One of the major themes in A Separate Peace is the coming of age. The theme of maturity can be viewed as a growing realization of the war in the school (in which the students realize that they have to enlist into the war “as menâ€), or the private and interior crisis one goes through (such as Gene discovering his identity as the novel progresses). The training and the sudden labors that the Devon students engage in attempt to prepare the boys for their future at the war; this can be seen as the external view of maturity in the novel, whereas the “internal†view of maturity can be seen in Gene’s thoughts as he searches for his personal identity. Throughout the novel, both Gene and Finny experience important yet damaging issues in their life where they realize the need to face the reality of it or become lost forever. As Gene discovers in the end, true identity can only be reached through maturity. Gene and the students of Devon experience a sense of maturity through the sudden change in their once peaceful and war-shunning environment of the summer. In the beginning of the novel, we can see that Devon is like a “Garden of Edenâ€; it resembles a paradise in the center of all the wars and deaths that are happening outside Devon’s barriers. Devon is seen as a milieu within a larger milieu (the rest of America at war). It seems that the students have lived their summer in a peaceful bubble of “Eden†in contrast with the background of World War II in the rest of the world. The summer of 1942 at Devon can be symbolized as the time of freedom and the exposure of youth; this is a moment in the novel where the students can get away with breaking rules and skipping classes. Therefore, the carefree summer of 1942 represents a time of paradise, where everyone is at peace and simply enjoying life at its fullest. However, Finny’s symbolic “fall†seems to have brought an end to this delight at Devon and brings in the winter session, where there is labour, orders, discipline, darkness, and despair. This is the moment when the teachers of Devon realize that the students are just on their way of serving the army. The students begin to participate in drills and trips to the railroad and orchard to help out in every way they can. In contrast to the summer of Devon, the winter represents the burdens of maturity and adulthood, and a time where preparation of the war replaces the joyful atmosphere that was present in the summer. The boys of Devon suddenly feel that they must be responsible and “established†in order to face whatever their future brings them in the war. They all realize that they must smarten up and become men, because it is time to face the reality of what is going on behind Devon’s peaceful barriers. The phrase “Innocence must be killed to give birth to experience†says a lot about this time in the novel. Though the teachers had given the students more freedom during the summer and allowed several rule-breakings to take place, they understand that in order for the students to be ready and prepared for the coming conflicts in the army they must stop acting like children and sacrifice their state of immaturity to gain knowledge as adults. They understand that children cannot survive in wars, but men can. Later, the students realize that they must enlist themselves to serve for the army within a short period of time. Most of them become excited about becoming a solider for army, but then the novel takes an ironic twist with the students’ beliefs of the war because they do not yet know the real dangers and certainties of the outside of the barriers of Devon (regarding the world war). An example of such “blind thinking†was Leper becoming the first to join the war, thinking that he will gain more time in the forest afterwards, but returns devastated and emotionally shattered. His confrontation with Gene proves that there is a war out there and it is horrible as well. Gene, after realizing that he may also suffer from the same mental state as Leper if he enlisted, runs away screaming, “Shut up; it has nothing to do with me so shut up!â€. Here we can see that Gene realizes some truth about the war, and no matter how much he tries to deny the horrible details and evidences that Leper brings back from the outside of Devon he gains new insight and wisdom. It is in this sense as well that Gene matures through the pressures of the war in the background, and that he cannot run from it because it is reality and he has to face it when it is his turn to enlist. The presence of the war, in a sense, also serves as a background for the emotional development of the students at Devon; the world war actually triggers the buried emotions of the boys. Gene, Finny, and Brinker (for example) become competitive in their own ways; Gene compares his academic standards with Finny’s natural talents for sports, Finny shows a “win-win†competitive nature towards Gene in the games that they have played together (though he is out of the “war†mentally)), and Brinker feels insecure about his popularity due to Finny. Each character feels unconfident and is therefore “at war†with himself. In this novel, the ability to fix these inner conflicts seems to sadly result in either death (like Finny), or insanity (like Leper). For Finny, since he is unable to face certain feelings, he ends up becoming upset at the mock trial and dies in the second accident. Leper, on the other hand, believed that by enlisting first would bring him out from his loneliness, yet returns from the war in a far worse shape. Gene, however, goes through a more painful process by remaining in Devon to fight for salvation within himself. Because the view of maturity in an emotional development is mostly seen in Gene (as narrator, we could see his thought-process as the novel progresses), I will use his private conflicts as an example to further support my thesis. In the beginning of the book, Gene develops a close relationship with Finny, his roommate. However, Gene begins to feel a bit envious of Finny, and sees his way of thinking as the truth. This then lead to an inner conflict in Gene, in which he begins to compare himself with Finny in a “Win-Lose†way of thinking. As his thinking of “competition†continues, Gene begins to see certain “flaws†within himself that leads to his insecurity, though these “missing traits†are not really flaws. He does tend to “hold himself back†several times by repeatedly telling himself how lucky he is to have Finny as a best friend, but this excuse soon shatters because he remains selfish. This selfishness of him reveals itself in chapter three, where Finny practically saves Gene from falling, but Gene tries to protect his beliefs of “Finny being the enemy†by telling himself that it was Finny’s fault for getting him into the mess in the first place. At the same time, Gene’s admiration for Finny’s personality prevents him from refusing to go out with Finny; it is in this state that Gene is actually a confused young man, who does not know the true value of friendship, and cannot correct the jealousy that he feels for Finny. The jealousy continues to grow, and soon enough Gene jounces the limb in chapter five, resulting in Finny’s fall. As I have said before, Gene is then forced to review what he has done to Finny and take a good look at himself; his mind, feeling extremely guilty for his actions, pressures him so much about the accident that he is forced to grow up. We see the final stage of maturity in Gene when he realizes near the end of the novel that he needs to become a grown-up and confront his personal war face-to-face once and for all; he confesses to Finny about his part in the accident, and finally gains Finny’s forgiveness and a sense of salvation. It was in this confession that Gene is forced to see his stupidity and selfishness behind some of his actions. His act of courage to go to Finny and confess is evidence that he has finally grown. The conflict that he feels inside (regarding his relationship with Finny) becomes the source of his final emotional development; because of the “accident†the he had committed against Finny’s fall, Gene is forced to examine his own feelings over and over again throughout the novel. This repeated painful examination of his feelings and guilt results in growth; by really looking in himself, Gene realizes that he has to be responsible for his actions. It is when Gene finally reaches his peak of maturity that he begins to see his true identity in the end of the novel. Gene has emerged from a sort of shyness into a more confident attitude; he was influenced by Finny to learn about people, events, and life in a way that he had never before. In short, Gene needed Finny in order to realize himself. And sadly, Finny’s death leads to the eulogy that Gene makes in the last chapter, where he remembers the lessons that he was taught during his personal war at Devon. The theme of maturity in A Separate Peace can be reflected from the pressures that Gene (and the others students) endures during the drills, labors, and strict rules at Devon; this can be categorized as the “external†features of the theme, as well as the background of the novel. However, the theme of coming to age can also be seen in Gene’s heart, as he participates in an emotional struggle within himself prior to Finny’s character. We can see that Gene becomes jealous and envious of Finny, but then there seems to be a development in his character as he slowly begins to realize the truth. In a sense, Gene reaches maturity and becomes an adult after Finny dies, as he realizes that his own enemy was not Finny but his ignorant heart. Both the external and internal features of maturity in this novel gives meaning to the phrase, “Innocence must be killed to give birth to experienceâ€; the students had to leave their peaceful state in the summer of 1942 and began to get used to the rigors of war and labor to fully understand the realities of war; at the same time, if Finny had not suffered and eventually died in the end, Gene would not have reflected on himself and grow from his experiences in the past. As Gene discovered in the end, true identity can only be reached through a state of maturity. “A Separate Peace†By John Knowles Essay In “A Separate Peace†by John Knowles, it is evident that Finny and Leper undergo the most traumatic experiences from the Class of 1943. Through these experiences, both characters lose much of their innocence and naivety. Finny, upon learning of the existence of the war and Gene’s moment of hatred, learns to accept realities and perceive the world as it is, not as the perfect childlike image he wants it to be. However, when Leper enlists in the army, he quickly begins to have hallucinations because the reality is too much for him to handle. Nevertheless, he eventually overcomes his insanity and seems to be fairly mentally stable by the end of the novel. Although Finny and Leper’s traumas are the source of a major loss of purity and childhood, they are also the cause of post-tramautic growth and a necessary increase in maturity. Finny goes through several perception-changing events during the course of the novel, but the event that cements his departure from childhood is the acceptance that Gene deliberately shook Finny off the tree. This shock was caused by his own inability to accept the truth in the first place. Despite the ease of denying unwanted information and living in a dream world, it is mentally unhealthy for Finny because of the shock caused upon finally believing the truth. Immediately after Gene’s confession of jouncing the limb, Gene remarks that Finny looked “older than I had ever seen him†(62). Finny, however, does not yet comprehend feelings of jealousy and betrayal, as he has hardly had any himself and finds it difficult to think of another’s point of view; the information registers on his face, but before he has time to process it and mature he rejects the idea entirely. Gene states “it occurred to me that this could be an even deeper injury than what I had done before†(62). The reality of adult themes such as jealousy, betrayal, and hate is what hurts Finny most, not the crippling injury itself. Another reality that takes away from Finny’s nescience is the war (when he finally believes in its existence). The most dramatic and stunning war in recent history, World War II had a huge impact on millions of lives worldwide. Yet Phineas refused to believe in the war, and instead created a fantasy in which he was the one of the only people who knew that it was all a hoax. When Gene, in disbelief from Finny’s opinion, questions Finny on why he is the only person who is aware of the “stuffed shirts'†(107) plot to suppress happiness, Finny emotionally bursts out it is because he has “suffered†(108). Apparently, Finny has visualized this hoax to shield himself from the disadvantages of his disability, such as enlisting. Nevertheless, Finny quickly accepts the truth of the war after seeing Leper in a mentally disturbed state of mind. The image of what the war did to someone who used to be close to him shook him out of his dream world and spurred his emotional growth. When Finny, at the end of the novel, learned to accept the realities and avoid using denial to cope with shock, he lost the last of his childhood innocence. Leper is easily one of the most naive and innocent characters during the Summer Session. His good-naturedness and passive fascination with nature is such an ideal image of innocence that it seems almost depressing to see him in the traumatized state of mind after enlisting. Even while everyone is volunteering to shovel snow to aid the war effort and discussing their plans for which division to enlist in, Leper is only concerned with the beauty of nature and skis to a beaver dam to watch the beavers develop and build their dam. He is moved to join the army not for vain images of glory and glamor like the other students, but rather for the beauty of skiing down a mountain. Obviously, he soon finds that the army is too much for him, and while absent from the ongoings at Devon he loses every shred of innocence and guilelessness that previously surrounded his character. When Gene meets him, his psyche is obviously changed to such a point that he has hallucinations and other symptoms of schizophrenia, caused by his rapid ascension into adult matters. He does not accept reality nearly as well as Finny does because his character was far more innocuous at the start of the novel. So many of his images of the world are shattered that it can be seen that he feels like he has little familiarity to hold onto. He grasps to every gleam of regularity and unchangeable function, which explains his preference for spending time in the dining room of his house simply because he knows that three daily meals will be served there on a consistent basis. However, his time at home seems to have given him time to cope with the images of adulthood. Upon his return to Devon, he seems mentally well and a much more decisive authority than ever before. He accurately and forcefully convicts Gene of jouncing the limb in “his new, confident… voice†(166). Gene describes Leper during the trial as “all energy†(165). Evidently, Leper has dealt with the loss of innocence caused by his abrupt initiation into adulthood and has become a more confident, self-assured person in spite of it. Knowles makes it apparent throughout A Separate Peace that while the loss of innocence may often seem to be a sad or tragic event, it is necessary to pave the way for maturation and a transition into adulthood. Had Finny never accepted the truth of the tragedy that occurred to him, he would have never matured beyond his carefree summer days. And had Leper kept living in his own world of vivid imaginations, he would have never developed into the sanguine individual he becomes at the end of the novel. While the loss of innocence is partly a lugubrious experience, John Knowles portrays it as a necessity – a part of maturation and growth that leads to adulthood and self-fulfillment.
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INMALL-N/301/3/2004 FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES Introduction to the Economic and Management environment Module 1 (INM101-3) and Module 2 (INM102-4) ? ? ? ? ( INMALL-N: TUTORIAL LETTER 301/2004 GENERAL INFORMATION 2 TABLE OF CONTENTS INMALL-N/301 PAGE 1. Student number 3 2. Tutorial material 3 3. Inventory letter 4 4. Tutorial letters 4 5. Queries and problems – what do I do? 4 6. Examination: 5 6. 1 Examination admission 5 6. 2 Examination date and centre 5 6. 3 Examination paper 5 7. Why assignments? 8. Assignment system 6 8. 1 The support/enrichment stream 6 8. 1. 1 Information: Self evaluation assignments 7 8. 2 The ordinary stream 7 8. 2. 1 Information: Multiple choice assignments 8 3 INMALL-N/301 Dear Student A big welcome to the Faculty of Economic and Management Sciences! You have registered for a unique course which gives you the opportunity to become acquainted with all the disciplines offered by the Faculty and combinations of them before deciding what direction you wish to follow in your studies.Five departments in the Faculty, namely Business Management, Industrial Psychology, Economics, Quantitative Management and Accounting, have joined forces to give you an idea of each one's field of study and to show you how the disciplines can complement one another in a management setup. So in one course you are exposed to various management aids which are used by the professions (eg accountants) as well as business enterprises. Most Unisa students start their university studies a relatively long time after leaving school. Along the way they often forget how to study.Studying in the right way is not something we do automatically – and so we considered it very important to include a section on study management (see Topic 1, in the study guide of INM101-3). This topic is presented by the Student Services Bureau. Besides an academic introduction to the core courses, we also concentrate on career management since you are embarking on the present study with a view to your future career. Topic 2 in the study guide of INM101-3 (Career Management) gives you an overview of the various phases in the process which culminates in making sensible career, course and subject choices.Career Management is therefore relevant for anyone beginning their studies in the Faculty, whether or not you have decided on a career. It is, however, more useful for those of you who are uncertain about your choice of career and we strongly recommend that you work through the study guide of INM101-3 very carefully. This tutorial letter is very important because it contains important general information. Please keep it in a safe place. We hope that you will find this course most useful! 1. Student number Every Unisa student receives a unique student number the first time he or she registers.You should have this student number with you AT ALL TIMES and should always mention it in any communication with the University. 2. Tutorial material The tutorial material for this course consists of: †The study guides Module 1(INM101-3): One Study Guide Module 2(INM102-4): One Study Guide †Tutorial Letter 301 – General information †Tutorial Letter 101 for INM101-3 – Assignment questions Tutorial Letter 101 for INM102-4 – Assignment questions †Tutorial letters which will be sent to you during the course of your studies with feedback on the assignments and other important information. INMALL-N/301 3. Inventory letter On registration you will have received, together with the available tutorial material, an inventory letter for the current academic year. This inventory letter lists only those items that are available on the day you register from the Despatch Department in Pretoria or the University's regional offices. Those of you who registered at a regional office will receive the rest of your tutorial material by registered post from Pretoria as it becomes available. Please check the tutorial material that you have received against the inventory letter.Unless the letter indicates otherwise (eg “out of stockâ€), you should have received all the items listed. If some of the items are missing, please immediately follow the instructions on the reverse side of the inventory letter. Please note! Use only the telephone number that appears on the inventory letter when you phone the Despatch Department to inquire about tutorial matter that you do not have. 4. Tutorial letters Tutorial letters are Unisa's principal means of communication and teaching. Please read ALL tutorial letters.The brochure Unisa: services and procedures explains the numbering of the different types of tutorial letters. 5. Queries and problems – what do I do? ; – Problem ( – Solution a. Course related queries about the contents of the study material / assignments Lecturers: Mrs Ria van Helden F(012) 429-8643 Mrs Jacoleen Vogel F(012) 429-8513 Mrs Suzette Ragadu F(012) 429-8609 Mr Adolph Rasengane F(012) 429-8650 b. Any other queries about the assignments Secretaries: Mrs Tersea Dalporto Mrs Helene Louw All other administrative queries e. g: Change of address nd/or exam centre Marks and credits for assignments etc. Write to: The Registrar (Academic) UNISA P O Box 392 Pretoria 0003 c. F (012) 429-4114 F(012) 429-8635 F(012) 429-8750 5 INMALL-N/301 Please remember! You may include more than one letter in an envelope, but please do not address the lecturers responsible for the course, another department, the Library and/or an administrative department all in the same letter! This will only cause delays. Write a separate letter to each and mark each clearly for the attention of the department in question.Do not include correspondence in an assignment envelope, and please never write to Unisa without clearly indicating your student number, subject and paper code at the top of your letter. WE ASSUME THAT YOU ARE FAMILIAR WITH THE FOLLOWING BROCHURES: (1) CALENDAR PART 2 and 3, 2004: GENERAL INFORMATION GENERAL REGULATIONS (2) UNISA: SERVICE AND PROCEDURES 2004 6. Examination 6. 1 †6. 2 †6. 3 Examination admission Due to the implementation of the new modular system, all students registered for modular courses will be granted automatic admission to the examinations in 2004.Examination date and examination centre Please see the Undergraduate Information Brochure of 2004 Examination paper In the examination you can expect questions similar to those set in the multiple choice assignments. The examination paper will consist ONLY of multiple choice questions. 7. Why assignments? ; We realise that it is difficult to have to rely entirely on distance education. You do not always have a lecturer right there to explain the learning material to you. You have to depend on yourself and need considerable self discipline.The way to an academic qualification is narrow and steep – Unisa's motto is not “Hope through hard work†for nothing. There are, however, also advantages to studying in this way. You can earn while you study, and you can study at your own pace. And although we might be far from you, we are always available to give you guidance and support. Always bear this in mind. We know from experience and research that assignments are one of the most effective ways in which we can offer guidance and support to make you part of a meaningful learning experience.Although you do not have to submit assignments in order to earn credits for examination entry, we recommend that you do all the assignments. It will help you to work in a structured way throughout the academic semester and to achieve success. We should like to explain why assignments are so useful in the hope that it will inspire you to approach yours with enthusiasm. 6 INMALL-N/301 †They provide a study programme which, if you follow it carefully, will help you to work through all the tutorial material and still have enough time to revise for the examination. They are a reasonable periodic check of your knowledge. †Assignments help you to prepare for the examination. The examination paper will consist of similar questions to those in the multiple choice assignments. For this reason it is also a good idea for you to practice answering multiple choice questions on a mark reading sheet. †You have to obtain 50% in the examination to pass regardless of the marks you earned for your assignments. †Assignments are a good means of teaching. It is therefore to your advantage to do assignments.You not only acquire knowledge in the process but also learn from the feedback we give you on your assignments. ( Try to keep to your study programme – it will definitely be to your advantage! Academic ethics require that students submit their own original work. You are only cheating yourself if you copy other students' work or do an assignment haphazardly. 8. Assignment system In order to help you with the submission of assignments, we have designed a system that makes provision for two assignments in each module. One assignment is in the ordinary stream and the other one is in the support/enrichment stream.Each assignment has a due date. The due date is the date on which the assignment must be at Unisa and not the date on which you post it. Be sure to plan for possible delays in the post! 8. 1 The support/enrichment stream – Assignment 1 of INM101-3 and INM102-4 The assignment in this stream is made up of paragraph and essay type of questions and must be answered on the assignment writing pad. This stream has a double purpose. †Firstly it is exactly what the name indicates – an opportunity for enrichment. Here you have a chance to improve your reading and writing skills.As you will see in Topic 3 (Communication) in the only study guide for INM102-4, reading and writing skills are very important tools for anyone and not something one learns automatically – you have to acquire them. This enrichment stream serves to prepare you for the essay type assignments you can expect in later years of study. The assignment in this stream is an opportunity for enrichment. †Secondly, this assignment has been designed to develop your ability to evaluate your own work. This ability is a very important component of independent study. Although we shall not be marking this assignment, we shall read it.You should therefore make a copy of your assignment before posting it to Unisa. You will receive guidelines for this assignment (after the due date) to help you evaluate it yourself. 7 8. 1. 1 INMALL-N/301 Information: Self evaluation assignment This is assignment 1 of INM101-3 and INM102-4 in the support/enrichment stream. This assignment does not have an unique number for the computer. Very important! We shall not return the self evaluation assignment to you. Please make a copy of your assignment before posting it so that you can evaluate it yourself using the guidelines for the solutions.Remember! ††††††††††††Work carefully through the relevant tutorial material before tackling an assignment. Read the question carefully and underline the key words – this will help you with the interpretation. Think about the question! Plan your answer before beginning to write. To sketch a framework for your answer, you need to use headings and subheadings. Set out your opinions clearly. Write legibly and use full sentences. There is no excuse for an untidy and illegible assignment. Fill in your student number correctly on the assignment cover.Fill in the assignment number correctly on the assignment cover. You will receive a set of guidelines and solutions for all the assignments. You get no marks for assignments which you submit. Because the support stream option is so lenient, we will not grant extensions for assignments. 8. 2 The ordinary stream – Assignment 2 of INM101-3 & INM102-4 The assignment in this stream is made up solely of multiple choice questions and must be answered on a mark reading sheet. Mark reading sheets are read into the computer immediately when they are received at Unisa and are marked by the computer on the due date.Unisa does not work according to a system of semester marks, and marks for assignments are not taken into account when the final examination marks are calculated. The percentages obtained for assignments indicate to you how well you have mastered the work. After the due date for each assignment all registered students will receive the solutions, or guidelines for solutions to, or a discussion of the assignment received. 8. 2. 1 Information: Multiple choice assignment This is assignment 2 of INM101-3 and INM102-4 in the ordinary stream. This assignment has an unique number for the computer.Very important! ††Work carefully through the relevant tutorial material before you tackle the assignment. Work out your answers on a separate piece of paper before you complete the mark reading sheet. 8 INMALL-N/301 Instructions on how to use mark reading sheets to answer multiple choice questions are contained in the 2004 “Unisa: Services and proceduresâ€. Read these instructions CAREFULLY and follow them EXACTLY to avoid making mistakes. Remember! ††††††††There is only one correct answer to each question. Only mark reading sheets may be used. Colour in the correct block with an HB pencil.Fill in your student number correctly. Fill in the assignment number correctly. Fill in the unique assignment number correctly. Every assignment which is marked by the computer is given a unique number. The number contains information on the course code and assignment number. When the computer reads the mark reading sheet with, say, the unique number 198415, it “knows†that it is Assignment 02 for INM101-3 in the first semester. Send only your mark reading sheet to the Assignment Division in the appropriate envelope. You do not have to complete an assignment cover.Make sure that you have enough mark reading sheets. Do not: ††††††††Do not Do not Do not Do not Do not Do not Do not Do not make more than one mark per question tear or fold the mark reading sheet staple the mark reading sheet to another piece of paper colour outside the block colour in the blocks with a pen make corrections with Tipp-Ex submit answers on a written sheet of paper try to repair a torn mark reading sheet with sticky tape – use another one The assignment questions and due dates will be included in Tutorial letter 101 Good luck with your studies! Your INM101-3 / INM102-4 lecturers
Fear, worry, anxiety, curiosity, distress, nervousness; all emotions of a young, naïve soldier entering war for the first time. To the reader, this is exactly what Henry Fleming represents. Because Crane never tells us what he looks like, just how old he is, or exactly where he comes from, and usually refers to him as “the youth†(Crane, 12) or “the young soldier†(Crane, 14), Henry could be any young many experiencing war for the first time. Throughout the novel The Red Badge of Courage, Henry Fleming goes through many psychological chances, each having a distinct impact on the novel. These changes can be put into three stages; before, during, and after the war. Due to the ambiguity surrounding the character of Henry Fleming, the novel is not just a tale of Henry’s firsthand experiences, but a portrayal of the thoughts, feelings, fears, and development of any young soldier entering any war at any time.
Although Crane leaves much to the imagination when it comes to Henry Fleming, he does however reveal quite a bit about his early life. It becomes apparent that as a young boy, Henry grew up on a farm in New York (Crane, 17). Henry was raised by his loving mother after the tragic death of his father (Crane, 15). The occupants of the farm consist of Henry and his mother, who together tackle the necessary workload to maintain the farm and keep it in good condition (Crane, 17). The life Henry has led up to the point when he enters the draft, has been somewhat quiet, protected and sheltered (Crane, 11). This “wrapped in cotton wool†(Crane, 21) lifestyle could party contribute to Henry’s naïvely distorted views of war and later lead to his misfortune (Weisberger, 22). Crane portrays Henry as a typical young American brought up in the nineteenth century (Weisberger, 22). He has been taught to associate manhood with courage, to dream of the glories of warfare, and to be instinctively patriotic (Breslin, 2). As a result, when the civil war breaks out, Henry volunteers to join the Union Army (Gibson, 61). Immediately, his mother disapproves of his decision, claiming that he would be much more useful on the farm (Crane, 23). At this point in the novel Henry is not mature enough to recognize the validity of his mothers statement (Gibson, 63). "Yer jest one little feller amongst a hull lot of others†(Cra... ...Library, 1993. Delbanco, Andrew. The American Stephen Crane: The Context of The Red Badge of Courage. New Essays on The Red Badge of Courage. New York: Cambridge Univ. Press, 1986. Gibson, Donald B. The Fiction of Stephen Crane. Southern Illinois University Press, 1968. 60-89 Hungerford, Harold. R. The Factual Framework of The Red Badge of Courage. American Literature (34: 4) January, 1963. Mitchell, Lee Clark. New Essays on The Red Badge of Courage. New York: Cambridge U P, 1986 Weisberger, Bernard, "The Red Badge of Courage," in Twelve Original Essays on Great American Novels, edited by Charles Shapiro, Wayne State University Press, 1958, pp. 120-21. EXPLORING Novels. Online Edition. Gale, 2003. Reproduced in Student Resource Center. Detroit: Gale, 2004. http://galenet.galegroup.com/servlet/SRC. Weiss, Daniel. Psychology and the Red Badge of Courage. Stephen Crane‘s The Red Badge of Courage. Bloom, Harold. New York: Chelsea House Publishers, 1987. Henry Flemming and then Red Badge of Courage Essay example -- essays r Fear, worry, anxiety, curiosity, distress, nervousness; all emotions of a young, naïve soldier entering war for the first time. To the reader, this is exactly what Henry Fleming represents. Because Crane never tells us what he looks like, just how old he is, or exactly where he comes from, and usually refers to him as “the youth†(Crane, 12) or “the young soldier†(Crane, 14), Henry could be any young many experiencing war for the first time. Throughout the novel The Red Badge of Courage, Henry Fleming goes through many psychological chances, each having a distinct impact on the novel. These changes can be put into three stages; before, during, and after the war. Due to the ambiguity surrounding the character of Henry Fleming, the novel is not just a tale of Henry’s firsthand experiences, but a portrayal of the thoughts, feelings, fears, and development of any young soldier entering any war at any time. Although Crane leaves much to the imagination when it comes to Henry Fleming, he does however reveal quite a bit about his early life. It becomes apparent that as a young boy, Henry grew up on a farm in New York (Crane, 17). Henry was raised by his loving mother after the tragic death of his father (Crane, 15). The occupants of the farm consist of Henry and his mother, who together tackle the necessary workload to maintain the farm and keep it in good condition (Crane, 17). The life Henry has led up to the point when he enters the draft, has been somewhat quiet, protected and sheltered (Crane, 11). This “wrapped in cotton wool†(Crane, 21) lifestyle could party contribute to Henry’s naïvely distorted views of war and later lead to his misfortune (Weisberger, 22). Crane portrays Henry as a typical young American brought up in the nineteenth century (Weisberger, 22). He has been taught to associate manhood with courage, to dream of the glories of warfare, and to be instinctively patriotic (Breslin, 2). As a result, when the civil war breaks out, Henry volunteers to join the Union Army (Gibson, 61). Immediately, his mother disapproves of his decision, claiming that he would be much more useful on the farm (Crane, 23). At this point in the novel Henry is not mature enough to recognize the validity of his mothers statement (Gibson, 63). "Yer jest one little feller amongst a hull lot of others†(Cra... ...Library, 1993. Delbanco, Andrew. The American Stephen Crane: The Context of The Red Badge of Courage. New Essays on The Red Badge of Courage. New York: Cambridge Univ. Press, 1986. Gibson, Donald B. The Fiction of Stephen Crane. Southern Illinois University Press, 1968. 60-89 Hungerford, Harold. R. The Factual Framework of The Red Badge of Courage. American Literature (34: 4) January, 1963. Mitchell, Lee Clark. New Essays on The Red Badge of Courage. New York: Cambridge U P, 1986 Weisberger, Bernard, "The Red Badge of Courage," in Twelve Original Essays on Great American Novels, edited by Charles Shapiro, Wayne State University Press, 1958, pp. 120-21. EXPLORING Novels. Online Edition. Gale, 2003. Reproduced in Student Resource Center. Detroit: Gale, 2004. http://galenet.galegroup.com/servlet/SRC. Weiss, Daniel. Psychology and the Red Badge of Courage. Stephen Crane‘s The Red Badge of Courage. Bloom, Harold. New York: Chelsea House Publishers, 1987. Affirmative Action
     In the Human Rights Act, Chapter 214 of the revised statutes, 1989, it states that “in recognition that human rights must be protected by the rule of law, this Legislature affirms the principal that every person is free and equal in dignity and rights without regard to race, religion, religious creed, colour, sex, physical or mental disability or ethnic or national origin.†Unfortunately though, sometimes this law is not always abided by. Women, aboriginal people who are physically or mentally challenged, and visible minorities have often been denied employment equity, or equal employment opportunities due to discriminatory practices. These groups should enjoy equal representative share of employment opportunities in all occupations and at all levels.      An example of discrimination that denies equal opportunity is the practice of allowing members of these four groups to advance within a company only to a certain level. The company may appear to be equitable by including members of these groups in management positions. However, the top executive positions are still out of reach for members of these groups not because these people are not qualified for the jobs, but because they are discriminated against. Legislation, including the federal Employment Equity Act, exists to ensure employment equity. Such legislation requires employers to report what proportion of their employees belong to these four groups. Employers must then prove that all groups are equally represented at all levels within their organizations.      Affirmative action promotes equality in the workplace in such areas as hiring, training-apprenticeships, promotion, compensation, transfer, layoff, termination and goals. It also promotes equal employment opportunities for those groups or individuals who are disadvantaged due to race, religion, creed, colour, disability, national or ethnic origin, sex, age or marital status. Affirmative action programs are designed to improve the lot of people who have suffered as a result of past discrimination.      By the year 2000, white males will likely account for only 15% of new workers - 85% of new workers will consist of women, aboriginal people, physically or mentally challenged people, and members of visible minorities. The number of women and minorities has increased in many occupations because of affirmative action programs. Some companies actually make a point of advertising that they are Equal Opportunity Employers.      Application forms and advertisements for employment should not make any inquiry that directly or indirectly expresses or invites any limitation, specification, preference or information as to age, race, colour, religion, creed, sex, sexual orientation, physical or mental disability, ethnic, national |