Half a Day Critical Analysis

A Whistle in the Wheel

by
Tiffany Davis

Professor Blain
English 1302
15 September 2010 A Whistle in the Wheel
An aging man seizes an imperatively essential component of his existence. Naguib Mahfouz, the narrator, persists to implant for his readers a glowing message of wisdom by combining the unexpected wonders of his child hood and family with the awakening aspects of life’s process of maturing. Reflections and evidence capture us, bring us to that very place in time, and motion us to travel alongside the narrator while only spending half a day. Mahfouz strategically sets up and arranges the stages of growth in his story. He reveals his message in many ways by expressing his life as a child and how it affects him, his life experiences and how they relate to real life situations, and how the events of just one school day can summarize the essential meaning of life, and takes all the lessons he learned in one day and compares them to everyday living. The narrator begins with a scene from his early years and conversations with his father. He commences by tottering along the path to a novel life. The narrator expresses feelings of uneasiness and hope by stating, “My delight in my new clothes, however, was not altogether unmarred, for this was no feast day but the day on which I was cast into school for the first time” (664). These feelings are revealed to describe a doubt or uncertainty that he will receive intimacy within the place that waits ahead. Home is considered a blanket of security that the thoughts of him reach desperately for. Displaying the last sign of fear, hoping that his mother would save him from the next step of change, Naguib looks back and notices the image of support through the distant window. Most people can relate to their very first day of school, and the naïve experiences thereafter. In that sense, Naguib’s story is able to connect with many. We can recall the new shoes or the fresh new uniforms bought or given to us prior to entering the new school year and share thoughts with the narrator as he discloses memories of nostalgia, such as: clutching your parent’s hand tight, being relentless at letting go into a new and confusing environment, questioning why parents are not able to join you in your classroom, noticing kids crying and screaming all around you, and experiencing other facets of child steering. Another major point that the narrator uses is diversity. By discovering a little boy without a father, Naguib witnesses dissimilarity first hand. The little boy asks, “Who brought you?” “My father and I,” Naguib whispered. “My father’s dead,” the boy said quite simply (665). Could it be that Naguib was, without a shadow of doubt, considered more fortunate to have had a mother and father present with him in the beginning of his journey? Is there any diversity in the world we live in? Naguib represents that the primary figure in his life to be his father. Our parents have a major role in our lives as they are the ones to push us out of the nest. Proof in the story holds that the narrator’s father imparted assurance and confidence into his son by telling him to go to school, swallow his pride, and be an example to others. His father goes on and states that accepting life on the first day of school is a primary factor that makes men out of boys. The appearance of Naguib Mahfouz’s father is a vital resemblance of the narrator’s true attitude as a man. Also, the narrator gives us the solution to how to grow, change and learn with time. By outlining the events of one school day, Naguib is able to layout the major lessons for life. The first event of the school day is the process of entering grade school for the first time. He compares this process to a new life and a new beginning. New beginnings are quite scary according to the narrator, but are well worth the journey. The second event of the school day is the process of entering in on your own. “Go in by yourself,” Naguib’s father states, is an example of a suggested effort of teaching independence. Naguib’s father promised that he would be waiting for him. However, his father was not there. We must learn to detach from the sources that we so depend on. Naguib’s initiative rested in his father. He depended on his father to do things for him. In this sense, Naguib teaches us that we must learn to become independent in our life, because people will not always be there to do things for us. The third event of the school day is very peculiar. This event shows the unfamiliar things in life and its new opportunities. A woman in the school explains to Naguib about the mysteries and fullness of life. Her message to Naguib is to enjoy life, because he has the ability to access everything beneficial to knowledge and religion. Apparently, religion plays a very big part in the narrator’s life. There are many references to a creator. The creator of the universe takes the place of religion and fellowship in life. There are churches set up to teach us about God and how he makes provisions for us. In this story, the teachers are the pastors, and they were to read books to the students about the creator and what he said. The rest of the story relates school experiences to life experiences. The only fact that is determined to stop the process of growth is time.. Naguib touches on the influences and trials of life, and continues to explain the lessons he learned and how valuable they were to him even if they were not so pleasant at the time. Mahfouz shares the wisdom that nothing will lay ahead of us but exertion, struggle, and perseverance. And again, the narrator quotes that those who were able took advantages of the opportunities that brought them happiness amid the worries. Naguib takes a picture of yesterday and chronologically describes it in an instant. The story would have been different if Naguib had decided to not make his outline chronological. Focusing on values and lessons learned, he keeps the moral tone at a center while carefully lighting the downfalls. A perfect balance of measure gives way to a consistent rotation of growth one is easy to identify with. Naguib’s ability to comprise a work of commonality in a diverse world not only leads us to inquire and assess our paths and lives but to remember that life is but a vapor. Naguib’s thoughts were concluded by chaos and current world events as he stood on the very same path his father pepped him on. The path we all need to reflect on. And as an elder, Naguib Mahfouz’s outlook on life and change remain positive with slow paces. He proceeds to take life one step at a time.

Works Cited
Mahfouz, Naguib. “Half a Day.” Literature: Reading, Reacting, Writing. Eds. Laurie G. Kirszner and Stephen R. Mandell. Boston: Wadsworth, 2010. 664-666.

Cited: Mahfouz, Naguib. “Half a Day.” Literature: Reading, Reacting, Writing. Eds. Laurie G. Kirszner and Stephen R. Mandell. Boston: Wadsworth, 2010. 664-666.