Symbolism In Edgar Allan Poes The Masque Of The Red Death

On planet Earth there are 24 hours in a day, 60 minutes in an hour, 60 seconds in a minute; all which revolves around time. Time is infinite, but unfortunately for human beings, they face times rath. Eventually, every living being or organism faces death, you cant escape it or run away from it, death is always around the corner. In â€Å"The Masque of the Red Death† Edgar Allan Poe demonstrates this when the noble class and Prince Prospero tried to run away from the gruesome and infectious disease. Symbolism in the story is significant because it gives the reader more insight on how the author feels towards something and gives meaning to ordinary objects. For example, Poe was upset with the noble class because they neglected their problems and†¦show more content†¦For example the blue represented birth, the green room youth, the orange room adulthood, the white room elderly , the violet room the time before death, and the black room was death. Poe made the prince run through all the stages until death for a specific reason. That is because he wanted to give a greater meaning which is everyone goes through all the 7 stages of life and the cycle repeats for every newborn, none can avoid or run away from them they are unpreventable. As the story went on Poe also used the grandfather clock to symbolize the countdown until and how time flys by. The author displayed this when he wrote â€Å" the musicians of the orchestra were constrained to pause, momentarily, in their performance, to hearken to the sound; and thus the waltzers perforce ceased their evolutions; and there was a brief disconcert of the whole gay company.†(Pg.2) When the chime stopped the waltzers laughed it off and mentioned that the next time it chimed they would overlook the eerie sound and keep dancing. In the text it also mentioned â€Å" and then, after the lapse of sixty minutes, (which embrace three thousand and six hundred seconds of the Time that flies,) there came yet another chiming of the clock, and then were the same disconcert and tremulousness and meditation as before.†(Pg.2) The author used the clock to reveal how fast timeShow MoreRelatedSymbolism and in Edgar Allan Poes the Masque of the Red Death915 Words   |  4 PagesMichael Reyes Symbolism and in Edgar Allan Poes the Masque of the Red Death Thesis: Poe uses symbolism to unfold this gripping tale of terror. â€Å"The Masque of the Red Death† is an allegory. It features a set of recognizable symbols whose meanings combine to convey a message. An allegory always operates on two levels of meaning: the literal elements of the plot (the colors of the rooms, for example) and their symbolic counterparts, which often involve large philosophical concepts (such as lifeRead MoreEssay Poes Perspective Against the Upper Class1652 Words   |  7 PagesPoe’s Perspective Literary genius Edgar Allan Poe lived a troubled life. During his forty years of existence, Poe struggled with the deaths of countless family members, including his cousin-wife. These bruising events caused him to develop the mental illness depression. In his short story â€Å"Masque of the Red Death,† the views Poe developed during his tumultuous life are reflected in his writing. The theme of this short story emphasizes the inevitability of death in descriptive details because EdgarRead MoreEdgar Allan Poe s The Red Death And Cask Of Amontillado1595 Words   |  7 PagesAmerican author and poet, Edgar Allan Poe, was born January 19th, 1809, and died at the age of 40 on October 7th, 1849. Poe had a horrendous childhood. As a child, he was abandoned by his father, David Poe Jr., and later, his foster father, John Allan. His mother, Eliza Poe, died of tuberculosis, along with his foster mother, Frances Allan and Virginia Clemm, Poe’s wife. After the death of his wife, Poe attempted suicide out of grief. The traumatic events of his life affected Poe’s writing style, creatingRead MoreTerm Paper Edgar Allan Poes Infatuation with Death1498 Words   |  6 PagesEdgar Allan Poes Infatuation with Death Ralph Emerson once wrote, Talent alone cannot make the writer. There must be a man behind the book. 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Anything written is a context that includes the â€Å"writer’s feelings,Read MoreSymbolism In The Masque Of The Red Death766 Words   |  4 PagesThe Masque of the Red Death Poe often gives memory the power to keep the dead alive. Which in the short story Poe distorts the aspect of death. By creating a memory as the trigger that reawakens death Poe reveals the theme of the story; that no matter the persons social class death comes for us all. In Edgar Allan Poe’s short story â€Å"The Masque of the Red Death† he uses literary elements such as allusion, symbolism, and allegory to convey that death is inevitable. In the short story, Poe usesRead MoreAvoiding Reality: â€Å"The Masque of the Red Death† Analysis858 Words   |  4 PagesAvoiding Reality: â€Å"The Masque of the Red Death† Analysis Throughout the gothic horror short story, â€Å"The Masque of the Red Death†, Edgar Allan Poe illustrates the struggle of an egotistical prince who refuses to face the inevitable reality of death. Through the downfall of the protagonist, Poe establishes the idea that the inability to face reality often leads to the destruction of the mind. The downfall of the Prince is emphasized by Poe’s use of characterization, setting, and symbolism. In the shortRead MoreTime Takes Its Toll on All in Masque of the Red Death by Edgar Allen Poe754 Words   |  4 PagesTime Takes Its Toll on All in Masque of the Red Death by Edgar Allen Poe Edgar Allen Poes The Masque of the Red Death takes place in seven connected but carefully separated rooms. The significance of the number seven is apparent throughout our society. The bible chronicles the creation of the world in seven days, there are seven wonders of the world, colleges and universities divide learning into seven subjects and an individuals life is thought to have seven stages. Seven also symbolizesRead MoreEdgar Allen Poe and His Work Essay1480 Words   |  6 PagesEdgar Allen Poe and His Work Outline I. Introductory Paragraph I.1. 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The Odyssey And Aeneid Vs. Today - 992 Words

Essay 1: Hell in The Odyssey/Aeneid vs. Today As humans, we are always imagining what our lives will be like when we die. While the depictions of what hell or heaven may be from the ancient times and now, what has stayed consist is the idea of an afterlife altogether. In The Aeneid, Aeneas has his own version of what the underworld is. Hell is depicted in Book VI of The Aeneid where the Trojans sail back to Sicily where the death of Anchises is marked. Aeneas enters the underworld after meeting with Sibyl, who is a priestess at the Temple of Apollo and asks to enter so that he can visit his father. In order to enter and return from Hell, he has to find a golden branch and if it breaks off the tree with ease, then that will be his sign that he can enter. â€Å"So lift your eyes and search, and once you find it pull away the bough. It will come willingly, easily, if you are called by fate. If not, with all your strength you cannot conquer it, cannot lop it off with a sword’s ed ge. (6.213-217)†. A pair of doves direct him to the tree that he needs to chose the branch from and alas, he has entered into the underworld. When entering, Aeneas sees that there is a river called Acheron where the ferryman Charon transports spirits across the river, but not all souls can cross the river. Sibyl tells him that this is because those souls did not have a proper funeral and were not appreciated the way they were supposed to be. The souls that do pass have to line up in front of Minos to getShow MoreRelatedGreek and Roman Culture Essay examples1240 Words   |  5 Pagesalmost identical to the Greek temples, except for a few details such as domes and vaults which made the temples sturdier and more beautiful. The Romans developed a great skill of building roads. The roads were complex, and the design is used still today. The roads are higher in the middle so that the water runs off the sides. These roads were made so well that they basically lead the Romans to victory, allowing the Romans to move quickly and efficiently to the battlefield. Greek didn’t have theRead MoreAmerican Literature11652 Words   |  47 Pagesthrough dread of a series of terrible possibilities feature landscapes of dark forests, extreme vegetation, concealed ruins with horrific rooms, depressed characters Effect: ï‚ · ï‚ · ï‚ · ï‚ · today in literature we still see portrayals of alluring antagonists whose evil characteristics appeal to one s sense of awe today in literature we still see stories of the persecuted young girl forced apart from her true love Historical Context: ï‚ · industrial revolution brings ideas that the old ways of doing

Standing Your Ground The Life of Joshua L. Chamberlain Free Essays

string(74) " along with about a thousand men transformed and became trained soldiers\." Lawrence Joshua Chamberlain was born on September 8, 1828 in Brewer, Maine to Joshua and Sarah Brastow. Perhaps as a portent of things to come, Chamberlain was named after a hero of War of 1812, Captain James Lawrence. Captain Lawrence was known for never giving up the fight, and whose dying words to his men were â€Å"Don’t give up the ship!† Chamberlain’s family was a Puritan, and was raised in a household that puts high value on good behavior, good education, hard work, and benevolence. We will write a custom essay sample on Standing Your Ground: The Life of Joshua L. Chamberlain or any similar topic only for you Order Now THE DUTIFUL SON Lawrence was the eldest of five children and had a strong sense of duty at a very early age, perhaps because he was tasked to look after his younger siblings. A great deal of his childhood was spent outdoors, and he grew up loving and respecting nature. He had a shy and sensitive nature, and was always caring of others. More and more, as Lawrence was growing up, he took to academic studies with great enthusiasm. (Wallace 1995, p. 19) He took to scholarly pursuits even as he worked the farm land to help his father. In the fields, Chamberlain was taught that how much the land gives in harvest depends on how much work one is willing to put into it. The lessons of hard work and industry and relentless determination were values that the land taught him, and one that would carry him through for the rest of his distinguished life. (Cashin 2002, p. 76). When it was time for Chamberlain to set on a course for a lifelong career, his father, a former soldier, wanted his eldest son to follow in his footsteps and serve the country during peacetime. However, while Chamberlain had already been preparing for West Point and a career in the army, Chamberlain’s mother protested because she wanted Lawrence to serve the church and become a minister. In spite her mother’s objection, Lawrence wanted to go to West Point. However, his enthusiasm was dampened by the prospect of holding a military position during a time of relative peace and stability. So in the end, his mother’s desires won, and Chamberlain decided to become a minster in the hopes of getting a commission as a missionary in another country. (Wallace 1995, p. 45) When Chamberlain was nineteen years old, he entered college. For Lawrence, who has been very close to his family, the thought of living away from his family must have been difficult. Thus, he was very shy and stammered during his first years at college at Bowdoin College at Brunswick. Gradually, Chamberlain was able to overcome his shyness and stammering speech and became a champion orator and writer. (Wallace 1995, p. 97) It was also during college that Chamberlain decided to use Joshua for his first name. At college, Chamberlain’s strength of character began showing. He was known for standing firm on his principles, even when he was going against people who had more power and authority than him. He never turned his back on the values that he believed in, and this earned him the respect of the people who knew him. This strong sense of honor was a value that stayed with him all his life, even when his life was threatened in the battlefield. Chamberlain also had a great love for music and he turned for it for his relaxation. When not busy with school work, he played the organ for his school chapel, a skill that he learned all on his own. His love for the organ also drew him to Frances Adams, who also played the organ for the Brunswick church choir. Frances was three years older than Chamberlain, but that age difference did not matter to them. Their romance was serious right from the start and they were engaged soon after 1852, just a year after they first met and soon after Chamberlain graduated from college. However the marriage did not happen soon after the engagement. Joshua first pursued both a seminary course and his master’s degree. After finishing both, Joshua and Frances became husband and wife, three years after their engagement. THE PROFESSOR BECOMES A SOLDIER Having distinguished himself as an orator during his college, he became professor of oratory and rhetoric at Bowdoin College a year after earning his master’s degree. Five years after, in 1861, he became the chair of the department of modern languages. Chamberlain’s ascent to chairmanship was well-deserved. He has learned several languages during his seminary course. The languages were taught as part of the preparation for overseas missionary work which was his original intent. Chamberlain was fluent in nine languages namely, Latin, French, German, Greek, Hebrew, Spanish, Italian, Arabic, and Syriac. In 1861, at the same year that Chamberlain was elected the position of chair of modern languages, Civil War broke out. The youthful dreams of serving the military and fighting in the battlefield of war were once again rekindled. Or perhaps they never left at all. It may be said that Chamberlain has always been a noble soldier. When Chamberlain was given a sabbatical, supposedly for study in Europe, he immediately went to Governor Washburn for military service. Thus in 1862, Chamberlain left the halls of the academe to fight in the Civil War. His decision was met with dissent at Bowdoin College, but for Chamberlain the need to serve the country took precedence over anything else. By virtue of his education and mastery of languages, he was commissioned as Lieutenant Colonel of the 20th Regiment of Maine Volunteers. While never having actual military training, Chamberlain soon learned the ropes through keen observation. The fact that he was in charge of an actual regiment was enough reason for Chamberlain to learn as he go. All his life, he has always been a self-starter and capable of learning things by himself. Under Commander Adelbert Ames, a recent West Point graduate, Chamberlain, along with about a thousand men transformed and became trained soldiers. You read "Standing Your Ground: The Life of Joshua L. Chamberlain" in category "Essay examples" (Ritter Wakelyn 1998, p. 116) Chamberlain’s youngest brother, Thomas, was also part of the same regiment, and the two would soon distinguish themselves as soldiers of the Civil War. The 20th regiment’s first order of battle was to proceed to the battle at Antietam. However, they did not saw any action in that battle. Their first actual engagement was as a reconnaissance unit at Shepherdstown Ford. In October, Chamberlain was tasked to lead another reconnaissance at the South Mountain pass. It was during this time that Chamberlain saw first hand the horrors of war. He saw dead Confederate soldiers barely out of their youth, and such sights stayed with him during the entire course of the war. (Ritter Wakelyn 1998, p. 64) A few months after, in December 1862, Chamberlain and his men were right in the middle of the Battle of Fredericksburg, a site of overwhelming defeat for the Union. All around, Chamberlain saw dead men, and when the orders to evacuate came down, Chamberlain was tasked to lead his men to safety. The following months were uneventful for the regiment. In May 1863, an outbreak of small pox among the regiment kept Chamberlain’s men away from participating in the Battle of Chancellorsville. To keep his men in shape and their morale up, Chamberlain constantly asked for duties and engaged the regiment in positive activities. By the end of May, Chamberlain became Colonel of the 20th regiment, after having proven himself as an able soldier and a great leader. A HERO RISES On July 1863, the 20th regiment received marching orders to go to Gettysburg. The Union forces faced a formidable opponent in the person of Confederate General John Bell Hood. General Hood was bent on cutting down the Union lines and under his command; the Confederate Brigades advanced and went up the hill. During this engagement, a good number of Union officers were killed, leaving Chamberlain in command. Before he died, commanding officer Colonel Vincent instructed Chamberlain to stand ground. Joshua was now in a very difficult decision. He was given orders to stand ground but his men’s ammunition were almost spent. (Martin 2006, p. 213). Chamberlain was left to decide the fate of his men and the fate of this battled. He thus gave quick and firm orders. Having the higher ground, Chamberlain told his men to counterattack. The downhill bayonet charge caught the Confederates by surprise, and the Union held their position.   For this heroic stand, he was awarded the Congressio nal Medal of Honor. Soon after that historic stand, Chamberlain became commander of the 3rd Brigade. By this time, Chamberlain has become a seasoned solider who has survived many battlefields. He was regarded with respect and commanded the loyalty of the men who served under his command, particularly the men of the 20th Maine. While an officer, he never considered himself better than his men and he accorded all of them with equal courtesy and respect. He never asked for special quarters and endured the same sacrifices as his men. All these traits endeared him all the more to the military and the public as well. He treated the dead with respect and never forgot to attend to the sick after the smoke of battle has cleared. By now an acclaimed hero, Chamberlain never stopped throwing himself into the thick of the battle. He was a natural leader and tactician, able to execute strategic commands under exacting pressure. He never feared for his life and engaged in battle with very little regard for personal safety. For him, the safety of his men and winning the ground was most important.   (Martin 2006, p. 27) At one point, he was severely wounded but refused preferential treatment, insisting that there are others whose wounds are more serious than his. For fear of a mortal wound, General Ulysses Grant, in what is believed to be the only case of promotion on the battlefield, immediately conferred the position of general to Chamberlain. Doctors thought that Joshua had very little chances of surviving his wound, but he did. A few months after, Chamberlain reported back to duty in spite some physical limitations brought on by his war injury. Chamberlain became commander of a new 1st Brigade, 1st Division, a unit composed of two large regiments of soldiers from Pennsylvania and New York. Not fully recovered from his injury, he was prevented from seeing any military action. However, after a month of sick leave, he returned to service, much to the dismay of his doctors. Chamberlain returned to military action during the last of General Grant’s campaign on March 1865. Chamberlain and his brigade were engaged in a bayonet fight while traveling the Quaker Road and Joshua was again injured. He would have been taken prisoner if not for his fast thinking. He eluded capture by donning a Confederate officer uniform and posing as one of the Confederates. His numerous injuries could not keep him from the call of duty. Under his leadership, Chamberlain claimed the strategic and much coveted lodge on the White Oak Road. For this accomplishment in spite of injury, Joshua was promoted to Major General by President Lincoln. (Ritter Wakelyn 1998, p. 128). General Chamberlain survived many injuries and lived to see the end of the Civil War and the Union’s victory. When General Grant designated him to receive the first flag of surrender at Appomattox Court House, in a moving demonstration of his noble spirit, Chamberlain received the surrender with graciousness and honor. He asked that his original 20th Maine regiment be with him in this historic event, believing that all of them deserved the honor that was accorded to him. (Martin 2006, p. 87) For saving his men and the Union’s position, Chamberlain was awarded the Congressional Medal of Honor, the highest military decoration in the United States. He was brave under fire, and magnanimous in victory. After the war, Joshua went back to Bowdoin as president of the college. (Ashby 2003, p. 10). During his tenure, he instituted reforms which shook the foundations of the conservative school. Nevertheless, his presidency, like his tour of military duty, was marked with strong leadership and honor. He lived to an old age of 84, seeing the fruits of peace wrought by many years of war. In a poetic death, he died of the old war wound that many thought he has recovered from. He still dies in the battle, as a noble soldier. General Joshua Chamberlain stands tall in an age of greatness. His name will go down in history as among the greatest soldiers. It might be said that times make the hero, but in Chamberlain’s case, the choices that he made and his nobility in and out of the battlefield made him a soldier of life. He was a product of his times, and left just in time to plant the seeds of hope for a better and kinder world. May his nobility inspire all that is good and noble in each and every one of us. References Ashby, R. (2003). Extraordinary People. Black Rabbit Book. Cashin, J. (2002). The War was You and Me: Civilians in the American Civil War. Princeton University Press. Martin, I. (2006). The Greatest U.S. Army Stories Ever Told: Unforgettable Stories of Courage. The Lyons Press. Ritter, C Wakelyn, J (1998). Leaders of the American Civil War: A Biographical and Historiographical Dictionary. Greenwood Publishing Group. Wallace, W. (1995). Soul of the Lion: A Biography of General Joshua L. Chamberlain. Clark Military Books. How to cite Standing Your Ground: The Life of Joshua L. Chamberlain, Essay examples

A Positive Approach to the Future free essay sample

A Positive Approach Towards the Future The issue of mandatory school uniforms has taken on several debates over the past decade; it is believed that this issue will plague public schools for decades to come. Students who wear uniforms feel a sense of being superior with their fellow classmates. This feeling of being part of a group boosts morale and individual confidence, thus leading to higher grades. Children will be more focused in a uniform classroom. There is no more distraction as to what the other kids are wearing or who has the name brand shoes. Girls will be dressed appropriately and clothing will fit properly. This adds to the learning experience. There is no more competition. There is no more rivalry and the children are able to focus on their schoolwork and not on the latest trends ( Bodine 67-69). Former President Clinton made a state of the union address in 1996; in that address, the subject of mandatory school uniforms was mentioned. If it means that teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear uniforms (Williams). In fact, that year in Long Beach, California, the first district to implement mandatory uniform policies, assault dropped by sixty-seven percent, vandalism by eighty-two percent, and robbery by thirty-five percent. Overall crime was reduced by seventy-three percent the first year the policy was in place (Williams). This was a direct reflection of the uniform policy. Students were more disciplined and behaved in a more mature manner. These students took pride in themselves and others. With the lack of material items to fight over, students no longer felt the need to use aggression towards others, proving that school uniforms do in fact improve student behavior. Also when it comes to crime, a student wearing a school logo, is less apt to commit a crime outside of school while in uniform because it would be easier to track him based off of the school information on the uniform? This lowers the crime rate for the general public as well as the in school instances. Not only do mandatory uniform policies for public schools offer the potential for higher educational benefits and improved student discipline, school uniforms dissolve social boundaries between classmates. Students are no longer judged based off their appearance but by who they are on the inside. There is no more competition between social classes that these students may have otherwise felt and they work together as a team and share a common pride. All students will feel a sense of belonging. No longer will lower income children be labeled as poor based off of their clothing. All children will appear as equals in the classroom and will be treated as such. However, some may argue that uniformity takes away from the students individuality. Many children, especially teens, express themselves through their personal styles and the way they dress. Sometimes children need to feel special or unique and dressing a certain way is how they accomplish this. Uniformity takes away from the First Amendment by taking away freedom of expression. If we take away the freedom of expression, we are taking away our childrens creativity and conforming them into a society where free thinking is not accepted. However this is not the case. The uniform does not change who the child is on the inside or how he thinks creatively. Students will still be able to focus creative energy through activities such as art, music, writing or sports. There are several creative outlets besides the choice of clothing options. When it comes to our economy, we as Americans must pinch our pennies where we can. Many parents are faced with the dilemma of outfitting their children in the latest trends or putting money towards more important things like saving for their childrens college education. Some families are unable to afford the popular named brand clothing that their children desires, which make the children, feel inadequate in school when they are forced to wear lesser brand clothes or second hand outfits. School uniforms would take away that hassle of finding bargains to ensure that their children feel confident in their attire. Uniforms are generally more durable than the average street clothes. Granted, the cost may be a bit more substantial in the beginning, but the uniforms will last longer which means there is less out of pocket expense for replacement articles. With uniforms, the parents may only have to purchase two or three sets compared to several pairs of bottoms and tops. Uniforms are more durable and can be washed more frequently compared to regular clothes. This makes them the better option not only for lower income families, but all families in general (Romero C4+). Critics claim that uniforms will cost the families more money in the long run because parents will be forced to buy the uniforms and regular clothing for their children to wear when they are not in school. The cost for parents may double that of just buying traditional school clothes. Although this is partly true, that yes, parents will be faced to make additional purchases for their children, in reality, they really wont be spending that much more money if any. Since uniforms are more durable, the parents only need to buy a limited supply and since the children will only be wearing their regular clothes outside of school, parents will not have to buy as many outfits. Most children wear out their clothes while in school. Since this is not an issue with the uniforms, the traditional street clothes will last longer, hence saving the parents money in the long run. Also without the constant competition in schools, children may not feel the need to have the latest brands and styles as they would if they were wearing the clothes to school on a daily basis around other social classes (King 3-5). With all of the advantages and disadvantages of implementing mandatory uniform wear into our public schools, there needs to be a compromise. Some schools have decided that it is best to make minor changes to the dress code policy. When it comes to school uniforms, there is a never-ending debate as to what the right approach and the wrong approach may be for our public schools. Works Cited Bodine,A.. aâ‚ ¬? School uniforms, academic achievement, and uses of researchaâ‚ ¬?. The Journal ofEducational Research 19 Feb. 2008: 67-73. Print. King, K. A. Should school uniforms be mandated in elementary school?. 2010: 3+. Print. Romero, E. aâ‚ ¬? School uniform countdownaâ‚ ¬?. Daily News Record, 16 Aug. 1999, C2+. Print. Williams, D. aâ‚ ¬? School uniforms: The raging debateaâ‚ ¬?. n. d. Web. 5 Aug. 2011.