A Comment on the Road from Colonus Essay Example for Free

A Comment on the Road from Colonus Essay Edward Morgan Forster was an English novelist, short story writer, essayist and librettist. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. Forsters humanistic impulse toward understanding and sympathy may be aptly summed up in the epigraph to his 1910 novel Howards End: Only connect. In part one of The Road from Colonus, Mr. Lucas and her daughter travelled to Greece, to fulfill his dream which has lasted for 40 years. When they were in a Khan in a small town of Greece, Mr. Lucas discovered a very strange tree which has a stream flow from it. He was very excited and felt that he had found his â€Å"habitant for heart†, so Mr. Lucas wanted to stay there for more time, but his daughter frustrated him and finally they left Greece. In part two, Ethel, Mr. Lucas’s daughter, was about to get married, and she got a parcel from a friend who has been with her during the trip, her friend told Ethel that the tree beside the khan was blow down and all the people there were dead, when Ethel told Mr. Lucas about the tragedy, he seemed totally indifferent to it, and just complained about his house and neighbors. In these two parts, water acted as a very important role. In first part, water stands for passion, energy and it can fresh Mr. Lucas’s old spirits and create a new value for him. So in this situation, water symbolized the reborn of him, but in the second part, fresh water became into dead water, and Mr. Lucas was totally dead in his mind, and what he can do is to complain the reality. There are three groups of people in this novel, one group is Ethel and her friends, they are the representatives of young people in Britain of that period of time, and they have received good education, fostered a strict and strong priority of their country and culture, so when they felt that the common value of their society was being offended, the first reaction is to extinguish the possibility of expansion, that is the reason for their objection of Mr. Lucas’s stay in Greece. In their mind, old people can’t be isolated from the youth and they are supposed to rely on the support of their children and also, their life was being projected by their children. For Mr. Lucas, he is among the old class or weak group of society, on one hand they pursued for independence, and searched for a habitant of heart, so that they could get through the rest days in a very peaceful and independent way, they didn’t want to be interfered by other factors such as children, work, and so on, but on the other hand, the society forbade them to do what they like to, Mr.

The Aesthetic Pedagogy of Francis of Assisi Essay -- Francis Assisi Es

The Aesthetic Pedagogy of Francis of Assisi ABSTRACT: Despite his anti-intellectualism, Francis of Assisi was an effective teacher who intentionally illustrated the life of virtue in his own way of living. He was a teacher in the sense that the Hebrew prophets, Socrates or Gandhi were teachers. He was a performance artist for whom drama functioned pedagogically. His life was not always meant to be an example to his followers; sometimes it was a dramatic lesson, meant to be watched, not imitated. All drama is inherently a distortion of reality because it focuses the attention on one aspect of reality. Francis’ dramatized life distorts the importance of poverty, but this is a distortion from which we may be able to learn if we are able to imaginatively identify with Francis. For Francis, asceticism was a form of obedience, and obedience a mode of knowledge. Such ‘personalized,’ lived teaching is the only way in which virtue (as opposed to ethics) may be effectively taught. Francis followed the same model of p aideia as Gandhi, bringing together the physical discipline of radical asceticism with the aesthetic experience of a dramatic life in which he played the roles of troubadour and fool. Unlike most of the other Western European figures of the 12th-century who are frequent subjects of academic study, Francis of Assisi was not a scholar. He had the education appropriate to the middle-class son of a prosperous merchant, but he never taught in a university, never wrote a Summa or a Commentary on the Sentences, never spent time in libraries. For much of his lifetime, the Order of Friars Minor didn’t even own a Bible, let alone any other books. Brother Leo, one of Francis’ closest companions, wrote of him that he "did not want ... ...hton, 1923), p. 106. (6) Bonaventure, Major Life, VI. 2. (7) Erving Goffman, The Presentation of Self in Everyday Life (Garden City: Doubleday, 1959), pp. 17-18. (8) cited in Goffman, op. cit., pp. 19, 20. (9) Dorothy Heathcote, Collected Writings on Education and Drama (London: Hutchinson, 1984), p. 114. (10) cited in Howard Williams, Concepts of Ideology (New York; St. Martin's Press, 1988), p. 111. (11) Walter Brueggemann, The Creative Word: Canon as a Model for Biblical Education, (Philadelphia: Fortress Press, 1986), p. 91. (12) Brueggemann, op. cit., p. 104. (13) Leroy S. Rouner, "Can Virtue Be Taught in a School?," Can Virtue Be Taught?, vol. 14, Boston University Studies in Philosophy and Religion, ed. Barbara Darling-Smith, p. 142. (14) Rouner, op. cit., p.147. (15) Rouner, op. cit., p. 148. (16) Chesterton, op. cit., p. 86.

Parenting: GCSE Child Development Essay

This is an excellent essay that was wonderful to read and mark. It shows a good understanding of the varying needs of the child and discusses how conflict can arise. If the writer wanted to extend the essay, they could discuss some of the theories that look at how relationships develop and how conflict arises. ***** Marked by teacher Sam Morran 01/12/2012 The first 200 words of this essay†¦ Lil Maisky Year 11 Parenting: -Describe the ideal relationship between parents and children. -How do you appreciate your parents and how do they appreciate you? (400 words) Any ideal relationship is based on the appropriate balance in between the commitment and effort of both members concerned. However, the relationship between a parent and child is far more complicated as there is a large amount of responsibility involved. Also, the child is likely to resemble one or both of the parents to a certain extent, but not be as developed or experienced as the parent, thus adding a lot of competition and  argumentative aspects to the relationship. This can be more prominently observed when two members of the same sex are involved (mother and daughter†¦) As the age of the child increases, the responsibility of the parent decreases, most probably proportionally, and this has to be observed by the parent. One has to take into consideration that the child’s young years are all that he/she has experienced and that although it’s existence might only go back as far as a tiny fraction of the parents life, this cannot be understood by the child until

Analysis Of The Book The Dustbin Of History - 1383 Words

The Dustbin of History I. When in dire times all hope expires fate may fain the jester play and lease another act upon those characters who have outpaced their day. Here then stands an Emperor who once commanded mountain tops and ocean waves to subordinate their wills and strength to his design perforce disarmed, but not prostrate. Oh, woe betide that nameless thing who rained upon the continent the cannonballs and thunderbolts of titans drunk upon democracy that warped with praxis’ caveats. Who carves the epitaphs of kings but bureaucrats and sycophants who insure postage stamps scan true, all the while the sovereign rests his eyes upon the works of pests. Who compares edicts and screeds to the Arc de Triomphe following Austerlitz?†¦show more content†¦The exile of an Emperor — his Highness now a General; stripped of rank but not hauteur — was mitigated, with no irony, by domestic whiles, rustic repose, and the company of a captor’s child. Betsy Balcombe was her name, a most unusual English girl; she lived on St. Helena isle, her father owned the summer home that housed the ‘Corsican ogre’ — a monster who deigned to amuse. Betsy, who was then thirteen, enjoyed the company of Lucifer. And who could better teach a lass to speak French right, or drink cordials, or break a horse, or break the rules of decorum by severing a Marquis’ tail? And, let us not omit to note, the ‘Anecdote of the Sabre’ — in which the Emperor did grandly show Betsy his foil, with which the girl wielded au fait. And, who to better play the part of a phantom than Napoleon? With spectres of mad men and ghosts to chill a child with felicity, why not an Emperor to haunt an isle? ’Tis Shakespearean — this volatile commingling of farce and tragedy; why not Lear and his Fool in one person; why should gravity not have a laugh since life performs in several acts, and humans make discrepant themes? This life at times was far from death, resembling a fairy tale — of architectural pastries, and toy carriages drawn by live mice; imagine a magical uncle King. Alas, as all storybooks must do, the ending page was turned in time and one sad day the English lass bade fare thee well to Napoleon, her