test. Early it is clear to the reader that she should pass: she is a competent driver who was failed in this state because of the bias of her previous Inspector. The Inspector in the story appears to be quite different: he is smiling and genial. However, the reader realises almost immediately that Marion will fail again: it is not her driving that is being tested. The plot and its ending are designed to:

- challenge our sense of fairness

- provoke anger and indignation

- make us reflect on the small, unnoticed acts of racism which still occur.

CHARACTERS:

MARION: - a picture emerges of a young woman who is: - intelligent, perceptive, discrete, self- controlled determined, hard-working, reliable aware of her personal dignity and she is - 27, coloured, from Pennsylvania (no accent), college graduate.

MRS. ERICSON:

If asked if she were racist, Mrs. Ericson would deny it and yet, not only is she very aware of Marion’s colour, it also influences her attitude and behaviour towards her. (n.b. how unwittingly patronising she is to Marion!)

She gives the impression of being culpably unaware of what is happening around her and appears to be a rather silly, selfish, inefficient woman whose fondness for Marion does not excuse her behaviour towards her.

n.b.- she is nervous about M’s driving she asks her if she remembered the documents she reminds her of her last failure

she sees M. as the ideal nanny and wants her to be able to drive so that she can use her

she tries to deny the real reason for M.’s failure.

THE INSPECTOR:

Despite his genial exterior, he is clearly racist. He degrades Marion by changing her name, winking at Mrs E. When he is alone with M. he is deeply insulting

- he does not understand her need to drive unless it’s to meet a “young blood”

- he whistles Swanee River and uses a caricatured accent and vocabulary when speaking to her

- he pretends to be surprised that she is literate, laughs at her degree and assumes that she has several children.

NONE OF HIS CONVERSATION WOULD BE ACCEPTABLE TO A WHITE WOMAN.

CHARACTERISATION:

In a variety of ways, but very economically, we are given a vivid picture of three characters.

DESCRIPTION - MARION

“soft, unaccented voice” - gentle, educated “set profile” - determined, nobody’s fool “dark,competent hands” coloured and efficient “Her voice was not quite steady” - at breaking point

(n.b. a word or a phrase can convey a great deal)

n.b. at end - “she slid over to the car” no protest - resignation

INSPECTOR

“genial, middle-aged man who grinned broadly”

c.f. other -“very brisk and military” stocky, self-important man”

n.b. how appearances can be deceptive - he seems a decent man

immediately he sets her difficult tasks and begins to mock her:

“He laughed.”….“The Inspector feigned astonishment”

“The Inspector burst out laughing”…..“wiping his eyes”

YET -when she turns on him, his true self emerges:

“The Inspector lost his joviality in an instant”

“The Inspector jumped out and brushed past her, his face purple”

- here we see the anger that lies beneath the veneer.

DIALOGUE:

The characters are revealed by the way they speak.

MARION: is intelligent and perceptive:

“They probably do like it better if a white person....”

“I sat for my college degree last year”

but not servile: “Damn you!”

MRS. ERICSON: “Oh I don’t think it’s that!” (racism)

“they only want you to slip them a little something”“It will be marvellous to have someone dependable....”“if only I could pay you half of what you’re worth”“Oh, Marion, AGAIN?”

- EVERYTHING SHOWS WHAT A STILLY WOMAN SHE IS.

INSPECTOR “Turn right at the corner, Mandy-Lou”

“old enough to have a flock of pickaninnies”

“Sure you don’t want meet some young blood?”

“Mandy got her degree, did she? Dog my cats!”

STYLE: this is deliberately simple so that the reader can focus on the events of the story. However, note the significance of:-

“Four very black crosses at random”

AUTHOR’S PURPOSE AND ATTITUDE:

Angelica Gibbs, like all writers is simply using the events and the characters in this story to make a comment on life as she understands it. What is her purpose here? What does she feel about what happens to Marion? How do you know? Similarly, each character represents a type of human being. What does the writer feel about the” Marians” of this world and the” Mrs. Ericsons” and” Inspectors”?

PERSONAL RESPONSE:

2 things are important –

1. That the story made some impact on you - perhaps the one the author intended, perhaps not

2. That you understand the techniques by which this effect was achieved

What did you feel when you had finished reading this story and which technique, for you, was most successful?

THE TEST - ANGELICA GIBB –

IMPORTANT QUESTIONS ON NOTES

In discussing this short story the usual areas which have to be examined and the appropriate literary terms used.

SETTING

i. WHERE IS THE STORY SET?

When the reader knows the place in which the story is set he might have certain expectations and bring some information to his reading of the story.

QU 1: In this story, what expectations might the reader reasonably have about how the environment might affect the behaviour or the fortunes of the characters?

ii. IS THE SETTING OF INDIVIDUAL INCIDENTS IMPORTANT?

QU 2: Are there any incidents in this story where the setting might be said to be symbolic?

iii. WHEN IS THE STORY SET?

QU 3: Is it recent? Or is it set in the past where a certain set of historical circumstances might affect the behaviour and fortunes of the characters?

PLOT:

QU 4: Briefly summarise all that happens. in the story - including all RELEVANT detail.

QU 5: Are there incidents of particular significance in the story?

QU 6: Does the author prepare the reader for the ending? Even, as in this story, when the reader hopes that the ending will be otherwise.

CHARACTERS AND CHARACTERISATION:

i. n.b. how characters are DESCRIBED, CONTRASTED, and made to represent A TYPE

n.b. how APPEARANCE,BEHAVIOUR AND LANGUAGE combine to give a very vivid impression of each character.

DIALOGUE:

In every short story the way in which a character speaks to others will reveal that character’s qualities.

QU 7: Find two examples of each character‘s language and note what it tells you about their attitude to others.

STYLE:

QU 8: Look for words, phrases, or images which are included by the author to add to the meaning of the story and to increase your understanding of the characters or the themes.

THEMES:

These are the ISSUES ; THE VALUES which the story examines. All stories say something about the way in which we human beings lead our lives and treat each other.

QU 9: What is the central theme of ‘The Test?’

ATTITUDE:

All authors have an ATT1TUDE to their subject matter to their characters: it is clear in descriptions, dialogue and- sometimes- comments

QU 10: What is the writer’s attitude to her subject matter in ‘The Test.’

PURPOSE:

The purpose of the writer is connected to his/her attitude the author may want to criticise some aspect of human behaviour and his / her purpose would be to convince the reader that such behaviour is wrong .Once you have decided what the writer’s purpose was, you can then assess if the writer was successful in achieving it.

QU 11: What is the writer trying to achieve by writing this story, what is its purpose?

PERSONAL RESPONSE: In all critical essays you will be expected to include your personal response to the text and to be able to explain why you did or did not enjoy it.

QU 12: Give your personal response to the short story, ‘The Test.’

CHARACTERISATION IN THE TEST

CHARACTERISATION: THROUGH DESCRIPTION/REACTIONS

In a variety of ways, but very economically, we are given a vivid picture of three characters. The writer reveals a lot about the theme of racism through THE DESCRIPTION OF CHARACTERS

1) MARIAN:

A picture emerges of a young woman who is: - intelligent, perceptive, discrete, self- controlled determined, hard-working, reliable aware of her personal dignity and she is - 27, coloured, from Pennsylvania (no accent), college graduate.

|Context/ |Evidence/ |Analysis/ |

|Understanding |Quote |Evaluation/ |

| | |Personal Response |

|When Marian speaks for the first time in reaction to Mrs |“soft, unaccented |1. Word choice – what does the word ‘soft’ reveal about Marian’s nature and |

|Ericson’s insinuation (that her cousin’s chatty presence was the |voice” |attitude? |

|reason Marion failed her first test) we realise she is not from | | |

|the South. | |2. ‘Unaccented’ – what does this suggest about her education? |

|Mrs Ericson does not agree with Marian’s suggestion that it was |“set profile” |1. What does Marian’s reaction to Mrs Ericson’s explanation reveal about her as|

|because her cousin was black that she failed. ‘I don’t think it’s| |a person? |

|THAT.’ Mrs Ericson backs down when she sees Marian’s physical | | |

|reaction to this comment. Marian’s reaction reveals a lot about | |2. Is Marian convinced by Mrs E’s reply? |

|her character | | |

| | |3. Why does Mrs E ‘subside’ with her point on seeing Marian’s reaction? |

|Mrs Ericson looks at Marian’s hands as she drives and the |“dark, competent hands”|1. What does Mrs Ericson feel about Marian as a person? |

|narration of Mrs Ericson’s thoughts reveal her attitude towards | | |

|Marian. | |2. What does this reveal about Marian’s driving? |

| | | |

| | |3. Why does Mrs Ericson automatically put the words ‘dark, competent’ side by |

| | |side? |

|Marian begins to lose her composure when she reads a road sign | “Her voice was not |1. What does reveal about how Marian is feeling at this point? |

|and the Instructor reacts with surprise at the fact she can read.|quite steady” | |

|Mrs Ericson discovers Marian has failed her test for the second |at end - “she slid over|1. What does Marian’s movement ‘slid’ suggest about how she is feeling? |

|time, ‘Oh, Marian, again?’ Marian’s reaction reveals a change in|to the right-hand side | |

|her attitude. |of the car” |2. What image does the word ‘slid’ create in your mind? |

CHARACTERISATION: THROUGH DESCRIPTION/REACTIONS

2) THE INSPECTOR:

|Context/ |Evidence/Quote |Analysis/ |

|Understanding | |Evaluation/ |

| | |Personal Response |

|When they arrive at the test centre, Marian sees two |“genial, middle-aged man who grinned |1. Do you think Marian makes a judgement call based on the way |

|instructors the “very brisk and military” stocky, |broadly” |the man appears? |

|self-important man” who failed her before whose appearance | | |

|would appear to match his personality while, the another | |2. As the test begins, what does ‘The Test’ suggest about judging|

|man’s appearance would suggest he is a friendly man. | |by appearance? |

|As the test begins the Instructor begins to show a side of |“He laughed.” |1. What is the instructor doing here? |

|his character that is deeply unpleasant through his | | |

|reactions. He makes a suggestive comment of why she might |He also reacts in same manner when Marian |2. What do you think the Instructor’s intentions are in laughing|

|want to drive (to meet a boyfriend). |tells him she has a degree. |at Marian as she attempts to concentrate on her test? |

| | | |

| |“The Inspector burst out laughing”….. | |

| |“wiping his eyes” | |

|Marian reacts to the Inspectors racist suggestion that | ….“The Inspector feigned astonishment” | 1. Word choice: what does the word ‘feigned’ suggest about the|

|because she is black that she must be from the South | |inspector? Does he actually know already that Marian is not from|

|(suggesting she is like a slave or works on a plantation). | |the South? |

|She corrects him by saying she is from Pennsylvania. | | |

| | |2. So why does suggest she is from the South? |

|An early description of the inspector suggests he is a |“The inspector lost his joviality in an |1. Under his friendly ‘veneer’ what is he really like? |

|likeable and fun loving man, YET by the end of the |instant” | |

|story-when she turns on him, his true self emerges. |“The inspector jumped out and brushed past|2. What does the word choice describing the inspector reveal |

| |her, his face purple” |about him here? |

Despite his genial exterior, he is clearly racist. This is shown through the writer’s description of the inspector as well as through his actions and reactions towards Marian.

CHARACTERISATION: THROUGH DIALOGUE:

The characters are revealed by the way they speak.

A) MARIAN: is intelligent and perceptive:

|Context/ |Evidence/Quote |Analysis/ |

|Understanding | |Evaluation/ |

| | |Personal Response |

|Marian is aware that the presence of her cousin Bill | “They probably do like it better if a white |1. What does Marian recognise that Mrs Ericson |

|was a factor in her failing her test previously, but |person....” |doesn’t? |

|makes Mrs Ericson understand she knows it’s not for | | |

|the reason she alludes to. | |2. What is the difference in awareness of both Marian |

| | |and Mrs E. What does this reveal about their |

| | |characters? |

|When the inspector asks her where she learned to read,|“I sat for my college degree last year” |1. What does this reveal about Marian? |

|she points to the fact she has more than a basic | | |

|education. | |2. What does Marian hope to gain by mentioning she is |

| | |well educated? |

| | | |

| | |3. Do you think it had the desired effect? |

|In the end Marian loses her temper at the instructor | “Damn you!” |1. What effect does this have on the reader? |

|by swearing at him. | | |

| | |2. Although Marian has failed the driving test (and |

| | |her own personal test), what positive aspect does this|

| | |reveal about Marian? |

CHARACTERISATION: THROUGH DIALOGUE:

B) Mrs Ericson: If asked if she were racist, Mrs. Ericson would deny it and yet, not only is she very aware of Marion’s colour it also influences her attitude and behaviour towards her. (n.b. how unwittingly patronising she is to Marion!)

|Context/ |Evidence/ |Analysis/ |

|Understanding |Quote |Evaluation/ |

| | |Personal Response |

|When Marion suggests the real reason she failed her |“Oh I don’t think it’s |1. What does reveal about Mrs Ericson’s character? |

|test, Mrs Ericson disagrees. |that!” (racism) | |

| | |2. Is she unaware of racism towards Marion, or is she just in denial and ignoring |

| | |all the facts? |

|Mrs Ericson again ignores Marian’s explanation that she|“they only want you to |1. Why is Mrs Ericson unable to accept Marian’s explanation of the reason why she |

|failed her test by making one mistake when you need |slip them a little |failed? |

|four to fail, reveals a lot about her own character and|something” | |

|sense of morality. | |2. Mrs Ericson suggests giving a bribe but Marian rejects this idea. What does |

| | |this reveal about each character? |

|Despite Mrs Ericson’s apparent lack of awareness of the|“It will be marvellous to|1. Although Mrs Ericson is complimentary about Marian and sees her as an ideal |

|prejudice Marian faces, it is clear Mrs Ericson has a |have someone |Nanny, does this suggest the real motivation behind Mrs Ericson getting Marian to |

|high regard for Marian. |dependable....” |sit ‘The Test?’ |

| | | |

| | |2. What do Mrs Ericson’s motivations reveal about her character? |

|Mrs Ericson again is complimentary of Marian’s |“if only I could pay you |1. Why does Mrs Ericson not just pay Marian a proper wage if that is what she |

|abilities as a nanny. However a comment about her |half of what you’re |thinks she is worth? |

|value has a sinister undertone. |worth” | |

| | |2. Does this show that despite her admiration for Marian, Mrs Ericson is |

| | |patronising towards Marian and looks down on her? |

| | | |

| | |3. Does this reveal Mrs Ericson’s own racist attitudes? |

|The real climax of the story. Mrs Ericson’s reaction |“Oh, Marion, AGAIN?” |1. What does the capital letters reveal about Mrs Ericson’s feelings at this point? |

|to Marian failing her test reveals a great deal to the | | |

|reader of her true character | |2. Do you think Mrs Ericson blames Marian for failing? |

| | | |

| | |3. Why does Marian not tell her what happened? What does this suggest about Mr |

| | |Ericson? |

CHARACTERISATION: THROUGH DIALOGUE:

C) The Inspector: Highlights the theme of racism. He degrades Marian by changing her name, winking at Mrs E. When he is alone with M. he is deeply insulting

|Context/ |Evidence/Quote |Analysis/ |

|Understanding | |Evaluation/ |

| | |Personal Response |

|After the initial description of the inspector looking |“Turn right at the corner, |1. Use of language. By calling Marian ‘Mandy-Lou’ what is the inspector |

|like a ‘genial’ man, the reader recognises that |Mandy-Lou” |insinuating? |

|appearances can be deceptive. When he is alone with | | |

|Marian he becomes insulting by making racist comments. | | |

|He begins to use racial stereotypes and derogatory terms|“old enough to have a flock of|1. Look at the use of language, ‘pickaninnies’ |

|to make assumptions about Marian and her lifestyle. |pickaninnies” |& |

| | |2. Metaphor here. What is the inspector saying about Black girls of Marian’s age?|

|He continues to make inappropriate comments as to the |“Sure you don’t want meet some|1. What is the inspector saying about Marian’s morality? |

|reason why she is learning to drive. |young blood?” | |

| | |2. Is this an abuse of power and does it show a lack of professionalism? Would |

| | |this conversation take place with a white woman? |

|The inspector also uses a ‘caricatured’ accent and |“Mandy got her degree, did |1. Again, what is the inspector insinuating? |

|vocabulary when speaking to her. |she? Dog my cats!” | |

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