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Frankenstein and the monster comparison
Dr. Frankenstein and the creature as one
Dr. Frankenstein and the creature as one
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The success of an apparently non-sexual reproduction, by a single parent, might invite parallels between Frankenstein and God, but the novel is always clear that Frankenstein never actually broaches the status of the Almighty. Even Frankenstein’s proclamation of being a ‘creator and source’ (80) is removed from the event; he must still ‘toil’ and ‘labour’ (81) through much ‘difficulty’ (80) and ‘fatigue’ (79) before his wishes become a reality. In comparison, God’s will is instantaneous and effortless – He simply has to speak to create. Furthermore, Frankenstein is not God since, as Lowe-Evans points out, God cannot be ‘complicit in his creation’s weakness’, nor ‘destroyed by what he creates’, nor be a ‘rebel’ – a role reserved for Satan and
Although Frankenstein dies after finishing his story, which might be seen as a result of his ambitions, in his mind he is guiltless of any crime: ‘I have been occupied in examining my past conduct; nor do I find it blameable’ (214). Moreover, Frankenstein refuses to renounce scientific ambition and invention entirely; he advises an undecided Walton to continue his expedition to the North Pole and assures him that, where Frankenstein has failed, ‘yet may another succeed’ (215) in their scientific endeavors. In the aftermath of his death, Walton praises him as a ‘glorious spirit’ (216) and the monster declares him a ‘generous… being’ (215). It is also the monster who ultimately takes sole responsibility for the murders of ‘the lovely and helpless’, declaring that he has pursued Frankenstein to ‘irremediable ruin’ (220). Therefore, Frankenstein purports to be able to achieve godly powers and in doing so oversteps his limits, but the absence of heavenly forces or an interceding deity means that there is no metaphysical machinery in place that explicitly proclaims his damnation. As a result, the reader judges Frankenstein’s culpability and decides whether he is truly a ‘victim’ (219) of the monster’s crimes. However, the multiple narrators and epistemological framework of the “Chinese box” narrative structure is deliberately destabilizing (Thomas 82).
Recent critics, such as Philips, use the example of the conflation of the name “Frankenstein” as belonging to both scientist and monster, to show that popular culture has been left with the impression of the novel as a byword for the dangers of scientific ambition (188). Mellor points out that Frankenstein, as a cautionary tale, is ‘so profoundly resonant’ that is has become a ‘trope of everyday life’ (9), from so-called genetically modified “Frankenfoods” to criticisms of nuclear and chemical warfare as ‘Frankenstein syndrome’ (Rollin 1). The latest production of Frankenstein at the National Theatre focused on creature’s perspective, playing on audience’s empathy for the character (Billington). However, the first reviewers of the novel tended to be far more favourable in their appraisal of Frankenstein; they did not treat him as a dangerously transgressive scientist, but instead as a heroic and even inspirational figure. In January 1818, for example, The Quarterly Review called Frankenstein ‘a kind-hearted parent’ who suffers trying ‘to defeat the procreative propensities of his ungracious child [the monster]’ (379). Therefore, although the first readers of the text noted the paternal relationship, between creator and experiment, they saw this in terms of a ‘hero’
Previously portrayed through Frankenstein’s letters as the sole cause of both his and society’s despair, the monster’s use of the word “abortion” instead demonstrates Victor’s individual contribution towards his creature’s destructive path. Since the definition of abortion serves as the premediated act of terminating life, Frankenstein’s deliberate decision to desert his artificial creature exhibits society’s lack of sympathy for those with uncontrollable differences such as the monster’s physical deformities. Nevertheless, the textual irony of the monster’s frustrations eventually becomes apparent when the creature exclaims “Was there no injustice to this?”. Setting off a chain reaction of several more questions, Shelly’s text further mirrors the monster’s bafflement with the careless actions of Victor Frankenstein. That is, although Frankenstein gave his creation the “gift” of life, the monster has been perpetually denied every chance to live happily because of mankind’s relentless and inescapable hatred. More so, explained as the abandonment or failure of a process, Frankenstein’s ultimate refusal to love his own creation typifies how the creator’s ironic choices remain accountable for failing both the monster and
Frankenstein, speaking of himself as a young man in his father’s home, points out that he is unlike Elizabeth, who would rather follow “the aerial creations of the poets”. Instead he pursues knowledge of the “world” though investigation. As the novel progresses, it becomes clear that the meaning of the word “world” is for Frankenstein, very much biased or limited. He thirsts for knowledge of the tangible world and if he perceives an idea to be as yet unrealised in the material world, he then attempts to work on the idea in order to give it, as it were, a worldly existence. Hence, he creates the creature that he rejects because its worldly form did not reflect the glory and magnificence of his original idea. Thrown, unaided and ignorant, into the world, the creature begins his own journey into the discovery of the strange and hidden meanings encoded in human language and society. In this essay, I will discuss how the creature can be regarded as a foil to Frankenstein through an examination of the schooling, formal and informal, that both of them go through. In some ways, the creature’s gain in knowledge can be seen to parallel Frankenstein’s, such as, when the creature begins to learn from books. Yet, in other ways, their experiences differ greatly, and one of the factors that contribute to these differences is a structured and systematic method of learning, based on philosophical tenets, that is available to Frankenstein but not to the creature.
in Frankenstein: Contexts, nineteenth century responses, criticism. By Mary Shelley. Ed. J. Paul Hunter. Norton Critical Edition.
A predominant theme in Mary Shelley’s Frankenstein is that of child-rearing and/or parenting techniques. Specifically, the novel presents a theory concerning the negative impact on children from the absence of nurturing and motherly love. To demonstrate this theory, Shelly focuses on Victor Frankenstein’s experimenting with nature, which results in the life of his creature, or “child”. Because Frankenstein is displeased with the appearance of his offspring, he abandons him and disclaims all of his “parental” responsibility. Frankenstein’s poor “mothering” and abandonment of his “child” leads to the creation’s inevitable evilness. Victor was not predestined to failure, nor was his creation innately depraved. Rather, it was Victor’s poor “parenting” of his progeny that lead to his creation’s thirst for vindication of his unjust life, in turn leading to the ruin of Victor’s life.
Locked in a perpetual struggle for dominance, both struggle to gain internal peace. Victor Frankenstein feels obligated to destroy his creation for the good of society, and the Monster wishes to come to terms with his abandonment – both are unable to find happiness. Here there is a contrast of power: Frankenstein’s intellectual power contrary to the Monster’s physical power (this is however, not to say the Monster lacked intellectual power, only that Frankenstein possesses greater fear of the physical aspects of the Monster). The first instance of this battle for power can be seen when the Monster demands of Frankenstein to “create a female…with whom [he] can live in the interchange of those sympathies necessary for [his] being.” (p174) – here Frankenstein is in control. He is the only one that has the knowledge to create another being like the Monster, and thus, when the Monster asks this favour of Frankenstein he places his happiness in the hands of another. The Monster is dependent on the actions of another. However, there is a power reversal when Frankenstein denies the monster his ‘female’ (p174). Frankenstein dashes the Monster’s last hope at happiness, so the Monster threatens the life of his loved ones. Here, Frankenstein is at the mercy of his creation. For though “[Frankenstein is the] creator… [the Monster is his master” (p205) – here the Monster establishes his dominance over Frankenstein by outwardly stating his power over his creator. This power struggle is most effectively culminated in the chase around the globe. Yet it must be seen that neither Frankenstein and his Monster are in control. The Monster leaves clues for Frankenstein, demonstrating his need for Frankenstein to follow him, for without Frankenstein the Monster has no purpose in life. On the other hand, Frankenstein is following his creation all over the world, through desert, sea, and cold. Thus, it is clear that as a
Mary Shelley’s Frankenstein is a nineteenth century literary work that delves into the world of science and the plausible outcomes of morally insensitive technological research. Although the novel brings to the forefront several issues about knowledge and sublime nature, the novel mostly explores the psychological and physical journey of two complex characters. While each character exhibits several interesting traits that range from passive and contemplative to rash and impulsive, their most attractive quality is their monstrosity. Their monstrosities, however, differ in the way each of the character’s act and respond to their environment. Throughout Frankenstein, one assumes that Frankenstein’s creation is the true monster. While the creation’s actions are indeed monstrous, one must also realize that his creator, Victor Frankenstein is also a villain. His inconsiderate and selfish acts as well as his passion for science result in the death of his friend and family members and ultimately in his own demise.
For as long as science has existed to satisfy man's appetite for knowledge and exploration, there have been people with the belief that science is none other than man's attempt to play God. The 19th century was a time of enlightenment where philosophical thought began and man's concern to better himself in a psychological form developed.
Although “Frankenstein” is the story of Victor and his monster, Walton is the most reliable narrator throughout the novel. However, like most narrator’s, even his retelling of Victor’s story is skewed by prejudice and favoritism of the scientist’s point of view. Yet this could be attributed to the only view points he ever gets to truly hear are from Victor himself and not the monster that he only gets to meet after he comes to mourn his fallen master.
In your view, how do you think that Mary Shelley wanted her readers to respond to the character of Frankenstein? Justify your response by use of quotation and close reference to the text and relevant background information. Written by Mary Shelley in 1816, the book ‘Frankenstein’ – subtitled ‘The Modern Prometheus’ – was in many ways ahead of its time. When it was first published in 1818, Mary Shelley was using her husband’s name. It was unheard of in those days, for a woman to write literature of this sort.
Mary Shelley’s Frankenstein, or the Modern Prometheus, explores the monstrous and destructive affects of obsession, guilt, fate, and man’s attempt to control nature. Victor Frankenstein, the novel’s protagonist and antihero, attempts to transcend the barriers of scientific knowledge and application in creating a life. His determination in bringing to life a dead body consequently renders him ill, both mentally and physically. His endeavors alone consume all his time and effort until he becomes fixated on his success. The reason for his success is perhaps to be considered the greatest scientist ever known, but in his obsessive toil, he loses sight of the ethical motivation of science. His production would ultimately grieve him throughout his life, and the consequences of his undertaking would prove disastrous and deadly. Frankenstein illustrates the creation of a monster both literally and figuratively, and sheds light on the dangers of man’s desire to play God.
Mary Shelley’s Frankenstein or; The Modern Prometheus, published in 1818, is a product of its time. Written in a world of social, political, scientific and economic upheaval it highlights human desire to uncover the scientific secrets of our universe, yet also confirms the importance of emotions and individual relationships that define us as human, in contrast to the monstrous. Here we question what is meant by the terms ‘human’ and ‘monstrous’ as defined by the novel. Yet to fully understand how Frankenstein defines these terms we must look to the etymology of them. The novel however, defines the terms through its main characters, through the themes of language, nature versus nurture, forbidden knowledge, and the doppelganger motif. Shelley also shows us, in Frankenstein, that although juxtaposing terms, the monstrous being everything human is not, they are also intertwined, in that you can not have one without the other. There is also an overwhelming desire to know the monstrous, if only temporarily and this calls into question the influence the monstrous has on the human definition.
Mary Shelley in her book Frankenstein addresses numerous themes relevant to the current trends in society during that period. However, the novel has received criticism from numerous authors. This paper discusses Walter Scott’s critical analysis of Mary Shelley’s Frankenstein in his Blackwood's Edinburgh Magazine Review of Frankenstein (1818).
The pop culture version of the novel Frankenstein depicts Victor Frankenstein’s need for science and creation, a need that results in him creating a monster. An ingenious and inventive scientist, Victor mastered everything he learned from his professors. Unfortunately, he ultimately created something he regrets and pays for until the day he dies. Victor Frankenstein takes his interest in science and creation to an unhealthy and extreme level, and plays God. In playing this God figure over his creation, he creates this being with no intentions of giving it love or happiness. He is selfish and creates it for himself, and he brings the unliving to life out of old used parts.
In Mary Shelley’s Frankenstein, readers can learn that a mortal human playing god brings responsibilities and consequences of playing outside of a god(s) ruleset. Therefore, there are dangers to being too curious and ambitious. The theme can be understood through Victor Frankenstein’s actions. He has been heavily occupied on “natural philosophy, and particularly chemistry, in the most comprehensive sense of the term” (49). With the scientist’s immense knowledge and love for science, he attempts to create a human being. However, his experiment fails; he does not create a beautiful human, but a “wretch - [a] miserable monster” (59). His failure has led to him suffering and witnessing the tragic deaths of his loved ones. Frankenstein says
Subjects such as Evolution vs. God have taken up a major part of the human history. This precise topic has opened up a whole new way of thinking even though no one can factually prove one is right and the other is wrong. Opinionated matters such as these can provide incentive to believe in what what suits the situation. For example, imagine a man can that won the lottery after a hard worked life. In this situation, the man would thank god for this fortune. An outsider might believe that it was just the matter of luck that won the man the lottery. It’s just a matter of perspective and it depending on many varying factors such as how and where we are raised. Another example of this can be seen by my self experience. I was born in India and almost everyone that lives there believes that there is a god.