Rights Of Egyptian Women Essay -- essays research papers fc

Rights of Egyptian Women Throughout written history, women have experienced status subservient to the men they lived with. Generally, most cultures known to modern historians followed a standard pattern of males assigned the role of protector and provider while women were assigned roles of domestic servitude. Scholars speculate endlessly at the cause: biology, religion, social custom. Nevertheless, the women were always subordinated to the men in their culture. Through their artwork, tomb inscriptions, and papyrus and leather scrolls, preserved in the dry, desert air, Ancient Egyptians left evidence for scholars suggesting that Egypt was once a peculiar exception to this pattern. Anthropological evidence suggests that unusual circumstances in Ancient Egyptian culture provided for women to be given equal status to their male counterparts: notably, matrilineal inheritance and emphasis on the joy of family life over maintaining ethnic purity. Legally, women in Ancient Egypt held the same legal rights as men. A woman could own property and manage it as she saw fit. One example of this, the Inscription of Mes, provided scholars with proof that women could manage property, institute litigation, and could act as a witness before a court of law. Surviving court documents not only showed that women were free to take action with the court, but the documents also show that they frequently won their cases. They could also enter contracts and travel freely, unescorted, throughout the state. This is a great contrast to women in Greece, who were required to act through a male representative. Interestingly, property and its administration was passed from mother to daughter, matrilineally. The Egyptians relied on matrilineal heritage, based on the assumption that maternal ancestors are less disputable than paternal ones. The effect of legal equality in writing and practice coupled with the ownership and administration of property led to an ensured equality. The rights and egalitarian conditions enjoyed by Egyptian women shocked the conquering Greeks. In 450 BC, Greek historian Herodotus noted: They Egyptians, in their manners and customs, seem to have reversed the ordinary practices of mankind. For instance, women attend market and are employed in trade,... ...providing scholars with an examples of conditions that brought about a particularly benign development of male-dominance in Ancient Egypt. Sources Cited: Tansey, Richard. Gardner's Art Through the Ages. Fort Worth: Harcourt Brace Publishers, 1996 91-93. Tyldesley, Joyce. Daughters of Isis. New York: Penguin Books Ltd, 1994. Bibliography Ahmed, Leila. Women and gender in Islam: historical roots of a modern debate. London: Yale University Press, 1992. Lesko, Barbara S. Women's Earliest Records. Atlanta, GA: Scholar's Press, 1989. Piccione, Peter A. "The Status of Women in Ancient Egyptian Society" History of Ancient Egypt Page. http://www.library.nwu.edu/class/history/B94/B94women.html 16 Oct, 1996 Robins, Gay. Women in Ancient Egypt. London: British Museum Publications, 1993. Tucker, Judith E. Arab Women: Old Boundaries, New Frontiers. Indianapolis: Indiana University Press, 1993. Tyldesley, Joyce. Daughters of Isis. New York: Penguin Books Ltd, 1994. Unesco. Social Science Research and Women in the Arab World. London: Frances Pinter, 1984. Watterson, Barbara. Women in Ancient Egypt. Great Britain: Alan Sutton Publishing, 1991.

History Comparison Betwen Mexican and African Americans Essay

The history of Mexican Americans is comparable to that of African Americans: filled with stories of conquest, racism, and discriminatory acts posed by society. The past has triggered Chicanos to fight back against injustices, in hopes of reforming immoral treatment, and emerging as an equal part of America’s society. The Chicano movement yielded some successes in this aspect. However, mass media and stereotypes confirm the notion that Mexican Americans are still viewed as a â€Å"lesser† people. This stems from the long-established concept of racial stratification. In this case, it indicates that Anglo-Americans have hierarchy over Mexican Americans. Consequently, discrimination towards Chicanos is still prevalent, despite ongoing efforts by activists for change. This nation was socially molded based on the idea that there is a hierarchy of races, and as long as that idea exists, Mexican Americans will continue to suffer inequality. In â€Å"Sexual Violence in the Politics of Conquest’, Castaneda explores the sexual crimes against Amerindian women during the Spanish conquest of Alta California. The soldiers accompanying the missionaries on the settlement raped and violated the native women openly. There were many incidents before rules were set to govern the matter, but even after the rapes continued to occur. One court case recorded in 1773 indicates that there was no intention to grant justice to the victims. The natives took matters into their own hands and formed forces to seek their own justice (similar to Chicano activist groups that seek reform for discrimination), but to no avail. Castaneda goes on to explain that the actions of the soldiers were not farfetched from practices of Western civilization (27-28). Because these dark crimes were normal for the dominant culture, they were automatically imposed on the natives, who were supposed to accept this without resistance. This is similar to Mexican Americans during the Chicano movement, who were not given equal opportunities for education and employment because they were not in the central group. In both situations, the majority emasculates the men and oppresses the women of the minority. The idea of hierarchy is apparent in this passage; Catholic missionaries try to strip the natives of their culture and convert them to value Western practices because they consider themselves the ‘prominent’ people. The history of the Chicano Movement can date back to the Manifest Destiny. In the 1840s, the United States planned to expand its territory and take Mexico, which had become independent from Spain. In reporting these events, Leo Cervantes notes the attitude of superiority that the Americans displayed in their imperialist plan. He notes one adherent’s thoughts, who asked â€Å"why resign this beautiful country to the custody of the ignorant cowards who have ruled for the last 25 years? † (13). Cervantes also quotes Thomas Jefferson, who has similar views of the matter, and promoted â€Å"policies of non-miscegenation† during the expansion (14). Even before Anglo-Americans were acquainted with Mexicans, they held predisposed opinions of contempt for them. As I suggested, Arturo Rosales agrees, â€Å"An underlying cause for the hostility Anglo-Americans felt for Mexicans was a preexisting ideology of racism† (5). These preconceived notions of Mexican Americans were the beginning of negative stereotypes attached to them. Today Chicanos are often represented in the media as uneducated thugs, loose women, or undocumented workers. Even whites who claim they are not racist may practice aversive racism by absorbing the images portrayed in media. It is this ideology of racism has contributed to discrimination over the years and inversely, the building of the Chicano Movement. The movement flourished in the 1950s and 1960s, feeding off other civil rights movements, particularly the African American movement. Both African American civil rights activists and Chicano activist protested the unlawful repression of minorities in America. They protested the terrible education system, police brutality, and denial of economic opportunities. Arturo Rosales compares Chicano activist, Cesar Chavez to Martin Luther King. It is expected that on this path to address the plight and repression of their people, Chicanos were met with resistance from White Americans. Rosales notes that police officers and other uniformed officials â€Å"were employed to suppress manifestations of discontent and did so using violence† (xv). It can be suggested that Anglo-Americans considered Chicanos a threat to the racial hierarchy, so they took action. Cervantes supports this theory, quoting Brooks Adams who said, â€Å"When a highly centralized society disintegrates, under the pressure of economics condition, it is because the energy of the race has been exhausted (18). This point illustrates the pressure Anglo-Americans felt to keep superiority over Mexicans. The American achievement ideology suggests four points: Anyone can make it. American society is fair and open. Success is based on merit. Moreover, inequality is the result of differences in ability and ambition. This ideology contradicts the apparent effects of a racial hierarchy. Stratification of races has formed structural discrimination among minorities, specifically, Mexican and African Americans. The poor education, poor neighborhoods, and badly equipped jobs that these minorities are subjected to prevent them from achieving upward mobility. However, white America still neglects to acknowledge these factors. Historian, Oscar Lewis, believed that people living in poverty are to blame for their own situation, yet minorities’ history in America consists of repression and treatment as inferior beings. There is no questioning it; racial classes have been socially constructed and this has directly affected minorities. The Chicano Movement has led to some advances for Mexican American such as the growing numbers of Latinos attending school, and raise concerns about unequal treatment to Chicanos. However, because underlying values of America are products of a deep-rooted, corrupt social structure, issue of prejudice will continue to exist.

The Life of Rodolfo Rodolfo Speedy Gonzales Free Essay Example, 1500 words

Due to Gonzales financial status, he diverted and pursued sports instead of a college education. He started his career as a boxer, first as an amateur. He was very successful at it, winning several titles and earning him fame nationwide. This boxing success gave him a great advantage when he began his career in the line of political affairs. He ran for Colorado State Representative in 1960 and for Denver Mayor in 1967 but was defeated in both campaigns. This was the last of his political endeavors. In between these two political campaigns, he deviated and supported Kennedy for the presidency and coordinated the Viva Kennedy campaign. This led to the most number of Mexican American registrations in the history of Colorado. By the 1960s, Gonzales led the Chicano Movement. They pushed and fought for the equality of the Mexican American people and campaigned against racial discrimination and prejudice of the Americans to them. The Chicano Movement was involved and covered many differen t issues and subject matters, which included the re-establishment of land grants, to the rights of farmers, to improve and develop education, to the political and voting rights as well as the social treatment. We will write a custom essay sample on The Life of Rodolfo Rodolfo Speedy Gonzales or any topic specifically for you Only $17.96 $11.86/page It describes the feelings and the thoughts of the Chicanos and it emphasizes the desire for racial equality and impartiality. It is shown in some of the lines in the poem. I look the same; I feel the same; I cry and sing the same.

The 1960s Of The 1960 S - 994 Words

The 1960’s was a very influential time in the United States of America. The United States began to explore a new culture of people known as hippies. The USA endured a great scare of nuclear war from the Cuban Missile Crisis. This country lost two famous leaders from that era; John F. Kennedy and Martin Luther King Jr., who were assassinated. The United States also began the move towards equality by passing the Civil Rights Act. The final major accomplishment from 1960’s was when Neil Armstrong was the first astronaut to land on the moon. The Hippie Counter Culture began in 1960. The hippie era was influenced more by personal happiness in which books, music, and fashion followed as result of their personification of a blissful society. Hippies did not care what others thought of them and their motto was â€Å"if it feels good, do it†. Hippies were seeking a utopian society. They participated in street theater and listened to psychedelic rock. As part of their culture they embraced more open sexual encounters amongst each other in their community and believed in use of psychedelic drugs which consisted of marijuana and LSD. The fashion choice that hippies dressed in was due to set them apart from the mainstream society. They choose to buy their clothing from thrift shops and flea markets (Haddock, 2011). Clothing choices are described as â€Å"brightly colored, ragged clothes, tie-dyed t-shirts, beads, sandals (or barefoot), and jewelry† (Haddock, 2011, para 7). Hippies also referredShow MoreRelatedThe 19 60s Of The 1960 S830 Words   |  4 Pages According to Horotitz’s Campus Life, the 1960’s were a tumultuous time. There was a lot of rebellion and unrest within colleges, students were beginning to explore activism and get away from being a part of normal college culture. The United States was becoming involved in Vietnam which prompted the draft which students didn’t agree with especially when they began to change up the rules and looked to draft college students. Black students were seeking inclusion, representation, and Civil RightsRead MoreThe 1960s Of The 1960 S1394 Words   |  6 PagesThe 1960’s were a time of great turmoil and change; people had many different ways to express themselves. Some did this through drugs, others through assassination, while some chose music. While there were many American musicians who were influential during the 1960s such as Jimi Hendrix, The Doors, and The Eagles, arguably none were as influential as The Beatles . Consisting of John Lennon, Paul McCartney, George Harrison, and Ringo Starr, helped change the face of popular culture of the 1960’s throughRead MoreThe 1960s Of The 1960 S1907 Words   |  8 PagesThe 1960’s was a time of change. The world experienced many different transformations and so much violence as many different things were coming to bloom. There was love and war all over the United States of America. As I observe this capsule being brought out of the ground I am amazed to see the little etch on the side of it, â€Å"The world as it changed†. I am anxious and taken aback when I begin to remove the contents of what I now realize is a time capsule from many years ago. The 1960’s to be exactRead MoreThe 1960s Of The 1960 S1912 Words   |  8 PagesThe 1960’s brought about many changes to culture in the United States. Gone was the age of conformity; students were no longer going to remain silenced and blacks refused to have their voices and rights suppressed anymore. As it had been for centuries and will likely remain the case, life for blacks and whites was drastically different: most of the blacks in the country lived in the South under Jim Crow laws; white Americans were more preoccupied with Joseph McCarthy’s communist witch hunt. NoRead MoreThe 1960s Of The 1960 S3175 Words   |  13 Pages The 1960’s was a time of revolutionary change in many different aspects including civil rights for African Americans. A lot of attention was brought towards the south in the United States, where many contempt African Americans were tired of racism and denied their basic human rights. Unfortunately, despite the countless protests and loud civil rights movement, little has changed in contemporary America. Today we see a similar movement arise from the newer generation protesting racism and policeRead MoreThe Culture Of The 1960s1638 Words   |  7 PagesDuring our first module of Performance Cultures, we explored and researched into the counter cultures of the 1960’s; how those movements shaped not only the development of the performance world but also the culture of modern day life. A prominent factor in the culture of the 1960’s was the art of protest. We as class researched heavily into the different areas of protest during that time, as it really was an era in which the ‘people’ fought back against governments and elitist institutes. To beginRead MoreThe Media Of The 1960 S802 Words   |  4 Pages These changes all lead back to the media of the 1960 s and their involvement in documenting and reporting the Vietnam War. Aside from these social and political changes, thanks to the media of the 1960 s, the 21st century has been molded accordingly. Not only has television technology skyrocketed, but according to the Nelson Company, 96% of Americans as of 2015 now own a television in their homes. And with more families owning a television, the more they are informed by T.V reporters and theRead MoreThe 1960s Essay791 Words   |  4 PagesThe 1960s The 1960’s was a decade that forever changed the culture and society of America. The 1960’s were widely known as the decade of peace and love when in reality, minorities were struggling to gain freedom from segregation. The war to gain freedom for all minorites was a great obstacle to overcome. On February 20, 1960 four black college freshmen from the Negro Agricultural and Technical College in Greensboro, North Carolina quietly walked into a restaurant and sat down at theRead MoreThe Death Of The 1960 S1020 Words   |  5 Pages I always felt like I was born in the wrong generation. In the wrong time period. I always had this weird but strong connection to the 1960 s. All the music, the clothes, the amount of freedom, just everything. I could never understand it but I’m pretty sure I do now. The dreams so now always have first tarted a few years ago. I would be driving down a dark narrow road with a forest on both sides. Always super dark. I know it is cold and that it is winter although I can’t feelRead MoreThe Invention Of The 1960 S1319 Words   |  6 PagesThe 1960’s made an huge contribution to the world today. Many significant innovations were made around the world at this time. Also, many downfalls happened for lots of countries around the world. The 1960s are known for the assassins of many important persons from different countries. All in all, from the inventions of Etch-a-sketches to the first moon landing, the 1960’s changed the lives of people worldwide. The culture before the 1960’s of course had a big impact on how people acted in the

Analysis Of Antigone Actions Were Just - 1254 Words

Buttkick High School Debate Speech: â€Å"Antigone’s Actions Were Just† While one can argue against the law of the gods and the laws of man, there is never a clear answer, as to which one is superior. In defense of her position, Antigones decision to bury her brother was justified because the laws of the gods, as well as respect for the deceased, triumph over the laws of the state. Morals are often independent and separate from human laws, but they should always be followed. Creon had no right to give an order for Polynices to go without a proper burial. Antigone’s choice to choose her morals, which were established by the Gods were honorable, and are not deserving of punishment. Antigone’s actions were right, and Creon was wrong for ordering such a decree, for man cannot stop the will of the gods. Antigone lost both of her brothers, but only one, Eteocles, was allowed by Creon to receive a proper burial. No matter what shame someone may have caused, they are deserving of a respectful and proper burial. This is especially important, for the afterlife and respect for the dead are of great importance and significance Ancient Greek culture. Antigone should have been able to bury both brothers with equal consideration and honor. Creon degrees that the burial of Polynices is prohibited. Regarding Creon’s decree, Antigone says that there is â€Å"a city-wide proclamation, rumor has it, forbids anyone to bury him, even mourn him,† (Sophocles, lines 33-34). Creon declares that PolynicesShow MoreRelatedThe Tragic Women Of Tragedy985 Words   |  4 Pagesplaywrights frequently characterize women as unstable and dangerous. Agave, Antigone, and Medea are all undoubtedly the driving force behind the tragic action in these plays. It is their choices that lead to the pain and death of the people around them. Through an examination of the evidence from three separate works, Antigone, The Bacchae, and The Medea, the role of women in ancient Greek tragedy becomes clear. The actions of Agave, Antigone, and Medea repeatedly prove their characters instability and dangerRead MoreAn Interpretive Analysis On Conflicting Self Reassurance1337 Words   |  6 Pages Antigone: An Interpretive Analysis on Conflicting Self-Reassurance Antigone is a complex, yet debatable play, written by Sophocles somewhere around 442 BC. Chronologically, it is the third of the three Theban plays, but was the first to be written. In addition, Antigone was also one of the most famous tragedies ever to be written. The setting of the play is set in front of the Palace, Thebes, and Ancient Greece. Though most Greek playwrights were from Athens, their plays areRead MoreThe Conflict Between Antigone And Creon1353 Words   |  6 PagesSophocles’ play Antigone told the story of a young woman, Antigone, who was willing to violate the law for her family. In the play, Antigone’s brothers, Eteocles and Polynices, killed each other in battle. Creon, King of Thebes, buried Eteocles’ body because he fought in defense of Thebes; however, Creon issued a decree forbidding the burial or mourning of Polynices, because he had fought against Thebes. While this play’s central plot told the story of a conflict between Antig one and Creon, due toRead MoreAntigone : Human Law Vs. Divine Law1418 Words   |  6 PagesScharnick THR 3270 History of Classical Theatre 30 November 2016 Antigone: Human Law vs. Divine Law The most prominent theme in â€Å"Antigone† by Sophocles is the conflict of divine law vs. human law; it is the driving force behind the entire play. It is an issue of which law is the right law, and if Creon s and Antigone s acts were justifiable. It is also a question of what motivates them both to act as they do and if they were predestined to their fates due to their ties to a doomed familyRead MoreThe Endings Of Sophocles Antigone919 Words   |  4 Pages Although they are versions of the same play, the endings of Sophocles Antigone and Anne Carson s Antigonick convey contrasting ideas of the power of fate, and its role in tragedy. In Antigone, fate is described as an inevitable, insurmountable aspect of life that cannot be avoided. On the other hand, Antigonick shows fate to be a malleable product which can be controlled by the decisions individuals take in their lives. Through the role of the chorus, the addition of Nick, and the catharsesRead MorePolynices Sho uld Be Buried In Sophocless Antigone1681 Words   |  7 PagesSophocles’ play, Antigone, is centered around the conflict of whether Polynices should be buried or exposed to the elements for the wild dogs and vultures to tear apart his body. The play opens at the end of Polynices’ attempted invasion, which made him a traitor of Thebes, and it is revealed that both Polynices and Eteocles had fallen. The new king of Thebes, Creon, decrees that Eteocles will be buried with honored, but Polynices will be left unburied and exposed to the elements. Antigone tells IsmeneRead MoreAntigone Character Analysis1468 Words   |  6 PagesIn the play of Antigone, Sophicles creates a plot that I believe playfully would make viewers sympathetic of the protagonist Antigone. At the beginning of the play, viewers obviously were very sympathetic to Antigone. All she wanted to do was bury her dead brother, and Kreon made it illegal to do such a deed. However, as the play went on, I gained more and more insight on Kreon and my opinion changed. Although Antigone sacrificed her life for what she believed was right, I sympathize more with KreonRead MoreAntigone‚Äà ´s Law: a Critique of Patriarchal Power Structures1121 Words   |  5 PagesStructures    The heroine Antigone sacrifices her life to defy the patriarchal society in which she is imprisoned. By confronting and resisting Creon’s authoritarian rule, Antigone empowers the oppressed people of Thebes. On the surface, her motives seem clear; she defies civil law in favor of a higher moral law. Antigone declares she acts out of a sense of honor and obedience to the gods, however her words and actions reveal additional motives. Antigone follows her own unique law, whichRead MoreVanity Or Valor : When Lines Are Skewed1434 Words   |  6 Pagesand a villain; however, similar to the real world, theses lines between â€Å"right† and â€Å"wrong† become indistinguishably skewed. Sophocles’ Antigone is not to be viewed through the eyes of morality because together hero and villain lie within the motives of both the play’s main characters. Simon Goldhill asserts that â€Å"it is difficult, in other words to read Antigone without making not only moral judgments, but the sort of one-sided moral judgments that the play itself seems to want to mark as leadingRead MoreBiography of Sophocles Essay1496 Words   |  6 Pagesmore illustrious positions concerning politics, and spent the majority of his time as a dramatist and civil servant until his death in 406 BC (Terrell 1). The contributions made by Sophocles to dramatic technique were numerous, and two of his innovations were especially important. He increased the number of actors from two to three, thus lessening the influence of the chorus and making possible greater complication of the plot and the more effective portrayal of character by contrast

A Separate Peace Symbolism Essay Example For Students

A Separate Peace Symbolism Essay In John Knowles A Separate Peace, symbols are used to develop and advance the themes of the novel. One theme is the lack of an awareness of the real world among the students who attend the Devon Academy. The war is a symbol of the real world, from which the boys exclude themselves. It is as if the boys are in their own little world or bubble secluded from the outside world and everyone else. Along with their friends, Gene and Finny play games and joke about the war instead of taking it seriously and preparing for it. Finny organizes the Winter Carnival, invents the game of Blitz Ball, and encourages his friends to have a snowball fight. When Gene looks back on that day of the Winter Carnival, he says, it was this liberation we had torn from the gray encroachments of 1943, the escape we had concocted, this afternoon of momentary, illusory, special and separate peace (Knowles, 832). As he watches the snowball fight, Gene thinks to himself, There they all were now, the cream of the scho ol, the lights and leaders of the senior class, with their high IQs and expensive shoes, as Brinker had said, pasting each other with snowballs(843). Another of the principal themes in this novel is the theme of maturity. The two rivers that are part of the Devon School property symbolize how Gene and Finny grow up through the course of the novel. The Devon River is preferred by the students because it is above the dam and contains clean water. It is a symbol of childhood and innocence because it is safe and simple. It is preferred which shows how the boys choose to hold onto their youth instead of growing up. The Naguamsett is the disgustingly dirty river which symbolizes adulthood because of its complexity. The two rivers intermingle showing the boys changes from immature individuals to slightly older and wiser men. Sooner or later, Gene and Phineas, who at the beginning of the novel are extremely immature, have to face reality. Signs of their maturity appear when the boys have a serious conversation about Finnys accident. Finny realizes that Gene did shake the tree limb purposely so that he would fall. However, he knows that this action was spontaneous, and that Gene never meant to cause him life-long grief. Finny sympathetically says to his best friend, Something just seized you. It wasnt anything you really felt against me, it wasnt some kind of hate youve felt all along. It wasnt anything personal (865). Gene admits to Finny that he feels incredibly guilty and replies, It was some ignorance inside me, some crazy thing inside me, something blind, thats all it was (865). Phineas death is the end of Genes childhood. He is forced to grow up when he realizes that he is living in a world of hate, crime, and disappointment. He is getting older and closer to his eighteenth birthday when he will be d rafted into the war, and he finally begins to prepare. At the conclusion of the novel, after Phineas is gone, Gene says, I was ready for the war, now that I no longer had any hatred to contribute to it. My fury was gone, I felt it gone, dried up at the source, withered and lifeless. Phineas had absorbed it and taken it with him and I was rid of it forever (871). This is another example of how the war furthers Genes advance into adulthood. The war is a symbol of how things arent always what they seem. Recruiting posters and propaganda advertising the army convince many boys into thinking the war is an exciting adventure in which young men interact. Leper enlists in the army after being impressed by a film shown by a recruiter from the U.S. ski troops. The ski movie had decided him. I always thought the war would come for me when it wanted meI never thought Id be going to it. Im really glad I saw that movie in time, you bet I am' (826) Leper is amazed by these men and how they, with t heir recognizable and friendly faces, give a clean response to war. However, he has a breakdown of emotions after joining the troops. He becomes psychotic, goes AWOL, and is given a Section Eight. The war proves too much for such an innocent, isolated boy. He is unprepared for the gory, gruesome things he sees when he arrives for training, and the change is unbearable for Leper who is used to the traditions at home and at Devon. Gene knows that Leper went through more than he could handle, and comments For if Leper was psycho it was the army which had done it to him, and I and all of us were on the brink of the armyA Section Eight discharge is for the nuts in the service, the psychos, the Funny Farm candidates (837). Leper sends Gene a telegram as his call for help. This symbolizes how everyone needs a friend to assist them when they are in trouble. Gene does not even realize how important he is to Leper until this point. The war affects the students and faculty at Devon because bit by bit it begins to intrude on their lives. The war is presented first as a distant source of uneasiness, but its presence gradually grows into an emblem of the encroachment of the adult worlds most mundane elements onto an unspoiled realm of youth and beauty (Beachams Guide to Literature for Young Adults, 1186). At first, the boys hardly notice that the war is taking place. Finny even convinces his friends that the war is an illusion created by old men who want to participate in fighting for their country but arent young enough. The Devon Academy finally opens its eyes to the war when Leper enlists. His friends begin to pay attention to the news hoping that their classmate is involved in the heroic deeds they hear about. Gene jokes a few times during the course of the novel about enlisting with Brinker. These teenagers do not take the war seriously, and this causes a shock when Leper, the first boy to enlist from Devon, becomes a nervous in the service. This is the first time that the war hits home. From this point on, the effects of the war take a toll on the lives of the students. The war finally brings Devon into reality when soldiers with their equipment begin to invade the campus. At the end of the novel before Gene enlists, he remembers, early in June I stood at the window and watched the war moving in to occupy it (Knowles, 866) Gene, Finny, and all the students put off the war until the final possible moment when they have no choice but to become implicated. .u4c531617d22293a0ae42d2608c7575d3 , .u4c531617d22293a0ae42d2608c7575d3 .postImageUrl , .u4c531617d22293a0ae42d2608c7575d3 .centered-text-area { min-height: 80px; position: relative; } .u4c531617d22293a0ae42d2608c7575d3 , .u4c531617d22293a0ae42d2608c7575d3:hover , .u4c531617d22293a0ae42d2608c7575d3:visited , .u4c531617d22293a0ae42d2608c7575d3:active { border:0!important; } .u4c531617d22293a0ae42d2608c7575d3 .clearfix:after { content: ""; display: table; clear: both; } .u4c531617d22293a0ae42d2608c7575d3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4c531617d22293a0ae42d2608c7575d3:active , .u4c531617d22293a0ae42d2608c7575d3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4c531617d22293a0ae42d2608c7575d3 .centered-text-area { width: 100%; position: relative ; } .u4c531617d22293a0ae42d2608c7575d3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4c531617d22293a0ae42d2608c7575d3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4c531617d22293a0ae42d2608c7575d3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4c531617d22293a0ae42d2608c7575d3:hover .ctaButton { background-color: #34495E!important; } .u4c531617d22293a0ae42d2608c7575d3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4c531617d22293a0ae42d2608c7575d3 .u4c531617d22293a0ae42d2608c7575d3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4c531617d22293a0ae42d2608c7575d3:after { content: ""; display: block; clear: both; } READ: Physics Worksheet EssayPhineas and Gene are often considered to be symbols of the two sides of the human personality-good and evil. Phineas becomes a symbol of the ideal person. He is kind, considerate, compassionate, and an excellent friend to Gene. He is a leader, and is confident in himself and in his friends. Gene, on the other hand, is a follower. He appears to be an admirable person, but deep down inside can be evil and vindictive from all the anger that has built up. Gene is a symbol of the fallen man. Throughout the novel, the question that the reader continually ponders is whether or not Gene deliberately shook the tree limb so that Finny would fall. Gene subconsc iously was jealous of Finnys success as an athlete at Devon, which probably motivated him in wanting to hurt Finny. Finny is uncertain if Gene intentionally shook the tree, and therefore never accuses him. Leper calls Gene a savage and he denies it, but soon after proves him right. Leper accuses Gene of knocking Finny out of the tree, and Gene automatically goes on the defensive. He becomes enraged because he already is feeling guilty about the incident. While visiting Leper, Gene says, I shoved my foot against the rung of his chair and kicked. Leper went over in his chair and collapsed against the floor. Laughing and crying he lay with his head on the floor and his knees up. always were a savage underneath (838). In conclusion, the numerous symbols in the novel illustrate the persistent themes of A Separate Peace. The friendship between Gene and Phineas is amidst themes such as lack of reality, low maturity levels, and false appearances. Their relationship deteriorates and leads to death because they fail to learn these valuable life lessons. The purpose of Knowles novel is to exaggerate the life of two young boys to the extreme in order to reveal the unfortunate things that can occur in a relationship when these themes are not taken seriously. As stated in Magills Survey of American Literature, It (A Separate Peace) can be viewed, for example, as a tale of Original Sin, with the Devon School as an Eden enclosing the great Tree of Knowledge through which humankind falls far from innocence but is redeemed by the suffering of a totally innocent one. It may also be approached as a reworking of the classic tale of the need to accept the potential evil within everyone and thus make peace with ones self.BIBLIOGRAPHYA Separate Peace. Magills Survey of American Literature, Vol. 3. New York: Marshall Cavendish Corp., 1993. Beachams Guide to Literature for Young Adults, Vol. 3, pages 1186- 1192. Knowles, John. A Separate Peace. Prentice-Hall Literature, Platinum, 1996 ed.

Blood Brothers The Narrator Essay Example For Students

Blood Brothers The Narrator Essay To what extent do you think the Narrator is presented as a moral guardian or a figure of doom in the play? Give reasons for your opinions. Throughout the play of Blood Brothers I think that the Narrator is presented as a moral guardian. It could be argued that he is a figure of doom because of his actions, but I disagree with this statement because I see him in a different light and I feel that Willy Russell wants his audience to look beyond his actions and see the positive reasons why he delivers bad news. I believe that the Narrator makes his actions obvious and that Willy Russell has made sure that his audience see him as evil straight away because of he says and does. But I think that Willy Russell is hoping that his audience look deeper and dont judge him based on his outward thoughts and sayings. I feel that there is something hidden underneath all the bad forebodings which he gives. There is something else to him and I think this is why I can see him as a moral guardian. From the opening of Act one he sets the scene. He steps forward and starts to recite the prologue to his audience. In this soliloquy he tells the story of the Johnstone twins how one was kept and one was given away never knowing that they shared one name, till the day they died. This soliloquy is very effective in the fact that it allows the Narrator to prepare the audience for the morbid tale which will unfold in front of them. Its true that what he says is very ominous, but this was the task which he was given, he had to prepare the audience for what was to come, as the Narrator of the play it is his duty to make the audience understand what is happening through out the play. He goes on to judge Mrs Johnstone, encouraging the audience to do the same; he places the blame upon her shoulders. This shows just how powerful his role is in the play. He can blame this woman for killing her two sons, so does this mean he has a further insight into her? I mean is he somehow linked to her conscience? Does he know what thoughts are running through her mind? Because you cant blame some in front of a large gathering of people without being sure that the blame is rightfully placed on that person, if its not then you will face the consequences. The Narrator takes this risk, but is it a risk? I personally dont think it is. I think that he knows what he is doing and he believes that Mrs Johnstone deserves to be blamed. Willy Russell has placed the Narrator in some different roles. It is significant to notice that in each of these different roles he delivers bad news, which therefore presents him as a figure of doom. The first role which he takes on is as a Milkman. He tells Mrs Johnstone he is up to here with hard luck stories no money, no milk. Its interesting to see how he shows no care or concern for Mrs Johnstone or her family, instead he remains impartial and detached. Next we see him as the Gynaecologist and he delivers the unforeseen news to Mrs Johnstone, that she is expecting twins. While Mrs Johnstone opens up to him about her problems, he seems unconcerned and shows no compassion or care for her, instead he simply says, congratulations. And the next one please, Nurse. The next one shows just how much he doesnt care, he feels that he is only doing his job and this woman is just another one on the list. While he is in these roles, its like he is an outsider looking in, he doesnt know anything about Mrs Johnstone and instead treats her as he would a stranger. .u086d44cc88ca9fbc3a04803c1efb7094 , .u086d44cc88ca9fbc3a04803c1efb7094 .postImageUrl , .u086d44cc88ca9fbc3a04803c1efb7094 .centered-text-area { min-height: 80px; position: relative; } .u086d44cc88ca9fbc3a04803c1efb7094 , .u086d44cc88ca9fbc3a04803c1efb7094:hover , .u086d44cc88ca9fbc3a04803c1efb7094:visited , .u086d44cc88ca9fbc3a04803c1efb7094:active { border:0!important; } .u086d44cc88ca9fbc3a04803c1efb7094 .clearfix:after { content: ""; display: table; clear: both; } .u086d44cc88ca9fbc3a04803c1efb7094 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u086d44cc88ca9fbc3a04803c1efb7094:active , .u086d44cc88ca9fbc3a04803c1efb7094:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u086d44cc88ca9fbc3a04803c1efb7094 .centered-text-area { width: 100%; position: relative ; } .u086d44cc88ca9fbc3a04803c1efb7094 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u086d44cc88ca9fbc3a04803c1efb7094 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u086d44cc88ca9fbc3a04803c1efb7094 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u086d44cc88ca9fbc3a04803c1efb7094:hover .ctaButton { background-color: #34495E!important; } .u086d44cc88ca9fbc3a04803c1efb7094 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u086d44cc88ca9fbc3a04803c1efb7094 .u086d44cc88ca9fbc3a04803c1efb7094-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u086d44cc88ca9fbc3a04803c1efb7094:after { content: ""; display: block; clear: both; } READ: Is Shylock a Villain or a Victim that Deserves Our Sympathy EssayBut he is not like this while he is the Narrator, instead he has an opinion about everyone, he knows them and he knows the cause of their actions. You can see the contrast of his character and we have to ask ourselves why does he have an opinion? Most Narrators in plays stay impartial, they tell the audience what is happening but they never say what they think of it. This Narrator is different, he does care, even though at the start of the play it seems as if he thinks bad of everyone, we see a different side to him as it progresses. He really is a character in the play in his own right. After Mrs Johnstone and Mrs Lyons make their pact he enters again and says, How swiftly those whove made a pact, Can come to overlook the fact. Or wish the reckoning to be delayed But a debt is a debt, and must be paid. Here I can see him taking on the role of a moral guardian, as he is showing that he disapproves of the pact that has been made. I know that some would argue that he acts as a figure of doom as he is stating ominously that Mrs Johnstone cannot escape from her fate. But I dont agree. I think that he recognises that Mrs Johnstone will not find it easy giving up her child but warns that she will have to. He is not necessarily blaming anyone here, instead he is reminding them that their pact is binding and they will have to carry it out. I sense that since this pact has been made he feels that it should be carried out, he is like a judge here when he says, must be paid. He knows they cant go back on their word because they swore on the bible, so could he have been sent to make sure that the deed is done? Because of the pact being made on religious grounds, maybe it is his job to make sure that it is carried out. Could he have come from a higher power? Could he be seen as an angel? I think later on in the play we find the answers to these questions. After Mrs Lyons goes back on her promise to Mrs Johnstone, the Narrator is seen again. This time he starts to sing a song which contains very disturbing lyrics. Now yknow the devils got your number, Hes gonna find y Hes knocking at your door. These lyrics most certainly present him as a figure of doom. He builds up the tension of this scene and Willy Russell effectively uses him as a dramatic device to engage the interest of the audience. He creates tension and fear through this song amongst the audience and we expect the worst. I know that this song definitely casts him in a negative light, but we can see the nod to religion here again. He sings about the devil and how he is after both Mrs Johnstone and Mrs Lyons, this is out of character for a devil and I feel that something is not right. If we were to assume that the Narrator is from a higher power then it would be him who would be after Mrs Johnstone and Mrs Lyons for what they have done, but instead he sings about the devil. I think he wants to draw the attention away from himself as we are starting to see him as something else. I feel he is using the devil to highlight the wrong doing which has happened between these two women and how it should have never been allowed to come to past. The one thing which I feel I must point out, is how religion is never openly mentioned in this play and you may be wondering why I keep referring to it, but I can see how some of these events have religion entwined in them. I think religion, though never mentioned is a key part to understand this play and the Narrator himself.