Storytelling: Fictional Narratives, Imaginary People, and the Reader's Real Life

Perception: Then (18 th Century) and Now (21 st Century)

We jump into the labs of 18 ^th Century scientists Gall and Spurzheim by analyzing their Phrenological Chart. I will have the class join me in physically analyzing our own skulls to determine our specific moral strengths and weaknesses. After feeling for skull formations for violence, compassion, dishonesty, and various other supposed markers of behavior, my students will probably sneer and joke about the absurdity of this chart. I expect some laughter at the incredible theory that society believed in during the 18 ^th Century. While students will find this chart nonsensical, they will be reminded soon enough that they themselves have used such "nonsensical" criteria to do the exact same thing—judge a person's inner being and their moral character based on what their eyes show them, rather than what their ears can tell them. I will use a PowerPoint presentation of various images—a few of Diane Arbus' photographs, famed astrophysicist Stephen Hawking, rapper and businessman David Banner, Olympic Weightlifter Tommy Kono, among others—to elicit their own assumptions and reactions to the what they think they see and know through their vision. Students will see that even they, in this day and age, base their own judgments of others based on the superficiality of what their eyes can see, once again noting that while we have come a long way in terms of legal segregation and prejudice, the issue of individual perception and judgment continues to exist.

These preconceived notions of an individual, or group, are directly tied to the way an individual views himself. For example, students are questioned about their identity in various ways: Who are you? [Priscilla Garcia]. What are you? [Mexican. Mexican-American. A girl. A student.] Where do you come from? [Juarez, Mexico. Checkers apartments across the street. San Jose]. These questions of origin and identity are important as we begin to see how individuals recognized themselves and others in the 18 ^th Century, given the two opposing theories of human origin. I must remind the students that while some of these theories might seem fantastical and ridiculous today, they were developed with the knowledge and assumptions available at the time. The Polygenic Theory claimed that the missing link between human beings and apes was black Africans who originated from a distinct and different species. The opposing theory is the Christian Doctrine, which argued that all humans came from the first original couple of Adam and Eve, and attributed the differences in skin color, hair color, skull shape, and anatomy to environmental conditions and changes. ⁸

In addition to the understanding of both theories of origin, my students will also analyze the race through Freiderich Blumenback's 1775 classifications. He categorized specific subgroups within the human species into groups using the traits of skin color, hair, skull formation, and physical anatomy. In addition, students will be exposed to Camper's theory that the inner soul and moral character produce the outer appearance of an individual, as well as the Phrenology chart which uses the contours of the skull to determine the characteristics and morality of an individual. Victor and many of the other characters support these theories that claim that an individual's outer appearance is a valid measure of a person's inner nature and automatic behavior. ⁹

Why is all of this background on origin significant to my students? My students understand stereotypes very well, especially given their personal histories and observations of prejudice. Some common racial stereotypes that they reveal include: "All blacks are thugs and steal", "All Mexican girls get pregnant and drop out of high school", "All Asians are stingy and selfish." While these assumptions might seem laughable to my students, they are the actual basis for how individuals perceived race and ethics during the 18 ^th Century. Lawrence gave a list of intellectual and emotional qualities identified with each race, specifically noting that "the white race held a preeminence in moral feelings and mental endowments." ¹⁰ Would my students of Asian descent be comfortable with the idea that their ancestors could have strong moral fibers, but because of their inherent laziness they will remain inferior and destructive like Genghis Khan? Their Asian "gene" has already determined that they, and their children, and their children's children will remain inferior to the white race?

If the creature were to be asked the same questions I posed to my students—"Who are you?" "What are you?" "Where do you come from?"—he would be hard pressed for an answer. However, there are certain subtle clues in the text to point to the Creature possibly being of the Mongolian/Asian race using the 18 ^th Century descriptions of man. UCLA professor Anne K. Mellor points to the Creature's Mongolian race by noting that at the beginning of the novel, Walton and his men have set off on their voyage to China by way of the North Pole. Mellor points to the Creature as an inhabitant of "an island North of the wilds of Tartary and Russia whence Victor has pursued him, North of Archangel, the northernmost city in western Asia from which Walton has set sail." Mary Shelley describes this newborn giant as having yellow skin, black and flowing hair, the "dun white" or light grey-brown of both irises of his eyes and sockets. The Creature does not have white skin, blond hair, or blue eyes, and is definitely not Caucasian, nor is he the same race as his maker. Even Walton notices the difference in appearance between Victor and the traveller preceding him, as he notes Victor was "not as the other traveller seemed to be, a savage inhabitant of some undisclosed island, but an European". ¹¹