Polonius has sometimes been presented Essay Example for Free

Polonius has sometimes been presented Essay There has been much debate amongst critics and directors alike on the depth of Poloniuss character, and his purpose in the play. There are those, such as critic Myron Taylor, who view him as a more sinister persona, arguing his ineffectuality does not excuse his moral deviousness. Appearance has become his reality, thus implying he is used for menacing dramatic effect. However others take a more sympathetic view, for example Elkin Calhoun Wilson; that dotage repeatedly amuses us in his fondness for lecturing and giving advice, however sound, to his meandering young;, therefore interpreting him as a more bumbling and comical element to an otherwise serious play. Despite understanding both these views I still, like Hamlet, see Polonius as a rash, intruding fool [Act. 3Scene. 4 line33]and believe anything done that may appear enigmatic or ominous can only have occurred unintentionally (in the script) or through exaggeration in directing. Similarly to Wilson, I can see how Polonius would add light-hearted, comic relief to the play, especially when paired with quick-witted Hamlet, highlighting the cracks in Poloniuss delusional wise role he has adopted. Polonius has traditionally been played as a sinister character, with exaggerations on his spying and sneaking around castles, as is portrayed in Franco Zeffirellis version, though many productions in the 20th Century have instead portrayed him as older and more bumbling to bring a comic element to the play. There are two sides of Polonius shown in Act 1 Scene 3 and Act 2 Scene 1. These focus on his relationships with Ophelia and Laertes, and to me portray him as foolish again, though not unintelligent. He appears authoritative Look tot I charge you; come your ways [Scene3 line. 135 to Ophelia] and gives further instructions to Laertes Aboard, aboard.. neither a borrower nor a lender be [lines55+75]. This particular line enforces the idea he is comical/foolish; advising Laertes to leave else hell miss his crossing, yet proceeding to bombard him with a lengthy advisory speech that states what is obvious. It does seem that he is rambling here as well, as of course Laertes is returning to university, not just starting, making the well-meant advice effectively knowledge that Laertes already has. Both his offspring create an impression of having to be patient with him, replying in just short sentences as if to make up for time lost Most humbly do I take leave my lord [Laertes line 81]. The audiences knowledge that he isnt as respected as he thinks himself to be can be humorous, developing an almost bumbling man who is held in higher esteem by himself than even his long-suffering, and in the case of Ophelia, oppressed, children. With Ophelia, there is a significant difference their relationship than that with Laertes; Polonius seems highly insensitive to her feelings, and Ophelias replies become more restrained and subservient. When speaking to Ophelia, for example, Polonius advises her on her relationship with Hamlet Do not believe his vows, for they are brokers [Act 1 sc. 3 line 127]; in Kenneth Branaghs production of the play, Ophelia has already slept with Hamlet, and Branagh makes use of flashbacks in Ophelias mind of their sexual relations as she listens absent-mindedly to her father. This helps back up an image of Polonius as rather ignorant, especially as Ophelias reply is so submissive, building an impression of an advisor of little use to anybody, which in turn strengthens his role as a comic. However, this display of likeability could be argued to be compromised in Act 2 Scene 1 as Polonius plots to send spies after Laertes put on him What forgeries you please, [Act 2 sc. 1 lines19+20], potentially revealing a darker side to him, yet for me this is ruined later on in dialogue And then, sir, doesa this-he does-what was I about to say? suggesting he puts on an act whilst playing up his deviousness, as the inconsistency in language, dashes and faltering punctuation portray an inconsistent mind that runs away too easily and is not to be taken seriously; quite like the character itself: not intended to be a serious one. With relevance to Claudius, when both in a scene, Polonius can either be argued to be more devious or even more of a fool. The former view could have been picked up on because of the spying and meddling that occurs between the two of them, such as in Act 3 Sc. 1 Her father and myself, lawful espials, Will so bestow ourselves [ lines 32+33] and to some may show a more sinister shade to his persona. In Branaghs full-length version, Polonius is shown to be slyer, with the including of his (spying) scene with Reynaldo; a scene some directors cut out to enhance their own, more positive view of the character, due to his scheming. Polonius is in a superior position in the court, which has been argued to be deliberate to use his status power to a menacingly-inclined advantage, but is this because of his wisdom (as critic Harry Levin believes [Polonius is] quotable because of the wisdom of his comments), or because Claudius just needs a friend? There is a theory which might explain his position, interpreting him as someone who once had a great mind, but is now losing control of it. This is Polonius in a more tragic light, though Claudius evidently still relies on him and trusts him, as he follows Poloniuss advice regarding spying, but also agreeing to a meeting between Hamlet and the Queen before Hamlet is sent to England. The latter theory is the viewpoint that perhaps Claudius and Gertrude see him as a fool. When Polonius in Act 2 Sc. 2 gets carried away in his own wordiness Why day is day, night night [line 88] unintentionally, he is opposing himself to the idea of his speech brevity is the soul of wit [line 90], and Gertrude even remarks More matter with less art. [line 95], in other words, bluntly pointing out that Poloniuss act as a wise advisor is conjured by himself; that he is not the mind he thinks himself to be. Act 3 Scene 1 reconfirms my original theory, as Polonius guesses-incorrectly and slightly hypocritically-that the cause of Hamlets madness is down to Ophelias rejection, again giving Hamlet, and the audience, the upper hand yet do I believe The origin and commencement of his grief/ Sprung from neglected love. Even when it is confirmed that hamlets madness has nothing to do with Ophelia, Polonius sticks to his theory despite all evidence pointing to the contrary. Far from appearing sinister then, the two (Claudius and Polonius) together appear foolish, like puppets with Hamlet as their master, manipulating and playing their minds. This is demonstrated earlier in the play, as Polonius tells Ophelia not to believe his vows for they are brokers [Act 1 sc. 3 line 127], yet here, he himself is taken in by Hamlets performance. It is also worth noting that Polonius had previously told Ophelia Affection? Pooh, you speak like a green girl [Act 1 Sc. 3, lines 127, + 101], showing he is proving to be stubborn on a matter he previously disagreed with-and seemed so ready to persuade Ophelia likewise of- himself. Polonius is often contrasted with Hamlet. It could be argued his place in the play is to emphasise Hamlets quick-wittedness and intelligent nature. He seems not to understand the Prince is teasing him conversationally; I did enact Julius Caesar, I was killed I th Capitol; Brutus killed me [Polonius Act 3 Sc. 2lines 105+106] It was a brute part of him to kill so capitol a calf there [Hamlet lines 107+8]. Scenes like this also help to contrast Hamlets sharp dialogue with Poloniuss slow, lengthy style of speech, particularly when he is with the King or Queen and uses it to impress: as Elkin Calhoun Wilson has noticed and over-elaborating it [his wisdom] in speech with the King and Queen. Hamlet further makes Polonius the butt of his jokes in Act 3 Scene 2 By th mass and tis, like a camel indeed [Polonius line 375] Methinks it is like a weasel [Hamlet line 376] and has more fun at the old diplomats expense. It also quite blatantly makes a joke out of Polonius, the laughs in the audience this time actually being against him, as he remains too involved in the sound of his own voice to properly register what Hamlet is saying, establishing him unarguably as a comic character. Hamlet is a character with an excellent command over language in the play though, and is naturally clever without striving to be, whereas Polonius speaks in dragging, slow bouts and wants to be considered wise. There is clearly little respect towards Polonius from Hamlet (you are a fishmonger [Act.2 Sc. 2 line 174], and, as he is the protagonist of the play, this sways the audiences opinion towards him. He is almost too cruel towards him at some points though, e. g. old men have grey beards they have a plentiful lack of wit [Act. 2 Sc. 2 lines 197-201], clearly describing Polonius, and so perhaps enforcing the idea of him as a tragic character. Right until the end, Hamlet still treats Polonius as a second-class person; showing no remorse at his death and branding him a rash, intruding fool [Act 3 Scene 4 line 33] which of course he was. The words intruding convey a completely different meaning to cleverly inquisitive and rash doesnt invite the praise spontaneous would. He was then labelled a fool during his time in the play, and labelled a fool again upon his exit. It is ironic Poloniuss death should be so unceremonious [Act 3 Scene 4, stage directions Exit Hamlet dragging in Polonius line 219] given that his persona in the play was one of elaboration and false grandeur. This is almost like a last, bittersweet laugh against him, exactly the opposite of how he would have liked to have exited, the word dragged being of particular importance, as when performed on stage this would have been so undignified as to have crossed slightly into black humour territory, depending on the director (Ill lug the guts into the neighbour room, Hamlet, Act. 3 Scene. 4, line 213)It is also exposing that Polonius should have been killed from behind the arras, and in a foolish way too. It would have been wiser to remain hidden, and so by shouting, symbolically, perhaps Polonius was revealing the shallowness there was to his sinister persona. Hamlets reaction is one of brevity and disrespect I took thee for thy better [line 134]. However, his death does act as a catalyst for the race towards the ending of the play; Hamlet is sent to England to meet his death, though Rosencrantz and Guildenstern are killed instead. This proceeds to him finally taking revenge on Claudius, and results in the murders of Gertrude, Hamlet, Laertes and Claudius. Whether this increases his worth or not in the play is open to interpretation. Elkin Calhoun Wilson decides Polonius has a minor tragic dimension as well as a major comic boasting [my] eyes catch a more embracive view of him than Hamlets possibly can and with this I can, to an extent, agree. It is tragic he should be cast off in such a way, and in him there was not just the doddering old fool, but also, as Elkin writes, a comic appendage. Overall then, looking at various views and studying the text thoroughly, I can stick by my judgement of Polonius as a foolish, though comic, character. Although considered unimportant by those in the play, I believe him to bring a welcome relief from the drama and tragedy entangled in the plot which would otherwise make for a very depressing production. Of course, it is down to personal interpretation how a director would present the character, but to me the lengthy and self-important dialogue is unavoidable, and the undignified death inevitable, making Polonius -arguably- doomed to lack credible menace void of irony and humour, and therefore set firmly as a foolish prating character. 1999 words Sophie Mayall. Bibliography: Websites used:http://www. metroactive. com/papers/metro/02. 20. 97/branagh-9708. html http://en. wikipedia. org/wiki/Polonius www. jstor. org- Studies in English Literature 1500-1900: Vol. 8, No. 2, Elizabethan and Jacobean England www. jstor. org- Shakespeare Quarterly: Vol. 9, No. 1 (Winter 1958), pp. 83-85 Films: Kenneth Branaghs film version Hamlet: 1996 Franco Zeffirellis film version Hamlet: 1990 Copies of the text: Cambridge School Shakespeare First Edition, published 1994 Heinemann Advanced Shakespeare, published 2000 Journals: Shakespeare Quarterly: Vol. 9 (winter 2005), Vol. 8 No. 2 (spring 1968).

John Lennon Essay -- essays research papers fc

John Lennon "You've got to admit it's getting better it's getting better all the time," because of John Lennon, and the way he effected the world. "Imagine" the world without John Lennon. John Lennon had a huge effect on the world. Throughout his life Lennon was many things. He was a musician, lyricist, singer, artist, actor, humorist, political and peace activist, and writer. Because of Lennon the world was changed musically, socially, and politically. Musically he brought rock music into mainstream music. Socially he inspired a generation of teenagers. Politically he started up the movement to "Give Peace a Chance." He became the leader of the sixties, one of the most turbulent eras to date, and the role model to many people young and old around the world. John Lennon did not have any easy childhood. Lennon was born on October 9, 1940, in Liverpool, England (Bil 1). This was during the height of World War II, and his parents named him John Winston Lennon after legendary British Prime Minister, Winston Churchill. Lennon's parents were divorced and his father was working on a ship away from home when he was born. When his father came back, his mother would not let his father see him. So his father tried to kidnap him. His mother could not let this happen again so she sent him to live with his Aunt Mimi and Uncle George. Aunt Mimi ran a strict household, and he did not really relate to her while he was growing up. So Lennon became a very close friend with his mother. Tragically in 1958 his mother was killed in a car accident right in front of him (Norman 1). Aunt Mimi sent him to Quarrybank Grammar School, but he was very bored and preferred writing and drawing. Lennon did not enjoy school life, and became a rebel at a young age. He often skipped class, and when he did go to class he sat and drew. His future looked very grim. When Mimi asked the headmaster of the school to write a letter of recommendation to the Liverpool School of Art, it gave everyone new hope. Lennon didn’t do well here either, while he loved to draw, he found the Liverpool School of Art too ridged and structured. He liked his drawings to be from his heart and full of emotion. He found that the curriculum did not allow him to do this. During his art exam Lennon drew cartoons, so he failed (Norman 1... ...e alive today, but "Let it Be." Works Cited Bil. "Working Class hero" Home of Classic Rock. 1997 <http://www.casagrande.com/~bilig/lenhist.html> (16 Feb. 2000). Gottlieb, Agnes Hooper, et al. 1,000 People, 1,000 Years. New York: Kondansh America Inc., 1998. "John Lennon-Biography." <http://www-cds-music.com/john_lennon.htm> (16 Feb. 2000). "John Lennon." Rock and Roll Hall of Fame Inductees. 1994. <http://www.rockhall.com/induct/lennjohn.html> (16 Feb. 2000). "John Lennon shooting 1980." Great Events IV. 3pp. Bell & Howell Information and Learning- Proquest. 16 Feb. 2000. Morgan, Joan M. "A Tribute to John Lennon." 1999. <http://www.josnsukjournal.com/links/lennon.htm> (16 Feb. 2000). Norman, Philip, et. Al. "John Lennon Portfolio." 1998. <http://www.getback.org/bjohn.html> (16 Feb. 2000)

An Analysis of Jamacian Fragment Essay

The Jamaican Fragment is a story about a man, who during his regular walk to and from work encounters an irregularity he views as an act of inferiority. We can assume that the Jamaican Fragment is a real life experience, rather than a piece of fiction due to first person writing style. In the first paragraph the author uses visual imagery by describing the colors of the houses as well as the bungalow style house, which presents as the setting. We can start to conclude that the author is ethnic himself or very familiar with differentiating ethnic characteristics. In psychology we learn that the race we are born of, makes us better able to distinguish features and characteristics amoung our own culture. People often struggle distinguishing key characteristics in other races, ethnicities, and cultures. So when Hendricks refers to the one little boy as a â€Å"little Jamaican†, he is presenting us with the idea that he is ethnic. It is important to take notice of the fact that Hendricks may be of Jamaican descent as in the next line in the above mentioned sentence he calls the little boy a â€Å"strong Jamaican† and this sets the tone for the writer’s stance. Hendrick outlines his passion for his race as a â€Å"strong† race as opposed to weak and inferior. The definition of prejudice according to the Merriam Webster dictionary is as follows â€Å"a (1): preconceived judgment or opinion (2): an adverse opinion or leaning formed without just grounds or before sufficient knowledge . † Prejudice is a very controversial topic in our society that often incites anger and defensiveness in people. Hendricks essay Jamaican Fragment is a well written personal descriptive essay that addresses the idea of prejudice employing irony and humour so that the reader remains open-minded. Hendricks’ simple, relaxed style helps assist the reader through the story without preconceived notions or prejudices towards other ethnicities. There are several figures of speech used to entice the reader and the reflective mood of the essay allows us to reflect on our own thoughts and hopefully come to the same conclusions around prejudice. Hendricks’ style of the essay is very important in terms of what he wants the reader to experience and how he wants them to experience the story. Words that I would use to describe the tone would be casual, curious and ironic. The author uses everyday language to create the casual tone such as â€Å"The other little fellow was smaller, but also sturdy – he was white, with hazel eyes and light-brown hair. † (362) This casual tone permits everyone to read this essay; there is no prejudice against an educated or uneducated audience. The sentence structure used is also simple and casual. â€Å"For a whole day I puzzled over this problem. †(363) This excerpt from Jamaican Fragment is an excellent example of the curious tone that utilizes in this essay. He is taking the reader on a journey of self-discovery. The reader is also curious as to the game the children play, could it really be a game of inferiority? There is also a strong sense of irony throughout the entire essay, it is my belief that the author uses an ironic tone to further his argument around prejudice enable the reader to learn a moral lesson. â€Å"The exercise is good for me and now and then I learn something from a little incident†(362), is an example of Hendricks’ using foreshadowing as a literary technique. We know that he is going to learn something and we know by the end of the essay that â€Å"little† is very much an understatement. â€Å"How silly grown-ups we are, how clever we are, how wonderfully able we are to impute deep motives to childish actions! How suspicious we are when have been warped by prejudice! â€Å"(364) This illustrates the ignorance that Hendricks employs and the relationship between ignorance and prejudice. He also uses exclamation marks to emphasize the enormity of his misjudgment. Syncrisis is a figure of speech in which opposite things or persons are compared. (the free dictionary). Hendricks’ uses syncrisis throughout the essay â€Å"young vs old† and black vs white†, this technique is used repetitively because Hendricks has a us vs them defence. He believes that he has been wronged by judgement and â€Å"them†. â€Å"Was there really some difference between a white man and a black man? Something that made the white superior. †(363) This is a good example of the author using a literary device called pathos . Hendricks wants to incite passion into the reader, he feels incredibly passionate about his feelings around prejudice. â€Å"Were we as a race really inferior? So inferior that even in our infancy we realized our deficiencies, and accepted a position as the white man’s servant? † (363) The author is asserting his own point of view here, wresting with their world perspective on injustice. There’s a sense that the author feels inferior as a black person due to the last sentence, even if he doesn’t want to feel that that way, perhaps because of his light tone? In the last paragraph Hendricks reveals the truth around the game to a white man standing on his porch, he soon discovers that the man is the father of both boys and a partner in an interracial marriage. Obviously some humor here, the author makes assumptions (of course which is one of the toxic elements in racism, prejudice, stereotypes, and injustice) about another person’s point of view (which is what he did with the boys) and although he has good intentions, he is again surprised because the thought of a racially mixed family (the next step toward an egalitarian and tolerant society) had not crossed his mind. Irony strikes again. Assumptions and ignorance is what encourages prejudice and although this is what he is passionate against he becomes the bearer of such conclusions. Through Hendricks’ self-discovery around the â€Å"game† we are able to see how quickly people are apt to jump to conclusions feeding prejudice. What is social equality and how does this change come about? Education is the key to this problem and Hendricks urges the reader to become educated and learn a very important moral lesson.

The Federal Government s Influence On American Freedoms

Between the years of 1865 and 1914, the federal government has played a major role in shaping American freedoms. These freedoms differed from various social and cultural groups. The federal government sought to expand the American economy and promote the American ideal of equality and freedom. This idea masked the hidden inequalities that were soon to be exposed and showed how much of a role the government had in displacing many minority groups into an inevitable cycle of inequality and death. Through wars and treaties and political and economic inequality set out by the federal government, groups like Native Americans and African Americans were subjected through stages of economic depression. The government did nothing but set these†¦show more content†¦Ghost dancers near Wounded Knee Creek gained a big crowd and gathered to sing and dance their traditional dances. The federal government were worried that this would turn into something worse and sent troops to watch over th em. Evidently, the troops opened fire and ended up killing around 200 people, most of them being women and children. This event, referred to as the Wounded Knee Massacre showed how far the government will go to seek land in the west for economic reasons. This marked the end of conflict between the settlers and the Native Americans. Their population had fallen to the lowest point of history. Congress slashed the treaty system that saw Native American tribes as independent nations in 1871, which was backed heavily by railroad companies to gain more land for construction (Fohner, Liberty 624). They saw Native Americans as an obstacle in production and sought to eliminate their existence. The Dawes Act in 1877 broke up the land of almost of Native American tribes and split them into small parcels with some being allotted to Native American families, while the remainder of the land was sold to white settlers (Fohner, Liberty 625). 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