Geggus, David Patrick. Haitian revolutionary studies. Essay Example for Free

Geggus, David Patrick. Haitian revolutionary studies. Essay After the 1695 Ryswick Treaty between France and Spain, France took control of St. Domingue (Willie 2001, p 36). The legal rights bestowed upon the French gave them the jurisdictional capacity to reign over the western region of Hispaniola. Government officials from France took care of the administrative and governing bodies of St. Domingue. The Ryswick Treaty paved way for the French to colonize St. Domingue and take preeminence in virtually every fundamental aspect of the region. The social, economic and political realms of the people of St. Domingue were largely defined by the French colonial systems in place (Willie 2001, p 36). The weighty colonial systems of the French in St. Domingue led to a stratified social system, dividing the people into social classes. The Les Grand Blancs were the superior whites who consisted of the planters and royal officials of the colony. The Les Petit Blanc, considered as the lowest group of whites consisted of the artisans, shopkeepers and bookkeepers in St. Domingue. By 1789, the total umber of whites in St. Domingue was 30, 000. The Mulattoes or free coloreds, numbering 28,000 by 1789, consisted of children fathered by white French men with black women (Willie, 2012, p 38). Emancipation of the free coloreds gave them an opportunity to own slaves as their white counterparts. They possessed one third of the real estate in St. Domingue. The slaves, who numbered 450, 000 by 1789 were the least in the social ladder (Ghachem 2003, p 4; Willie 2001, p 38). They literally owned nothing and were devoid of any degree of liberty compared to the other social classes. The social stratification structure in St. Domingue resulted into social, economic and political disparities that constantly caused friction among the social classes in the social ladder. Every social class sought to defend its rights and freedoms; the quest for justice and liberty was deeply engraved in each of the social classes (Geggus 2002, p 14). A critical analysis of the perceived economic and social injustices experienced by the groups is ultimately significant in understanding the causes and aims of the St. Domingue Revolution. Indeed, a critical evaluation of the social ladder in the French colony is imperative in comprehending the causes and aims of the St. Domingue Revolution from 1791-1804. The economic demography of St. Domingue in the late 18th century               Ã‚  One cannot talk about the St. Domingue Revolution (1791-1804) without expounding on the economic demography of the then, largest French colony. Dominated by agriculture and trading relations, the French colony was indeed export motivated. The colonial economy maximized on sugar, coffee, cotton and indigo plantations. The colony had 3000 coffee plantations, 800 sugar plantations, 800 cotton plantations and 2950 indigo plantations (Willie 2001, p 36). The expansive plantations placed St. Domingue strategically among the French colonies; in fact, it was the richest plantation colony of the French. The second half of the 18th century saw St. Domingue expand to become the largest exporter of coffee and sugar in the world; this placed France at a strategic place in the world economy (Willie 2001, p 36). The increased growth and demand in the colonial economy in St. Domingue triggered the colonialists to continually restructure the plantation systems. A constant increase in the number of slaves in the colony by the colonialists fueled the destabilization of the social balance in St. Domingue. In a bid to maintain a robust and thriving colonial agricultural economy, the colonialists subjected the slaves into hard labor, which consequently eroded their state of freedom and liberties. The lowest social class in the French colony experienced social and economic deficiencies that exacerbated their poor living standards. The poor living standards meant that the mortality rate of the slaves, sky- rocketed and necessitated the capture of more slaves for the further expansion of the colonial economy. The complicated economy in late century St. Domingue saw an increase in the number of slaves, which led to slave insurrections prior to 1791(Marsh and Nicola 2011, p 21). The desire of the slaves to attain freedom and liberty precipitated the St. Domingue revolution that historians claim changed the landscape of world affairs, and contributed to the demise of slavery. Hence, the social imbalance created by the economic demography of St. Domingue led to the inception of the revolution. The economic and social disparities of the social groups               Ã‚  Economic and social disparities were at the height of the causes and aims of the St. Domingue revolution (Geggus 2002 p 14). The social classes often clashed with one another in a bid to secure their social, economic and political justices. However, this was not an easy endeavor; hence, precipitating repeated crises that brought social and economic imbalances in the colony. The colonial masters sought to maintain the colony’s economic valor, and for this to happen, the relentless friction among the social clashes continued inevitably. Certainly, the social ladder triggered disparities that heightened the imbalances in the colony. The Les Grant Blancs who were born in the colony expressed feelings of discontent against the whites born from France, their motherland. The whites from France took charge of the most important government offices in the colony. The whites born in the colony (creoles) expressed dissatisfaction because they wanted to participate effectively in the government (Geggus 2002, p 6). The inability of the Les Grant Blancs to have a greater autonomy in the running of the colonial administration affected their social status in the colony. The group perceived that being on top of the social ladder deemed it right to have autonomy over the affairs of the colony. The planters and wealthy members of the group perceived that the ceremonial positions they were given in the assembly was not tantamount to their social status. The reduction of their status to minor aristocrats precipitated their desire to command more grounding against the European-born colonialists. As a result, there was a social stru ggle and imbalance as the group sought to gain the legal rights of controlling the colony. The Les Grant Blancs also wanted to have the freedom of trade. As the plantation owners, they wanted to have more economic autonomy from the proceeds of their produce. Apparently, the colonialists controlled the produce from the island, which was its major asset because of the strategic economic benefits associated with it. The French government introduced the Exclusive trade system, which ensured that the control of goods had to come exclusively from France. Moreover, the high taxation levied on the colony did not auger well with the group. The white plantation owners continually sought to have economic independence from the French government and the colonial administrators. The economic struggles between the Les Grant Blancs and the royal French colonial administrators brought economic imbalances that often threatened the integration of the groups. The white planters saw that the economic advances were creating injustices that needed to be addressed. According to Willie (2001, p 39 ), the Les Grant Blancs believed that the colony officials wasted St. Domingue’s resources. Therefore, the plantation owners and members of the assembly constantly attacked the executive officials from France. It was widely acknowledged that the wealth of the French colonies was primarily meant to benefit France, but not the colonies. This brought mixed reactions in the colony, with the superior whites advocating for the abolishment of heavy taxes and a greater control of the colony’s trade relations. The Les Petit Blanc consisting of poor white men did not have good relations with their rich counterparts. The social disparities between the two groups caused sharp conflicts that often resulted into physical violence. The Les Petit Blanc did not like the fact that their rich counterparts had immense wealth, which they could only imagine. The privileges that the Les Grant Blancs enjoyed created a stratified social structure that made the Les Petit Blanc inferior. The Mulattoes or free coloreds were also inferior to the wealthy planters and civil officers. The interaction between the poor whites and the Mulattoes as well as the slaves made the rich whites to perceive them as less important in the economic status of the colony. The economic and social superiority of the rich whites resulted into strained relationships between them and the â€Å"Les Petit Blancs†. Undoubtedly, the strained relationships stemmed from the economic and social disparities of the colony’s stru cture. Of importance still, is the relationship between the whites and the Mulattoes/ free coloureds. The disparities between the social classes came because of the economic and social characteristics of the Mulattoes. The free coloureds were seen as extremely ambitious and a threat to the social and economic dominance of the whites. They were strong and showed great prospects of social mobility and capacity to compete with the whites. Additionally, most of the Mulattoes were highly educated; hence, posing challenges to the dominant whites. The whites did not like the fast-rising nature of the free coloureds; they wanted them to remain inferior to them and settle at the bottom of the social class ladder. The social and economic disparities between the groups caused numerous conflicts that destabilized the power of the colonial administration. Due to the massive influence of the Mulattoes/free coloureds, the colonial legislature introduced strict laws to limit their influence (James 1963, p 97). The enacted laws forbade them from holding public office, joining the colonial army, wearing European clothes, organizing social functions, marrying whites and residing in France. They were also forced to work for free for a certain number of days per year, according to the French law. The free coloureds were economically and socially deprived of their rights because of their race and their prospects of social mobility. The Mulattoes did not agree with the social and economic injustices committed against them; hence, they sought to find for their rights (Ott 1987, p 67). These factors caused tensions between the whites and the Mulattoes and consequently led to the intense fighting between the groups in 1791. The slaves, majorly from African origin were subjected to hard labor and deprivation of their rights as humans. They were the lowest in the social ladder, and yielded nothing in respect to their social and economic statuses. They experienced harsh conditions subjected to them by the superiors. The economic and social disparities between them and the other groups denied them the opportunity to enjoy their rights and dignity. In 1791, as the Les Blancs, Les Petit Blanc and free coloureds were fighting one another because of the prevalent social and economic disparities, the slaves maximized on the opportunity to start revolts in St. Domingue (James 1963, p 110). The slaves, favored by their numbers, fought against the whites and free coloureds because of the torments they faced as inferiors in St. Domingue. Undeniably, the social and economic disparities among the social classes in the colony contributed greatly in the St. Domingue Revolution. The Declaration of Rights of Men               Ã‚  The Declaration of Rights of Men of 1789 was an instrumental document of the French Revolution in the expression of human rights. The document played a vital role in the establishment of the fundamental human rights that have continued to influence the modern world. In the wake of the French Revolution, there was need for setting up of laws that recognized the basic human rights and the equality of all people before the law. The declaration came at a time when rights and liberties were highly violated at the merit of a few. The French Revolution sought to fight for liberty, equality and fraternity rights (Manigat 1977, p 420). Certainly, the Declaration of the Rights of Men played a dominant role in the start of St. Domingue Revolution. After the document brought the realization of human rights and universal laws in France, the social classes in St. Domingue sought to fight for their rights and privileges in a highly stratified colony. The Les Blancs wanted the right to makes laws, the abolishment of trading restrictions from France and wanted to have social equality with the French whites. They also wanted the scrubbing off, of royal bureaucracies in St. Domingue. The Declaration of the Rights of Men inspired the free coloureds to fight for social and political rights and the abolishment of discrimination. On the other hand, the slaves fought for their personal freedom from the oppression by the other social classes. Based on the discussion above, it is worth noting that the Declaration of the Rights of Men inspired the St. Domingue Revolution. Conclusion               Ã‚  In conclusion, it is notable to assert that the St. Domingue Revolution (1791-1804) was because of various factors. Social and economic disparities in the colony were a major factor in the start of the revolt that certainly ended slavery in the island. The social classes that lived in St. Domingue often clashed in respect to the economic and social factors defining them. The deprivation of rights and liberties among the social groups led to conflicts that often turned physical. The need for economic and social rights and the quest for justice in the late 18th century St. Domingue led to a successful slave revolt that resulted into the birth of the nation of Haiti. As historians put it, the St. Domingue Revolution was significant in defining the history of European colonialism. Indeed, the upheaval is significant in understanding the history of French imperialism. References Geggus, David Patrick. Haitian revolutionary studies. Bloomington, IN: Indiana University Press, 2002.Ghachem, Malick W. Slavery and citizenship in the age of the Atlantic revolutions. Alfred, N.Y.: Alfred University, 2003. Print. Ghachem, Malick W. The Old Regime and the Haitian Revolution. Cambridge: Cambridge University Press, 2012. Print. James, C. L. R. Parliament and Property. In The Black Jacobins; Toussaint LOuverture and the San Domingo Revolution. Second Ed. New York: Vintage Books, 1963 Willie, Doris. Renaissance and Revolt. In Lest you forget: a study and revision guide for CXC Caribbean History. Kingston, Jamaica: Jamaica Pub. House, 2001. 38-65 Manigat, Leslie F. The Relationship between Marronage and Slave Revolts and Revolution In St. Domingue-Haiti. Annals of the New York Academy of Sciences 292, no. 1 Comparative P (1977): 420-438.Marsh, Kate, and Nicola Frith. Frances lost empires: fragmentation, nostalgia, and la fracture coloniale. Lanham, Md.: Lexington Books, 2011.Ott, Thomas O. The Haitian revolution, 1789-1804. 1st ed. Knoxville: University of Tennessee Press, 1987. Source document

The United States Essay Example for Free

The United States Essay 3. Is there sufficient evidence in sources A to F to explain why there was an anti-war movement in the United States during the late 1960s and early 1970s? Source A gives sufficient evidence because it tells us many recruits were of low intelligence, this shows to us that the American government had become quite desperate by introducing conscription. The US was using all its resources which is a good reason for there being an anti-war movement. In this source it tells that most US troops died in the first six months. This indicates to us that there were few experienced troops and the American policy of only giving soldiers a one year tour of duty meant that more soldiers were to die, all because of a lack of experience. However most importantly is the fact that inexperienced US troops were thrown against experienced guerrillas fighting on their own terrain. This shows the situation the US troops faced which is good reason for an anti-war movement because so many soldiers would die needlessly. This source may not be sufficient because there are no facts, no statistics and no details. This is all based on unfounded claims. This source does not go into much detail regarding the mental stresses the soldiers were faced with. Also the source does not give information about the Viet Cong and their actions. These reasons are important in why there was an anti-war movement. Source B is very sufficient to explain why there was an anti-war movement because it is a photographic image and not the opinion of a person who may be biased. This source represents many graphic images from Vietnam. It shows to us that there was an anti-war movement because this was the first televised war. People realized what was happening so there would have been much opposition to the war This photo shows what American involvement has done. The only problem with this photo is that there is no evidence to support that the US did this. Source C is sufficient because it shows the difficulties US troops faced. It was by a journalist, which meant it could be read my most Americans. When people hear about these facts they do not want their sons and husbands having to fight like this. Also this source shows the effects on the Vietnamese people from US weapons. When people learn of this they are less supportive of a war and are therefore anti-war. The problem of this source is that it was written for a newspaper and the newspaper might have an anti-war stance and be biased about the problems described by the journalist. Source D is sufficient because it is showing how the Vietnam War is crippling the American society and economy. Americans want to preserve their society and not bankrupt it in order to support a war, this gives good evidence for there being an anti-war movement. Also this is a British source and being an ally of the US, it would be expected to support US actions. However it is not supporting the US in this source which indicates an anti-war movement, not just in the US but also abroad. This source shows that Lyndon is destroying his Great Society scheme of helping to needy in America. This is good evidence for an anti-war movement because it is affecting America internally. Many oppose this war because it is affecting them as well as those involved in the fighting. Source E is very sufficient to explain an anti-war movement because it tells how the American people can see how savage war really is. This is a very good reason for why there is an anti-war movement because people now know the reality of war and want it to be stopped. It really tells us that it was stupid that a democratic country did not censor the TV. Source F is the film Born on the Fourth of July. It is very sufficient in explaining why there was an anti-war movement because it starts off in the life of an all-American boy who is proud and patriotic. He joins the marines and serves in Vietnam. While in Vietnam he is wounded and left disabled which means that he can go home. When he arrives back his attitude is changed because of his horrific experiences of war. This source gives good reason for anti-war movement because it shows life of someone who has really experienced it all. This is a real life story which is why it is so sufficient in explaining the reason for an anti-war.

Developing Gross And Fine Motor Skills Young People Essay

Developing Gross And Fine Motor Skills Young People Essay The role of the preschool in the development of a child is very important. Preschool education provides basic literacy to prepare children for higher levels of study. It also gives training to prepare them for the challenges of life. In particular, it is in the preschool that children learn and improve their motor skills. Teachers play a significant factor in developing and refining these skills. Also, the school is expected to provide enough opportunities and tools for harnessing such skills. In this paper, we discuss the role of the teacher and the school in developing gross and fine motor skills of young children. Gross motor are broad movements that involve large muscle groups (Mauro, n.d.) while fine motor are movements produced by the bodys small muscle groups. Gross motor activities include walking, jumping, kicking, crawling, climbing stairs, etc. Meanwhile, fine motor skills include writing, drawing, cutting or folding paper, etc. Both require coordination of the body functions such as the brain, eyes, and the muscle responsible to produce the movement (i.e., hand muscles for writing). Inability to perform motor tasks with precision may mean a disability. Therefore, it is important to observe the child closely when undertaking activities requiring motor skills. As a child grows, certain motor abilities develop. For instance, a two-year old child holds a pen differently from a three or four-year old child. Likewise, a toddler may be unable to hold onto monkey bars while a seven-year old may find it easy to do so. Still, a nursery child will draw a human figure with incomplete features, while a kindergarten who is aware of the body parts may be able to produce a better representation of the actual figure. Given this, it is important to help develop the motor development of a child to avoid delays and identify disability in advance, if any. Particularly, teachers in the preschool should provide activities to make children develop the right skills they need to perform bigger tasks in the future. These activities should include both gross and fine motor activities. Arnheim Pestolesi (1978) provide indicators of average motor development in children 48 months to five years. These indicators imply that with only a four-month difference, normal children can develop additional gross motor abilities. For example, a two-year old child can hop two times on one foot while a child four months older can hop four times on one foot. Likewise, a three-year old child can jump from a small step with both feet while a two-year old can do so but with asynchronous feet. In terms of fine motor skills, children show development in fine motor as they age. Particularly in writing, toddlers and children out of school exhibit the so-called supinate grasp with the fist holding the pen while nursery students may have the pronate grasp with the pen between the middle and ring fingers. Meanwhile, a kindergarten student may show the dynamic tripod, which is the way most people, even adults, hold a pen. Considering this, it is important for every teacher to provide activit ies and monitor students motor skills, because a delay in fine motor could mean a disability. Several activities should be included in the pre-school curriculum to enhance gross and fine motor skills. For gross motor skills, school activities could include hopping, jumping, walking, running, kicking, skipping, crawling, rolling, pushing and pulling and catching. Holecko (n.d.) suggest freestyle activities or dancing to the tune of childrens songs such as Im a Little Teapot or Wheels on a Bus. Aside from improving gross motor, these activities bring an atmosphere of fun and camaraderie among children. Moreover, playing games that involve gross motor activities also brings excitement and makes children develop sportsmanship. Furthermore, pretend plays such as imitating movements of animals, things and people allow students to exhibit gross motor, and creativity. Meanwhile, fine motor ability, which includes writing, drawing, sculpting, tying knots, folding and cutting paper, etc should likewise be given proper attention in the pre-school curriculum. Learners who exhibit inability in such activities should be noted and subject to further observation by the teacher and if possible, by the counselor. Children found to have evidence of disability in either gross or motor skills should be referred at once to the relevant authority for proper intervention. Considering this, it is important to know some standards set as regards developing motor skills in the pre-school classroom. The National Network for Child Care, a private organization, has developed the Early Childhood Education Rating Scale, otherwise known as ECERS (Harms Clifford, 1980). This is a set of standards which includes important requirements to look for in a preschool, including space and furnishings, personal care routines, listening and talking, program structure, etc. This scale provides relevant information to both administrators and parents on what to look for in a preschool in as much as developing motor skills is concerned. In particular, it specifies the tools and equipment needed to enhance fine and gross motor skills. A highly equipped pre-school will likely develop motor skills more comprehensively than an unprepared environment. Therefore, it is important to note which tools and equipment should be present in a pre-school. The tools and instruments that ECERS recommends to develop gross motor ability include building blocks, sand and water boxes, balls, and playground equipment. All these should vary in colors to make them look attractive. They should also come in different sizes to provide allowance for improvement of skills. For example, younger children can play with smaller balls and put up lesser number of building blocks while bigger children can do otherwise. In any case, the school should provide a variety of resources for different kinds of children. For developing fine motor skills, schools should ensure they cover for the childs needs to practice fine motor and hand-eye coordination. Activities such as clay-molding, writing, drawing, playing simple musical instruments, and tying a knot are only some of the activities that help improve fine motor skills. Relevantly, writing, drawing and musical instruments, clay, and utensils should also be in place. Importantly, the preschool program should include the proper use of utensils when eating. As schools serve as the second home, so they should learn the proper way of holding utensils for eating. The development a childs motor skills may come naturally. It can occur even without the teachers intervention. Nevertheless, the pre-school teachers and school programs play a major role in harnessing and refining these skills. Teachers serve as the guide to check whether children are exhibiting safe and proper motor practice. They are also the record keeper to the childs progress or disability. Meanwhile, pre-school programs and tools also help enrich the childs motor skills by aiding practice of such skills. Together, these factors harness childrens ability to perform functions, thus preparing them for greater challenges in the primary level and later in the adult life.

College Application Essay :: essays research papers

I am not a Martin Luther King, devoted to a movement, or a Christopher Columbus, devoted to a quest, or a Leonardo di Vinci, devoted to an image. Yet everyone needs some devotion in his life. I am a musician, a daughter, a Christian, a traveler, a sister, a friend, an animal lover, a writer, and many things besides. The biggest dilemma for me is finding ways to fuse these different parts of myself into a recognizable person. I would need several lifetimes to pursue all of my dreams individually, so they must become one dream, one working vessel of passion. So how can I mix my zeal for music, for example, with my need to write? They are one in the same for me, really, both means of ardent expression of sadness or anger or joy. The experience that brought about the conception of my understanding is starkly fixed in my memory. I was at a concert featuring one of Schubert’s Suites for String Quartet and my lack of familiarity with the work only served to heighten my already bursting excitement. They were late getting started and the audience around me fidgeted and chattered. I ignored them, sitting still in my seat, tense with anticipation. Finally the lights dimmed and a pregnant silence took hold. Despite my expectancy I was unprepared for the sudden eruption of applause like a bomb detonating in the hall as the four black figures strode onto the stage. Reminding me of Virginia Woolf’s description in The String Quartet, the performers â€Å"seated themselves facing the white squares under the downpour of light, rested the tips of their bows on the music stand, [and] with a simultaneous movement lifted them.† I leaned forward on my seat, straining to hear the first note even befo re it sounded. With an almost telepathic communication from the first violin, it began. From that moment I was lost. The audience, the musicians, even the music itself was forgotten, swept away by the surge of emotions that engulfed me. As I listened, or rather encountered the exquisite performance, for it was more intimate than listening, I realized with more force than ever before, that this was what I wanted to do. I wanted to make people feel like this when I sang.

Sterility Drug Progesterex Urban Legend :: Urban Legends

Sterility Drug Progesterex Urban Legend The source for this urban legend is a 19 year old male of Palestinian descent who is currently studying engineering at Montgomery College. His father owns a heating and air conditioning company and his mother is manager for a high school cafeteria. This source first heard the story on the Internet when he received the story on an online Web group. He then spread the warning to all of his contacts. You should tell all the girls you know to be careful because there have been cases in Boston where girls who have been slipped â€Å"roofies† [rohypnol, a common date rape drug used to incapacitate the victim] for date rape were also slipped a horse sterilizer. This new drug is becoming popular because when it is used the woman that is raped can’t have a child and later identify the suspect through DNA testing. Apparently one girl was slipped these two drugs and was found the next morning by police and was taken to the hospital. There the doctors say that at least five men had raped her. The girl had no knowledge of the events because of the roofy she was slipped. Doctors also informed the police and the patient that upon blood testing that a low grade horse sterilizer was used on the victim and that she would never be able to have children due to the effects of the drug. The horse sterilizer is readily available to veterinarians and farmers, so it is easy to find. This new drug will sterilize someone forever, so tell them to be careful. This harrowing story was told quite compellingly with strong body language. What was most effective about this performance was that the source never hesitated when he spoke and was very clear on details. During the entire course of this performance, it seemed that the performer was fully convinced of the validity of this story. During the entire performance the word which he emphasized the most was "forever," when mentioning the effects of the horse sterilizer on women. He was very insistent that the drug affects women permanently and that is why it is so dangerous. Upon further research of horse sterilizers and rape, the name that came up most often was Progesterex. A site search of Progesterex on www.webmd.com (a health service page) resulted in zero finds, with suggestions for progesterone, which is a naturally occurring hormone in women that prepares the uterus for pregnancy.

Symbolism in A Good Man Is Hard to Find by Flannery OConnor Essay

in "A Good Man Is Hard to Find" Flannery O' Connor uses symbolism to give more meaning to her short story. O'Connor writes a story of a Grandmother versus a Misfit, or good versus evil. This short story is about a family going to Florida, who takes a turn down a dirt road, which only causes them to get in an accident, and be found by the Misfit. This encounter prevented them from ever arriving Florida, because the Misfit ends their lives. Using symbolism, O'Connor creates a story with much meaning to the Grandmother, nature, sky, woods, their surroundings, roads, and cars to portray the constant battle between good and evil. In "A Good Man is Hard to Find" the Grandmother is a main character that symbolizes a savior. O' Connor describes the Grandmother as a savior with grace, who is saving the Misfit from evil. ." O’Connor determinues that the Grandmother shall be the Misfit’s savior, even though she may not seem so in the story† (Bandy, 151). She reaches out to the Misfit with a "touch of grace" because she is portrayed as the "good character" in the story. The Grandmothers purpose is trying to save the Misfit, or the "evil character." At the end of the story, when she was talking to the Misfit after she realized that he was going to kill her she murmurs, "'Why you're one of my own babies. You're one of my own children!' She reaches out and touches him on the shoulder. The Misfit sprang back as if a snake had bitten him and shot her three times through the chest" (O'Connor). Here the significance is that the Misfit was offered grace from the Grandmother, but denies it. â€Å"When the Misfit shoots the grandmother he is recoiling from whatever grace she offers. He is rejecting not just any warmth conveyed in the touch, but also th... ...993. 31-51. Print. Martin, Carter. "'The Meanest of Them Sparkled'" Beauty and Landscape in Flannery O'Connor's Fiction" Women Writers Texts and Contexts. By Flannery O'Connor. Ed. Frederick Asals. New Brunswick: Rutgers UP, 1993. 127-137. Print. Excerpt from Realist of Distances:Flannery O'Connor Revisited. Ed. Karl-Heinz Westarp and Jan Nordby Gretlund. Aarhus, Denmark: Aarhus University Press, 1987. 147- 159. Prunty, Wyatt. â€Å"’The Figure of Vacancy.’† Shenandoah 46.3 (1996): 38-55. Rpt. in Short Story Criticism. Ed. Janet Witalec. Vol. 61. Farmington Hill: Gale Group, 2003. 151-159. Print. Raiger, Michael. â€Å"’’Large and Startling Figures’: The Grotesque and the Sublime in the Short Stories of Flannery O’Connor.’† Seeing into the Life of Things: Essays on Literature and Religious Experience (1998): 242-70. Rpt. in Short Story Criticism. Ed. Janet Witalec. Symbolism in A Good Man Is Hard to Find by Flannery O'Connor Essay in "A Good Man Is Hard to Find" Flannery O' Connor uses symbolism to give more meaning to her short story. O'Connor writes a story of a Grandmother versus a Misfit, or good versus evil. This short story is about a family going to Florida, who takes a turn down a dirt road, which only causes them to get in an accident, and be found by the Misfit. This encounter prevented them from ever arriving Florida, because the Misfit ends their lives. Using symbolism, O'Connor creates a story with much meaning to the Grandmother, nature, sky, woods, their surroundings, roads, and cars to portray the constant battle between good and evil. In "A Good Man is Hard to Find" the Grandmother is a main character that symbolizes a savior. O' Connor describes the Grandmother as a savior with grace, who is saving the Misfit from evil. ." O’Connor determinues that the Grandmother shall be the Misfit’s savior, even though she may not seem so in the story† (Bandy, 151). She reaches out to the Misfit with a "touch of grace" because she is portrayed as the "good character" in the story. The Grandmothers purpose is trying to save the Misfit, or the "evil character." At the end of the story, when she was talking to the Misfit after she realized that he was going to kill her she murmurs, "'Why you're one of my own babies. You're one of my own children!' She reaches out and touches him on the shoulder. The Misfit sprang back as if a snake had bitten him and shot her three times through the chest" (O'Connor). Here the significance is that the Misfit was offered grace from the Grandmother, but denies it. â€Å"When the Misfit shoots the grandmother he is recoiling from whatever grace she offers. He is rejecting not just any warmth conveyed in the touch, but also th... ...993. 31-51. Print. Martin, Carter. "'The Meanest of Them Sparkled'" Beauty and Landscape in Flannery O'Connor's Fiction" Women Writers Texts and Contexts. By Flannery O'Connor. Ed. Frederick Asals. New Brunswick: Rutgers UP, 1993. 127-137. Print. Excerpt from Realist of Distances:Flannery O'Connor Revisited. Ed. Karl-Heinz Westarp and Jan Nordby Gretlund. Aarhus, Denmark: Aarhus University Press, 1987. 147- 159. Prunty, Wyatt. â€Å"’The Figure of Vacancy.’† Shenandoah 46.3 (1996): 38-55. Rpt. in Short Story Criticism. Ed. Janet Witalec. Vol. 61. Farmington Hill: Gale Group, 2003. 151-159. Print. Raiger, Michael. â€Å"’’Large and Startling Figures’: The Grotesque and the Sublime in the Short Stories of Flannery O’Connor.’† Seeing into the Life of Things: Essays on Literature and Religious Experience (1998): 242-70. Rpt. in Short Story Criticism. Ed. Janet Witalec.

Explore and evaluate Shakespeare’s use of the supernatural in Macbeth Essay

Explore and evaluate Shakespeare’s use of the supernatural in Macbeth, supporting your answer with a detailed discussion of two scenes of your choice. In the play Macbeth, the supernatural is a major theme, and is important on a number of levels: firstly, it held many attractions for its original audience, both general and specific; secondly, the supernatural is an intriguing dramatic device, used to drive the play along and to keep it exciting; finally, the supernatural also has a great thematic significance to the play. This essay will look at each of these points in turn, and supplement them with a detailed analysis of exactly how Shakespeare uses the supernatural in relation to two scenes; Act One Scene One, and Act Five Scene One. It is important, however, to begin with a definition of the supernatural and what it encompasses. The supernatural is defined as forces, occurrences, and beings that cannot be explained by science. When people think of the supernatural they automatically think of dark and mysterious beings such as ghosts and witches, but phenomena such as hallucinations, prophecies, vision and apparitions can also be grouped under the supernatural. The supernatural comes from the two words â€Å"super† and â€Å"nature†. In this case the word â€Å"super† means â€Å"beyond†, so the supernatural can encompass all things beyond nature, or perversions of nature, such as unusual weather and weather and sleep disorders. Finally, the supernatural can also mean disrupting the natural order, such as regicide. When Shakespeare wrote Macbeth, he wrote it for a specific as well as a general audience: The specific audience was James I, and the general audience were the theatregoers of Elizabethan and Jacobean England. It was very important that when Shakespeare wrote Macbeth, he wrote in a way that would appeal to James I. James I had been the Patron of Shakespeare’s band of actors, The King’s Men, since 1603, and it is thought that Macbeth was first performed in August 1606 to celebrate the visit of James’ brother-in-law, King Christian of Denmark, so James I would have been the Patron of The King’s Men for three years. It was important that the Patron enjoyed the plays because he or she was one of the main sources of money for the actors. In Macbeth, witches were the main supernatural phenomenon in the play, and for the audience of the time, witches were believed to be very real, and a subject of great conversation, not only with the regular working-class, but also with the great thinkers of that time. This notion was also memorably and hilariously in the famous debate scene from â€Å"Monty Python and the Holy Grail.† Most importantly, though, the use of witchcraft in Macbeth would have appealed greatly to King James I. James I always had a fascination with witches. In 1950, while he was still King of Scotland, he had over 300 â€Å"witches† tortured in order to extract confessions that they were conspiring against him. King James took an active part in these trials, believing that, since the Kings was believed to be God’s representative on Earth, he would obviously be the main target of these â€Å"agents of the devil†. Also, James himself wrote and published a book about witchcraft around 1597, the Demonology, in which he detailed their supposed powers of predicting the future, affecting the weather, defying all laws of physics and taking demonic possession of innocent people. In 1592, King James had a meeting with a lady called Agnes Simpson, someone who for a long time had been suspected of being a practising witch. James met with her to interrogate her about her witchcraft, but was highly disturbed when Simpson began quoting the exact same words James’s wife said to him on their wedding night. This made James far more engrossed with witchcraft, and made him even more determined to rid the world of these â€Å"agents of the devil†. Finally, in 1604, new laws were enacted by James I stating that practising witches would be punished by execution. Shakespeare not only used the witches to grab the attention of James I; he also used them as a way to flatter James, his friends and his relatives. The witches are used to prophesise the succession of Banquo’s progeny as King, and help to show Banquo favourably: In the original story of Macbeth, found in Holinshed’s Chronicles of Scotland, Banquo is complicit to Duncan’s murder, but Shakespeare changes this to show that Banquo is a honest, pure-of-heart person, which will please James I as Banquo is a old ancestor of his. He also shows Banquo to be a wise person in Act One Scene Three, where Banquo and Macbeth meet the witches for the first time. Macbeth’s reaction is one of ambition, and is captivated by what the witches say, whereas Banquo has a far more cautious response, and is aware that the witches could well be up to no good. I, iii 123 – 126 And oftentimes to win us to our harm, The instruments of darkness tell us truths, Win us with honest trifles, to betray’s In deepest consequence.- This will please James I, to know that his relatives were also aware of witches’ evil. James I is also mentioned in Macbeth, when Macbeth has a vision of eight King’s, on with â€Å"two-fold balls and treble sceptres†. These were James’ regalia, and symbolised James’s power over Macbeth. James I is also seen to have power of Macbeth when Banquo’s ghost is seen sitting in Macbeth’s chair. This use of the supernatural suggests that Banquo’s ancestors will one day take over the throne from Macbeth. Macbeth’s fear of Banquo’s ghost also suggests again that Banquo is superior to Macbeth. Finally, Shakespeare uses the supernatural to interest James I when Macbeth seems powerless in the face of Lady Macbeth’s illness. Malcolm and Macduff talk about how the true king has the power to cure the King’s Evil, as disease called scrofula. James I was believed to have this power and it would have pleased James to know that Shakespeare has shown him to be more powerful than Macbeth. Shakespeare also realised how important it is for plays to appeal to their general audience, and uses a number of different methods to carry this out. The regular people of Elizabethan and Jacobean England also had a fascination with witches, and every town in England would have suspected witches, so it was a common subject of conversation. From these conversations sprouted rumours about the ways and lifestyles of witches, and Shakespeare put hints of these stories into Macbeth. In Act 1 Scene 3, Witch 2 says she has been â€Å"Killing swine†, whilst witch 1 says that â€Å"in a sieve I’ll hither sail†. The people of that time did actually believe that witches killed pigs and sailed over the ocean in a sieve, and hearing these things in a play would have lit up their enthusiastic fascination and would have grabbed their attention. In Macbeth the witches are not only used to fascinate the audience but also to amuse them. The audience would have enjoyed the reference to the witches â€Å"beards† in Act 1 Scene 3, as the witches would have been played by men, and the self-aware joking from the actors would have gone down well with the whole audience. Shakespeare also uses recent events to attract the audience. Macbeth becomes very concerned about the fact that he has no heir to his throne, and the audience will be able to relate this to their recent experience of Queen Elizabeth, who died with no natural heir. The supernatural also adds to Macbeth on a dramatic level, and is used to create suspense, embellish themes of the play and to accentuate the characters personalities, amongst other things. As previously mentioned, the supernatural encompasses hallucinations, and Macbeth’s hallucination of a dagger is a great dramatic device to give the audience the full, haunting extent of Macbeth’s inner turmoil. In some performances of Macbeth, the dagger actually appears hovering onstage, and whilst that maybe an interesting use of special effects, I think it is far more effective when the dagger is invisible, as we can see that he is in fact seeing things, and that what is going on is just in his mind. Similarly, when Macbeth sees Banquo’s ghost sitting in his chair, having no one sitting in the chair shows how disturbed Macbeth is. Also, this would the audience in the same position as his friends at the table, perplexed and worried about what is happening. On the other hand, if someone was to play Banquo’s ghost, it would allow for the actor to make use of the stage trapdoor, which would have gone down very well with the audience. Another use of Banquo’s ghost is to mark a turning point in the play; before the ghost’s arrival, Macbeth is authoritative and respected, but his reaction to the ghost shows him in a completely different light, nervous and vulnerable, and this would change his friends’ opinions. This signifies a big change in the play, and from this point onward things become progressively words for Macbeth. Another example of how the supernatural is used as a dramatic device is when Macbeth and Banquo first meet with the witches. The audience know that Macbeth is to be soon hailed Thane of Cawdor, but Macbeth is unaware. This use of dramatic irony gives the audience a sense of superiority, and draws them into the play. Finally, in Act 2 and Scene 4 Ross and the Old Man are commenting on how the events of Macbeth’s regicide have affected the wider world. Here they act almost like a Greek chorus, providing a running commentary on events. The events they describe, such as Duncan’s horses eating each other and a Falcon being eaten by a Mousing Owl effectively tell the audience that Macbeth’s actions have far-reaching consequences. Macbeth is a tragedy, and Shakespeare uses the supernatural to reinforce this. Macbeth is tragic because at the beginning of the play Macbeth is a brave, honourable man, but by the end he is a weak, self centred man, who is eventually killed through fault of his own. This fits Aristotle’s notion of what a tragedy is. In his Poetics he says that a good tragedy has to be about the downfall of a man from a position of greatness to one of lowliness and death. However, Aristotle then goes on to say that it is only a true tragedy if the downfall was brought about by an aspect of the man’s personality, what Aristotle called his â€Å"fatal flaw†. Macbeth’s fatal flaw is his ambition, and the supernatural is used to back this up in a number of ways: The witches in Macbeth are used to show how Macbeth’s ambition takes over everything in his life, and is responsible for Macbeth’s killing of Duncan. In Act 1 Scene 3, the witches don’t say anything about killing Duncan, but Macbeth is so captivated by the fact that he has been told he could be King, his ambition takes over and he would do anything to get to the crown. Shakespeare also uses Banquo’s reaction to the witches’ prophecies to bring out Macbeth’s burning ambition further still. Banquo hears the same things from the witches, but responds in a far more level-headed way, which shows how great an effect Macbeth’s ambition has on his thoughts. Ambition is one of the main themes in Macbeth, but perhaps the most important theme is that of Kingship, and the lengths Macbeth will go to to become King, which includes Regicide. In Shakespearean times people were far more aware of The Divine Right of Kings, and therefore killing a King was the next crime down from killing God. An assault on the King is an assault on God, and it was shown by Ross and the Old Man in Act 2 Scene 4 that the killing of Duncan had supernatural consequences. These consequences are an example of how nature is disordered and unnatural, and the supernatural also conveys this in a number of ways: In the opening scene, the witches talk about paradoxes such as â€Å"fair is foul and foul is fair†, and they say Banquo is â€Å"lesser that Macbeth, and greater.† This is Shakespeare’s way of showing that things in the play are the opposite of what they seem, and that there are many double meanings to what the witches say. Even the appearance of the witches show that things are reversed and upside down, as displayed by the witches beards. Also, Shakespeare uses the interruption of natural rhythms such as sleep to show how the natural order has been interrupted. Lady Macbeth’s somnambulance is a clear example of how disturbed she is over the death of Duncan, and because Lady Macbeth is always putting a front on in public laced with smiles, sleepwalking is a highly effective way of bringing out her inner turmoil. Finally, Shakespeare uses pathetic fallacy to show what effect Macbeth’s actions have on the rest of the world. The stormy weather and earthquakes described once again by Ross and Old Man demonstrate that there not just a few people suffering from Macbeth’s actions, it encompasses a whole nation. This essay has shown how Shakespeare uses the supernatural in a dramatic, thematic and audience-specific ways, but in order to see just how effectively he integrates into the text, it is important to look at two scenes where it is most memorably used. This essay will be looking at Act 1 Scene 1 and Act 5 Scene 1. ACT 1 SCENE 1 The opening scene is an excellent platform to see the supernatural in its most common manifestation in Macbeth: the three witches. The first scene introduces the audience to the witches, and Shakespeare uses the witches to set the scene for the rest of the play. Before the witches even speak, we know this is going to be a dark, intense play from the stage directions. Firstly, thunder and lightning is Shakespeare’s way of using pathetic fallacy to tell us what sort of mood the play has. Thunder and lightning creates a very tense mood, as you never know when the lightning will strike. It will also create a dark sky, making it every scarier. Thunder and lightning also symbolises that everything is not in order, and things aren’t running smoothly. The second part of the stage directions simply says â€Å"Enter THREE WITCHES.† I have already said how fascinated people were with witches in Shakespearean times, and seeing on stage as soon as the play begins would have lit their enthusiasm and grabbed their attention instantaneously. Witches are of course encompassed by the supernatural. These agents of the devil are there to show that the natural order of things and the natural order of God has been disrupted, and all is not well. When the Witches begin talking, it becomes apparent that they want to meet with Macbeth, and that things in the play aren’t all well. When they say â€Å"when the battle’s lost and won†, these oxymoronic statements show that everything is upside down, and that one thing can quite easily mean the other. It emerges that they will meet again with Macbeth upon the heath before the set of the sun, meaning today. They also talk about their â€Å"demons†, Paddock and Greymalkin, a toad and a cat. People at the time believed witches kept pets to spy on people so they could posses them. James I wrote about it in his book. The language that witches use and the way they talk is quite unusual, and shows why the three have been branded â€Å"The Wyrd Sisters†. When the witches are talking, they never talk in iambic pentameter, the usual pattern of Shakespeare’s writing. The iambic pentameter symbolises a natural rhythm, and the disruption of this rhythm demonstrates the natural order of things has been disrupted. This is very similar to Lady Macbeth’s sleepwalking in Act 5 Scene 1. Also, the witches’ phrases seem to carry on from one another. An example of this is when Witch 2 says â€Å"When the battle’s lost and won†, and Witch 3 immediately replies â€Å"That will be the ere the set of sun.† This sort of language could mean that they are all part of one body, and controlled by one greater power, namely the Devil. It also could be seen to show that the witches are using telepathic powers to communicate with one another. The people of Shakespearean times were firm believers that witches could communicate with each other through the power of their minds, and James I also wrote about it in his book The Demonology. The penultimate line in this scene, â€Å"Fair is foul, and foul is fair† once again shows how one thing can mean the other, and that the witches are turning over God’s natural order. The first scene in this play isn’t very long at all, but in it Shakespeare manages to tell us an awful lot about the nature of the play, and sets the scene well for the rest of the play. This haunting scene shows the final degeneration of Lady Macbeth, in which the supernatural plays an important part in conveying the full extent of Lady Macbeth’s troubles. Prior to this scene, Lady Macbeth has never let her cover slip. She has remained â€Å"th’innocent flower† in public, and only alone or with Macbeth has she been â€Å"the serpent under’t†. This is the first point where she subconsciously lets her facade slip. Only when she says she would have murdered Duncan â€Å"had he not resembles / [her] father as he slept† does the audience see she has the tiny piece of humanity, and the audience also sees a glimpse of her guilt when she says that â€Å"Naught’s had, all’s spent, / Where our desire is got without consent.† Apart from these two comments, Lady Macbeth has appeared strong and not let her front slip, so it is a great shock to see her so vulnerable and weak in such a verbal and visual way. The stage directions of this scene are â€Å"Enter a DOCTOR OF PHYSIC and a WAITING-GENTLEWOMAN.† The fact that there is a Doctor is a concern to the audience, because a doctor is only ever present when someone is ill (nature being disordered), or there is a need to stave off death. Also, a waiting-gentlewoman suggests that Lady Macbeth that has to depend on someone else, which is a huge contrast to her ever-independent personality, especially since the waiting-gentlewoman is of a lower status to herself. So just by the stage directions, we know that Lady Macbeth is in need of help. We are also aware of that Lady Macbeth is troubled from the conversation between the Doctor and waiting-gentlewoman. For a start, it turns out that that the pair have been watching Lady Macbeth for two nights now. The fact that Lady Macbeth has let people watch her without her realising shows how vulnerable she is because she doesn’t know what information she is giving to the audience. The gentlewoman then goes on to tell the Doctor (and the audience) a list of what Lady Macbeth has done â€Å"Since his majesty went into the field†. The fact that she automatically throws â€Å"her night-gown upon her† suggests that she is subconsciously ashamed of herself and has a desire to conceal her true self. This is a very effective insight to Lady Macbeth’s inner thoughts, although this is lost in the Polanski version of Macbeth, where she appears naked. This essay has already discussed how Macbeth is full of oxymorons and contradictions, and this scene is no exception. When the waiting-gentlewoman talks about how Lady Macbeth has managed to complete all these actions that usually occur when people are awake (she manages to â€Å"unlock he closet, take forth paper† etc.), it is highly strange for anyone to do them â€Å"in a most fast sleep†. This is another way of Shakespeare showing that nature has been disrupted. The Doctor explains it well that there has to be â€Å"A great perturbation in nature, to receive at once the benefit of sleep, and do the effects of watching!† He then follows this with the oxymoronic â€Å"slumbery agitation†, another sign of a natural rhythm being overturned. Lady Macbeth’s actions are also full of contradictions, as noted by the comments: â€Å"her eyes are open† †¦ â€Å"but their senses are still shut†; and also â€Å"she has spoke what she should not†, displaying once again the fact that she has no control over what people hear her say. Finally, the fact that the servant won’t tell the Doctor what she has seen her do previously heightens the suspense. When Lady Macbeth finally arrives onstage, the stage directions say â€Å"with a taper.† The taper could resemble her isolation, a small candle in a dark room, or it could emphasise her desire for light, in contrast too her â€Å"dark desires†. It would also give extra meaning to Macbeth’s famous â€Å"out, out brief candle† speech, which he gave just after the news of his wife’s death. Sleepwalking is unnatural, as a natural bodily cycle is being interrupted. The audience may have seen this as supernatural possession, possibly by the witches, which would have made the scene even more intense. When Lady Macbeth is in her â€Å"slumbery agitation† it seems as if she is in another world. The fact that she is being commented on by the Doctor and waiting-woman emphasises her isolation from the rest of the world. Also, the fact that the audience can see hear Lady Macbeth without her knowing will give them a feeling of superiority over her, and make her feel less powerful. When Lady Macbeth comes onstage the audience is drawn to â€Å"how she rubs her hands.† The audience are told that she has been known to do this for a quarter of an hour makes clear the extent of her deterioration. When Lady Macbeth first speaks, she talks of the imaginary, supernatural â€Å"spot† of blood on her hand. This mirrors Macbeth’s hallucination of the â€Å"air-drawn dagger†. Lady Macbeth is experiencing what Macbeth has already encountered, but she has suppressed all humanity and compassion in her to such an extent that it has to find a way out, and the only way is when she is unconscious. When Macbeth sees the dagger he appears to have gone mad to the audience, but his cathartic projection of his fears is far healthier. In this scene, Lady Macbeth’s language has changed dramatically. Her first speech is only four syllables long, but it is in prose, as opposed to the formal iambic pentameter verse. Her speech is disjointed, which represents her isolation from the world. Also, there is so little rhythm to it, although it could be argued that the phrase takes a spondaic form, which would suggest a very disordered state and lack of control. Also, her speech is purposefully bland, reserved for those of a lower status, and most certainly not royalty like herself. This is very similar to Macbeth’s linguistic degeneration, when he addresses the Murderers in prose. Lady Macbeth’s language is a highly telling manifestation of her degeneration. The contrast between her poetic, calculated persuasion of Act One to the child-like drivel of â€Å"The Thane of Fife had a wife†. Lady Macbeth’s final speech is of a woman who is no longer exists in the present: she is in the past reliving her memories, almost in some horrifying reverie. The fact she is reliving the past is backed up with â€Å"there’s knocking at the gate†, reflects a reliving of the last few moments before their act of murder was discovered. The speech is also crammed with repetition, with â€Å"come† repeated four times and â€Å"to bed† five. Finally, the phrase â€Å"give me your hand† is a perfect expression of her feelings towards her husband – she still loves him but she still feels the desire to command and control. The doctor’s final speech widens the scope of Lady Macbeth’s experiences to take in the whole world: â€Å"Foul whisperings are abroad† can be used to apply to the death of Lady Macbeth herself, but can also relate to the supernatural side-effects of Macbeth’s regicide. After the degeneration of Lady Macbeth, one of the most powerful and vivid character in all of drama, it is the lowly doctor who talks in poetry, not his usual prose. â€Å"Unnatural deeds/ Do breed unnatural troubles† sums up the play brilliantly, but a terrifying reminder of the consequences the Macbeths have to live with. SECTION SEVEN: conclusion This essay has looked at Shakespeare’s use of the supernatural in great detail, commenting on it in a thematic, dramatic and audience-specific sense and focusing in extra detail on Act 1 Scene 1 and Act 5 Scene 1. Shakespeare makes excellent use of the supernatural through witches, hallucinations, prophecies, somnambulance and freak weather. Whether they dominate the scene or not, the many manifestations of the supernatural are used precisely and effectively to add an extra dimension to Macbeth.