To Kill a Mockingbird

by: Harper Lee

Chapters 2–3

Young Walter Cunningham is the first glimpse we get of the Cunningham clan, part of the large population of poor farmers in the land around Maycomb. Walter’s poverty introduces the very adult theme of social class into the novel. Scout notes in Chapter 1 that Maycomb was a run-down town caught up in the Great Depression, but so far, we have seen only the upper-class side of town, represented by relatively successful and comfortable characters such as Atticus. Now, however, we begin to see the rest of Maycomb, represented by the struggling Cunninghams and the dirt-poor Ewells. Jem later divides Maycomb into four social classes, placing the Cunninghams a level beneath the other families in the town (Walter’s fondness for molasses on all of his food illustrates the difference in status between his family and the Finches).

A correlation between social status and moral goodness becomes evident as the novel progresses. At the top of this pyramid rests Atticus, a comparatively wealthy man whose moral standing is beyond reproach. Beneath him are the poor farmers such as the Cunninghams. The Ewells are below even the Cunninghams on the social ladder, and their unapologetic, squalid ignorance and ill tempers quickly make them the villains of the story. We do not encounter them again until Part Two, but Burris’s vicious cruelty in this section foreshadows the later behavior of his father, Bob Ewell.

Miss Caroline’s teaching methods, meanwhile, facilitate Lee’s subtle critique of educational orthodoxy. Miss Caroline cannot accept that Scout already knows how to read and write, because it confounds the teaching formula that she has been taught to implement. She adheres strictly to a “method” that she learned from adults, instead of learning from her experiences in the classroom and adapting her teaching accordingly. To Scout, this method is dull; to the reader, it exemplifies how well-meaning but rigid thinking can fail. Just as Atticus encourages Scout to place herself in another person’s position before she judges that person, Miss Caroline would do better to try to think like her students and respond to their needs rather than simply trying to impose an external system on their education. Throughout the novel, Atticus’s moral position of sympathy and understanding is contrasted with rigid, impersonal systems such as Miss Caroline’s that fail to account for individual necessities. In this sense, Miss Caroline’s behavior in the schoolhouse foreshadows the courtroom scenes later in the novel, when the system that fails is not an educational technique but the law.


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