Girl -By Jamaica Kincaid

Jamaica Kincaid (1949) | Image: Lyceum Agency

The central idea of the text "Girl" by Jamaica Kincaid is the way a mother teaches her daughter how to behave properly in society according to traditional expectations for women. The mother provides detailed instructions on household duties, social manners, and moral behaviour to help her daughter grow into a respectable woman. The text illustrates how girls are expected to follow strict rules to avoid shame and maintain their reputation. It also highlights the pressure young women face from their families and society to act in certain ways.

Summary

The short prose piece "Girl" is a dramatic monologue in the form of a single, uninterrupted sentence. It presents a mother's long list of instructions, warnings, and advice to her daughter, focusing on how to behave properly in society, especially as a young girl growing into womanhood.

The mother begins by instructing her daughter on household chores, teaching her how to wash both white and coloured clothes, cook meals like pumpkin fritters, and care for fabrics properly. These are basic domestic duties expected of a young woman, suggesting that cleanliness, order, and discipline are vital qualities.

The mother also gives advice on manners and social behaviour. She warns her daughter not to walk bareheaded in the sun, not to eat in a way that disgusts others, and especially not to sing “benna” (a type of Caribbean music) in Sunday school, which seems to symbolise inappropriate or rebellious behaviour. The mother repeats this warning more than once, revealing her fear that the daughter is not behaving "like a lady."

Throughout the text, the mother repeatedly accuses the girl, either directly or indirectly, of being “bent on becoming a slut.” This phrase occurs more than once, indicating the mother's concern with her daughter’s sexual reputation and morality. She teaches her how to iron her father’s clothes, sweep the house, smile differently based on whom she’s interacting with, and set the table for various occasions, from breakfast to dinner with important guests.

The instructions also include how to behave around men, suggesting that a woman’s reputation and safety depend on controlled, careful behaviour. The mother even includes advice on herbal remedies, how to make traditional foods like pepper pot and doukona, and even how to induce an abortion ("medicine to throw away a child before it even becomes a child").

A few brief responses from the daughter interrupt the flow, like: “but I don’t sing benna on Sundays at all and never in Sunday school,” and “but what if the baker won’t let me feel the bread?” These comments show that the daughter is trying to explain or question her mother’s assumptions, but the mother quickly dismisses them or uses them as further proof of her daughter's supposed rebelliousness.

In the final lines, the mother criticises the daughter for possibly becoming the kind of woman “the baker won’t let near the bread,” which acts as a symbolic and final warning about being disrespected or rejected by society due to improper behaviour.

In conclusion, the text presents a mother's voice filled with love, fear, discipline, and cultural expectations, trying to prepare her daughter for a life in a society that judges women harshly. The tone is both caring and controlling, and it reflects the weight of tradition, gender roles, and moral expectations placed on young girls.

Interpretation

The text can be seen as a conversation between a mother and her daughter, where the mother is trying to prepare the girl for adult life. The mother's voice represents the traditions and expectations of society, especially about how a girl should behave. She teaches the girl many things, like how to do housework, cook, clean, and behave politely, but at the same time, she keeps warning her not to become a "slut," which shows her fear that the girl might not follow the rules.

This strong concern with the girl's behaviour shows how society often judges women harshly, especially regarding their sexuality and public image. The daughter's few quiet responses suggest that she feels misunderstood or unfairly judged, but her voice is mostly ignored.

Through this, the text shows the pressure on young girls to follow strict rules and how their identities are shaped by what others expect from them. It also reflects the love and concern of a mother, though expressed in a strict and controlling way.

To sum up, the text gives insight into the struggles of growing up as a girl in a society with fixed ideas about what a woman should be like.

Understanding

1. Who is likely the speaker of this piece?

The speaker is most likely the mother of the girl. She gives many instructions and warnings, which suggest that she is an older, experienced woman trying to teach a younger one.

2. Whom does the speaker address the orders?

The speaker addresses her daughter, a young girl who is learning how to behave properly as she grows up.

3. What is the relation between the speaker and the addressee? How is their relationship?

The speaker and the addressee are mother and daughter. Their relationship seems strict and controlling, but also full of care and concern. The mother wants the daughter to become a respectable woman, but she expresses it through warnings and criticism. The daughter tries to defend herself a little, but the mother does not listen much.

4. Make a list of the individual directions on how to be a proper woman. Which one surprises you the most? Why?

Here is a list of some directions given by the mother:

• Wash white clothes on Monday, colored ones on Tuesday.
• Cook pumpkin fritters in sweet oil.
• Don’t walk bareheaded in the sun.
• Don’t sing Benna in Sunday school.
• Don’t speak to wharf-rat boys.
• Eat food properly.
• Sew buttons and hems properly.
• Iron your father's khaki clothes without creases.
• Grow okra far from the house.
• Smile differently based on who you're talking to.
• Set the table properly for various meals.
• Wash daily, even with your own spit.
• Don’t squat to play marbles.
• Don’t pick flowers or throw stones at blackbirds.
• Make traditional foods like pepper pot and doukona.
• Make medicine for colds and even to treat a child.
• Know how to love and handle a man.
• Make ends meet and test bread for freshness.

The most surprising direction is "this is how to make a good medicine to throw away a child before it even becomes a child." This is shocking because it refers to abortion in a casual tone, as if it is just another household skill. It shows how women are taught to deal with difficult situations in silence.

5. Why shouldn't the addressee squat down to play marbles?

The mother says, “You are not a boy, you know,” which means squatting to play marbles is considered boyish or improper for girls. This shows how gender roles are strictly followed in society.

6. What typical Antiguan behaviours and dishes are mentioned in this passage?

Several typical Antiguan behaviours and traditional dishes are mentioned, reflecting the cultural background of the speaker and the setting. The mother warns the girl not to sing benna, a type of lively Caribbean folk music, especially in Sunday school, which shows how such music is linked with cultural identity but considered inappropriate in religious or formal settings. She also instructs the girl not to speak to wharf-rat boys, a warning that reflects concerns about social behaviour and reputation. In terms of food, the mother teaches the girl how to prepare several traditional Antiguan dishes, such as pumpkin fritters, salt fish (which must be soaked overnight), bread pudding, doukona (a sweet pudding made with grated sweet potatoes and coconut), and pepper pot (a spicy stew). These dishes highlight the importance of food in Antiguan culture and a woman’s role in preparing it properly. Overall, these examples reveal how the mother passes down both practical knowledge and cultural values to her daughter.

Rhetoric/Language/Writing

1. What is humorous about the piece? Why does the writer use humour?

The humour in the piece comes from how the mother gives so many instructions without stopping, some of which are very detailed, surprising, or exaggerated. For example, teaching the girl how to smile at different people or warning her about becoming a slut while also teaching her how to make tea or pudding. This mix of serious and everyday advice creates a kind of quiet humour. The writer uses humour to show the pressure girls face and how traditional advice can sometimes sound overwhelming or even ridiculous when listed like this. It helps the reader understand the mother’s strictness without making her seem completely harsh.

2. What is the tone of the passage? How does the tone affect the flow of the dominant voice?

The tone of the passage is firm, instructive, and sometimes accusing. The mother speaks with authority and gives orders as if she knows what is best. This strong tone makes her voice the dominant one throughout the piece. The daughter only speaks briefly, and her words are quickly pushed aside. The tone keeps the focus on the mother’s voice and shows how one-sided their conversation is. It also reflects the control the mother has in shaping the daughter’s behaviour.

3. Review the final admonition. Describe the tone of the speaker and its effect on the reader's expectation.

In the final line, the mother questions whether the girl is really going to become the kind of woman the baker won’t even let near the bread. The tone here is disappointed and accusing. It gives the impression that the mother has little hope that her daughter will follow her teachings. This ending leaves the reader feeling surprised and uncomfortable because, after all the advice, the mother still seems to expect the worst. It shows how little trust or confidence the mother has in her daughter and makes the reader question whether the advice was meant to help or control.

4. Comment on the sentence types used in the piece, and with what effect? Does the piece read like a prose poem?

The entire piece is written as one long sentence with many short instructions and a few interruptions from the daughter. This creates a strong, continuous rhythm, almost like chanting or storytelling. The effect is that the reader feels the pressure and weight of the mother’s voice without any break. The repetition and patterns in the language also give the piece a poetic feel. Yes, the piece reads like a prose poem because it uses poetic techniques like rhythm, repetition, and emotional tone, even though it is written in paragraph form.

5. Does the piece give any indication that the mother thinks her daughter is going to be a slut?

Yes, the piece clearly shows that the mother fears her daughter might become a slut. She repeats this warning more than once and includes it in different instructions. For example, she says, “Walk like a lady and not like the slut you are so bent on becoming.” These words show that the mother already suspects the girl may be heading in the wrong direction, even though the daughter denies it. This strong language reflects the mother’s anxiety and judgment, and it shows how society often controls girls through fear and shame.

Discussion

1. What rules may be applicable in the Caribbean, but not in Nepal? Do you think they should be applicable in Nepal too? Why or why not?

Some rules in the piece, such as not singing benna in Sunday school or cooking specific dishes like pepper pot and doukona, are related to Caribbean culture and may not apply in Nepal. These customs are tied to their local music, religion, and food. Such rules may not be necessary in Nepal because people here follow different traditions, religions, and ways of life. However, the idea of teaching children how to behave and respect others is common and useful everywhere, even if the specific rules differ.

2. What do you think are a young girl's experiences of growing up in Nepal? What kind of admonitions are in order in Nepal?

In Nepal, a young girl often grows up with advice about behaving politely, dressing modestly, helping with household work, following the commands of others, and respecting elders. She may be told to avoid going out alone, not to talk and laugh loudly in public, and to stay focused on her daily chores and studies. Many girls also hear warnings about protecting their reputation and being careful around boys. While some of this advice is helpful for safety and discipline, too much control can limit their freedom and confidence.

3. What are your parents' expectations about you?

My parents expect me to be respectful, responsible, and hardworking. They want me to do well in my studies, make good choices, and behave politely with others. They also hope I will succeed in life and bring pride to the family. At the same time, they want me to follow our cultural values and stay humble.

4. Will these rules apply in the case of an Antiguan boy? Why or why not?

Most of these rules would not apply in the same way to an Antiguan boy. The instructions in the text focus on domestic work, appearance, and behaviour that are usually expected from girls. Boys are often given more freedom and not judged as strictly for their behaviour. This shows that girls are taught to be obedient and careful, while boys may not receive the same kind of pressure or control. So, the rules reflect a gender difference in expectations.

5. What does this piece tell us about the gender roles in Antigua?

The piece shows that in Antigua, girls are expected to behave properly, learn household work, and protect their reputation. The mother teaches the daughter many skills and warns her against becoming a disgrace to the family. This suggests that women are judged by how they behave, while men are not given such detailed rules. It reflects a society where girls have to follow strict gender roles and carry the burden of maintaining family honour through their actions.