Eric MiHonors American LiteratureMrs. Lemersal22 January 2018 Warriors Don’t Cry – Chapter 10 On the morning of October 1, 1957, the Little Rock Nine again attempt to take the dangerous passage to school. Once they arrive, they expect the aids of the 101st soldiers to protect them from the malicious behavior of the white protestors. However that day, they were left at the curb of the school to protect themselves. This morning the taunting and hollering jeers of the white protesters were uncaged because of the absence of the 101st soldiers. As Melba headed to the school she cowered in fear of danger, until she remembered the determination of Danny, her 101st soldier, pushing her and the others forward until they entered the school. Melba convinced herself to keep a calm and level attitude, even though she wanted desperately to fight back. Shortly afterwards, her classmates throw a flaming paper towards Melba and it lights her hair and clothes on fire. Although Melba’s strong determination allows for her to recover safely, but her hair and dress were badly burned. After witnessing the brutality that the segregationists have against the black students, the audience feel a deep sense of anger and frustration towards the protesters and a positive, sympathetic feeling towards Melba’s determination. Although she experience hard critics from those of other classmates, she is still able to bear the unbearable when she thinks upon Danny and her grandma. “‘Bombs away!’ someone shouted above me. I looked up to see a flaming paper wad coming right down on me” (Beals 119). Many of the other white classmates treat her as a lower human being, demeaning her presence and putting another student in harm. A sense of anger rushes over you, although at the same time, you take note of Melba’s diligence to her personal values of peace and forgiveness. Often as a society, our human nature dictates our actions based off of it’s selfishness. We criticize other for self benefit and to gain a false sense of superiority. This unproductive criticism often belittles others who work hard and have a passion to achieve. Melba teaches us as a whole that one should turn the other cheek in every situation, and be diligent and head-fast in every situation. “Comparing my tiny challenge with what Danny must have face made me feel more confident. I told myself I could handle whatever the segregationists had in store for me” (Beals 118). The kind and determined attitude of Danny, Melba’s personal bodyguard, inspires her and allows for her to lift her own cheek up and face the problem. The characteristics of self-determination and forgiveness seen from Melba taught myself about the kindness and cruelty of human nature. The diction of fear expressed by Melba in evident in her speech and interactions with other classmates. “I felt the kind of panic that stopped me from thinking clearly… Please, God, help me, I silently implored” (Beals 120). Her fearfulness, and plead towards God, builds a tone of anxiety and suspense as you anticipate what will happen to her. The imagery of malicious classmates and Melba’s fear create a tense atmosphere. Warriors Don’t Cry – Chapter 7On Monday, September 23, 1957, the Little Rock Nine go to school. They are again greeted by a mob of angry white protesters. During class, because the mob has broken the barricades and is heading towards the school, Melba is forced to go to the principal’s office. Workers in the school office proposes that they give the crowd one of the black students to hang so the others can escape. Gene Smith, the assistant chief of police, eventually arrives and sneaks the nine students out of the school. The day after the mob attack, Melba stays home and reads the announcement that President Eisenhower has announced he will use force to prevent mob uproars and to enforce federal law. The next day, the 101st Airborne Division, a division of war heros, arrives in Little Rock.Upon realizing that the staff of the school were considering taking a black student and putting him a certain-death to be able to escape, a strong sense of jarring awe overcame the audience. The ruthlessness of the staff proves to the reader that they lack any compassion towards the Little Rock Nine. “‘We may have to let the mob have one of these kids, so we can distract them long enough to get the others out'” (Beals 80). Through this statement, the audience was able to grasp the hatred that segregationists had towards the Little Rock Nine group.  The audience learns about the unimportance, brutality, and sense of hatred that whites had towards blacks during this era. Although many individuals underestimate the civil rights movement, the boldness behind a statement such as this puts into perspective the oppression blacks faced during this time. “Hang one of us? They were talking about hanging one of my friends, or maybe even me. My knees were shaking so badly I thought I would fall over” (Beals 80). The amount of fear that Melba possess demonstrates how the cruelty of human nature can greatly affect others. The author was able to capture the statement in a method that would demonstrate the oppression during the Civil Rights Movement. “‘What are we gonna do about the nigger children?’ asked one” (Beals 80).  The diction and imagery portrayed by the author allows for the development of a negative tone towards the white employees in the office. The inhumanity of their actions demonstrates the oppression during the era and the improper treatment that the Little Rock Nine group faced. Warriors Don’t Cry – Chapter 12On December 17th, white boys surround Minnijean, a student part in Little Rock Nine, in the school cafeteria. Minnijean accidently throws hot chili on two of the white boys, which later leads to her suspension. The protesters start a new chant: “One nigger down and eight to go.” Minnijean is allowed to return to school, however a short while later, a white boy pours a bucket of soup on her head. Later, the boy attacks Minnijean and a fight begins. Nobody knows exactly what happened, but the white students allege that Minnijean fought back. Minnijean is expelled from Central High School, and three white students are suspended. The NAACP fight for Minnijean rights and arranges for a scholarship for Minnijean at a high school in New York.The unfairness and unequal treatment that Minnijean faced, the audience felt a deep sense of anger and frustration towards the white boys and a positive, sympathetic feeling towards Minnijean passionate and expressive behavior towards the white boys. “I could tell Minnijean was trapped and desperate, and very fast running out of patience. She was talking back to the boys in a loud voice, and there was a jostling all around her” (Beals 149). Her desperate behavior and cruelty of the two boys prompted moral and physical wrongdoing. Although fights aren’t tolerate or permitted at this school, she still faces backlash for her actions. From this scenario, Minnijean’s difficulty can be applied to an issue known as bullying seen throughout schools. Often times when we see the action being carried out, we are reluctant to help because we don’t risk being the issue in the scenario. This uninvolvement simply leads to more hatred and teasing towards the victim. “Sometime awful was happening, but there was no way any of us could do anything to rescue her” (Beals 148). This victimization can be seen through Minnijean’s fear and the lack of involvement of her peers. The situation is similar to bullying regarding how the victim experiences pain without a hope or rescue from the oppression. The usage of diction and imagery in the section portrays the fear and dismay in the school cafeteria felt by not only the Little Rock Nine, but other students of the school. The tense atmosphere is cleverly established by the author to induce a sense of suspense of interest in Minnijean’s wellbeing. However, at the same time the tense situation brings light to a situation where the author and many students witness oppression during the civil rights movement.