A Look At Sumer in Ancient History

A Look At Sumer in Ancient History In about 7200 B.C., a settlement, Catal Hoyuk (Çatal Hà ¼yà ¼k), developed in Anatolia, south-central Turkey. About 6000 Neolithic people lived there, in fortifications of linked, rectangular, mud-brick buildings. The inhabitants mainly hunted or gathered their food, but they also raised animals and stored surplus grains. Until recently, however, it was thought the earliest civilizations began somewhat further south, in Sumer. Sumer was the site of what is sometimes called an urban revolution affecting the entire Near East, lasting about a millennium, and leading to changes in government, technology, the economy, and culture, as well as urbanization, according to Van de Mieroop A History of the Ancient Neareast. Sumers Natural Resources For civilization to develop, the land must be fertile enough to support an expanding population. Not only did early populations need a soil rich in nutrients, but also water. Egypt and Mesopotamia (literally, the land between rivers), blessed with just such life-sustaining rivers, are sometimes referred to together as the Fertile Crescent. The 2 rivers Mesopotamia lay between were the Tigris and the Euphrates. Sumer came to be the name of the southern area near where the Tigris and Euphrates emptied into the Persian Gulf. Population Growth in Sumer When the Sumerians arrived in the 4th millennium B.C. they found two groups of people, the one referred to by archaeologists as Ubaidians and the other, an unidentified Semitic people- possibly. This is a point of contention Samuel Noah Kramer discusses in New Light on the Early History of the Ancient Near East, American Journal of Archaeology, (1948), pp. 156-164. Van de Mieroop says the rapid growth of population in southern Mesopotamia may have been the result of semi-nomadic people in the area settling down. In the next couple of centuries, the Sumerians developed technology and trade, while they increased in population. By perhaps 3800 they were the dominant group in the area. At least a dozen city-states developed, including Ur (with a population of maybe 24,000- like most population figures from the ancient world, this is a guess), Uruk, Kish, and Lagash. Sumers Self-Sufficiency Gave Way to Specialization The expanding urban area was made up of a variety of ecological niches, out of which came fishermen, farmers, gardeners, hunters, and herdsmen [Van de Mieroop]. This put an end to self-sufficiency and instead prompted specialization and trade, which was facilitated by authorities within a city. The authority was based on shared religious beliefs and centered on the temple complexes. Sumers Trade Led to Writing With an increase in trade, the Sumerians needed to keep records. The Sumerians may have learned the rudiments of writing from their predecessors, but they enhanced it. Their counting marks, made on clay tablets, were wedge-shaped indentations known as cuneiform (from cuneus, meaning wedge). The Sumerians also developed monarchy, the wooden wheel to help draw their carts, the plow for agriculture, and the oar for their ships. In time, another Semitic group, the Akkadians, migrated from the Arabian Peninsula to the area of the Sumerian city-states. The Sumerians gradually came under the political control of the Akkadians, while simultaneously the Akkadians adopted elements of the Sumerian law, government, religion, literature, and writing. SourcesMost of this introductory article was written in 2000. It has been updated with material from Van de Mieroop, but still depends mainly on the old sources, some of which are no longer available online: (http://loki.stockton.edu/~gilmorew/consorti/1anear.htm) The Middle East Inner Asia: A World Wide Web Research Institute(art-arena.com/iran1.html) MapBlack and white map shows the Near East from 6000-4000 B.C.(wsu.edu:8080/~dee/MESO/SUMER.HTM) The SumeriansClear, well-written history of the Sumerians, from Richard Hookers World Cultures Site.(eurekanet.com/~fesmitha/h1/ch01.htm) Genesis in SumerFrank Smithas chapter on the Sumerians includes information on education, religion, slavery, the role of women, and more. [Now at Sumer]

Why We Sympathize with MacBeth

Why We Sympathize with MacBeth Free Online Research Papers Why We Sympathize with MacBeth MacBeth fits all of the characteristics of a tragic hero. He is an important character in the play, has a character flaw (his ambition), has one good quality (at the start of the play he was noble and respected), has someone to tempt or persuade him to commit a crime (Lady MacBeth and the witches), deserves his fate (MacBeth did not simply make a mistake, he committed a terrible crime – the murder of a king (and many others) is definitely frowned upon in Elizabethan times), and was punished for the crime (he was killed), which he has committed. MacBeth definitely is the tragic hero of MacBeth. By giving him a good quality, the author creates sympathy for MacBeth. Philosophers, such as Aristotle, believed that the audience must feel sympathy for the tragic hero; otherwise, it was not considered a good play because the audience could not empathize with the tragic hero. MacBeth has a very good quality: his courage. He says: â€Å"Ill fight till from my bones my flesh be hacked. Give me my armor.† 5, 3, 32-33 He says this even though he realizes he will die. The tragic hero and everyone associated with him must die. MacBeth should die because he has committed both treason and a religious crime – he is killed by MacDuff. Lady MacBeth commits suicide towards the end of the play, and MacBeths followers are killed in the last battle of the play. Furthermore, MacBeth causes pain and suffering to innocent parties, and, thus, fulfilling the very definition of a â€Å"tragic hero†. Readers feel sorry for MacBeth because of all the reasons that make a tragic hero. In the beginning of the play MacBeth was certainly a military hero who was worthy of the praises and rewards bestowed upon him. Shakespeare described him in terms such as these: â€Å"For brave MacBeth – well he deserves that name –† 1, 2,16 â€Å"O valiant cousin, worthy gentlemen.† 1, 2, 24 â€Å"What he hath lost, noble MacBeth hath won.† 1, 2, 67 MacBeth is portrayed as a brave and loyal soldier who fights for king and country. His only weakness is his ambition. When the witches prophesize that he is going to become Thane of Cawdor and afterwards king, MacBeth does not believe any of it. But when he later does become Thane of Cawdor he is hard put to ignore the prophecy as the first step in a seemingly unattainable goal has suddenly become within reach for him. Without the witches’ prophesy in his head it is very doubtful MacBeth would have acted the way that he did, the prophesy gives MacBeth the feeling that all the events are preordained and that even without any interference from him things would snowball to the end result anyway. Shakespeare makes you feel sorry for him in that MacBeth felt like he didn’t really have any choice in the matter; everything was out of his control. When MacBeth hears of the witches’ prophesy the thought of killing his king is abhorrent to him: â€Å"†¦Whose horrid image doth unfix my hair And make my seated heart knock at my ribs†¦Ã¢â‚¬  1, 3, 134-135 â€Å"†¦Present fears Are less than horrible imaginings.† 1, 3, 136-137 The play lets you see that MacBeth is very reluctant to take any action towards him becoming king but with the witches’ prophesy and Lady MacBeth’s urging, cajoling, insulting and threatening he is under a lot of pressure to act accordingly. Audiences feel sorry for MacBeth as he is tempted by the prospect of becoming king but at the price of murdering a man that had been very good and generous to him. MacBeth struggles with his morals and his conscience but in the end his ambition wins and he gives in to the evil urges. â€Å"First, as I am his kinsman and his subject, Strong both against the deed; then, as his host, Not bear the knife myself. Besides, this Duncan Hath borne his faculties so meek, hath been So clear in his great office, that his virtues Will plead like angels, trumpet-tongued against The deep damnation of his taking-off.† 1, 7, 13-20 â€Å"†¦ That tears shall drown the wind. I have no spur To prick the sides of my intent, but only Vaulting ambition which o’erleaps itself And falls on th’other – † 1, 7,25-28 MacBeth had even decided not to murder the king however his wife and the witches were too much for him to handle so finally he succumbed to their combined pressures. Even though MacBeth murdered four people Shakespeare paints MacBeth as a man deeply troubled and tormented by his bloody deeds. MacBeth sees Banquo’s ghost and is deeply shaken by the encounter: â€Å"Thou canst not say I did it; never shake Thy gory locks at me!† 3, 4, 50-51 His guilty conscience tortures him. When he became king, MacBeth does not even get to enjoy it, he was tormented by guilt and ghosts created by his mind and his becoming king only brought him pain and suffering – this is all shown in the play and that’s why readers feel such sorrow for MacBeth. He had done so much yet never had the chance to enjoy the fruits of his labor. In the end MacBeth loses everything; he loses what he coveted the most and did anything and everything to get: the kingship, but more tragically he also loses interest in life itself: â€Å"†¦ Better be with the dead Whom we, to gain our peace, have sent to peace, Than on the torture of the mind to lie In restless ecstasy. Duncan is in his grave. After life’s fitful fever, he sleeps well.† 3, 2, 19-23 He even envies the peace of death that Duncan enjoys. Lady MacBeth kills herself and it does not even matter anymore to MacBeth. The irony of it was that he had everything that he’d ever wanted yet his life had becoming meaningless. â€Å"Life’s but a walking shadow, a poor player †¦ It is a tale Told by an idiot, full of sound and fury Signifying nothing.† 5,5 23-26 The crux of the problem was the witches. Without the prophecies he would not have killed his king, he would not have ordered the murder of Banquo and MacDuff’s family and he would not have thought himself invincible and gone into battle only to get himself killed. It is not MacBeth’s actions that made him what he became but rather the actions of those around him i.e. Lady MacBeth. Throughout the whole play we are constantly reminded that MacBeth never made any decision by himself to do the things that he did. It is always the interference of someone else that had caused those things to happen. Readers feel the deepest sympathy for MacBeth who commits one horrific crime after another at the urgings of others when he would have been content to just being the Thane of Cawdor – and illustrious title in itself. â€Å"We will proceed no further in this business†¦Ã¢â‚¬  1, 1, 31 But most sad of all MacBeth is primarily the victim of his own ambition. Another reason Shakespeare gives for us to feel sympathy for MacBeth is the fact that they cannot have children. MacBeth says to Lady MacBeth: â€Å"Bring forth men-children only, †¦Nothing but males†¦Ã¢â‚¬  1, 7, 72-74 This shows how much MacBeth wants an heir. Yet Lady MacBeth is unable to give him any. This might be because of Lady MacBeth’s demand that the spirits â€Å"unsex† her so she is able to kill Duncan. Readers feel sorry for MacBeth about this because it is through no fault of his that he will not have any children. Although MacBeth is certainly a villainous, evil man based solely on his actions, a fuller examination of his characters portrayal leads to a more sympathetic view of him. The play does not portray MacBeth simply as a cold-blooded murderer, but rather as a tortured soul attempting to deal with the atrocities surrounding him. The main reason why readers would feel sorry for MacBeth would be that everything that had happened wasn’t really his fault. Lady MacBeth even kills herself because she couldn’t handle the guilt anymore – this is very sad for MacBeth, as they were very close in the play. Readers also feel sorry for him in that he lost the only person he trusted and was close to. At the conclusion of the play the cruelest blow yet is dealt to MacBeth. The witches had informed him that ‘no man born of woman’ could kill him. He was lulled into a false sense of security so feels confident in going out to battle. What he does not know and does not find out until right before his death is that Macduff was born by Cesarean section – in Elizabethan times this was not considered natural, therefore not ‘born to a woman’. Readers can pity this man who had once been a loyal and trusted soldier serving his liege but instead became a â€Å"tyrant† and â€Å"butcher† who with his â€Å"fiend-like queen† committed regicide and other horrific murders to become king but end up lose everything he had. Research Papers on Why We Sympathize with MacBethHonest Iagos Truth through DeceptionWhere Wild and West MeetCapital PunishmentHarry Potter and the Deathly Hallows EssayComparison: Letter from Birmingham and CritoThe Effects of Illegal ImmigrationThe Fifth HorsemanArguments for Physician-Assisted Suicide (PAS)Effects of Television Violence on ChildrenBringing Democracy to Africa

Music in Brazil Essay Example | Topics and Well Written Essays - 2000 words

Music in Brazil - Essay Example The French Revolution also had a significant impact on Brazilian music. Similarly, mines are another major influence in the evolution of Brazilian music. The music of Brazil appeared very limited as only very few compositions could be found in their original tradition. The authors were: Francisco Gomes da Rocha (1754-1808), Manuel Dias de Oliveira (1735-1813), Jose Joaquim Emerico Lobo de Mesquita (1746-1805) and Joao de Deus de Castro Lobo (1794-1830). The first reference to Brazilian music pertains to 1578 and is titled â€Å"Viagem a Terra do Brazil,† or the journey to the land of Brazil, composed by Jean De Lery. A major trend in the Brazilian music scenario was the prevalence of discrimination on the basis of religion, gender and socio-economic status. This trend also reflected on music education in the country and only a few children had studied music in Brazil. Thus, formal education in this fine art remained limited. Thus, most of the music derived from the informal le arning background and through traditions. The musical practices in Brazil developed into two distinct categories in the states of Para and Marahao. In the Brazilian tradition, children also enjoyed music as adult and they had songs on a wide variety of themes, during the Orphenonic movement in the 1940s. The songs, which were usually heard during many of the traditional celebrations, were sung by illiterate people from all the communities, thus adding up to the history of Brazilian music. The Principle Characteristics of Brazilian Music The history of music in Brazil began with the arrival of Portuguese and the Jesuits used choir groups in the church. As a result, music became more popular among common people. During those days, slavery was prevalent in the country and the children of slaves did not have the privilege of schooling. Hence, a wide gap came into existence between the musical practices of the rich and poor people in the earlier times. Music appeared to be a major discip line in Brazilian culture. Researchers from various places developed an interest in the musical practices by different communities, as well as the traditional institutions. Many educational institutions began publishing the material on music, which brought music practices by different communities in Brazil to the limelight. An irrefutable element in the Brazilian music is the strong influence of the Portuguese language. Besides, many African and native words also found their way into Brazilian music which contributed to the forging of an African rhythm, which rendered to the Brazilian music a more sensual and romantic style in its transformation. Brazilian music deploys a wide array of musical instruments in its composition. In the early days the composers mainly relied on drums and percussion, which was similar to the African Diaspora. Another significant influence was the Atabaques, which are narrowed drums of Africa, with their top covered by calf skin. These drums came in differ ent sizes, which were prominently used in the rituals in Brazil. Other instruments included bamboo, which is in the category of surdos, which meant deaf drums; Alfaias (rope-drums); Zabumbas which had a low sound with two heads; repiniques which were a high pitched drum; Pandeiros which were a single headed hand drums, and so many others. â€Å"In contrast to the economic inequality that historically pervaded Brazilian society,

American History Since 1865 Essay Example | Topics and Well Written Essays - 500 words

American History Since 1865 - Essay Example One can safely conclude that the containment policy was somewhat of a success. The strategy acknowledged that the Soviets will continue to expand. From Kennan’s perspective, it was a dangerous policy as it flared tensions between two superpowers. It also initiated the ruthless intention of the USA to build up arms and support dictatorships to fight anti-communism. Kennan’s strategy was overblown as the government took this as a chance to launch a full-scale war against communism. The ultimate goal went from containment to overthrowing a regime. However, policy was a success as it did halt Soviet expansionism as democracy prevailed. The risks that were implemented with this policy were too high compared to the benefits. The three most important events that occurred in the civil rights movement were: the bus incident of the Rosa Parks, the Civil Rights act of the 1964, and the â€Å"dream speech† of Martin Luther king. These events were vital to the development and progression of the civil right movements for various reasons. The Rosa Parks incident was critical to the Civil Rights movement because it initiated the Montgomery bus boycott. The boycott was essential because it boycotted all the buses because it implemented social and political campaign that attempted to eliminate segregation.

Modern Cryptographc Protocol in Fixed and Mobile Communication Research Paper

Modern Cryptographc Protocol in Fixed and Mobile Communication - Research Paper Example Introduction Cryptography represents the practice as well as the study of effective procedures and techniques enduring secure communication amid various technological instruments. It reveals about constructing as well as analyzing the protocols that mainly overwhelms the effect of adversaries. It is to be stated that cryptography is the synonym of encryption which signifies translation of information that is readable to a particular state that cannot be decoded. With this concern, this particular study entails the application of modern cryptography over fixed as well as mobile communication. It can be apparently observed that network security incorporates wide application of cryptographic protocols as well as algorithms in order to ensure secured and safe communication within different technological aspect. It is worth mentioning in this similar concern that cryptography tends to secure communication with respect to several significant areas such as internet, e -commerce as well as m obile communication by a greater level (Lundh, & Cortier, 2002). ... With this growing nature, there remains an increased demand for information protection. Furthermore, it has been revealed that communication being involved within modern business scenario entail both fixed as well as mobile communication. Moreover, it has also been observed that in order to keep pace with the competitive market, volume of information is also being accelerated. As a matter of fact, it can be apparently observed that traditional cryptography has been mainly designed as well as verified by applying or implementing informal as well as intuitive techniques. Furthermore, it can be viewed that absence of proper verification mainly lead towards occurring flaws as well as security errors. These errors further remain undetected and creates problem with respect to communication. Formal verification views at providing a rigid as well as a thorough medium for evaluating the effectiveness of cryptographic protocols (Chaabouni, Lipmaa, & Shelat, 2009). In order to determine the imp act of cryptographic protocols especially in fixed communications, it can be affirmed that protocol authentication is usually accomplished by deductive reasoning on the basis of application. It has been revealed that protocol goals must be fixed accurately at the presence of flaws within protocol assumption. It can be viewed that if the protocol goals are not accurate, then validation concerning fixed communications cannot be succeeded. In this similar concern, certain advanced strategies need to be adopted as well as executed for improving as well as developing numerous equipments that simplifies the verification procedure by a considerable level. As a matter of fact, simplification of protocol procedure incorporates certain major

The Growing Problem Behind Sexual Deviance

The Growing Problem Behind Sexual Deviance Once a taboo entity, only found in seedy movie theaters and sold behind closed doors, pornography has now become increasingly more visible and accessible to the public. Today, the access of pornography is as simple as a few clicks of a computer mouse, and those clicks afford the viewer a vast collection of sites and images that would otherwise be unavailable without technology or the media. With this accessibility comes a new issue: is pornography at all to blame for sexually deviant behavior? It seems as though sexually deviant crime is taking place at unheard of rates, and the link to pornography has been cited before. However, the question of whether these crimes are on the rise or just hyped by the media remains to be seen. One factor that has played a part in the debate is the issue of pornography, and the link between the two seems to hold valid evidence to prove some sort of connection. How Does Pornography Affect Us? Pornography undeniable affects each person who views it in some way. Whether these individuals find the content stimulating, exciting, or disturbing is subjective, but research has shown that men, women and children have the tendency to act in a certain manner when studied in groups rather than on an individual level. Children may be the most affected group when it comes to viewing pornography, and have the tendency to shape their future actions on what they have seen. According to Dr. Catharina Welin (2006), because of the widespread availability of pornography in the media, youths are exposed to violent or bizarre sexual activities long before they have had any personal sexual experience (p. 293). In this case, children with little to no knowledge of sexual activity, having viewed such material, begin to associate sex in their own personal lives as relatable to sex in these videos or images. This can play a significant part in how this child will grow to view sex as an act, their own sexuality, and the stigmas they associate with different genders. A child who has viewed pornography, maturing into an adult who engages in his or her own sexual experience will no doubt have a different view of the act than an individual who did not view such material in childhood. Women who view pornography as adults tend to have a distaste for what they are seeing and for the porn industry in general. For most women, sexuality is considered a private matter, especially in terms of their own sexual encounters. Women prove to be more emotional about sex rather than men who are geared to view it in a more physical sense. Women tend to believe that pornography is degrading to themselves and to their gender as a whole, showing the objectification of women as mere objects for mens sexual gratification. Ann Gary (1978) notes that pornography leads to behavior and attitudes showing disrespect for women, and pornography itself shows disrespect for women (p. 232). Although some women may find pornography sexually stimulating in the bedroom, the overall stigma associated with pornography by the female gender seems to be vastly negative. Lastly, one must view how men tend to view pornography. As males tend to commit sexually deviant crimes in a far more frequent manner than women, it can be said that viewing pornography may be a factor in looking at this statistic. Men tend to see sex as an enjoyable physical release before viewing it as an emotional connection, which may attest for the way women are portrayed in most pornography as merely the attractive tool to be used in order for the man to achieve sexual gratification. Pornography and the Sexual Deviant Having looked at the ways that pornography tends to affect different groups on individuals, one can look further into the research that has been done to prove a link between pornography and the sexual deviant. Researched Michael Goldstein (1975) notes several cases of sexual deviant criminals citing the desire to commit such acts after viewing them in a pornographic film. He writes, Motorcycle films containing violence and gang bangs frequently nourished erotic dominant fantasy. As one rapist put it, Id think of some of the girls I had raped, and some of the girls that got raped in the movies during my sexual encounters. Id place myself in the villains place instead of the heros, so Id have a rough, hardened image (p. 102). The tendency of these types of men to engage in sexually deviant or criminal behavior after watching these types of films shows some relationship between the two, and the prominence of research on this correlation does much to back up the claim of relationship. Researchers Addison, Koss, and Malamuth (2000), found that exposure to nonviolent and violent pornography results in increases in both attitudes supporting sexual aggression and in actual sexual aggression (p. 44). Further, found that men who watch porn were more likely to view women as promiscuous and therefore available to them regardless of their own will. Dolf Zillman (1989) notes, Men behave as if they were entitles to sexual access with women who readily granted it to other men, and those who feel entitled can view their actions as a misdeed rather than a criminal offense against a woman (p. 100). Sociological Theories and Deviance Pornography and sexual deviance in a sociological context can be considered related as the actions and behaviors that may ensue after viewing pornography violate the culturally accepted norms of sexuality and can lead to going against formally enacted-rules of the government in terms of sexually deviant criminal activity. Of all the three major theoretical perspectives in sociology, that which seems to most closely relate to the issue of pornography as a factor in sexual deviance is that of symbolic interactionism. Symbolic interactionism places emphasis on smaller scale social interaction, which in this case can be compared to the porn industry and its customers and viewers. Herbert Blumer (1969), who coined the term symbolic interactionism noted that humans act toward things on the basis of the meanings they ascribe to those things (p. 45 ). In this case, this can be attributed to viewers of pornographic materials seeing the violent and deviant actions performed upon women in porn, taking these actions from the media they witness, and enacting this type of behavior in their own lives. Sociologist Darryl Hall (2009) notes that the symbolic interactionism view of sexual deviance (which can relate to the issue of porn and sexual deviance) is as follows: Symbolic interactionists suggest that the need of men to validate their sexual prowess or reaffirm their masculinity is an important factor in their seeking out pornography or prostitutes (p. 2). Such a notion can explain the rising level of sexually deviant crime in society, and can in turn associate this with the viewing of pornography as a mans need for sexual validation and masculinity. Conclusion As seen, the rise of pornography to a near norm in society has heightened the search to link the viewing of this material to sexual deviant behavior in society. Although a direct link is not conclusive, it is clear that the research in terms of this question is growing too slowly but surely supports some link between the two.

Teaching of Morals in Public Schools :: Free Essays Online

From the age of five until the time they graduate in their eighteenth year the children of America are compelled to attend school. Everyone agrees that we need compulsory education, but no one really agrees why our children need it. Some, like Jonathan Kozol, feel that the purpose of education is to turn a child into a good person through a series of moral and ethical lessons. The other school of thought is that school is a place for a general education of facts and figures and that morals have no business in the classroom. This is a question of vital importance because, with the vast majority of American youths in public school, it could truly change the face of America. The first twenty years of a human being's life have more to do with making up who they are than genetics and the other fifty-odd years of their life combined. Because of this there is a definite need for children and young adults to have a forum to learn about morals and ethics. In this respect Jonathan Kozol's ideas from The Night is Dark and I am Far from Home are true, but, is the right place for a child to learn ethics a public school of the United States? An individual's moral beliefs are one of the most personal and complex pieces of his/her psyche. One must deal with the question of whether or not they want this nation's youths to all be taught the same morals. If teachers were able to impose their own personal beliefs while teaching history and English, imagine what they could do to impressionable minds while teaching ethics. There is absolutely no way to teach morals objectively. If a teacher were a Christian fundamentalist, could she ( I, like Kozol, use "she" because a majority of elementary teachers are female) help a student make an informed, unbiased decision about abortion? If that teacher had to teach a child to make up his or her own mind, or if that teacher had to tell the student to be pro-choice (the law of the nation) she would be teaching something she didn't believe. The abortion example brings up the question, "Whose morals are we going to teach our youth?" If you allow a class in ethics, whose do you teach? The teacher's, the schoolboard's, or the nation's? Whose ever morals you do teach them would probably be drastically different from what they would come up themselves or what their parents would teach them. Teaching of Morals in Public Schools :: Free Essays Online From the age of five until the time they graduate in their eighteenth year the children of America are compelled to attend school. Everyone agrees that we need compulsory education, but no one really agrees why our children need it. Some, like Jonathan Kozol, feel that the purpose of education is to turn a child into a good person through a series of moral and ethical lessons. The other school of thought is that school is a place for a general education of facts and figures and that morals have no business in the classroom. This is a question of vital importance because, with the vast majority of American youths in public school, it could truly change the face of America. The first twenty years of a human being's life have more to do with making up who they are than genetics and the other fifty-odd years of their life combined. Because of this there is a definite need for children and young adults to have a forum to learn about morals and ethics. In this respect Jonathan Kozol's ideas from The Night is Dark and I am Far from Home are true, but, is the right place for a child to learn ethics a public school of the United States? An individual's moral beliefs are one of the most personal and complex pieces of his/her psyche. One must deal with the question of whether or not they want this nation's youths to all be taught the same morals. If teachers were able to impose their own personal beliefs while teaching history and English, imagine what they could do to impressionable minds while teaching ethics. There is absolutely no way to teach morals objectively. If a teacher were a Christian fundamentalist, could she ( I, like Kozol, use "she" because a majority of elementary teachers are female) help a student make an informed, unbiased decision about abortion? If that teacher had to teach a child to make up his or her own mind, or if that teacher had to tell the student to be pro-choice (the law of the nation) she would be teaching something she didn't believe. The abortion example brings up the question, "Whose morals are we going to teach our youth?" If you allow a class in ethics, whose do you teach? The teacher's, the schoolboard's, or the nation's? Whose ever morals you do teach them would probably be drastically different from what they would come up themselves or what their parents would teach them.