Emma blog on volume II

Volume II gives greater clarification into why Emma struggles with these various mixed emotions. The first aspect I looked at in preparation for my seminar was what characters connected to Emma in significant bonds and what that told me about Emma. There is the connection between her and Mr. Elton, Mr. Frank, Jane, and even Ms. Elton. I looked at Emma and Jane as “frienemies” similar to my teacher’s thoughts.

I believe that she wants to like Jane because she sees the genuinely good nature that she possesses; however, she will not allow herself to because she is jealous of these same qualities. She sees the lack of heart in herself, “Why she did not like Jane Fairfax might be a difficult question to answer: Mr. Knightley had once told her it was because she saw in her the really accomplished young woman, which she wanted to be thought herself” (Ch. 20). Ironically Jane is not even a truly accomplished woman; she simply got into upper society after being rescued by colonel and guidance from Emma. The fact that Jane has the potential to use her knowledge and attract respected men such as Knightley scares Jane. Emma is threatened by the appearance of power in anyone in her society even if she has helped them; there is almost a necessity to control her environment due to fear. This quote shows the jealousy she feels towards her, but she also struggles with the thoughts of admiration, “It was a style of beauty, of which elegance was reigning character, and as such, she must, in honour, by all her principles, admire it: elegance, which, whether of person or of mind, she saw so little in Highbury. There, not to be vulgar, was distinction and merit” (Ch.20). Emma has selectively chooses when to judge based of appearance and when to get to know a person. There is no denying the pleasant presence that she brings to her environment and it scares Jane that she carries more personality and care when dealing with others.

What I learned from this volume is that although appearances may seem to reveal one thing they can have multiple meanings. In the beginning I viewed Emma was selfish and spoiled, but she is really a product of her environment. During the regency era women were expected to be the entertainment and act civilized. She is forced to paste on this fake smile even in the presence of her enemies; therefore even when she makes a mistake she has been programmed to not acknowledge it, “It was a bad business. She would have given a great deal, or endured a great deal, to have had the Martins in a higher rank of life. They were so deserving ….Impossible! She could not repent.” (Ch. 23). Emma was blind at first, not asking people if they even wanted her help, but she makes progress in the fact that she can acknowledge when her plan backfires. I cannot fault her for sometimes appearing malicious and uncaring because at times we all can act the same way. Austen created this character to act as a mirror for ourselves. We are quick to stand by our decisions and attain power, but where do we draw the line?

Emma Blog I

I have recently started reading the novel Emma by Jane Austen. Initially I was turned off by the dated diction used. Due to the fact that the characters speak with English accents sometimes the understanding of the passage is lost. I appreciated the description of Emma as rich and oblivious because with this back story I was able to comprehend the future concepts.

First, I noted an aspect where Austen expresses an overall satire of the society in which the main characters live. Having the main characters all wealthy and powerful then puts all people lacking the same materialistic means in the position of an outcast. Intelligence unfortunately is measured in wealth, “It must be done directly; it must be done in London; the order must go through the hands of some intelligent person whose taste could be depended on”. London is probably all she knows, but to her that is the only place with sense. It is ironic that the order has to go through someone with intelligence when its only a simple order. She wants to demean the lower class even without them present, just because. She makes her self look foolish and uppity by not wanting her clothes touched by a lower class person.

Second, I noted a place where Emma was blind. In this case to be blind is her revealing her true ignorance, “No, he is not her equal, indeed, for he is as much her superior in sense as in situation. Emma, your infatuation about that girl blinds you.” Emma sees all the potential in Harriet for her own good. The fact that Harriet has been accompanying her and picking up her mannerism she has begun losing herself. Having her gain a little of her power makes her believe she is above Mr. Martin. This shows how in denial Emma really is because Harriet has never worked a day in her life; whereas, Mr. Martin is a hard working man simply looking for love. She is so concerned with making Harriet a robotic inhumane person that she does not even see the sincere qualities in this man. She is blind to how she has offended her friend Mr. Knightley. This man is Mr. Martins mentor of the same class and he sees the “street smarts” and potential in him and just wants to see him happy. The fact that she puts Harriet on such a high pedestal is repulsive to him.

Third, I saw where Emma’s complex character was revealed. Though she “seems” to be caring about her friends and may actually care she does it through manipulation. This is seen through, “I lay it down as a general rule, Harriet, that if a woman doubts as to whether she accept a man or not, she certainly ought to say “no” directly…I thought it my duty as a friend, and older than you to say thus much to you.” She puts Harriet in the position of a lose-lose situation. If she ignores advice from an elder she is seen as rude and loses her “friend”; however, by following Emma she may lose her true love. In these instances Emma uses her power of influence over a naïve youth and for that reason I view her as heartless.

I plan on learning more and more about Emma and her varying ways further into novel. Whether her medaling will lead to her downfall is to be decided.

Act three analysis

Act Three Hamlet

This week we have completed half of act three. So far I have been comparing this one to many aspects in the last scene and even to recurring ideas that I have noticed. There seems to be an overall theme of “spying” throughout this play. I decided to define it and by dictionary. com’s definition the word “spying” means to observe secretly or fervently with hostile intent. I noticed how Shakespeare introduces this theme through Polonius the antagonist of the play. He acts a the director as he puts Horatio into action to spy on his son. He is willing to start a web of lies such as that Laertes is drinking and at inappropriate clubs, in order to maintain the upstanding respect of his name and the name of his family. His deceit is further examined in his speech to Laertes. He emphasizes the need to be secretive when in this foreign land, this is seen when he says to “give thy thoughts no tongue” and “give every man thy ear, but few thy voice.” One might view his advice as from a loving father to a son, but I see his unrighteous attempt to control the son and seek to protect his own reputation.

Hamlet has to therefore be deceitful and fish for information in Act 2. He begins to put on this “antic disposition”. When he sees Ophelia he doesn’t even speak, but instead pulls on her as if he is struggling with internal grief and utterly crazy. Also to his friend Rosencratz he comes across crazy as he calls Denmark a prison. Everyone sees Hamlet as privileged to be the Prince and live in such freedom, but ironically he is entrapped inside his duties forcing him to be without his one true love. The theme of spying is continued into act three, but the Director has switched to Hamlet. After Ophelia lies to his face about his father being in the room and “Spying” on their intimate conversation he is disgusted and forms a plan. The fact that Hamlet has become a part of the play in order to reveal the immorality of his uncles’ behavior shows him being deceitful. He writes in lines himself burning with the intent to cause his “family” harm. It seems as though Hamlet starts off with the goal of avenging his father; however, the guilt fills his heart and he loses confidence.

Another repetitive theme is “to be or not to be”. He has to figure out whether to uphold his duty and swallow his pride by agreeing to ignore right and wrong or fight back against fate and act, showing that evil must pay. Hamlet questions his place in the world from the beginning of the play when he sees the world as “an unweeded garden”. It is Hamlets way of questioning whether to live or to die. With the death of his father there seems to be no reason to live, but it also reveals his characterization. He is highly emotional therefore in Act three when he is furious one cannot be surprised when he calls out Ophelia as being not pure. By discussing their “country matters” in public he humiliates her and his family. This total disregard for her emotions is all due to the constant spying seen throughout the play. I believe Hamlet uses it to show how a there is a very thin line between good and bad and sometimes the two have to mix. 

Hamlet powerl lines

Hamlet power lines

The power lines that I choose were, “Seems,” madam? Nay it is. I know not “seems.” Tis not alone my inky cloak, good mother, Nor customary suits of solemn black, nor windy suspiration of forced breath , No, nor the fruitful river in the eye , nor the dejected havior of the visage, Together with all forms, moods, shapes, of grief, that can denote me truly. These indeed “seem” For they are actions that a man might play; (1. 2. 79-87). I chose these lines because they reveal a little bit more about Hamlets character. He is seen as even more as an outcast being that he is the only character in a dark cloak. It seems even his mother has failed to realize the gravity of his pain after the death of his father. Ironically his step father is the one character that seems to be the one who does the most “acting”. He acts as a loving father figure, but Hamlet shows the true meaning of family by paying respect to his father in his “inky cloak”. I looked at the words “suits” and “customary” to highlight this. A suit is defined as convenient for, acceptable, and custom. The fact that hamlet is in solidarity in wearing his suit shows courage. Though he is seen by other as extremely emotional and is accused of showing “unmanly grief,” the fact that hamlet is the only one truly fulfilling his duty to his father, show his sincerity. A suit is formal showing the seriousness of this tragedy. Then customary is defined as according to usual practice. There is a double meaning here. Usually it is customary to have a grace period for grief, but here it is as though the people in the town of Denmark are fake, they are willing to boastfully join in celebration of a wedding nearly a month after a death. The most lunatic character actually has the most sense. I believe Shakespeare was noting how one event can have a double meaning depending on how you analyze it. This theme of “seeming” vs. “ising” is seen in several other areas of the play as well. One area that it is seen in is, “Beware of entrance to a quarrel, but, being in, Bear ‘t that th’ opposed may be aware of thee. Give every man thy ear, but few thy voice (1. 3. 71-74). These lines illustrate Polonius instructing his son Laertes on how to behave when he is gone out of the country. It "seems" as if this is simply fatherly advice that which a son should heed and abide by for his own sake. In actuality the son must obey these rules in order to keep up appearances for the family. Other characters may see Polonius as nice, while the reader is given these lines to have their own understanding of his sinister character. This relates to how some people see Hamlet as simply acting out a “play” or act, but I understand it to be his true feelings.

Blog for 1-28-13 Late due to lack of computer access

In the poem The School Children, Louise Gluck explores the relationship between moms and teacher and reveals the constant power struggle through a loss of a mother’s control.

The first aspect that stuck out to me was Gluck’s vivid imagery. Mothers continually struggle for the advancement of their children, “All morning the mothers have labored to gather the late apples.” Using the word labored instead of simply working exaggerates the tedious activities that she has been doing. Gluck also did not specify on how long she was doing the task. He describes it as advancing through all morning; this is significant because it shows the great extent to which mothers dutifully act. Then there is the depiction of the apples. The color red has a negative connotation, usually one would think of evil; moreover, the color red appears after scars and markings  Apples are also used in this to symbolize the children’s innocence. As they go forward to receive knowledge from their teachers there is the malignant force from the mothers struggling to keep power over them. I feel another negative connotation in the color cold. Though it is enticing to wealthy people and help stimulate trade it can also lead to greed and tyranny. Both images of the mom holding onto these apples work to create an instantly possessive atmosphere. Next, the presentation of the teacher’s power gives the reason behind the mother’s feelings of being threatened. The teachers are depicted as gods; “on the other shore are those who wait behind great desks to receive these offerings.” The fact that they’re on a whole other shore where they are the head of operations puts them on a pedestal. This separation highlights a disconnect between the mothers influence and purpose over the children’s lives and the teachers goal. The mother wants to guard the children from the all-powerful teachers because then she loses control. The fact that the teachers receive offerings depicts the mothers as servants or people who are lesser than. Gluck has them stationed behind great desks, great meaning big and wise. They receive the offerings similar to how a god receives offerings from their followers. As the mothers see their children head off to be taught by such knowledgeable teachers while they dutifully gather apples, they see how easily susceptible they are to the teachers will. The final image that drew my attention was found in the last stanza. It is as if by losing their children’s innocence the mothers loose vigor and life, “and the teachers shall instruct them in silence and the mothers shall scour the orchards for a way out drawing to themselves…” This shows that the closer the teachers get I relation to their child the more of themselves that they lose. It is as if the mothers are simply playing a submissive role when dealing with their own child. The mothers are seen as slave and less than human as they “draw into themselves”. They have reverted back to sulking children in this manner and the teachers have risen as Gods ordering them around.

The Color Purple by Alice Walker Blog

The Colored Purple Blog

This week we were given the chance to choose outside reading novels of our choice. I was undecided if I would have the time to sit down and read the renowned novel A Thousand Splendid Suns and so I chose to begin focusing on The Color Purple by Alice Walker. This novel began extremely heavy, depicting a struggling character Celie having been raped and mother dying not truly believing her complaints. My interest was first sparked in the way Walker stylistic set up the novel. Each page gave further development on the last in a diary like format. By doing this Walker was able to grasp my attention because I was able to see the jumbled thoughts and struggles that Celie faced every day. This was seen when Celies’ sister that she believed was dead wrote her a letter talking about becoming a missionary. She directly mentioned their struggles during sisterhood when they where little running from their dad. Walker managed to make anyone with feelings empathize with these women even if they never personally went through it. Having worked with poems earlier that week I was on the lookout for these literary devices and I saw vivid imagery present here. I found it interesting when Nettie described the contrast between the white English to the Africans, “I was struck by the English people’s teeth. So crooked, usually, and blackish with decay. I wondered if it was the English water. But the African’s teeth remind me of horses teeth, they are so fully formed, straight and strong” (149). To her even when the white men are nice they still fail in comparison to the strength of Africans. The fact that Walker examined teeth is extremely significant because teeth and smiles are what you see first when meeting someone. A failing tribal community in Africa would be imagined to have dirtier teeth in poor a state, so presenting them as better than those of the white people makes me picture Africans as symbolically capable of overpowering/ overcoming them. It would be less effective if she mentioned something obvious such as the arms of the Africans being superior because I would already think tribal people are stronger than that of “civilized” everyday white English men. I love to read and have to make inferences. I was on the edge of my seat while reading this novel; moreover, it has become an engrossing mind numbing experience. Every other line personifies some action and evokes emotions in me never before experienced. The movie did not do the novel justice. The factual aspect of this novel is the last component that I thoroughly enjoyed. They were able to tell me what was going on during that time period such as beating by the mayor and separate bathrooms for colored and whites. It struck me as harsh and respectful how the ugliest character Celie is so self-disciplined that she strives to earn an education despite the disapproval of everyone including her husband. Even the husbands in this novel treat their women less than their animals though they demand respect from the white men. All in all this novel is one I would recommend to any aspiring writer.

in Just poem reflection

This blog allows me to reveal my personal ideas on the poem we read in class recently. My thesis statement was In the poem “in Just”, e.e. cummings explores the relationship between the old man and the children, and reveals the loss of innocence of the children through religious symbolism and imagery in the poem.

 This outline utilizing a “mad lib” type structure allowed me to have a centralized idea and focus. Before I could write this I came up with essential questions. I saw religious symbolism in the last stanza which tied the whole poem together. Describing the old man as goat-footed creates an almost inhumane, sinister, creature-like figure in our mind. I believe cummings was comparing him to the devil, because the devil is able to appear in many disguises. This led to the unanswered question of why he is depicted as a crippled old man, but also as queer and able to attract children so easily. The old man is strong and powerful for such an “old man” almost God-like and calling the children to their death. In order to fully understand his poems you cannot bind yourself to one literary device.

I began to reread the poem and take notes on the structure. The first three stanzas use a slight separation, but the final stanza is completely broken off. I noticed the constant repetitions of statements such as “whistles far and wee” and “the close proximity of the children’s name such as “eddieandbill and bettyandisbel”. This represented a common bond between them. The reader could physically see that all the children all had the same result when dealing with the balloon man. Their identities like the name mentioned before them blurred into one as they lost themselves coming into contact with the balloon man. The whistle is the curse luring them into the faraway place even death. The fourth stanza is pointing downward as if leading into hell, so that confirmed my thesis and I had data to refer to for support.

In conclusion, I took detailed notes in class over which taught me to look at the moment of life that the author is trying to present. Taking this into consideration I turned my attention to how the depiction of this man, his actions, and the militant response of the children and how unnatural it is. It makes sense that children would be drawn to interesting noises but the grossly depicted man throws the story into a sinister twist. Cummings also uses several contrasts such as spring, mud luscious and puddle wonderful world to show irony. Usually spring time has a happy connotation due to the fresh life and renewal this period brings about in nature; however when having the old crippled come and attract youth it seems to interrupt the flow of their lifestyles. Having him enter their lives in a time where the world is mud luscious is interesting as well. To me it seemed as if he gave their adolescence an unclear meaning which is going to harm them in the future. Lastly, He also enters the picture when the world is puddle-wonderful. Contrasting to the mud-luscious imagery here he wants to create a false sense of peace and enjoyment to attract the children and I believe he succeeds in taking their innocence away. They never talked throughout this whole poem because to the old man they were only seen as objects for him to play with. I enjoyed reading e.e. cummings poem in Just and look forward to gathering further research on him.