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JAMILA:

I think that Allan Wolf effectively captured this character's point of view in The Watch That Ends The Night. This is because of many reasons. For one, my research showed that Jamila would be content, loving, loyal, hospitable, hardworking, and frugal. Allan Wolf effectively aligned with these characteristics. Overall, these circumstances would explain Jamila's crush on Alfred, her perseverance, her shame when she lost the money and when she slapped Alfred in the face, and her room for loving seven kids even after her traumatic experience. Also, Jamila would probably have a tendency to be loving, attentive to tradition, and hardworking. Wolf shows her as all of them. He talks about her missing her father and family, her pulling her headscarf up to her face and wondering if her mother had chosen her husband for her (pg. 36), and working hard to find the money belt.

Content=doesn't want eclairs (says they are too much)

Loving=crush on Alfred

Loyal=attentive to tradition to be loyal to family and culture

Hospitable=not blaming men for seeking refuge in lifeboat

Hardworking=perseverance to find money belt

Frugal=reason she didn't give Elias her money belt (didn't trust him)

FRANKIE:

I think that Allan Wolf effectively captured this character's point of view in The Watch That Ends The Night. This is because of many reasons. For one, my research showed that Frankie would strive to fill two roles, have jealously of his late little brother, hang out more with his father, want to grow up, be independent, idolize his father, be hardworking, and be resentful towards the upper class. Allan Wolf effectively aligned with these characteristics. Overall, Frankie would probably be very independent (but look up to his father) and hardworking, and have a rebellious personality. This would explain his hanging out with Rossmore, Eugene, and Alfred, and his befriending of the crew; plus it would also explain his later life professions that he kept for decades. Wolf shows all three of these important traits. He talks about Frankie exploring a bunch, being proud of his father ("Did you know my dad's the best tool-and-die man in Strood?"), and his wild heart (teasing of Alfred).

Strive to fill two roles='"Isn't that enough to stop her tears?"

Jealous="Now no one is looking forward to my Christmas-birthday..."

Hang out with father="Dad says..."

Want to grow up=This trait was not really emphasized in the book--actually, quite the opposite.

Be independent="After breakfast we climbed around the edge of a crane..."

Idolize father="Did I tell you I have the best dad who ever sailed the seven seas?"

Be hardworking=This was a characteristic that would be shown later in life.

Be resentful towards upper class=This would also be shown later in life.

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Literary devices:

Allan Wolf uses ordinary events that actually literally happen to Frankie, that are used as metaphors (Frankie's father lifting Frankie up onto his shoulders). This example shows how much Frankie thinks his father helps him. Repetition of phrases shows what is important in Frankie's mind. He uses run-on sentences to show Frankie's excitement. He also uses metaphor to show Frankie's imaginative mind. (i.e. black dragon smoke) There is also comic relief to show life and the sinking through the eyes of a child. Wolf also uses hyperbole to show childlike exaggeration: "I stayed awake all night (or at least a good half hour)..."

Text structure:

Wolf uses short lines to show Frankie bursting out what things he sees as he sees them, and you can imagine him taking a quick breath after each line. He uses practically no stanza breaks to show that Frankie is talking/thinking really fast. Question marks show Frankie's natural independence and curiosity.

Social class:

Frankie thought he was well-traveled when he had only been from Kent to London, showing that his family wasn't rich enough to travel. A richer child would have probably been brought up to be seen and not heard, and also to not make fun of one's companions (like Alfred). A rich child also probably wouldn't mess around with the stokers and crew. There was mention of his father making tools and his mother being a seamstress, which are both relatively low-class jobs. Finally, Strood, Kent in 1912 was full of women's suffrage movements, and so their migration was probably not just an excursion, as the first-class passengers' were.

Word choice:

Frankie use a lot of terms that you would normally find a little boy in England using, like "grand, "fancy," and "some man" to describe things. There are a few terms you can tell he learned from his parents, too: like "women of questionable morals." These terms make you laugh and it enhances the character's playful, childlike point of view.

Other things:

Frankie talks of his dad and dragons a lot, and so it makes it harder for us when his father dies and when we know that he will grow up soon and stop believing. Frankie's explorations show independence, capability, and curiosity.

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Literary devices:

Allan Wolf uses metaphor in quotations of sayings from Jamila's father that shaped Jamila's point of view. He uses juxtaposition a lot in her poems (i.e. Elias vs. Alfred, Alfred's voice and the voice of the dying) to show how she wishes and hopes, imagining better things. He also shows many flashbacks, which tell of Jamila's longing for the past but hoping for the future.

Text structure:

The stanzas for Jamila's poems were typically longer when she was describing something, showing that she may have had a romantic personality. Ellipses, in the case of the first poem I analyzed, show breathlessness and loss for words.

Social class:

Jamila was starstruck for a boy in brown knee pants, and thought that he looked like a prince. When she fainted, someone laid her on a bench and draped a steamer rug over her, when if she had been a rich woman, she would have been put in a room with a dozen nurses watching over her. She said she was from Lebanon, and her father had an infected eye and was a miller, indicating lack of sanitation and advanced technology. Other indicators of class include mention of donkeys, snippets of Arabic, eclairs being an extremely extravagant treat, etc.

Word choice:

When Allan Wolf writes, "You are beautiful", it's not like Alfred was saying, "Oh, and by the way, you're pretty." Alfred is saying that Jamila is an object of beauty, and by writing "You are" instead of "You're" show that Alfred was thinking seriously, and it add more of a state of being to the phrase. The words "awful" and "lovely" show the likes of a girl brought up by tradition, and also show her romantic personality. These two words are such opposites, it truly shows how something "lovely" can be "drowned out" by something "awful". When Allan Wolf writes "But the boy just stood there," it shows that the boy on the crane is very different from the boys around, and that Jamila is starting to notice something about him. She also compares the boys around to Elias, and it shows how the boy on the crane in Jamila's mind, is the opposite of Elias.

Other things:

Jamila thinks a lot, about how to put things that are hard to explain into words, about things that have happened (fainting, etc.), and about the opposites of things (Elias and Alfred, etc.). this alludes that she is a romantic.

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(2014) Jamila ("Amelia Garrett") Nicola-Yarred Encyclopedia Titanica (ref: #1070, accessed 4th May 2014 06:53:05 PM), http://www.encyclopedia-titanica.org/titanic-survivor/jamila-amelia-garrett-nicola-yarred.html

(2014) Frank John William Goldsmith Encyclopedia Titanica (ref: #830, accessed 4th May 2014 07:00:26 PM), http://www.encyclopedia-titanica.org/titanic-survivor/frankie-goldsmith.html

Elias Nicola-Yarred (1981) I Survived the Sinking of the Titanic Awake (ref: #10047, accessed 4th May 2014 07:04:18 PM), http://www.encyclopedia-titanica.org/i-survived-the-sinking-of-the-titanic.html

(2014) Frank John Goldsmith Encyclopedia Titanica (ref: #828, accessed 4th May 2014 07:44:30 PM), http://www.encyclopedia-titanica.org/titanic-victim/frank-goldsmith.html

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POEM NUMBER ONE: Page 37

Well, we finally left Strood!

Dad packed his tools into a wooden crate

along with Mum's fancy Singer sewing machine.

(I slipped in my cap gun when no one was looking.)

Then Mr. Theobald, Alfred Rush, Mum, Dad, and me,

we all of us took the train from Kent to London!

What a grand city of black air and dirt,

street vendors, candy shops,

hotels with a loo in every room,

open-topped omnibuses with spiral stairs,

white-coated street sweepers, hansom cabs,

"women of questionable morals," and motorcars.

It was all so exciting I thought I might burst,

Though Mum held my hand too tight

and wouldn't allow for any fun at all.

She said we had to get our rest

since the train for the Titanic was due

to leave very early from Waterloo Station.

Alfred said he was too old to be sent off to bed.

Mum said otherwise--so off to bed he went.

Alfred was asleep even before me! Ha. Some man.

I stayed awake all night (or at least a good half hour)

wondering how dirty Detroit might be. And wondering

about baseball. Isn't it just like cricket?

And Titanic...will there be other boys?

And America. Will there be dragons there?

And our new house. A bedroom to myself?

And our new life. Will Bertie's ghost know where we live?

Maybe there will be dragons in the sea.

TPCASTT (this poem is pretty literal, so I don't really need to paraphrase or connotate.)

Attitude-

Excitement about leaving and London, happy, but when he goes to bed he becomes a little more anxious about what's going to happen. He wonders a bit about the ifs: IF there will be other boys, etc. Overall, this is a funny poem and it makes the reader laugh.

Shift-

Excitement to anxiousness, setting shift from train and home to London. Lots of description, then goes to portion where question marks show anxiousness and wondering (ifs).

Theme-

Be optimistic about the future and live life innocently.

POEM NUMBER TWO: Page 61

I ran last crowds of people with bundles, bags, and babies,

and I followed the stairs at the back of the ship

up to the deck, where I could look down at the dock below.

I didn't think I had ever been up so high as that.

My knees shook a little as I leaned against the rail.

The big stacks breathed out black dragon smoke.

I felt scared, but it was an "I'm excited" scared.

I ran up to Alfred Rush, who was talking to two other boys.

Alfred says, "What do you want, Frankie?"

I say, "We're supposed to stick together, remember?"

Alfred rolled his eyes, like I'm just some little kid.

But the older boy of the two said, "Hello."

And then he shook my hand! Like a grown-up.

No kid's ever shook my hand before.

"Name's Rossmore," he said. "This is my brother, Eugene."

Eugene said, "Jesus loves you," and he shook my hand as well.

Rossmore said, "Eugene's a soldier in the Salvation Army."

I said, "Oh." And just then a bugle sounded.

And a man shouted, "All ashore 'at's goin' ashore."

Titanic's big whistles boomed out, like I figure a dragon would sound.

You could feel that whistle all through your insides,

and Alfred just about jumped out of his skin!

I could hardly believe I got to stay.

No "goin' ashore" for me and my crew.

Titanic is my ship. And I'm her captain.

Traveling the seas in the search if dragons.

Rossmore can be first mate. Eugene can be ship's chaplain.

Alfred can be cabin boy and swab the decks.

We can stay on this ship forever if we want.

"Hard astarboard, Mr. Rossmore!" I yelled out.

And "Say us a prayer, Father Eugene!"

Then "Grab a mop, Alfred. We're off in search of dragons!"

Alfred groaned and slumped his head onto the rail,

but Rossmore and Eugene both laughed.

I felt a hand against my back, and it was Daddy,

come up from below. And Mum was there, too.

Then Daddy lifted me up onto his shoulders,

and the whole crowd cheered as the Titanic started to move.

TPCASTT

Connotation-

It's really crowded. As I go on the deck, I get excited and anxious. The smoke coming out of the stacks reminds me of what I want to do here: hunt for dragons. I run up to Alfred, and he is annoyed, as always. One of the kids he is hanging out with shakes my hand, as if he is almost scolding Alfred for his easy annoyance! It's the first time anyone has ever stood up for me like that before. He and the other boy told me that their names were Rossmore and Eugene. Then Eugene shook my hand too! As the ship's whistles blow, I imagine that I am the captain of the Titanic. I like Rossmore and Eugene, so Rossmore would be the first mate, and Eugene the chaplain. But Alfred I hate, so he would swab the deck. Then Daddy comes and makes me happy, as he gives me a view of what he can see by lifting me up on his shoulders, as the Titanic finally moves.

Attitude-

The mood in this poem is very lighthearted. It shows expectancy as Frankie journeys into the unknown, and excitement. It also shows innocence and imagination, especially in the third stanza.

Shift-

Shift in poeple and feelings toward them from first section of poem to last stanza: Alfred, Eugene, and Rossmore and Frankie's playful acquaintance-y feeling towards them, to Frnkie's father and how Frankie looks up to him.

Theme-

Get excited and look forward to the future.

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POEM NUMBER ONE: Page 78

I woke up to the sound of the ship's whistle

And discovered I was lying lengthwise on a bench.

Someone had draped a steamer rug over me.

Then I remembered the doctor examining my eyes,

the gangway rocking, my brother "lalala-ing,"

and everything turning to darkness and little white stars.

.

I sat up, surrounded by total strangers.

My skirt was covered with black smudges.

Elias was suddenly next to me.

He told me two men had carried me to this bench.

I rubbed my eyes, and then I noticed...the boy.

.

He stood atop the base of a cargo crane, not moving a muscle.

All the boys around him were speaking a mile a minute

tearing all about, just like Elias, only in English.

But this boy just stood there.

He stood there in brown woolen knee pants

and a neat pressed jacket, and he held his head as if he were a prince.

He looked as if he were about my age, and...

.

he was looking at me. This boy was looking at me, and I was looking back.

And suddenly I felt a squeezing in my stomach.

My face grew warm. I couldn't breathe.

.

"Jamila, what are you looking at?" Elias punched me.

And I wondered how the word boy could possibly apply

to both my vile annoying brother and the pretty boy before me,

standing on the crane. Pretty...boy...

in brown knee pants standing on the white crane.

TPCASTT

Paraphrase-

I woke up abruptly and found myself very dirty, my skit covered in black smudges and a steamer rug on me, surrounded by strangers. Elias is the only one I know here. I remember fainting on he gangway. I rub my eyes and notice a boy. He was standing on the base of the cargo crane silently while the boys near him were making a ruckus. He had on shorts that went to his knee, and a jacket. He was about my age, he stood regally, and I realized soon that he was looking at me, and I was looking back. I feel like the breath is being squeezed out of me as I blush. Elias then punches me, and I wonder why Elias and the thing on the crane can both be called boys. The pretty boy in the brown shorts standing on the crane.

Connotation- (There is only a deeper meaning for the last half of the poem, so that is all I will do notate.)

As I rub my eyes, I notice a beautiful boy. He is silent, different from the other boys running about around him. He stands regally on a white cargo crane, in a way I like. He wears simple clothes, but even so, in my eyes they are princely silks. He is also around my age, and his deep eyes stare into mine, and I stare back. His eyes take my breath away, and I blush. The. I come out of my daze, embarrassed, and Elias punches me hard, knocking even more breath out of me. He asks me what I'm looking at, and I wonder why disgusting Elias and the beautiful boy on he white crane could both be called boy, even though they are such opposites. And even though Elias is taking me roughly down to our cabin and the pretty boy and I are getting farther and farther apart, I can't get the pretty boy out of my mind.

Attitude-

First stanza: Ordinary setting and a reminiscing attitude.

Second stanza: Disgust at smudges on skirt, waking up from fainting. Then something makes Jamila's eyes open wide.

Third stanza: Scrutiny, second half shows the start of a crush.

Fourth stanza: Shows proof that she really likes the boy on the crane. The radar feels almost excited while reading this stanza.

Fifth stanza: Annoyed at Elias, but excitement doesn't die off because Jamila can't stop thinking about the boy on the crane.

Shift-

First two stanzas show setting and how it is in reality; SHIFT to how Jamila feels in her mind about the boy; SHIFT to reality but still thinking about emotions. Middle stanza is longer because of the description about the boy and Jamila's emotions all mashed into one stanza because they are both swirling around in her head.

Theme-

True love will never leave your mind.

POEM NUMBER TWO: Page 382

"The one who takes the donkey up to the roof

should be the one who brings it down."

As I listened to the terrible sound of those dying in the water,

I wondered, Who is responsible for this donkey?

"This is God's donkey," Father might say.

Elias was clutching my arm. Listening.

Around our boat, I looked at the faces in the darkness:

nearly all of us there were from the third class.

I saw and heard many Lebanese and Syrians.

Mostly women, children, and babies.

Four Chinese men had crawled out from under a seat.

I do not blame them for hiding at all,

After seeing Fraza forced out at gunpoint.

Two well-to-do gentlemen sat quietly at the back.

They had stepped in at the last minute when the boat was being lowered.

And had it been that simple? Had Fraza only needed to linger awhile?

What about Mr. Leeni? What about Alfred?

Alfred's young friend Frankie sat nearby.

His mother clutched the boy tightly, covering his ears.

None of us wanted to hear it. But we could not help it.

I imagined hearing Alfred whispering through the din.

"You are beautiful," he would say.

But I could not hear his lovely voice

without hearing the awful moans of those in the water.

TPCASTT

Paraphrase-

"The person who takes the donkey on the roof needs to bring it down." I wonder whose donkey this is as I listen to moans of the dying. Father would say it's God's donkey. Elias holds my arm and listens; the other people in our boat, Lebanese and Syrians, do too. There are mostly just women, children, and babies, the rest are composed of four Chinese men and two gentlemen. I do not blame them for hiding, but why couldn't the others do the same? A young boy Alfred knew sits near me. We wish we couldn't hear the noise too-- his mother is covering his ears. I imagine Alfred saying that I'm beautiful. But his voice is drowned out by the din coming from the water.

Connotation-

"The one who made the problem happen needs to fix it." I wonder whose fault this is, and come to the conclusion that it is God's. Elias and I and all the people in the boat are scared. We are also all listening to the death moans and wails of people in the water. The people in the boat are all refugees, made even more so by the boat's sinking. There are a few people that snuck in. Two are gentlemen, well-to-do before and now made refugees just like us. I would have snuck in too, if I were in their place. But why couldn't our friends and the people we love have done the same? All I can think of is Alfred. None of us wanted to hear the awful sound of the dying, but we couldn't help it. We wished we could be like the little boys whose mothers covered their ears. I wish Alfred were here, whispering to me, "You are beautiful." But the imagined voice of Alfred is drowned out by the screeches of reality.

Attitude-

First stanza- Warmth of remembering father.

Second stanza- Disaster of reality

Third stanza- terror and longing for people who are dying; sadness. Mention of Alfred makes reader remember love interest earlier in the book and brings more sadness.

Fourth stanza- Agony of hearing death wails, terror, an imagined hope that Alfred is there, then that hope is extinguished by the moans.

Shift-

Many shifts between reminisce and reality, but ther sis always the underlying terror and sadness of reality. Middle stanza is long, and question marks indicate the shift between reality and reminisce.

Theme-

Sometimes when there is only darkness and evil, the only consolation can be imagined from the past

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Frankie was born on December 19, 1902 in Stroud, Kent, to Frank Goldsmith and Emily Alice Brown. Frank Goldsmith, Frankie's father, was a tool maker, and Frankie's little brother had died from diptheria not quite a year or so before. He boarded the Titanic at Southampton with his parents at the age of nine. Among the people they knew on board was a man named Thomas Theobald and a boy named Alfred Rush. Alfred was a boy of fifteen and he turned sixteen while he was on the boat. When the Titanic was going down, a sailor was going to put him into a lifeboat, but he said, "No! I'm staying here with the men!" Thomas Thheobald handed his wedding ring to Mrs Goldsmith and said to give it to his wife if he died. And he did, along with Alfred and Frankie's dad, whose last words to his son were, "So long Frankie, I'll see you later." Frankie and his mother were loaded (arguably) into Collapsible D, when his father went down with the ship. Frankie and his mother went to Detroit. They lived near the Detroit Tigers stadium, and later, Frankie never took his children to baseball games, because the cheers of the fans reminded him of the death screams of the passengers of the Titanic as it sank, taking them with it. He married a woman named Victoria Lawrence in 1926, and they had three children.

Ten factors that probably affected his view on life:

1) Bertie dying- strive to fill two roles

2) Parents grief- jealousy

3) Mother would probably be more likely to show her grief openly, so Frankie probably hung out with his father more.

4) Mother would probably be overprotective- independence

5) Hanging out with his dad- cause him to idolize him and want to be a man

6) Class tension in Kent and Frankie's family was third class plus more first class people got into the lifeboats- resent towards upper class

7) Dad died and was the primary person that worked in the family- may have caused him to work at a young age

8) Father's body was never recovered- caused him to have his ashes scattered over place where his father died

9) Bad wages in Kent for working class- cause him to be hardworking

10) Women's suffrage causing women to be put on trial and in prison in Kent- may have caused him to be excessively kind or excessively unkind to his later wife

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Jamila was born in a mountain villlage called Hakoor, in Lebanon. She had two brothers and two sisters, and her father was the village miller. They were in poverty in Lebanon, so the family decided to migrate to America. Her mother and two sisters left for Jacksonville, FL when she was six, her elder brother when she was eight, and finally, she, her father, and her little brother Elias left when she was fourteen. They were to sail for their new home on the Titanic. Their father had an eye infection and had to be left behind in Marseilles, France on the way to Cherbourg, where they boarded. It is argued that the night of the sinking was Jamila's fourteenth birthday. That night, she had gone to bed and felt a bump. She urged Elias to wake up so that they could investigate the noise. They followed the other passengers to the Boat Deck, where she and her brother realized that the money given to Jamila by her father was gone. They went back to the cabin but there was water flooding and they couldn't open the door. They went back onto the deck and probably loaded into collapsible C, the supposed reason being that JJ Astor gave up his seat, giving up his important life for the lives of two unimportant refugees. After the sinking, at only 16, she married a man named Isaac A. Isaac, and they had seven children.

Ten factors that probably affected her view on life:

1) Daughter of a miller- be frugal

2) Living in a place of trade where goods are exchange for other goods as to subsist- be accomodating

3) Living in poverty- be content

4) Large family- live by the golden rule

5) Loving family- be loving

6) Separation of family- be loyal

7) Lebanese culture emphasizes family- always room for hospitality and love, even in the darkest situations

8) Lebanon sexism- be hardworking

9) Lebanese unrest- be prepared

10) Lack of mother for most of childhood- cherish each day