Frankenstein Knowledge Theme Essay

Knowledge can be good or bad; it all depends on the person who wields it. This is a theme Mary Shelley’s Frankenstein proves throughout the story. Shelley uses literary devices such as characterization, tone, and irony in Frankenstein to teach readers that knowledge is benevolent in the hands of the selfless, but dangerous in the hands of the overly ambitious.

Knowledge is a common theme portrayed throughout Frankenstein. The majority of the characters in the novel seek to wield information at some point, including Frankenstein, Monster, Elizabeth, Clerval, Walton, more minor characters like the judge and jury in Geneva, and many more. Throughout the novel, characters who attempt to obtain learning typically fall into one of two

categories: selfless and ambitious. In line with these two categories, the attainment of knowledge typically leads to fulfillment or disaster, dependent upon the type of person who attains the knowledge.
There are examples in the novel of characters that are not compelled enough to be dangerous with the education they are given.

One of these is Henry Clerval, Frankenstein's best friend. In many ways, his character is a foil to characters like Frankenstein and Monster. He is focused on the, “moral relations of things” (Shelley 19). Clerval is further described as being “perfectly humane, so thoughtful in his generosity,” and full of, “kindness and tenderness” (Shelley 20). While Clerval still, “desired the intercourse of the men of genius and talent who flourished at this time,” he desired to use the knowledge he gained for the good of others, “assisting the progress of European colonisation and trade” (Shelley 114-115). Of course, Clerval still dies in the novel, but this is a result of the war between Frankenstein and his Monster, not as a result of Clerval's innocent pursuit of information. In fact, it is safe to infer that had Clerval not been Victor’s friend he might have prospered with his wisdom, which shows that a selfless attitude combined with the attainment of knowledge leads to good

consequences.
The only other character in the novel who thought of someone besides themselves and could be considered selfless is Elizabeth. This woman is not only beautiful, but she is, “full of sensibility and intellect” (Shelley 53). Elizabeth is more of a counterexample of insight, since she never actually gets the information she needs. Frankenstein tries to protect Elizabeth by not telling her about Monster, but Monster ends up killing Elizabeth because she did not know about him and did not know what to expect. It is very possible that if she had known about Frankenstein’s creation she might have been able to protect herself. Shelley uses irony in this case to demonstrate yet again that knowledge needs to be in the hands of the selfless, in the hands of people like Elizabeth. In the hands of selfless people like Elizabeth and Clerval, knowledge would have borne good fruit that could have helped the characters in the novel.
While knowledge can certainly bear good fruit, it can also bear fruit that is very rotten.

The number of characters who misuse their learning because they are ambitious far outweighs the number of kind people who use their learning to help others. The judge and jury of the trial of Justine, “had rather that ten innocent should suffer than that one guilty should escape” (Shelley 57). Due to this mindset, they go about obtaining information in entirely the wrong way. They assume she is guilty. So when they learn of the locket and how it was found to be in Justine’s possession, they condemned her without a further examination of Justine's character. They did not care that she was, “the most amiable and benevolent of human creatures” (Shelley 56). They only cared that their knowledge of the crime dictated she be found guilty. So they punished her with death without further remorse (Shelley 60). The desperate tone of this portion of the novel conveys just how obvious it was that Justine was innocent, and just how unjust it was for the jury to find her guilty when they only had a few pieces of observation rather than the entire picture. The judge and jury's desire to find Justine guilty ultimately led to their misuse of the knowledge they obtained, and disaster for everyone

involved.
Disaster for everyone involved tends to be a common thread for the extremely driven characters of Shelley’s tale. Monster is perhaps the most pitiful character of the story, whose every waking moment is horrible from creation until his death. He gains more wisdom in the book than almost any other character, learning to read, write, history, geography, philosophy and many other pursuits (Shelley 92). However, when he learns these things, he attempts to contact the cottagers and their reactions are described individually by Monster: “Agatha fainted, Safie... rushed out of the cottage. Felix darted forward... in a transport of fury he dashed me to the ground and struck me violently with a stick” (Shelley 96-97). Monster’s knowledge gets him into further trouble as he uses it to hunt down and destroy everyone Frankenstein loves, which ultimately leads to more remorse, regret, and self-loathing on his part. He in fact wishes that he had never obtained the education from the cottagers in the first place, wishing he had instead, “extinguished the spark of existence [Frankenstein] had so wantonly bestowed” (Shelley 97). Monster is one of the most ambitious characters in the novel, with his constant desires for love and kindness from humanity. This drive is why the knowledge he gains leads to his downfall and ruin.
No character’s downfall and ruin is discussed as much as that of the title character, Frankenstein himself. Even as a child, Frankenstein has, “an eager desire to learn” and he, “delighted in investigating [nature’s] causes” (Shelley 18-19). When he does learn the secret to life, he is filled with, “delight and rapture” (Shelley 31). He imagines what will happen when he creates a living being: “A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me” (Shelley 32). A more knowledgeable and ambitious character could hardly be created than Frankenstein. And what happens as Frankenstein attempts to reap benefits from this insight he gained? His desires lead to his ruin. First his brother dies, then his friend Justine, then his father, then Clerval, then Elizabeth, and then finally he succumbs to death (Shelley). Everyone he has ever loved is torn apart by a creature he had hoped would benefit humanity and himself. Why did all this happen to Frankenstein? Ultimately, Frankenstein is the character Shelley uses to teach her lesson that knowledge is most dangerous in the hands of the overly determined. Many times throughout the novel Frankenstein curses his own existence, begging nature to, “crush sensation and memory” (Shelley 107) and stating that he is “intolerable to myself” (Shelley 117). Frankenstein is not even able to accomplish his only remaining goal before he dies- that of destroying the monster he created. Frankenstein dies miserable and alone, cursing his existence and unable to complete his life’s mission. But yet hope shines through even in a situation such as this.
At the beginning of Frankenstein, Walton is characterized as a driven individual. He takes the voyage to the North to, “satiate my ardent curiosity,” (Shelley 1) and spends a considerable amount of time studying, “mathematics, the theory of medicine, and... physical science” (Shelley 3). Like all of the determined characters of the novel, Walton seeks awareness. The knowledge Walton seeks is science and theory of the North. Walton is on the path to disaster when the novel begins; before very long he and his crew find themselves stranded out on the ice fields. Even this cannot shake Walton from his goal. Walton states on page 160 that he would, “rather die than return shamefully” (Shelley). But Walton is disturbed by the details of Frankenstein’s story of desire and disaster. He has a change of heart and realizes that being overly determined is not always the best strategy. This is why Walton proclaims this in his final letter: “I am returning to England... I have lost my friend” (Shelley 160). Walton sees an image of himself in Victor and realizes the only way to avoid making the same mistakes as Victor is to give up his goals in favor of survival for himself and his companions. He has to do the hardest thing he's ever done to be the only surviving character of the novel. In this way, Walton is Shelley’s way of teaching readers the important lesson about knowledge and ambition. Walton is the character who shows readers that one does not have to take their learning to new and dangerous heights. It is sometimes the honorable thing to let go of your goals and show kindness to others.
Shelley wanted people to stop being so concerned with their goals and drive and to focus on others. She wrote Frankenstein with this goal in mind, and demonstrated it through every character in the novel. Whether or not the characters can be forgiven for what they did with their knowledge is up to the judgement of the reader, but the lessons learned from Shelley’s tale are not. The clear warning present in this dark story haunts readers for a long time after they put the novel down for the last time.