Christianity in Jane Eyre
Charlotte Bronte addresses the theme of Christianity in the novel Jane Eyre. Bronte states: "Conventionality is not morality. Self-righteousness is not religion. To attack the first is not to assail the last" (35). In Jane Eyre, Bronte supports the theme that customary actions are not always moral through the conventional personalities of Mrs. Reed, Mr. Brocklehurst, and St. John Rivers.
The issue of class is prevalent in the novel. The novel begins in Gateshead Hall when Jane must seat herself away from her aunt and cousins because she does not know how to speak pleasantly to them. She proceeds to seat herself in the breakfast room where she reads a book titled The History Of British Birds. She draws specific attention to the passage that states: "The winds in these introductory pages connected themselves with succeeding vignettes, and gave significance to the rock standing up alone in a sea of billow and spray; to the broken boat stranded on a desolate coast, to the cold and ghastly moon glancing through bars of cloud at a wreck just sinking" ( 40). Jane resembles the "rock," because she is also standing alone. She is an orphan who lives with her aunt, Mrs. Reed, who possesses a higher standing in society. Due to Jane's lower class standing, Mrs. Reed treats Jane as an outcast. As Bessie and Miss Abbot drag Jane to the "red room," a most gruesome and scary room for a child, she is told by Miss Abbot: "No; you are less than a servant for you do nothing for your keep" ( 44). She must stay in the red room after she retaliates to the attack John Reed makes upon her, her obnoxious and evil cousin. John tells Jane: "mamma says; you have no money; your father left ...
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...rocklehurst, and St. John Rivers. Mr. Rochester changes his conventional ways, and then is able to live a more moral and happy life. The characters Mrs. Reed, Mr. Brocklehurst, and St. John lead their lives in conventional and self-righteous ways and Bronte portrays them to be immoral. This idea supports one of the main themes in Jane Eyre, "Conventionality is not morality."
Works Cited and Consulted:
Bronte, Charlotte. Jane Eyre. New York: Dodd, Mead & Company, 1991
Faye, Ron. Christianity in Jane Eyre, Barbara Timm, ed. Critical Essays on Charlotte Bronte. Boston: G. K. Hall, 1996.
Mitchell, Sally. "Jane Eyre." Critical Survey of Long Fiction. Vol. 3. Ed. Frank N. Magill. Englewood Cliffs: Salem Press, 1983: 297-302.
Oates, Joyce Carol. Introduction. Jane Eyre. By Charlotte Bronte. New York: Bantam Books, 1987: 5-14.
In Stephen Dunn’s 2003 poem, “Charlotte Bronte in Leeds Point”, the famous author of Jane Eyre is placed into a modern setting of New Jersey. Although Charlotte Bronte lived in the early middle 1800’s, we find her alive and well in the present day in this poem. The poem connects itself to Bronte’s most popular novel, Jane Eyre in characters analysis and setting while speaking of common themes in the novel. Dunn also uses his poem to give Bronte’s writing purpose in modern day.
Abstract: Bovine spongiform encephalopathy is caused by a prion, which is an infectious agent comprised solely of protein. The prion is a degenerate form of a normal cellular protein found in the brain and in nervous tissue. It targets the normal protein and causes the normal protein to change its shape. When enough of the prion is produced, the cell dies and symptoms of the disease are expressed.
The 'Standard' of the 'S Joshua, Essaka. " 'Almost my hope of heaven': idolatry and messianic symbolism in Charlotte Bronte's Jane Eyre." Philological Quarterly 81.1 (2002): 81. Literature Resources from Gale, Inc. Web. The Web.
Supernatural values and natural imagery are a major theme throughout Charlotte Bronte’s novel, Jane Eyre. This essay will examine the representation of natural and supernatural values that play an integral role in developing the story in Jane Eyre.
In the novel, Jane Eyre starts as a young girl of ten years old; she lives with her aunt Mrs. Reed and her cousins John, Georgiana, and Eliza. At Gateshead, Jane has undergone betrayal in the acts that the Reed family does not treat her as a part of their family. Mrs. Reed treats Jane unkindly and as if she was a victim to put it, in other words, Mrs. Reed says “ take her away to the red-room and lock her in there” (Brontë, Ch. 1). Mrs. Reed
Aggression, violence, and victimization are remarkably dynamic terms. How these terms are understood and defined is shaped by formal and informal social policies and controls (Goldstein, 1986). Excluding assertiveness from the definition of aggression as it relates to violence, aggression can be considered to encompass behaviors intended to cause physical or psychological harm. Violence may be understood as an extreme form of aggression, in which the intent of the perpetrator is to cause serious harm (Berkowitz, 1993). Anthropological research on various non-western cultures demonstrates that aggression and violence are not necessarily inevitable, nor are they universal (Goldstein, 1986). Like words and manners, as Elias points out, the concepts transform over time, and vary across and within cultures (Fletcher, 1997).
Over the past fifteen years H5N1 influenza (also known as Avian Flu or Bird Flu) has become a common topic of speculation and debate worldwide, causing quite a bit of confusion about its possible impacts on our society. At this point in time it is generally recognized by the international medical community that Avian Flu is bound to become a pandemic, most likely within the next ten years. Research on Avian Flu and its effects have led many scholars to make grave predictions of major global turmoil while a small portion of medical scientists remain skeptical, believing we will have enough time to thoroughly prepare for the outbreak. The one thing that nearly all health professionals seem to agree upon is that the avian flu will surely have a large impact on the development of humankind. To truly understand the threat of this disease and what we must do to prepare for it, we need to look at the issue from multiple angles and consider what the spread of a disease so lethal and so prone to mutation would mean for our daily lives, health professionals, laws and government procedures, and of course the continuation of the human race.
“Seasonal Influenza-Associated Hospitalization in the United States.” USA.gov, 24 June 2011. Web. 31 Jan. 2012
Gilbert, Sarah M. "Plain Jane’s Progress." Jane Eyre. Ed. Beth Newman. Boston: St. Martin’s, 1996. 475-501.
Analyse the methods Charlotte Brontë uses to make the reader empathise with Jane Eyre in the opening chapters. Reflect on how the novel portrays Victorian ideology and relate your analysis to the novel’s literary content.
“The Influenza Pandemic of 1918.” Billings, Molly. Stanford University Virology. June 1, 1997. retrieved from http://virus.stanford.edu/uda/
Charlotte Bronte’s Jane Eyre chronicles the growth of her titular character from girlhood to maturity, focusing on her journey from dependence on negative authority figures to both monetary and psychological independence, from confusion to a clear understanding of self, and from inequality to equality with those to whom she was formerly subject. Originally dependent on her Aunt Reed, Mr. Brocklehurst, and Mr. Rochester, she gains independence through her inheritance and teaching positions. Over the course of the novel, she awakens towards self-understanding, resulting in contentment and eventual happiness. She also achieves equality with the important masculine figures in her life, such as St. John Rivers and Mr. Rochester, gaining self-fulfillment as an independent, fully developed equal.
The three events that mark Jane as an evolving dynamic character are when she is locked in the red room, self reflecting on her time at Gateshead, her friendship with Helen Burns at LoWood, her relationship with Mr. Rochester, and her last moments with a sick Mrs. Reed. Brought up as an orphan by her widowed aunt, Mrs. Reed, Jane is accustomed to her aunts vindictive comments and selfish tendencies. Left out of family gatherings, shoved and hit by her cousin, John Reed, and teased by her other cousins, Georgina and Eliza Reed, the reader almost cringes at the unfairness of it all. But even at the young age of ten, Jane knows the consequences of her actions if she were to speak out against any of them. At one point she wonders why she endures in silence for the pleasure of others. Why she is oppressed. "Always suffering, always browbeaten, always accused, forever condemned" (Bronte, 12). Jane’s life at Gateshead is not far from miserable. Not only is she bullied by her cousins and nagged by her aunt, but help from even Bessie, her nurse and sort of friend, seems out of her reach. In the red room scene Jane is drug by Ms. Ab...
Avian Influenza has been documented in over 100 different types of birds. However, it is important to distinguish between the LPAI (low pathogenic avian influenza) and HPAI (high pathogenic avian influenza) variants of bird flu. LPAI can have side effects as negligible as rumpled feathers or a decreases in egg production. Sometimes it isn’t even detected by livestock keepers. While LPAI doesn’t seem very bad, the potential for real harm happens when LPAI Bird Flu virus mutates into the highly lethal HPAI type. The virus can mutate very quickly since it is a single-stranded RNA virus, characterized by often and extreme mutations. Birds infected with the high pathogenic avian influenza suffer a 90%-100% mortality rate in less than two days! The birds die from rapid degradation of many internal organs. Int...
Avian Influenza is also known as the bird flu. The deadly form was first discovered in Italy in 1878. It is a Type A virus that occurs among wild aquatic birds and can infest domestic poultry and other birds and animal species. Although the virus does not normally infect human beings, there have been rare cases where humans have been infected with the virus. The disease is spread by contact with an infected bird’s feces, or secretion from its nose, mouth, or eyes. (Commission)