Tuesday, November 16, 2010

The third bank of the river- father's checked out

This rich and multifaceted story is narrated by a young boy who is longing for his father to return home. The reader learns from the young narrator that his father has ordered a canoe and plans to live in it. Although the young son describes his father as responsible and dutiful, his action suggests quite the opposite from a rational point of view. Amid all the pain and suffering the father causes his family, particularly his son, while virtually appearing untouched by their grief, would lead one to view this man as cruel or even insane.  However, Rosa's story could be, and I think was meant to be, interpreted on a a mystical level as well. Although, the author never gets inside of the father's head and the reader never learns what drove him to his decision, it is clear that his plan was deliberatiely and meticulously designed, the boat " was built to last."

Although the son convincingly describes his longing to see his father throughout the story, he ironically fails to rise to the occasion when the opportunity of reunification presents itself. This missed opportunity leads to his torturing himself for the rest of his life. However, I think the son not only takes his father's place, psychologically, but he also becomes his father through a psychic merging process. Through this merger, the son is driven to a kind of madness as the boundaries between them dissolve till finally the father ceases to exit, " Nobody ever saw or heard about him again." 

After the scene where the son runs away from the father, he describes, in my view, the symbolic location of the third bank: "when death comes I want them to take me and put me in a little boat in this perpetual water between the long shores; and I down the river, lost in the river, inside the river... the river..." (55). The repetition indicates a form of madness that leaves in the reader's imagination a picture of the son succeeding his father on the river drifting in a canoe "built to last." ( a twilight zone moment)


It took me some time to question this third bank idea, but when I did, I wondered how many banks a river has. Two banks came to mind, but really didn't know for sure. So I googled images of  riverbanks and two indeed are what I saw. Then I wondered what this third bank represented?  I knew at this point that it wasn't a physical structure; therefore, it must be an invisible one, and that led to its symbolic signification. It's crucial that the reader explores the symbolic meaning of the third bank for Rosa's story to be more fully understood. I also think this third bank has more than one symbolic location or meaning. I interpreted the third bank to simultaneously represent death, sanity, and the canoe itself as an extention of the river. The river is also symbolic of the passing of time. In the narrative the son observes the river constantly "renewing itself" while he himself deteriorates from age and illnesses, which I believe, are prematurely brought on by his obsession with his father. Ironically, he is concerned with his father's well being while neglecting his own. The more the narrator-son tells the reader about his father, the less reader knows about the father; however, a  fuller portrait of the narrator-son is fully blown.(This is  definitely a "Bartleby" story from a Latin American perspective.  I wonder if Rosa was influenced by Herman Melville's "Bartleby.")

Finally, regarding the relationship between the father and mother, I sensed a deep disatisfaction coming from both sides. The mother clearly seems frustrated and disappointed with the father. I inferred that the mother is annoyed at the father's level of commitment.  Although the son sets the stage by presenting his father as responsible and dutiful, he never mentions anything that indicates his father's love. (although being dutiful is a form of love, I think something else is going on here.) Perhaps underlying the mother's "ranting and raving," as narrated by the son, is a longing for her husband to be less dutiful and taciturn, and instead to be more affectionate and communicative. Overall, I intuitively sensed a father who wasn't emotionally present and an enraged mother who had been left with the burden of caring for the household, the children, and perhaps even the business. Therefore, I interpet the father's state of limbo on the river as a reflection of how he had been when he lived on land with his family. I also think the father repesents other men in general who collapse or shut down from the pressures and demands of society, and of family life. Moreover, the son's sacrifice in giving up his own life and refusal to see the truth about his father is a continuation of his childlike wearing of rose-tinted glasses to avoid  facing the deeper psychological realization of his father's emotional absence even before embarking on his self-imposed isolation.

3 comments:

  1. To have the kind of interpretative ability as you have demonstrated, a student would need to have been taught how to question and interpret information. He would need to be shown how to take background knowledge (both of content and rhetorical structures) to analyze the work in a way that would produce additional meaning. This cognitive skill set is missing from many individuals' tool boxes. Partly I think the cause is a lack of testing these abilities. Instead the teacher focuses on surface level comprehensibility. The tests do not require meaning to be drawn but rather for the student to merely understand what is happening in the story. This is certainly necessary but it is only the first stage of the comprehension process.
    How did you learn how to do what you do?

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  2. yes garri... but I wasn't doing it for the students, I was having fun making my own interpretations. If a teacher can't do it on her own first, how could she encourage the students. (Thus, I was merely exercising my own literary analytical skills.) Anway, you asked- how it's done: through questions, modeling, getting them to talk about the story, reading passages together and discussing them, and have them do writing exercises, etc.. However, students have to be curious and want to analyze, the teacher can do things to stimulate the imagination, and hope that'll lead them to want to interpret and analyze the story further, but not every student desires to analyze or interpret stories, as I'm sure you know. So you do what you can, or do it for yourself. It's fun interpreting short stories.

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  3. sometimes it's not about strategies. insights can come to me in a visceral way,especially if I am obsessively thinking about a story. I can be riding my bike and the insight suddently errupts, as a primitive feeling, then I think about it and put words to it. It's usually very revealing about the character or a situation in the story. It's visceral, and also an original experience, even if someone else has come to this very insight. I love this experience. I wonder if other's or if everybody has this experience. I' m sure but never had anyone tell me.

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