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Review of The Scarlet Letter
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Review of The Scarlet Letter
Theme Analysis
The Scarlet Letter is a narrative that exemplifies the complex pieces of the Puritan way of life. The narrative is initially centered on a sin that Hester Prynne and her clandestine lover commit before the narrative ever begins. The book illustrates the way people’s lives are affected by sin. In regard to Hester, the sin throws her into seclusion from society as well as from herself. The Scarlet Letter starts with a lengthy preamble concerning how the novel came into writing. The anonymous narrator worked in Salem as a surveyor of the custom house, whereby, in the attic of the customhouse, he discovered several documents. These included a document that was packed with a gold-embroidered, scarlet piece of cloth that had an “A” shape. The document, the work of a former surveyor, detailed occurrences that transpired two hundred years prior to the narrator’s era. The Scarlet Letter is the ultimate product of the anonymous narrator.
KNOWLEDGE, SIN, AND THE HUMAN CONDITION
Knowledge and sin are associated with Judeo-Christian traditions, and the experience of Dimmesdale and Hester recalls the Adam and Eve story because, in the two cases, sin leads to expulsion as well as suffering. However, sin also leads to knowledge, expressly, in knowledge relating the meaning of being human. In the case of Hester, the scarlet letter is used as her permit into areas where women would not dare to venture into. This leads her to speculate concerning her society as well as herself more audaciously than everyone in New England. In the case of Dimmesdale, the yoke of his sin grants him intimate sympathies with the wicked brotherhood of humanity, to the point that his heart beats in harmony with theirs (Hawthorne 105).
Dimmesdale and Hester contemplate their individual sinfulness on an everyday basis, and endeavor to relate it with their life experiences. Puritan elders, in contrast, perceive worldly experience as simply an impediment on the passageway to heaven. Therefore, they perceive sin as a menace to the community that ought to be suppressed and punished. Their response to Hester’s sin is to banish her. However, Puritan society is moribund, while Dimmesdale and Hester’s experience demonstrate that a state of immorality can lead to individual growth, compassion, and appreciating others. Ironically, these qualities are depicted as incompatible with a state of righteousness (112).
The Character of Evil. The novel’s characters frequently discuss the personality of the Black Man, as the personification of evil. Throughout the narrative, the Black Man is connected with Mistress Hibbins, Chillingworth, as well as Dimmesdale, and Pearl is considered by some as a child of the Devil. Incomprehension over the causes, and nature of evil expose the trouble with the Puritan idea of sin. The novel argues that real evil originates from the close connection between love and hate. Evil is not established in Dimmesdale and Hester’s lovemaking, or in the vindictive lack of knowledge of the Puritan fathers. Wickedness, in its most venomous form, is established in the cautiously plotted and specifically aimed vengeance of Chillingworth, whose love is perverted. Conceivably Pearl is not completely wrong when she considers Dimmesdale as the Black Man, since her father, has also polluted his love. Dimmesdale, who ought to love Pearl, cannot publicly appreciate her. His vindictive rejection of love to his child might be seen as committing evil (278).
Society and Identity. Following Hester public compulsion to wear an insignia of humiliation, her reluctance to depart from the town may appear to be perplexing. Hester is not imprisoned physically, and exiting Massachusetts Bay Colony could permit her to do away with the scarlet letter and recommence a normal life. Unexpectedly, Hester responds with shock when Chillingworth notifies her that the town fathers are taking into consideration allowing her to remove the scarlet letter. Hester’s conduct is based on her desire to decide her own identity, instead of allowing others to decide it on her behalf. To Hester, absconding or removing the note would be recognition of society’s supremacy over her: she will be confessing that the letter is a sign of ignominy and something she desires to flee. In its place, Hester settles, refiguring the letter as a sign of her individual experiences as well as character. Her former sin is an element of her identity; to imagine that it never occurred would denote denying an element of her being. Hence, Hester determinedly assimilates her transgression into her being (282).
Dimmesdale is also faced with an identity that is socially determined, which he continues to struggle against. As the society’s minister, he is seen as more of an icon than a human being. Apart from for Chillingworth, those surrounding the minister deliberately disregard his obvious agony, misinterpreting it as piety. Regrettably, Dimmesdale never completely identifies the truth concerning what Hester has realized: that strength and individuality are acquired by silent self-assertion and through a reconfiguration, but not a denial, of one’s bestowed identity (290).
CONNECTION TO HISTORY
The bulk of Hawthorne’s books take America’s Puritan history as the subject, except that The Scarlet Letter employs the material to maximum effect. Puritans refers to a faction of religious reformers who in the 1630s, arrived in Massachusetts under the guidance of John Winthrop, whose demise is narrated in the book. This religious sect was famous for its bigotry in regard to dissenting lifestyles and ideas. In The Scarlet Letter, the author employs the authoritarian and repressive Puritan community as an analogue for humanity in general. This Puritan setting also facilitates Hawthorne to depict the human spirit under tremendous pressures. Chillingworth, Dimmesdale, and Hester while indisputably component of the Puritan society, in which they exist, also mirror widespread experiences. The author speaks explicitly to American concerns, but he avoids the thematic and aesthetic limitations that may go together with such a focus.
Works Cited
Hawthorne, N. The Scarlet Letter. Boston: Ticknor, Reed & Fields, 1850.N Print.
National Universities“ and ”Mountainlair
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“National Universities” and “Mountainlair”
“National Universities” and “Mountainlair” are example of some places found in Morgantown, West Virginia. When carrying out various researches in regards to these two places in Morgantown, different interviews involving about 150 students and 15 head of departments in different public universities were carried out. The “National Universities” and “Mountainlair” are said to be located on the downtown campus of West Virginia in Morgantown. In Morgantown, there are four historic contexts for multiple property nomination which include “Education at West Virginia University, which existed in 1867-1942,” the “Architecture of West Virginia University Buildings, 1870-1942,” “Farm Properties of West Virginia University, 1850-1940,” as well as Jackson’s Mill State 4-H Camp of West Virginia University, 1921-1939.”
These historical contexts majorly reflected the principal themes which were mainly illustrated by the widely speckled holdings of the university. Both “National Universities” and “Mountainlair” places have contributed to a great significant contribution to the history of Morgantown. For instance, West Virginia University (WVU) is recognized to be the state’s only comprehensive land-grant institution and the only institution offering a full array of graduate and undergraduate programs. It is the flagship institution for higher education in the state. West Virginia University was created “in 1867 as the “state’s land-grant institution under the terms of the 1862 Morrill Act, as amended in 1864 to include West Virginia. Throughout the nineteenth century, Morgantown had become a center of education for the western Virginia.
West Virginia University is renowned to be a public institution which was established in 1867 in a small city of Morgantown, in the northern part of the state. The university is said to have enrolled about 22,827 undergraduate students and it is located in the suburban with a campus acre of 2,737.Research has shown that the University ranking in the year 2000 was 170, among the Best National Universities in Morgantown. Its location next to the borders has enabled the students to easily drive to the cities of Pittsburgh as well as providing conveniences for them particularly to the students who wished to take break from the academics for weekends. According to research carried out in the states of Morgantown, it is evident that the most public universities in West Virginia were established on their own historic preservation committee in the year 1980s. The public university consisted of both the faculty as well as the head departments who were to be in charge of various activities that were taking place in the University. Other people within the University include the director of housing and the students enrolled to take various courses.
Research also shows the university offers about 200 students taking their bachelors, masters as well as professional programs within the 14 colleges named to be the best in overall performance. Example of the graduate courses which these public universities offer includes the college of Business and Economics, School of medicine and many others. The establishment of the National universities has allowed the students at the West Virginia University in Morgantown to help one another through the Center for the Civic Engagement, which for many years have given class credit for both the community service and the students while promoting various events which include Random Acts of Kindness Week. Conversely, there are also more than 300 student organizations for students to try, which includes nearly 30 Greek chapters, club as well as, intramural sports.
Mountailair on the other hand is recognized as an a national university in Morgantown which is not only established for studying, however, it also has some great ways in which the students can get more involved on the campus. The university provides a unique entertainment particularly for the campus community which ranges from contests to lectures. The Campus has reservations which coordinates a wide variety of different events on the campus formed by the student union. The building has a space of about 220,00 square feet of building space and is identified to be of great significance to the students as well as the local people given that it provides the University community a meeting place for activities involving recreational, cultural along with educational pursuits. The campus also has been noted to plan more than ten thousand events in each year, which range in size from ten to five hundred participants. The university also provides food to those students who take classes within the place. At the Mountainlair, students can easily grab for food such as snacks, pizza or burgers to tickle their taste buds. Within the ground floor, the University has constructed a bowling center. Along with the Bowling centers, the Games area also provides 11 full sized competition level billiards tables. The program was of a great benefit to the students since students would go to the places whenever they felt like doing exercises. Other programs available within the campus area include bowling leagues, billiards, tournaments, intramurals, and cosmic bowling. Furthermore, located within the Game area are the lounge spaces with table tennis and televisions.
While gathering data of “National Universities” and “Mountainlair” in Morgantown, West Virginia, various interviews were made to help the researcher get valid information regarding the two places. The research also used questionnaires where the respondents filled the information that were required and submitted back to the interviewer. Data collection relied on two sources such as primary and secondary sources. However use of interviews made it easier for the researcher to get reliable sources. The people involved in the interview included the Head department of those two National Universities along with the students who get services from the campuses. About 150 students were collected randomly for the interview and only 145 of the people willingly participated in the interview. Conversely, a meeting with the head of departments of “National Universities” and “Mountainlair” and other national universities in Morgantown were carried out and out of the 15 selected schools, 10 people were also in for the interview. The use of interview and questionnaire as a means of collecting data was important because the researcher was able to get the reaction of the participants’ hence immediate feedback on the topic of discussion. While filling out the questionnaire, participants were requested to indicate the university they enrolled in because the information gathered was to be also used by the head of departments in knowing changes they could make so as to provide the students with good services. In the questionnaire papers at least ten of the questions were to be answered and the researcher was able to analyze the full report using the information gathered from the participants.
The main aim of carrying out the interview was to find out how the national universities in West Virginia were able to perform well as well as, emerging among the best as compared to other public universities in other states. Research collected from the interview carried out between the students showed that most students emerge to perform well because of their hard work and respect they have to their lecturers when carrying out their classes. Other students stated that they are goal driven hence before joining the university they usually have a set goals and objectives to achieve at the end of their courses. The head of the departments of the national schools also reported that, most students who enrolled for their courses are all able to give them ample time hence were not forced in doing activities involving both class work and co-curricular activities. The data collected from the students interviewed also showed that different programs that the university implemented also was of great significance to the students hence enabled them to improve on their educational performances. For instance, in Mountailair, the students had enough time for recreation such as playing billiards, going for bowling leagues, tournaments and other activities. These activities are important because they give the students enough time relaxing their mind whenever there is boredom in places they carry out their studies. Socializing with one another is also important because students get to learn one another well hence sharing of ideas among themselves. Therefore, campuses carrying out school activities should ensure that there are recreational programs in the mix which will give the students opportunities of nurturing their talents within and outside school compounds.
Social Inequality
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Social Inequality
Social inequality refers to the ways in which people categorized by factor such as age, ethnicity, class and gender are positioned with respect to access to social resources and opportunities. Many forms of social inequality are shaped by cultural practices and geographical locations. Poverty is undoubtedly a major source of inequality word wide. Poverty is the position of one who lacks certain amount of money or material possession. Poverty was traditionally thought to be unavoidable mainly due to use of insufficient methods of production. Poverty creates a social divide in which different classes of people access human needs such as health care, food, clothing, water, clothing, education and shelter (Pantazis, 156). Poverty at individual level can be described by money and wealth one possesses. At institutional level such as a state, it is described by the measure of its capability to provide social amenities and infrastructure. Social amenities include schools and hospitals while infrastructures include roads and railwyas.
Poverty denies individual persons and institutions access to many opportunities. Since others have adequate resources, this keeps advantage over others and therefore leading to social inequality. Poor people hardly afford education. They may be able to only access education at lower levels such as primary where education is relatively cheaper compared to higher levels. Poor people may not as well be able to get quality education since the quality comes with more demand for money and resources. Rich people can adequately pay school fees for their children who in turn get quality education. Children from wealth backgrounds attend school without disturbances and normally achieve higher levels of education. Wealth individuals have money to spend on schooling for cots such as tutoring, private schooling and college payments. Education is crucial for one to gain experience and knowledge in certain fields. Children who achieve in education end up being employed in organizations where they are paid well and live better lives. Most children from poor backgrounds though may be bright, under-achieve in education or even other drop out and get employment in low paying casual jobs (Osberg, 56). These differences eventually stratify people in terms of income and the quality of lives they lead. Poverty still influences the opportunities an institution such as a state gets through education. In institutions where inclusive education policies have been put in place, social inequality tends to be reduced. This is reached through free or subsidized education and making it a right for every child to attend school. The quality of education offered in different countries or even districts vary according to quality of supplies, sizes of classes and payment made to teachers. Countries where larger percentage of its population get quality education is better placed in terms of social welfare compared to country which lacks quality education. Institutions with equal access of quality education to its members provide individuals capable of finding opportunities even at international level.
Health care is very crucial to human life especially with killer diseases and rapid growth of population. Deaths caused by poverty related cases reaches almost a third of total deaths occurring annually worldwide. Wealth people access better health care because they have adequate resources to seek treatment in private hospitals. They also have high life expectancy as a result of food availability. Malnutrition and hunger is the biggest threat in poverty stricken areas. People living under poverty suffer low life expectancy (Ore, 205). Poverty, therefore, denies people an opportunity to lead a comfortable health life. Institutions with proper and affordable health care to its population have strong man power. Health population is more productive and is able to seize available opportunities to create wealth. Health persons are very dynamic seeking opportunities for economic growth. Countries with health care systems that favor its people get adequate income to gather for its budgetary allocations. The living standards of healthy persons and institutions are higher because of the income its population is able to generate. Poverty level affects health standards which in turn affect productivity and hence social inequality.
Shelter is basic human need. Poverty has created social inequality in the kind of housing one is able to live in. Poor people cannot afford proper housing and water supply. Wealth people have adequate resources to find good places to set up their homes normally fitted with water supply and electricity. Security is also better with big compounds and hygienic surrounding. In most towns, certain class of people lives in certain estates which in real sense define their economic class. Most poor persons in developing countries live in slums where the cost of houses is relatively cheaper but with poor sanitation and security. As it is evident in most cities in the world, people with the same class live in certain parts of a town (Neckerman, 103). Low class people are denied opportunity to live in healthy and secure environment.
Education Policies that Address Social Inequality (EPASI) is a program supported by European Commission under the department of Education and Culture. EPASI gives detail of elements that can be employed to curb social inequality. Addressing educational inequality is essential to tackling social inequality. Identifying successful policies and examining the reasons why some groups are disadvantaged will help solve the problem. Subsidizing higher education will demystify the notion that it is meant for certain socio-economic group .Poverty is the root cause of social inequality in most parts of the world. Poverty can be eradicated by tapping the potential of women. Female population is large and promoting equality and ending discrimination against women is critical for poverty reduction. Encouraging self-employment and creation of jobs will play a central role in ending poverty. Accessibility of capital, other productive resources and land must be improved. Efforts should be put in place to reduce the percentage of under-nourished that cannot get out of poverty (Grusky & Amartya, 294). Protecting environment to eradicate is poverty critical for safe and clean water. Provision of quality secondary and higher education is necessary for acquisition of relevant skills and methods to increase productivity. Effective governance and effective administration through policies that promote cohesion and stability create an enabling environment for development.
Social inequality is the lack of equal opportunities to certain resources in the society. This disparity is cause by several factors including culture, gender, race and traditions. Social inequality is depicted by difference in education, health care, shelter and clothing. Poverty is the main cause of social disparity and affects most of the other factors. Social inequality is characterized by the continuation of unequal opportunities for different social positions within society. It contains prearranged and repeated patterns of unequal distributions of opportunities, punishments, wealth, rewards and goods. Thus, two main for measuring social inequality are: inequality of opportunities and inequality of condition.
References
Ore, Tracy. The Social Construction of Difference and Inequality. New York, McGraw Hill Publishers, 2011. Print.
Osberg, Lars. Economic Inequality and Poverty: International Perspectives. Armonk, N.Y: M.E. Sharpe, 2001. Print.
Grusky, David B, and Amartya K. Sen. Poverty and Inequality. Stanford, Calif: Stanford Univ. Press, 2006. Print.
Neckerman, Kathryn M. Social Inequality. New York, NY: Russell Sage, 2004. Print.
Pantazis, Christina. Poverty and Social Exclusion in Britain: The Millennium Survey. Bristol: Policy, 2006. Print.