Lorber. “Night to his Day”: The Social Construction of Gender
“Night to his Day”:
The Social Construction of Gender Judith Lorber
Excerpts from: Paradoxes of Gender (Chapter 1) by Judith Lorber, ©1994 Yale University Press.
Talking about gender for most people is the equivalent of fish talking about water. Gender is so much the routine ground of everyday activities that questioning its taken-for-granted assumptions and presuppositions is like wondering about whether the sun will come up.1 Gender is so pervasive that in our society we assume it is bred into our genes. Most people find it hard to believe that gender is constantly created and re-created out of human interaction, out of social life, and is the texture and order of that social life. Yet gender, like culture, is a human production that depends on everyone constantly “doing gender” (West and Zimmerman 1987).
And everyone “does gender” without thinking about it. Today, on the subway, I saw a well-dressed man with a year-old child in a stroller. Yesterday, on a bus, I saw a man with a tiny baby in a carrier on his chest. Seeing men taking care of small children in public is increasingly common-at least in New York City. But both men were quite obviously stared at – and smiled at, approvingly. Everyone was doing gender – the men who were changing the role of fathers and the other passengers, who were applauding them silently. But there was more gendering going on that probably fewer people noticed. The baby was wearing a white crocheted cap and white clothes. You couldn’t tell if it was a boy or a girl. The child in the stroller was wearing a dark blue T-shirt and dark print pants. As they started to leave the train, the father put a Yankee baseball cap on the child’s head. Ah, a boy, I thought. Then I noticed the gleam of tiny earrings in the child’s ears, and as they got off, I saw the little flowered sneakers and lace-trimmed socks. Not a boy after all. Gender done.
Gender is such a familiar part of daily life that it usually takes a deliberate disruption of our expectations of how women and men are supposed to act to pay attention to how it is produced. Gender signs and signals are so ubiquitous that we usually fail to note them – unless they are missing or ambiguous. Then we are uncomfortable until we have successfully placed the other person in a gender status; otherwise, we feel socially dislocated. In our society, in addition to man and woman, the status can be transvestite (a person who dresses in opposite-gender clothes) and transsexual (a person who has had sex-change surgery). Transvestites and transsexuals carefully construct their gender status by dressing, speaking, walking, gesturing in the ways prescribed for women or men whichever they want to be taken for – and so does any “normal” person.
For the individual, gender construction starts with assignment to a sex category on the basis of what the genitalia look like at birth.2 Then babies are dressed or adorned in a way that displays the category because parents don’t want to be constantly asked whether their baby is a girl or a boy. A sex category becomes a gender status through naming, dress, and the use of other gender markers. Once a child’s gender is evident, others treat those in one gender differently from those in the other, and the children respond to the different treatment by feeling different and behaving differently. As soon as they can talk, they start to refer to themselves as members of their gender. Sex doesn’t come into play again until puberty, but by that time, sexual feelings and desires and practices have been shaped by gendered norms and expectations. Adolescent boys and girls approach and avoid each other in an elaborately scripted and gendered mating dance.
Parenting is gendered, with different expectations for mothers and for fathers, and people of different genders work at different kinds of jobs. The work adults do as mothers and fathers and as low-level workers and high-level bosses, shapes women’s and men’s life experiences, and these experiences produce different feelings, consciousness, relationships, skills – ways of being that we call feminine or masculine.3 All of these processes constitute the social construction of
Gendered roles change – today fathers are taking care of little children, girls and boys are wearing unisex clothing and getting the same education, women and men are working at the same jobs. Although many traditional social groups are quite strict about maintaining gender differences, in other social groups they seem to be blurring. Then why the one-year-old’s earrings? Why is it still so important to mark a child as a girl or a boy, to make sure she is not taken for a boy or he for a girl? What would happen if they were? They would, quite literally, have changed places in their social world.
To explain why gendering is done from birth, constantly and by everyone, we have to look not only at the way individuals experience gender but at gender as a social institution. As a social institution, gender is one of the major ways that human beings organize their lives. Human society depends on a predictable division of labor, a designated allocation of scarce goods, assigned responsibility for children and others who cannot care for themselves, common values and their systematic transmission to new members, legitimate leadership, music, art, stories, games, and other symbolic productions. One way of choosing people for the different tasks of society is on the basis of their talents, motivations, and competence – their demonstrated achievements. The other way is on the basis of gender, race, ethnicity – ascribed membership in a category of people. Although societies vary in the extent to which they use one or the other of these ways of allocating people to work and to carry out other responsibilities, every society uses gender and age grades. Every society classifies people as “girl and boy children,” “girls and boys ready to be married,” and “fully adult women and men,” constructs similarities among them and differences between them, and assigns them to different roles and responsibilities. Personality characteristics, feelings, motivations, and ambitions flow from these different life experiences so that the members of these different groups become different kinds of people. The process of gendering and its outcome are legitimated by religion, law, science, and the society’s entire set of values.
Western society’s values legitimate gendering by claiming that it all comes from physiology – female and male procreative differences. But gender and sex are not equivalent, and gender as a social construction does not flow automatically from genitalia and reproductive organs, the main physiological differences of females and males. In the construction of ascribed social statuses, physiological differences such as sex, stage of development, color of skin, and size are crude markers. They are not the source of the social statuses of gender, age grade, and race. Social statuses are carefully constructed through prescribed processes of teaching, learning, emulation, and enforcement. Whatever genes, hormones, and biological evolution contribute to human social institutions is materially as well as qualitatively transformed by social practices. Every social institution has a material base, but culture and social practices transform that base into something with qualitatively different patterns and constraints. The economy is much more than producing food and goods and distributing them to eaters and users; family and kinship are not the equivalent of having sex and procreating; morals and religions cannot be equated with the fears and ecstasies of the brain; language goes far beyond the sounds produced by tongue and larynx. No one eats “money” or “credit”; the concepts of “god” and “angels” are the subjects of theological disquisitions; not only words but objects, such as their flag, “speak” to the citizens of a country.
Similarly, gender cannot be equated with biological and physiological differences between human females and males. The building blocks of gender are socially constructed statuses. Western societies have only two genders, “man” and “woman.” Some societies have three genders-men, women, and berdaches or hijras or xaniths. Berdaches, hijras, and xaniths are biological males who behave, dress, work, and are treated in most respects as social women; they are therefore not men, nor are they female women; they are, in our language, “male women. “4 There are African and American Indian societies that have a gender status called manly hearted women – biological females who work, marry, and parent as men; their social status is “female men” (Amadiume 1987; Blackwood 1984). They do not have to behave or dress as men to have the social responsibilities and prerogatives of husbands and fathers; what makes them men is enough wealth to buy a wife.
Modern Western societies’ transsexuals and transvestites are the nearest equivalent of these crossover genders, but they are not institutionalized as third genders (Bolin 1987). Transsexuals are biological males and females who have sex-change operations to alter their genitalia. They do so in order to bring their physical anatomy in congruence with the way they want to live and with their own sense of gender identity. They do not become a third gender; they change genders. Transvestites are males who live as women and females who live as men but do not intend to have sex-change surgery. Their dress, appearance, and mannerisms fall within the range of what is expected from members of the opposite gender, so that they “pass.” They also change genders, sometimes temporarily, some for most of their lives. Transvestite women have fought in wars as men soldiers as recently as the nineteenth century; some married women, and others went back to being women and married men once the war was over.5 Some were discovered when their wounds were treated; others not until they died. In order to work as a jazz musician, a man’s occupation, Billy Tipton, a woman, lived most of her life as a man. She died recently at seventy-four, leaving a wife and three adopted sons for whom she was husband and father, and musicians with whom she had played and traveled, for whom she was “one of the boys” (New York Times 1989).6 There have been many other such occurrences of women passing as men to do more prestigious or lucrative men’s work (Matthaei 1982, 192-93).7
Genders, therefore, are not attached to a biological substratum. Gender boundaries are breachable, and individual and socially organized shifts from one gender to another call attention to “cultural, social, or aesthetic dissonances” (Garber 1992, 16). These odd or deviant or third genders show us what we ordinarily take for granted – that people have to learn to be women and men. Men who cross-dress for performances or for pleasure often learn from women’s magazines how to “do” femininity convincingly (Garber 1992, 41-51). Because transvestism is direct evidence of how gender is constructed, Marjorie Garber claims it has “extraordinary
power… to disrupt, expose, and challenge, putting in question the very notion of the ‘original’ and of stable identity” (1992, 16) …
For Individuals, Gender Means Sameness
Although the possible combinations of genitalia, body shapes, clothing, mannerisms, sexuality, and roles could produce infinite varieties in human beings, the social institution of gender depends on the production and maintenance of a limited number of gender statuses and of making the members of these statuses similar to each other. Individuals are born sexed but not gendered, and they have to be taught to be masculine or feminine.8 As Simone de Beauvoir said: “One is not born, but rather becomes, a woman…; it is civilization as a whole that produces this creature… which is described as feminine” (1952, 267) ….
Sandra Bem (1981, 1983) argues that because gender is a powerful “schema” that orders the cognitive world, one must wage a constant, active battle for a child not to fall into typical gendered attitudes and behavior. In 1972, Ms. Magazine published Lois Gould’s fantasy of how to raise a child free of gender-typing. The experiment calls for hiding the child’s anatomy from all eyes except the parents’ and treating the child as neither a girl nor a boy. The child, called X, gets to do all the things boys and girls do. The experiment is so successful that all the children in X’s class at school want to look and behave like X. At the end of the story, the creators of the experiment are asked what will happen when X grows up. The scientists’ answer is that by then it will be quite clear what X is, implying that its hormones will kick in and it will be revealed as a female or male. That ambiguous, and somewhat contradictory, ending lets Gould off the hook; neither she nor we have any idea what someone brought up in a totally androgynous manner would be like sexually or socially as an adult. The hormonal input will not create gender or sexuality but will only establish secondary sex characteristics; breasts, beards, and menstruation alone do not produce social manhood or womanhood. Indeed, it is at puberty, when sex characteristics become evident, that most societies put pubescent children through their most important rites of passage, the rituals that officially mark them as fully gendered – that is, ready to marry and become adults.
Most parents create a gendered world for their newborn by naming, birth announcements, and dress. Children’s relationships with same-gendered and different-gendered caretakers structure their self-identifications and personalities. Through cognitive development, children extract and apply to their own actions the appropriate behavior for those who belong in their own gender, as well as race, religion, ethnic group, and social class, rejecting what is not appropriate. If their social categories are highly valued, they value themselves highly; if their social categories are of low status, they lose self-esteem (Chodorow 1974). Many feminist parents who want to raise androgynous children soon lose their children to the pull of gendered norms (Gordon 1990, 87-90). My son attended a carefully nonsexist elementary school, which didn’t even have girls’ and boys’ bathrooms. When he was seven or eight years old, I attended a class play about “squares” and “circles” and their need for each other and noticed that all the girl squares and circles wore makeup, but none of the boy squares and circles did. I asked the teacher about it after the play, and she said, “Bobby said he was not going to wear makeup, and he is a powerful child, so none of the boys would either.” In a long discussion about conformity, my son confronted me with the question of who the conformists were, the boys who followed their leader or the girls who listened to the woman teacher. In actuality, they both were, because they both followed same-gender leaders and acted in gender-appropriate ways. (Actors may wear makeup, but real boys don’t.)
For human beings there is no essential femaleness or maleness, femininity or masculinity, womanhood or manhood, but once gender is ascribed, the social order constructs and holds individuals to strongly gendered norms and expectations. Individuals may vary on many of the components of gender and may shift genders temporarily or permanently, but they must fit into the limited number of gender statuses their society recognizes. In the process, they re-create their society’s version of women and men: “If we do gender appropriately, we simultaneously sustain, reproduce, and render legitimate the institutional arrangements …. If we fail to do gender appropriately, we as individuals – not the institutional arrangements – may be called to account (for our character, motives, and predispositions)” (West and Zimmerman 1987, 146).
The gendered practices of everyday life reproduce a society’s view of how women and men should act. Gendered social arrangements are justified by religion and cultural productions and backed by law, but the most powerful means of sustaining the moral hegemony of the dominant gender ideology is that the process is made invisible; any possible alternatives are virtually unthinkable (Foucault 1972; Gramsci 1971).10
For Society, Gender Means Difference
The pervasiveness of gender as a way of structuring social life demands that gender statuses be clearly differentiated. Varied talents, sexual preferences, identities, personalities, interests, and ways of interacting fragment the individual’s bodily and social experiences. Nonetheless, these are organized in Western cultures into two and only two socially and legally recognized gender statuses, “man” and “woman.”11 In the social construction of gender, it does not matter what men and women actually do; it does not even matter if they do exactly the same thing. The social institution of gender insists only that what they do is perceived as different.
If men and women are doing the same tasks, they are usually spatially segregated to maintain gender separation, and often the tasks are given different job titles as well, such as executive secretary and administrative assistant (Reskin 1988). If the differences between women and men begin to blur, society’s “sameness taboo” goes into action (Rubin 1975, 178). At a rock and roll dance at West Point in 1976, the year women were admitted to the prestigious military academy for the first time, the school’s administrators “were reportedly perturbed by the sight of mirror-image couples dancing in short hair and dress gray trousers,” and a rule was established that women cadets could dance at these events only if they wore skirts (Barkalow and Raab 1990, 53).12 Women recruits in the U.S. Marine Corps are required to wear makeup – at a minimum, lipstick and eye shadow – and they have to take classes in makeup, hair care, poise, and etiquette. This feminization is part of a deliberate policy of making them clearly distinguishable from men Marines. Christine Williams quotes a twenty-five-year-old woman drill instructor as saying, “A lot of the recruits who come here don’t wear makeup; they’re tomboyish or athletic. A lot of them have the preconceived idea that going into the military means they can still be a tomboy. They don’t realize that you are a Woman Marine” (1989,
If gender differences were genetic, physiological, or hormonal, gender bending and gender ambiguity would occur only in hermaphrodites, who are born with chromosomes and genitalia that are not clearly female or male. Since gender differences are socially constructed, all men and all women can enact the behavior of the other, because they know the other’s social script: “‘Man’ and ‘woman’ are at once empty and overflowing categories. Empty because they have no ultimate, transcendental meaning. Overflowing because even when they appear to be fixed, they still contain within them alternative, denied, or suppressed definitions” (Scott 1988a, 49). Nonetheless, though individuals may be able to shift gender statuses, the gender boundaries have to hold, or the whole gendered social order will come crashing down…
Gender as Process, Stratification, and Structure
As a social institution, gender is a process of creating distinguishable social statuses for the assignment of rights and responsibilities. As part of a stratification system that ranks these statuses unequally, gender is a major building block in the social structures built on these unequal statuses.
As a process, gender creates the social differences that define “woman” and “man.” In social interaction throughout their lives, individuals learn what is expected, see what is expected, act and react in expected ways, and thus simultaneously construct and maintain the gender order: “The very injunction to be a given gender takes place through discursive routes: to be a good mother, to be a heterosexually desirable object, to be a fit worker, in sum, to signify a multiplicity of guarantees in response to a variety of different demands all at once” (Butler 1990, 145). Members of a social group neither make up gender as they go along nor exactly replicate in rote fashion what was done before. In almost every encounter, human beings produce gender, behaving in the ways they learned were appropriate for their gender status, or resisting or rebelling against these norms. Resistance and rebellion have altered gender norms, but so far they have rarely eroded the statuses.
Gendered patterns of interaction acquire additional layers of gendered sexuality, parenting, and work behaviors in childhood, adolescence, and adulthood. Gendered norms and expectations are enforced through informal sanctions of gender-inappropriate behavior by peers and by formal punishment or threat of punishment by those in authority should behavior deviate too far from socially imposed standards for women and men.
Everyday gendered interactions build gender into the family, the work process, and other organizations and institutions, which in turn reinforce gender expectations for individuals.14
Because gender is a process, there is room not only for modification and variation by individuals and small groups but also for institutionalized change (Scott 1988, 7).
As part of a stratification system, gender ranks men above women of the same race and class. Women and men could be different but equal. In practice, the process of creating difference depends to a great extent on differential evaluation. As Nancy Jay (1981) says: “That which is defined, separated out, isolated from all else is A and pure. Not-A is necessarily impure, a random catchall, to which nothing is external except A and the principle of order that separates it from Not-A” (45). From the individual’s point of view, whichever gender is A, the other is
Not-A; gender boundaries tell the individual who is like him or her, and all the rest are unlike. From society’s point of view, however, one gender is usually the touchstone, the normal, the dominant, and the other is different, deviant, and subordinate. In Western society, “man” is A, “woman” is Not-A. (Consider what a society would be like where woman was A and man
The further dichotomization by race and class constructs the gradations of a heterogeneous society’s stratification scheme. Thus, in the United States, white is A, African American is Not-A; middle class is A, working class is Not-A, and “African-American women occupy a position whereby the inferior half of a series of these dichotomies converge” (Collins 1990, 70). The dominant categories are the hegemonic ideals, taken so for granted as the way things should be that white is not ordinarily thought of as a race, middle class as a class, or men as a gender. The characteristics of these categories define the Other as that which lacks the valuable qualities the dominants exhibit.
Societies vary in the extent of the inequality in social status of their women and men members, but where there is inequality, the status “woman” (and its attendant behavior and role allocations) is usually held in lesser esteem than the status “man.” Since gender is also intertwined with a society’s other constructed statuses of differential evaluation – race, religion, occupation, class, country of origin, and so on – men and women members of the favored groups command more power, more prestige, and more property than the members of the disfavored groups. Within many social groups, however, men are advantaged over women. The more economic resources, such as education and job opportunities, are available to a group, the more they tend to be monopolized by men. In poorer groups that have few resources (such as working-class African Americans in the United States), women and men are more nearly equal, and the women may even outstrip the men in education and occupational status (Almquist 1987).
As a structure, gender divides work in the home and in economic production, legitimates those in authority, and organizes sexuality and emotional life (Connell 1987, 91-142). As primary parents, women significantly influence children’s psychological development and emotional attachments, in the process reproducing gender. Emergent sexuality is shaped by heterosexual, homosexual, bisexual, and sadomasochistic patterns that are gendered-different for girls and boys, and for women and men – so that sexual statuses reflect gender statuses.
When gender is a major component of structured inequality, the devalued genders have less power, prestige, and economic rewards than the valued genders. In countries that discourage gender discrimination, many major roles are still gendered; women still do most of the domestic labor and child rearing, even while doing full-time paid work; women and men are segregated on the job and each does work considered “appropriate”; women’s work is usually paid less than men’s work. Men dominate the positions of authority and leadership in government, the military, and the law; cultural productions, religions, and sports reflect men’s interests.
Gender inequality – the devaluation of “women” and the social domination of “men” – has social functions and a social history. It is not the result of sex, procreation, physiology, anatomy, hormones, or genetic predispositions. It is produced and maintained by identifiable social processes and built into the general social structure and individual identities deliberately and purposefully. The social order as we know it in Western societies is organized around racial ethnic, class, and gender inequality. I contend, therefore, that the continuing purpose of gender as a modern social institution is to construct women as a group to be the subordinates of men as a group. The life of everyone placed in the status “woman” is “night to his day-that has forever been the fantasy. Black to his white. Shut out of his system’s space, she is the repressed that ensures the system’s functioning” (Cixous and Clement [19751 1986, 67)…
There is no core or bedrock human nature below these endlessly looping processes of the social production of sex and gender, self and other identity and psyche, each of which is a “complex cultural construction” (Butler 1990, 36). For humans, the social is the natural. Therefore, “in its feminist senses, gender cannot mean simply the cultural appropriation of biological sexual difference. Sexual difference is itself a fundamental – an scientifically contested – construction. Both ‘sex’ and ‘gender’ are woven of multiple, asymmetrical strands of difference, charged with multifaceted dramatic narratives of domination and struggle” (Haraway 1990, 140).
Below you will find five outstanding thesis statements for Night by Elie Wiesel that can be used as essay starters or paper topics. All five incorporate at least one of the themes found in the text and are broad enough so that it will be easy to find textual support, yet narrow enough to provide a focused clear thesis statement. These thesis statements offer a short summary of Night by Elie Wiesel in terms of different elements that could be important in an essay. You are, of course, free to add your own analysis and understanding of the plot or themes to them for your essay. Using the essay topics below in conjunction with the list of important quotes at the bottom of the page, you should have no trouble connecting with the text and writing an excellent essay.Thesis Statement / Essay Topic #1: Bearing Witness: The Power of the Memoir Genre
Night is just one of many memoirs written by Elie Wiesel, who survived the Holocaust. Wiesel feels compelled to bear witness to the suffering that he experienced and observed in the concentration camps. In Night he narrates the experience of the deaths of his family members, the death of his adolescence, and the death in his naïve belief in man’s innate goodness. The power of the genre of the memoir is that it captures experience and insists that forgetting about such crimes against humanity is not an option, neither for Wiesel nor for the reader.
Thesis Statement / Essay Topic #2: The Death of Innocence and the Restoration of Hope
In Night, memoirist Elie Wiesel shares his most personal memories of the Holocaust, which he experienced directly and during which he lost his family and many friends. The pervasiveness of unparalleled evil perpetrated by the Germans against the Jews shattered young Elie’s hopefulness and his belief in the innate goodness of human beings. Although he could have retained that view throughout the remainder of his life, Night ultimately shows how Wiesel was eventually able to restore hope and optimism and belief in others and to live with the enormous burden of pain that he carries. The process that Wiesel endures in order to arrive at the restoration of hope is only hinted at, however. In the last line of the memoir, Wiesel alludes that the stare that is returned to him when he looks in a mirror compelled him to move forward in his life and to reject impulses of death.Thesis Statement / Essay Topic #3: Father-Son Relationships
One of the most painful situations and preoccupying thoughts that trouble young Elie involve the ways in which father-son relationships are torn asunder by the camps. He watches as sons deny—or at least consider denying—care to their fathers, putting their own interests before familial ties. Elie struggles with the same conflict when his father becomes ill, and when his father finally dies, Elie is profoundly sad though also proud that he never wholly compromised his own beliefs about family. The reason that Elie finds the deterioration of father-son relationships so painful is that the maintenance of this relationship seems to be the last barrier between a world that is semi-normal and one that has completely been turned upside down. Elie must continue to care for his ailing father because to do otherwise would mean that he had become as evil as the Germans.
Thesis Statement / Essay Topic #4: The Metaphor of Night
Wiesel’s memoir is simply titled Night. The literal time of night in the camps is not a period of rest or respite for the Jewish prisoners; instead, it is a continuation of the persistent anxiety and fear that are experienced during the day. At the same time, night does have some positive qualities, permitting the prisoners to talk with one another and attempt to hang onto the last vestiges of normal social interactions. Night also has a symbolic function, however. It is dark and obscure, a time when people with nefarious motives operate. To young Elie, the night feels never-ending. When he is finally liberated from the concentration camp, it is not clear whether the night has given way to day. Elie will have a long way to go to find his way to the light and the restoration of a somewhat normal life.
Thesis Statement/Essay Topic #5: Food
Food is understandably a major preoccupation among the prisoners in the concentration camp. Many episodes in the memoir involve food—either its lack, its inadequacy, or its use as a tool to stimulate desired behavior. In fact, over time the Jewish prisoners come to use food in much the same way that the Germans do. Although there are still Jewish prisoners who share their food with one another, some of the prisoners insist upon a survival strategy that Elie finds difficult to accept. That survival strategy involves hoarding one’s food and other limited material goods for oneself in an every-man-for-himself philosophy. When the camps are liberated, food remains an important objects, both a literal object and a symbolic signifier of all that has been taken from the Jews and all that they will need to do to nourish themselves to heal.
This list of important quotations from Night by Elie Wiesel will help you work with the essay topics and thesis statements above by allowing you to support your claims. All of the important quotes from Night by Elie Wiesel listed here correspond, at least in some way, to the paper topics above and by themselves can give you great ideas for an essay by offering quotes and explanations about other themes, symbols, imagery, and motifs than those already mentioned and explained. Aside from the thesis statements above, these quotes alone can act as essay questions or study questions as they are all relevant to the text in an important way. All quotes contain page numbers as well. Look at the bottom of the page to identify which edition of the text by Elie Wiesel they are referring to.
“We settled in. (What a word!)." (20)
“A terrible thought crossed my mind: What if he had wanted to be rid of his father? He had felt his father growing weaker…had thought…to free himself of a burden that could diminish his own change for survival. It was good that I had forgotten all that." (91).
“One day when we had come to a stop, a worker took a piece of bread out of his bag and threw it into a wagon. There was a stampede. Dozens of starving men fought desperately over a few crumbs. The worker watched the spectacle with great interest." (100)
“On my return from the bread distribution, I found my father crying like a child." (109)
“Listen to me, kid. Don’t forget that you are in a concentration camp. In this place, it is every man for himself, and you cannot think of others. Not even your father. In this place, there is no such thing as father, brother, friend. Each of us lives and dies alone." (110)
“I remained in Buchenwald until April 11. I shall not describe my life during that period. It no longer mattered. Since my father’s death, nothing mattered to me anymore." (113)
“I did not weep, and it pained me that I could not weep. But I was out of tears. And deep inside me, if I could have searched the recesses of my feeble conscience, I might have found something like: Free at last!" (112)
“Our first act as free men was to throw ourselves onto the provisions. That’s all we thought about. No thought of revenge, or of parents. Only of bread." (115)
“From the depths of the mirror, a corpse was contemplating me. The look in his eyes as he gazed at me has never left me." (115)
Reference: Wiesel, Elie. Night. New York: Hill and Wang, 1972