When The Train Comes In Monologue Essay Example For Students

At the point when The Train Comes In Monolog Essay A monolog by Nixon Waterman NOTE: This monolog is reproduced from Modern Literature for Oral Interpretation. Ed. Gertrude E. Johnson. New York: The Century Co., 1920. All things considered, truly, I calkerlate it is somewhat calm here Fer one whos ben about the world and voyaged hide an close; However, perhaps cause I never experienced no other spot, to me The town appears out as energetic as a decent town ort to be. We approach our bizness in a tranquil sort o way, Ner think o the outside world, exceptin wunst a day We assemble at the warehouse, where we laff an talk an turn Our yarns an watch the individuals when the train comes in. We will compose a custom article on When The Train Comes In Monolog explicitly for you for just $16.38 $13.9/page Request now Si Jenkins, hes the jestice o the harmony, he allers spends His cash fer a paper which he looks through an loans To some different fellers an we as a whole alternate an visit, An every one determines what he ud do on the off chance that he was this er that; An in a tranquil sort o way, up to an hours gone, We git a purty decent idee o whats a-goin on, An gives us parts to consider until we meet agin The follerin to-morrer when the train comes in. At the point when I git desolate like I set aroun the hair salon Er corner groc y, where I talk about the developing harvest With fellers from the nation; an if the sun ain out excessively sweltering, We go to pitchin hoss-shoes in Jed Thompsons empty parcel Behin the uniform stable; an in advance of the game is finished As like as not some fellerll state his bother kinfolk clean surpass The different fellers an they take em out an have a turn; Yet, all git back around up to the train comes in. I see it in the papers at a few people, when summers here, Get together their trunks an excursion to the coastline consistently To keep from gittin sunstruck; Ive a superior route than that, Fer when its hot I put a cabbage-leaf inside my cap An approach my bizness jes thought it wasn warm Certainty is I ain a-doin much sense I moved off my homestead; An people at adores the outside world, if theyve a psyche to, kinfolk See all they ort to of it when the train comes in. An yit I like energy, an theys nothin suits me more An to git three different fellers, sos to make an even four, At knows the game quip perfectly, an go through an a large portion of a day In some great spot a-fightin out a skirmish of croquet. Theres Tubbs who tends the mail station, an old Doc Smith and me An Uncle Perry Loudenit ud benefit you to see Us fellers batter them balls aroun; we meet time an agin. An play an play an play until the train comes in. An take it all things considered I wager youd need to look aroun A decent, extended period of time up to youd locate a more pleasant little town An this is. The individuals carry on with a peaceful sort o life, Ner carin much session the world with all its misfortune an difficulty. An here I intend to go through my days, an when I arrive at the end Ill state, God favor ye! an Good-bye, to each devoted companion; An when they foller me to where they ain no consideration ner sin, Ill meet em at the warehouse when the train comes in.

Personal responsibility as a Students Success Strategy

Acquaintance It is unimaginable with characterize moral obligation without first examining being capable. Duty is cognizance about assignments, obligations and commitments. It is the capacity to make a move about certain parts of life †be it wellbeing, training, governmental issues, condition and the like.Advertising We will compose a custom paper test on Personal obligation as a Students Success Strategy explicitly for you for just $16.05 $11/page Learn More This feeling of awareness becomes basic when it centers around a person. The need to perform errands identified with wellbeing, instruction, legislative issues and the earth turns into an individual commitment. It is now that we talk about moral duty. This is the capacity of a person to be liable about a commitment. It is the cognizance by a person to hold up under a weight in life willingly. Nobody can be compelled to assume liability. It needs to stream normally. It must be an understanding between a person’s psych e and soul †a reaction of profoundly situated readiness and decision. It should never be pressured or requested. The distinctive trait of moral duty †on the planet, there are a few causes that somebody can engage in. It is astounding to be associated with improving the world a spot. Without moral duty, very little can be cultivated on the planet. Since the beginning, individuals have needed to forfeit and take individual duties towards making a superior spot for every single person to live. Moral obligation is an image of development. It is simpler to recognize a dependable individual from an unreliable individual. One of the unmistakable qualities of moral duty is the awareness to satisfy individual guarantees. It is the genuineness with which an individual keeps their own assertion. This must be deliberate and all around arranged. It rules out pardoning individual disappointments and irregularities particularly when dealing with mandatory duties. It requires information on causal obligation. Moral duty implies engaging in things for which one is at risk. This demoralizes the person from exclusions that could hurt numerous others. Assuming individual liability implies that disappointment would draw in punishment or reprimand.Advertising Looking for exposition on brain science? We should check whether we can support you! Get your first paper with 15% OFF Learn More This requires an away from of the reason for which moral duty is vital. The pledge to work admirably relies upon the comprehension of what it is that ought to be finished. It is a technique for progress by understudies. Each understudy has an ethical commitment and duty to concentrate deliberately and exceed expectations in whatever territories of their strength. Being an understudy isn't in itself a simple errand. This is on the grounds that understudies need to endure a ton of individual battles and difficulties in quest for training. It requires commitment and core interest. An understu dy must be happy to learn and have a demeanor that encourages dynamic learning. Understudies must arrangement with voices that make it hard to exceed expectations in their examinations. These incorporate open, private and internal voices. Understudies need to become familiar with the specialty of moral duty so as to stay deliberate and centered (Royston, 1998, 16). Moral obligation turns into a procedure to cause understudies to prevail in their examinations. They ought to be tested to create individual disclosure proclamations and tested to work around them. The announcements ought to mirror the student’s individual contemplations, sentiments and yearnings. Individual qualities, certainties and different convictions ought to likewise shape some portion of the student’s disclosure articulations. The student’s teachers ought to guarantee that understudies show cognizance towards their job as understudies. The teachers ought to guarantee that the announcements cre ated by the understudies make their aims effectively noticeable and positive. They should utilize an indication of distress to help push the understudies past their usual ranges of familiarity (Ellis, 2011, 7). Moral duty as an incorporated student focused instructing approach. Educating is a troublesome duty. The school personnel don't have the ability to compel understudies to learn. The obligation of the staff has to do with creating important and helpful substance materials for educating. They need to exhibit the capacity to plan content materials that interest and cause understudies to pose inquiries. The point of the educationist is to excite the students’ enthusiasm to learn. The other moral duty of understudy educators is to lead the understudies to suitable learning assets once their enthusiasm to learn gets captured.Advertising We will compose a custom article test on Personal duty as a Students Success Strategy explicitly for you for just $16.05 $11/page Learn More They additionally have a moral obligation or commitment to finish the way toward learning by understudies. They need to screen the whole learning process by the understudies. What each educator ought to do best is to provoke understudies to learn. They should comprehend that nobody can learn for them. They need to understand that learning is imperative for them to accomplish their fantasies and dreams throughout everyday life (Weimer, 2002, 104). End Life is loaded with commitments, obligations and undertakings. We get encompassed by commitments left, right and all over the place. We should distinguish commitments and study them altogether. This prompts readiness and undying awareness towards the execution of those commitments. Moral duty is the capacity by people to react tirelessly and with responsibility towards their own commitments. Moral obligation is a critical system towards progress by understudies. It empowers student †showing approaches inside the training part. Ref erences Ellis, D. (2011). Turning into a Master Student. Boston: Wadsworth, Cengage Learning. Royston, M. (1998). Finding a Voice: Personal reaction to A Level English. Britain: Stanley Thornes (Publishers) Ltd. Weimer, M. (2002). Student Centered Teaching: Five Key Changes to Practice. San Francisco: John Wiley Sons Inc. This paper on Personal obligation as a Students Success Strategy was composed and put together by client Larissa Woods to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; notwithstanding, you should refer to it appropriately. 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Middle school or high school teacher, coach, counselor, or principle free essay sample

At the point when a youngster is conceived, guardians deal with him and raise him. He grows up with a great deal of affection and care. After that he goes to class. That’s where an educator holds a hand of him. He figures out how to prepare to confront this present reality now. An instructor isn't the person who shows you science, math and so forth., however an educator instructs up to apply the investigations to this present reality. It was my mentor who instructed me that. I never was a decent understudy on seats until my mentor let me know, â€Å"It is the cerebrum who thinks, not strength.† It changed as long as I can remember. Presently I will be a specialist. â€Å"Today we will run ten miles.† these were the main scarcely any words he expressed in the early morning a five. We use to run the miles and afterward play a little volleyball and go to shower. We will compose a custom paper test on Center school or secondary teacher, mentor, advisor, or standard or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page It was the nighttimes we worked our plays on, it use to be intense yet we took in a ton through it. I use to get truly worn out. The main what kept me up was the soul of our group and mentor. Much after we lose, he either stated, â€Å"It was an intense luck†, especially when it was an extreme group or would state, â€Å"This isn't the means by which we play volleyball.† He despite everything was an empowering instructor. We additionally made the express that year. It was the point at which I was a rookie. The purpose for him is clearly not on the grounds that he made us run ten miles, nor in light of the fact that the yelling we got from him, but since he did what he needed to and never abandoned us. â€Å"If being my adversary, you would turn into a group, than I will take that step.† He would state when we caused a ruckus. He was one of my preferred instructors of my entire school years. In the Hindu religion, a story was gotten through. Perhaps the best instructor, Droncharya was requested his â€Å"guru dakshina† (something from the understudy to blessing the educator) by one of his best understudy, Eklavya. He was the best in bow and bolt, and the instructor requested his thumb. He joyfully offered it to him. I was unable to do that, yet doubtlessly put this through the paper to the individuals. There are no words for an educator like my mentor, just superb. (in the event that that’s enough)

The Use Of Propaganda In The Nazi Regime Essay Example For Students

The Use Of Propaganda In The Nazi Regime Essay subject = history:Holocausttitle = The utilization of purposeful publicity in the Nazi Regimeand in their Totalitarian Controlpapers = The Role of Propaganda in the NaziTakeover and in Their Totalitarian ControlWhen one thinks about the termpropaganda, what rings a bell? Would it bring a positive reaction? Wouldit bring a negative reaction? When one considers publicity in associationwith the Holocaust, what rings a bell? A positive reaction or a negativeresponse? In all likelihood a negative reaction. For what reason is purposeful publicity any differentfrom what any ideological group or system does, in particular to spread its views?Is promulgation essentially the name we provide for sees which we don't care for or whichwe think to be false? Lastly, was the job of purposeful publicity in the Nazisassumption of intensity exaggerated? (Daniel Goldhagen, 1996)As numerous peoplewho are learned in the field of the Holocaust will concur, purposeful publicity playedan very fundamental part in the Nazis ascend to control, just as their mind washingof the German populace into despising all, of what they considered, hereticsto the level of tolerating their homicides. Legitimacy of the allegations uponwhich they endeavored to legitimize their activity against the Jews was not an issue. The issue for this situation was its capacity of influence. In spite of the fact that to accomplish thisgoal the Nazi party regarded it important to consume the interchanges, media,and media outlets, Germany previously had a solid enemy of Semitic foundation. Europeananti-Semitism is an outgrowth of Christianity. Since the hour of the RomanEmpire, Christian pioneers lectured limitlessly against Jews. It escalatedfrom age to age, for as long a the Jews dismissed Jesus as theirMessiah, the Jews tested the entire conviction arrangement of Christianity. Theidea that it was the Jews that killed their guardian angel additionally developed from that timeperiod. Thusly, the thought that all Jews of perpetually were responsiblefor Jesus passing, for they affirmed of the wrongdoing, would have unquestionably doneit once more (as indicated by the counter Semitics), and had constantly dismissed his lessons. Asthe Medieval period came, the Christians disdain for Jews further articulatedand was brought to another level. The Christians in the Medieval world saw Jewsin twofold resistance to Christianity: they dismissed his disclosure and werehis executioners. Likewise, church individuals had a lot of hated the Jews on thebasis that they ought to have acknowledged Jesus as their Messiah. Consequently,persecution and killing of the Jews turned into a piece of regular daily existence, leavingmany locales of Western Europe with no Jews before the finish of the sixteenthcentury. Entering the nineteenth century, German enemy of Semitism went throughan intense change. It was then that it rolled out its improvement from a religiousissue, to a racial one. Germans normally disdained Jews, and with an energy. Nineteenth century Germans currently considered Jews to be the image for everything awryin their declining economy, despite the fact that they made up yet a unimportant one percentof the populace. Before long the social restrictions that had in the past molded the moralfabric of Germany at the time lost all impact. It was then that Germananti-Semitism arrived at a high point: bogus, pitiless, yet undeniable allegations. Prostitution, sexual corruption and debasement, and the sexual assaultingof clueless German virgins are models. The Germans additionally envisioned Jewconducting ceremonial homicides. When the Nazi party organized totalitariancontrol, all that remained was to expand on the structure gave by the nineteenthcentury. A structure which included enemy of Semitism being regular knowledge,Germans over the top scorn toward Jews, the basic conviction of Jews being thereason for their falling economy, the conviction of Jews being insidious and a sourceof extraordinary mischief. This new kind of hostile to Semitism was of a savage sort and alogic that it was important to free Germany, alongside the remainder of the world,of Jews by whatever implies necessary.Already having an establishment for theircause, all the Nazis needed to do was execute their methodologies. Indeed, even before gainingfull control in January of 1933, they utilized every conceivable technique, and even introducednew types of exposure, to get national consideration and acknowledgment. The Naziparty supported mass gatherings and shows, appropriated a wide range of visualaids and purposeful publicity, and e xpected control of the radio and film industry. Oncethe Nazis picked up control they utilized all the above methods and more to strengthentheir authoritarian control on the German populace. By methods for barefaced falseclaims and allegations, the Nazis made false supports for politicaland military hostility, just as energy toward Nazi objectives. Hitlerknew how he needed to control publicity to get positive outcomes from thepopulation. In his book, Mein Kampf, he wrote:To whom ought to propagandabe tended to? To the deductively prepared intellectuals or to the lesseducated masses? It must be tended to consistently and exclusively to the majority. What the intelligentsia?need isn't purposeful publicity however logical guidance. The substance of purposeful publicity is as a long way from being science as the item depictedin a banner is from being workmanship. A banners workmanship lies in the fashioners abilityto catch the consideration of the majority by structure and shading. The functionof publicity doesn't lie in the logical preparing of the individual, butrather in coordinating the consideration of the majority toward certain facts?It mustbe coordinated toward the feelings, and just to a restricted degree toward theso-called mind. The responsive capacity of the majority is very limited,their knowledge is little, their neglect huge. Hence, allpropaganda needs to constrain itself to a not many focuses and rehash them like slogansuntil even the absolute last man can comprehend what you need him to comprehend. Also, that is the premise whereupon Hitler set up his entire crusade. Hewanted to point his promulgation campaign only toward the majority. In doingso they would acknowledge it as an announcement. Moreover, it was incredibly importantthat the material presented to the majority offer to the interests of the majorities,and not address itself to simply the astuteness. Purposeful publicity must be popularand be designed all together for even the most moronic people to comprehend. Natural Crisis EssayBillboards, poster,leaflets, and flyers were all over. Some were focused on the grown-up population,some at youngsters. Most generally, they were to encourage people in general to join Hitlerscrusade, for there was work and a spot for everyone. The Nazis offeredmen employments in Hitlers armed force. On the off chance that they were unpracticed, they offered trainingcamps, workshops, and classes, in which they were shown everything from militarymaneuvers to how to distinguish a Jew.As compelling of different structures ofNazi purposeful publicity were, the best outcomes originated from the media: papers, radio,and film. Control of the media was the way to dealing with the peoplesminds. Joseph Goebbles ventured out expecting full control of thenews-wire administrations. He at that point consolidated the distinctive wire-administrations into the GermanNews Bureau. This permitted him to control the appropriation of news at its source. Since the Nazis had full control of the news course in Germany, theybegan making laws relating to it. For instance, in 1933, Goebbles institutedthe Editors Law. This expressed all papers needed to experience his service. In like manner, the editors were answerable for each image and word in theirpublication, and if Goebbles didn't care for what was being printed, the editorswould be rebuffed. Despite the fact that, they would most usually lose their positions, Goebbles,on event, would have the individual sent to an inhumane imprisonment. His regulationson new course so constrained the freedom of the correspondent, that every day pressconferences were frequently held. There, Goebbles would direct what ought to bewritten in the article and how it should look. Sadly for the Nazis,much of the number of inhabitants in Germany quit understanding papers, altogether,for they definitely recognized what might be composed. Since Goebbles realizedhe couldn't condition the individuals right through the paper, he then tookover radio correspondence. By ensuring stores kept a copious stock ofinexpensive radios, a record 70% of German families claimed at leastone radio. In the event that if a family didn't claim one, the Nazis encouragedgathering in bunches at home, grinding away, and at eating spots to tune in to thebroadcasts. With over a fourth of a run of the mill days broadcasting time beingreserved exclusively for Nazi purposeful publicity, the individuals turned out to be truly defenseless against whatthey heard. To be certain not one individual was without the benefit of listeningto every day broadcastings, the Nazis had noisy speakers introduced all over thecountry. Goebbles likewise held onto control of the films. Still a reasonably newconcept, movies were mainstream among the Germans. The Nazis beganmaking the two films and narratives with incredibly against Semitic messages. There were narratives that were simply planned for the glorification ofthe Nazis, while other were bland, unequivocal films dependent on unimportant blatantlies and predispositions delivered by the Nazis and other enemy of Semitic associations. Some were so hostile to Semitic that the entertainers mentioned that a message be sentout publicizing that they themselves were not so much Jewish. In spite of the horrifyingmotion-picture crusading, innumerable numbers went to these movies. By now,the German populace was prevalently against Semitic. Stage one of the Nazisplan was finished. Be that as it may, Nazi teachers started approaching the UnitedStates. Albeit immediately ousted, they abandoned their thoughts. Organizationssuch as the Christian Front and the German-American Bund were framed and stronglysupported the Nazis. Bulletins and flyers were being mass delivered throughoutthe nation. Fortunately most of Americans held their ethics and acceptanceof Jews.In their mission for both world and racial mastery, th

How to Write Persuasive Essays on Nature

How to Write Persuasive Essays on NatureThe most effective persuasive essay topics are those that relate to nature. These topics address how nature has helped us, and what it means to us.These essay topics, when done properly, can make a strong argument in favor of an idea. A person can sometimes get lost in writing persuasive essays on topics that are not related to nature. They become so immersed in the writing process that they forget the purpose of the essay, which is to persuade the reader to do something.In writing a persuasive essay on nature, you will be able to keep your focus on the message. You will find that writing an essay on the topic of nature makes the most sense. This essay has to be able to persuade the reader to do something, whether it is to accept a new idea, or to change their views on environmental issues.Why do we love nature? What do we love about it? Do we like watching nature take shape? Do we like going hiking through the woods and seeing all of the life that has evolved along the way?Why do we love nature? It is something to look forward to. We feel this way because we get to see things unfold in nature. We love the slow unfolding of a natural disaster, the transformation of nature's structure and colors in spring, and the long quieting of the flowers in fall.If you are looking for ways to capture the attention of the reader with your essay topics, nature is your best bet. You can make the reader feel a connection with nature because of the beauty of it. This makes the reader feel as though they are one with nature.All of these different things that people love about nature can be found in one person. They will all be different; it is a testament to the differences between humans. The human mind is an amazing thing. It can absorb information at such a rapid rate. The writer who can use this ability in an effective manner, will be successful.Be certain to write persuasive essay topics on the topic of nature. Make sure that you are n ot only passionate about it, but also about the message you want to relay to the reader. With enough time and dedication, you will be able to create a topic on the topic of nature that is truly beneficial to your audience.

Burial of the Dead The Death of Christs Ressurection - Literature Essay Samples

When T. S. Eliot wrote The Waste Land in 1922 he was a self-proclaimed atheist. Some six years later, he described himself as an adherent to anglo-catholic Christianity and thus wrote the Four Quartets. As is possible to postulate, some scholars believe that there is an innate Christian-ness in The Waste Land and have hence tried to speculate and interpret the text in such a style. However, in order to do such would require two dramatic steps to be taken. First, one must define Christian poetry as a genre, and secondly the poem must actually be interpreted with that first principle of genre definition. In Western literary interpretation there has always been an undertone of the Christian ethic. Since Christianity has dominated for the most part all of Anglo-Saxon culture, innately there must exist in any interpretation of Western literature an assumption of a Christian backdrop in the audience. When applying this concept to genre, specifically here Christian poetry, it is plausi ble to speculate that atheistic poetry is in its own sense â€Å"Christian† in that it is a response to a first principle, namely that of the Christian backdrop. An analogy for illustration: Aristotle wrote his philosophical treatises as a response to Platonism. Taking Plato’s principles as initial assumptions, Aristotle argued for a different kind of philosophical world view contrary to the Platonic theses; however, he still remained entangled in the backdrop of the ubiquity of Platonic assumption when defining his own philosophy. â€Å"The safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato,† said British philosopher and mathematician Alfred North Whitehead (â€Å"Alfred North Whitehead†). This same parallel can be applied when defining Christian poetry in the western literary tradition. That is, the ubiquity of Christianity in Western culture assumes that any kind of lashing out against it per se (to steal an Aristotelian term) is inherently Christian due to the nature of Christianity being a type of given in the culture. Therefore, this allowance grants critics the ability to interpret The Waste Land as a form of Christian poetry.As The Waste Land is an immensely complex work, any singularly focused interpretation does not do justice to the work as a whole. Hence, â€Å"The Burial of the Dead,† which seems to have some of the most prominent anti-Christian sentiment, will be the sole focus of this interpretation. Eliot alludes to a virtual litany of biblical passages and other canonical works in this section of the piece. However, when viewed in light of the modernistic theme of dissatisfaction with the Western world, which Eliot advocates by not only downing religion but sexuality and materialism as well, The Waste Land does not lend itself to be viewed as a piece of pro-Christian literature (especially in the Protestant work-ethic sense of We ber). On the contrary, his allusions tend to defile the sanctity of a religion so widely advocated in the West. Through carefully and cleverly crafter authorial commentary as well as the use of an extended metaphor (that of vegetation), Eliot manages to create a work that can be read as anti-Christian literature, which would still classify it as Christian in the sense described above. â€Å"April is the cruellest month†¦Ã¢â‚¬  so begins â€Å"The Burial of the Dead† (Eliot line 1), alluding to Chaucer’s Canterbury Tales’ General Prologue in which the pilgrims begin their journey in April, the time of â€Å"sweet showers†¦[that] generate therein and sire the flowers† (Chaucer lines 3-4). Compare this to Eliot’s view of April, â€Å"†¦breeding/ lilacs out of the dead land†¦Ã¢â‚¬  and â€Å"†¦stirring/ Dull roots with spring rain†¦Ã¢â‚¬  and it becomes painfully obvious that this April pilgrimage to Eliot is not t he happiest of times (Eliot lines 2,4). This new pilgrimage that Eliot is alluding to can be viewed in satirical opposition to Chaucer’s search for religious comfort in a pilgrimage out of religious duty. The second stanza introduces Eliot’s authorial voice and some intensive religious commentary and biblical allusion. What are the roots that clutch, what branches growOut of this stony rubbish? Son of man,You cannot say, or guess, for you know onlyA heap of broken images, where the sun beatsAnd the dead tree gives no shelter, the cricket no relief,And the dry stone no sound of water. OnlyThere is shadow under this red rock,(Come in under the shadow of this red rock),And I will show you something different from eitherYour shadow at morning striding behind youOr your shadow at evening rising to meet you; I will show you fear in a handful of dust. (Eliot lines 19-30)The first step to breaking into this complex passage is to identify the multiple allusions. Then, after t he source material has been established, one can then analyze the cohesiveness of the passage and see how the allusions fit together to form an overarching meaning. The root and branch metaphor has two possible origins, both of which apply to the figure of Christ. â€Å"I am the true vine and my Father the gardner. He cuts off every branch in me that bears no fruit† (Holy Bible, John 15:1-2). This passage offers a possible origin of the metaphor while the Parable of the Sower which tells of the seeds scattered on different types of ground, some taking root and others not, accounts for the stony rubbish imagery Eliot uses (Holy Bible, Luke 8:5-15). Thus, there is a synthesis of biblical allusions used to set up the rest of the passage’s satire. Eliot next addresses directly the â€Å"Son of Man,† a common title given to Christ in the New Testament, and accuses him of not being able to answer the question. The stream of â€Å"broken images† lends itself to be interpreted as segue into the broken images Eliot next presents. The crickets of no relief, the red rock casting shadow, and the waterless rock are again synthesized biblical allusions referring to Christ. In Ecclesiastes Chapter 12, the author speaks of a time when the grasshopper (cricket) drags himself along the ground and desire is no longer apparent in the people; the chapter taken as a whole seems to describe the modernist mindset where â€Å"†¦Everything is meaningless† (Holy Bible, Ecclesiastes 12: 5,8). The red rock’s shadow is taken from a passage of Isaiah Chapter 32, which tells of the coming of a Kingdom of Rightousness where men will be like â€Å"shadows of great rocks in thirsty lands† and â€Å"streams of water in the desert,† (Holy Bible, Isaiah 32:2). Finally the water from the dry stone image comes form Exodus where Moses is told to strike a rock and water will come out for the people to drink (Holy Bible, Exodus 17:6). Eliot then asks the Son of Man to come under this shadow created by the rock and uses a non-biblical allusion, a metaphor of aging seen first in Greek mythology’s Sphinx’s riddle as morning, afternoon, and evening being the equivalent of young, middle-aged, and old (Loy). Again Eliot directly addresses the Son of Man using the second person possessive pronoun â€Å"Your† referring to Christ’s shadow in the morning and evening (i.e. the birth of Christianity and the Christianity of Eliot’s time). This set up leads to Eliot’s oft quoted line, â€Å"I will show you fear in a handful of dust,† where dust is a commonly used metaphor to imply uselessness and decay (Eliot line 30). Now having the origins of the allusions and interpretations of the metaphors, one can explicate further on the structure of these in the passage and derive some kind of coherent meaning in the juxtaposition of such phrases. Eliot opens his second stanza wit h a rhetorical question, asking about the roots and branches, obvious biblical allusions. Then by addressing the son of man directly and accusing him of not being able to account for these strayed roots in stony rubbish, Eliot creates a denigration of the Christ figure’s authority in the modernist world. By stating that there is no water coming (as was promised by God in Exodus) from the dry rocks and that the crickets are offering no solace, Eliot further emphasizes the empty promises of religion so often felt in his post World War I social landscape. Concluding his stanza by asking the Son of Man to come under the shadow of this rock and promising to show him something different than his â€Å"shadow† (religion) at different periods of Christian history, Eliot manages to eloquently deride Christianity as utterly useless and dead by claiming it is a handful of dust, useless yet still inspiring fear in so many unthinking peoples. After a satire on the concept of l ove, Eliot again moves into authorial commentary introducing Madame Sosostris as the technology for propagating his anti-Christian sentiment. The cards themselves carry some heavy connotation of Christian references. The Phoenician Sailor with pearls that were his eyes (Eliot lines 47-48), the one eyed merchant with something blank on his back (Eliot lines 52-53), the man with three staves, the lack of the Hanged Man (Eliot lines 51, 54-55), all can be interpreted as alluding to some Christian ideal. The Phoenician Sailor, or Fisher King, echoes a biblical passage in Matthew chapter four where Jesus asks Simon and Peter, the two brothers, to come and be â€Å"fishers of men† (Holy Bible, Matthew 4:18-19). An interjection needs to be made here in order to clarify how Christ fits into the Fisher King title given to him by Eliot. By asking Simon and Peter to come help in his ministry, Christ implies that he himself is also a fisher of men, which explains the â€Å"fisherâ⠂¬  part of the Fisher King. The King part comes from the title given to Christ at the time of his crucifixion, â€Å"King of the Jews.† Furthering the Christ implications, Eliot makes the parenthetical comment that, â€Å"Those were pearls that were his eyes†¦,† alluding to the parable of the Pearl of Great Price. Found in the Book of Matthew, this tale equates the value of the kingdom heaven to a pearl found by a merchant. The merchant saves all his money and purchases the pearl, which makes him wealthier than he was before (Holy Bible, Matt. 13:45-46). Here, by using the past tense verb â€Å"were†, the pearls are signified as being in a state of lost value. Hence, the kingdom of heaven spoken of in the parable is no more, at least in Eliot’s mind according to this passage of the poem.The one-eyed merchant carries something on his back, evoking images of the rood or cross which a servant carries for Christ to his crucifixion. Eliot calls this something blank, something the speaker is forbidden to see, ergo it is something not there which furthers the credibility of the interpretation in favor of the cards being significant ideals of Christianity in his time period, namely the lack of religion. This is complementary to the man with three staves. Staves, which are associated with the shepherd (yet another term for Christ), being spoken of in threes also lend themselves to being reminiscent of the holy trinity of Christianity. Again this is a synthesis of sorts on Eliot’s part, where he combines Christ’s being called the shepherd and imposes this shepherd-ness on the other two parts of the trinity. With the third image of Christ in collage, Eliot chooses the Hanged Man and represents him as not being present. Again, the portrait is one of absence in which religion is simply not present; that is, God’s grace cannot be seen when â€Å"One must be so careful these days† (Eliot line 59). Also to be noted is that the Hanged Man is given capital letters in his name. Obviously not a proper name, other occurrences in which a title is capitalized in the western tradition is when they refer to the Judeo-Christian God. This capitalization then also helps a reader identify that Eliot is talking about Christ when he speaks of the Hanged Man. So by degrading the pearls as now valueless and the Fisher King as drowned (thus dead), having the one-eyed merchant carry something blank and unseen on his back, and not representing the Hanged Man, Eliot creates a trinity defiling the Trinity. The following stanza includes some of Eliot’s satire against current social situations, then again launches into a critique on Christianity, this time referring to the crucifixion and resurrection of Christ. Again using a person as the technology to segue into the next critique, Eliot here chooses St. Mary Woolnoth. St. Mary, who could be an alluded referent to Mary Magdalene, the woman tenant to Christ at the time of his crucifixion, â€Å"†¦kept the hours/ With a dead sound on the final stroke of nine† (Eliot lines 67-68). According to the Gospel of Luke, Christ died on the ninth hour (Holy Bible, Luke 23:44). Eliot follows this passage of the death of Christ, with one creatively critiquing the resurrection. â€Å"That corpse you planted last year in your garden,/ Has it begun to sprout? Will it bloom this year?/ Or has the sudden frost disturbed its bed† (Eliot lines 71-73)? This passage recounts the resurrection of a corpse, presumably that of Christ, and there is some parallelism to the earlier references of the cruelty of April and warmness of winter that Eliot produces by speaking of the frost. Implying winter’s apathy and lifelessness, Eliot crafts a unique metaphor that reads in prose terms: This reawakening of the spirit that spring brings with it, the reawakening of the religious attitudes is not something we (the current society) d esire. Christ’s corpse is dead, his testament is dead, and this apathetic winter has set in indefinitely.â€Å"Oh keep the Dog far hence, that’s friend to men/ Or with his nails he’ll dig it up again† (Eliot lines 74-75). Speaking of the corpse in the garden, Eliot warns to keep the â€Å"Dog† away, the dog with nails. Here a paradox is created. If one takes the capitalization rule established earlier and applies it to Dog, then this also becomes a referent to God (hence Christ). After all Dog is simply God spelled backward. The use of the words nails, assuming that this Dog is a referent to the Christ, alludes to three wounds that Christ received while on the cross. Therefore, the paradox here is: Christ will resurrect Christ. It is through society’s winter that the corpse has not bloomed into the vine, the â€Å"roots that clutch.† For this section is called the â€Å"Burial of the Dead,† and as far as Eliot is concerne d God is dead. One needs not let the Dog back into the garden and resurrect itself for the consequences are far too great: in a Waste Land, there exists no room for God. Works CitedAlfred North Whitehead. Wikipedia, The Free Encyclopedia. 30 Apr 2006, 08:40. 2 May 2006, 23:36 Chaucer, Geoffery. The Canterbury Tales. 2 May 2006 Eliot, T.S.. The Waste Land. 1922. 2 May 2006 Holy Bible. NIV. 2 May 2006 Loy, Jim. â€Å"Riddle of the Sphinx.† 2002. 2 May 2006

My Divine Interventions Throughout The Years Essay

I d tried so hard to hold back the tears that now trickled down my cheeks. At least give me a sign you re watching over her, I begged. How about a beautiful white feather--any size will do. Careful not to wipe my eyes with my dirty gardening hands I swiped my cheeks with my shirt sleeves. Plucking the last pebble from the garden, I sprinkled the beans from their packet on the perfectly smoothed soil. Suddenly a feather floated down in front of my face, landing next to my hand. Scraggly, ugly, brownish-grayish in color, surely this wasn t an angel feather--the sign, I d asked for. I d hate to see the wings of this guardian angel, I whispered as I glanced up toward the tree in search the bird who had lost the feather, but there was no bird in sight. I thought of my divine interventions throughout the years and pictured my guardian angel who probably wore ruffled, messy wings as a result of my hectic, crazy, life. Compared to my granddaughter, I was a piece of cake. Perhaps this was a sign after all. Other grandparents worry about their grandchildren getting bullied, but in this case--my granddaughter is the bully. Constantly expelled from school and banned from every after-school-program available it s caused huge problems for my son--a single parent. All the continuously required counseling in the world hasn t helped. Abused at a young age, it s left a mark she ll probably carry with her forever. I d prayed constantly over the years, andShow MoreRelatedThe Power of Faith in the Poem, Beuwulf1425 Words   |  6 Pagespower. When certain events occur that cannot be explained by proof then one can attribute it to devotion and divine intervention. Did Beowulf achieve his victories because of his warrior skills, or because of that divide intervention? In the poem, Beowulf, this idea is brought up throughout when Beowulf is successful in his battles. According to the epic poem, it is God’s intervention that helped Beowulf. 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