Throughout an era of war, we dominantly sympathize with those offering their lives on the battlefield; nevertheless, those who aren’t directly involved in the war still personally derive the detrimental effects by losing their innocent mindset into a path of vigilance. Thus, Yolanda is a Dominican immigrant who is attending her first year in a Catholic school where her English is being enhanced. While having a respectful teacher, she is not only learning basic English but also acknowledging the dilemmas that come along with being a part of the United States in a time of war. Furthermore, by analyzing specific elements such as the characters and setting, the reader can interpret how warfare can obstructively influence the positive aspects and beauty of life.
In between the fearful and constant prudence, the characters within Julia Alvarez’s excerpt ‘Snow’ are far-reaching effects of the war that demonstrate how war can alter and stain a person’s life. For instance, Yolanda, the main character of the short story, first started by learning unsophisticated vocabulary such as “laundromat, cornflakes, subway, snow” (127). Nevertheless, as the war progressed, she understood enough English to learn new, detrimental vocabulary such as “nuclear bomb, radioactive fallout, bomb shelter” (127). At first, her English was effortless and plain, however, the consequence of the war tarnished her innocent vocabulary and mindset; she went from learning the beauty and simplicity of life, such as laundromat and snow, to recognizing the hazardous effects of being a part of a war. Also, Yolanda went from learning at school new vocabulary to strengthen her English to having “air-raid drills..fall to the floor, cover our heads with our coats, and imagine our hair falling out, the bones in our arms going soft” (127). Yolanda was in fourth grade, and instead of concentrating on her studies, she was traumatized by the horrific procedures and effects the war held against her; Yolanda, instead of cherishing her young years, was contemplating her possible, dreadful future. Furthermore, the reader can admit how being scared sanctions Yolanda from the beautiful features of nature. In addition, Yolanda reveals her state of fear when she mistakes snow for a bomb. Take these quotes as evidence: “I saw dots in the air like the ones Sister Zoe had drawn...I shrieked, ‘Bomb Bomb!’... A few girls began to cry... ‘Why, Yolanda dear, that’s snow!’”(127). These quotes directly prove how being scared and constantly cautious can have a cynical effect on the mindset of fourth graders. Elementary students, especially Yolanda, lose focus on the beautiful, positive aspects of life, even when it’s something as small and beautiful as snow, because of the fear of war; the innocence of Yolanda’s mindset is lost in thinking of the worst when in reality it should’ve been focused on the simple blessing of life. Moreover, Sister Zoe also personally obtains the indirect effects of war. The reader can comprehend Sister Zoe’s character through her caring acts and words to Yolanda. Take for example, “I had a lovely name, she said, and she had me teach the whole class how to pronounce it” and “Each flake was different, Sister Zoe said, like a person, irreplaceable and beautiful”. Through these quotes, one can see Sister Zoe’s kind character as an overall person by her treating and understanding each person as a beautiful individual, especially in that era, an immigrant. Beyond her kindhearted character, Sister Zoe went from educating fourth graders with everyday vocabulary to war vocabulary, and she had to demonstrate what could possibly kill them all. For instance, “She drew a picture of a mushroom on the blackboard and dotted a flurry of chalk marks for the dusty fallout that would kill us all” (127). Sister Zoe had to educate little girls about what could bring death to them all; she, as a tender, loving person sustained the obligation of something so saddening and bigger than her as a whole. With this said, both characters, Yolanda and Sister Zoe, were significant factors that aided in understanding the impacts of war, even when they weren’t straightforwardly affiliated.
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War has always been accompanied by its fair share of pessimistic outcomes, whether it be nationally or personally; in this case, the setting upholds an important role throughout Julia Alvarez’s short story ‘Snow’ because it highlights the ramifications of the war going on within the story. As illustrated above, one can notice the results of war on a personal level, and to add to Yolanda’s individual encounter with the war, one can be conscious of the additional reactions on a household level. For example, “At home, Mami and my sisters and I said a rosary for world peace” (127). One can be aware that the war not only affected Yolanda within her mindset, but it still contributed to her household life; being at school taught Yolanda what was occurring, what could happen to her, and how to protect herself somehow, and being at home, with her family, induced prayer for the world altogether. With this being said, the war took a whole portion of her life and accompanied her not simply in school but in her family as well. Overall, the setting is leading an immense part of Yolanda’s life.
Altogether, while most people may believe that war simply affects those on the front, this short story proves otherwise and recognizes how far beyond these effects can go no matter the age. The characters and setting within the story uphold the sole definition of the short story ‘Snow’. Therefore, by approaching these key components, the reader can visualize the outcomes a war can obtain in people’s lives, from as young as a fourth-grade girl to as mature as a teacher.
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