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Mordecai Richler's The Apprenticeship of Duddy Kravitz
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Mordecai Richler’s The Apprenticeship of Duddy Kravitz
Cunning though he is, Duddy Kravitz fails to learn the tricks of his trade and, consequently, fails to become a whole person. In Mordecai Richler’s The Apprenticeship of Duddy Kravitz, Duddy’s peers succumb to his antics, thereby becoming deficient as Duddy’s teachers. Duddy’s amoral business associates are masters of ruthlessness and deceit, and his family members are enfeebled by the society they live in. Trained at the hands of these cripples, Duddy Kravitz is unable to complete his apprenticeship.
Duddy Kravitz’s apprenticeship takes place where "the boys grew up dirty and sad, spiky also, like grass beside the railroad tracks." (The Apprenticeship of Duddy Kravitz, 46) At the Fletcher’s Cadets Parade, the boys whom Duddy learns from in his early years tell crude jokes and defect to buy rye. Duddy is also the president of room forty-one at Fletcher’s Field High School. He learns from his peers that the vulnerability of others can be used to his own advantage. From singing songs with lewd lyrics to tormenting his class masters and the rabbinical college students, Duddy elicits positive reaction from his peers. No one dares to accuse Duddy of lying, though his classmates see the outrageousness in his tales of Bradley’s exploits in Arizona. His peers humour him and stroke his ego. They applaud his pranks, but Duddy is a coward – he does not take responsibility for his wrongs. Whether it is writing hurtful comments on the board or phoning MacPherson’s wife Jenny – thus causing her death – Duddy learns that he can use his peers to relieve his conscience, "We’re all in this together, you understand?" (40) As the leader of the "Warriors," Duddy learns that his weak peers ...
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...and is nobody," and not explaining fully to the boy what he means, Simcha fires the boy’s imagination and lust for land.
Surrounded by emotional and psychological cripples, Duddy mistakens his goals in his apprenticeship and does not complete what he should do in order to become a complete person. Duddy’s peers, business associates, and family members all have distorted views of how to approach life, therefore they are unsuitable to preside as Duddy’s masters in Duddy’s apprenticeship in the field of life.
Works Cited
Richler, Mordecai. The Apprenticeship of Duddy Kravitz. Ed. Malcolm Ross. Toronto: McClelland, 1969.
Works Consulted
Wainwright, J.A. "Neither Jekyll nor Hyde: In Defence of Duddy Kravitz." Canadian Literature 89 (1981): 56-73.
McGregor, Grant. "Duddy Kravitz: From Apprentice to Legend." Journal of Canadian Fiction 30 (1980): 132-40.
James F. O'Gorman, Dennis E. McGrath. ABC of Architecture. Philadelphia: University of Pennsylvania Press, 1998. Document. October 2013.
Duddy's grandfather acted as a prominent father figure to him during his early childhood, when his father could not always be there for him, and as a result of always having him around while Duddy was so young and impressionable, he had a lot of influence on Duddy's developing mind.
Updike, John. "A & P." The Bedford Introduction to Literature. 2nd Edition. Ed. Michael Meyer. Boston: St. Martin's Press, 1990. 407-411.
In conclusion, Brother shows his self-interest in how he treats his younger brother. He treats his younger brother, Doodle, as something to ‘fix’ and he cannot accept his brother as he is. When Doodle finally learns to walk, Brother’s selfish need for a more ‘ideal’ little brother is not satisfied for long. Soon he demands a little brother who can run, jump, climb, swim, swing on vines, and row a boat. When he gives Doodle lessons for these activities, he does not do so for concern about Doodle wanting to be able to do them, but because he wants Doodle to be able to be a ‘normal’ brother.
Mom’s words and doctor’s advice did not become a way to obstruct the narrator and his pride. Paying no attention to Mom and the doctor’s warning, the narrator took his crippled brother out and trained him anyways regardless of Doodle’s physical restraints, because he is embarrassed. “When Doodle was five years old, I was embarrassed at having a brother of that age who couldn’t walk, so I set out to teach him (Hurst 204).” Even worse, the narrator knew it was his pride that made him to force Doodle into cruel training, “I did it for myself; that pride, whose slave I was, spoke to me louder than all their voices, and that Doodle walked only because I was ashamed of having a crippled brother (Hurst 206).” In addition, due to his embarrassment, the
Robert, Stevenson L. The Strange Case of Dr. Jekyll and Mr. Hyde. New York: Dover Publications, 2013. Print.
Consider McMurphy and Mr. Keating, both characters are very similar in a multitude of ways. Neither of them is in charge as they are both under their respective antagonist, either being Nurse Ratched or Principle Nolan. However throughout the progression of each plot, they both teach and inspire either the patients or the students to become individuals. McMurphy gave the patients the ability to seize back the power from Nurse Ratched through showing them the way how, and teaching the patients that they are their own person and have their own rights. Mr. Keating teaches the students how to be outside the box, as shown when in class he strays from the regular methods of teaching and shows the students a truly out-of-the-box concept about life, “Carpe Diem.” Towards the final moments of the plot, both characters achieve a full commitment to their cause that eventuates in self-sacrifice. McMurphy is lobotomized and Mr. Keating is fired from Welton Academy. However similarly in both plots, after both characters sacrifices themselves they pass on what they have learned and allowed others to beat their struggle for independence. Chief leaves the institution and the students stand up against Principle Nolan with what they believe in. Weir and Kesey use these characters to inspire and support those who struggle for independence and use their characterization as a technique to do so.
A major theme in the novel The Strange Case of Dr. Jekyll and Mr. Hyde is the duality of good versus evil. A character in the novel by the name of Dr. Jekyll believes in the dual nature of human beings, for he states, “With every day, and from both sides of my intelligence, the moral and the intellectual, I thus drew steadily nearer to that truth, by whose partial discovery I have been doomed to such a dreadful shipwreck: that man is not truly one, but truly two.”. Dr. Jekyll is a respectable and well mannered man that gains an urge to set free his “wild side” from his
Hirsch, Gordon, and William Veeder, eds. Dr. Jekyll and Mr. Hyde after One Hundred Years. Chicago: The University of Chicago Press, 1988.
Lane, H. (1984). When the Mind Hears: A History of the Deaf. [Kindle]. Retrieved from http://www.randomhouse.com
The deaf community does not see their hearing impairment as a disability but as a culture which includes a history of discrimination, racial prejudice, and segregation. According to an online transcript,“Through Deaf Eyes” (Weta and Florentine films/Hott productions Inc., 2007) there are thirty-five million Americans that are hard of hearing. Out of the thirty-five million an estimated 300,000 people are completely deaf. There are ninety percent of deaf people who have hearing parents (Halpern, C., 1996). Also, most deaf parents have hearing children. With this being the exemplification, deaf people communicate on a more intimate and significant level with hearing people all their lives. “Deaf people can be found in every ethnic group, every region, and every economic class” (Weta and Florentine films/Hott productions Inc., 2007). The deaf culture and hard of hearing have plenty of arguments and divisions with living in a hearing world without sound however, that absence will be a starting point of an identity within their culture as well as the hearing culture (Weta and Florentine films/Hott productions Inc., 2007).
In mainstream American society, we tend to approach deafness as a defect. Helen Keller is alleged to have said, "Blindness cuts people off from things; deafness cuts people off from people." (rnib.org) This seems a very accurate description of what Keller's world must have been. We as hearing people tend to pity deaf people, or, if they succeed in the hearing world, admire them for overcoming a severe handicap. We tend to look at signing as an inferior substitute for "real" communication. We assume that all deaf people will try to lip-read and we applaud deaf people who use their voices to show us how far they have come from the grips of their disability. Given this climate, many hearing people are surprised, as I was at first, to learn of the existence of Deaf culture. To me deafness is not a defect but a source of connection. Imagine yourself deaf, growing up with a beautiful language, visual literature, humor, and theater. Imagine taking pride in your identity without any desire to become a member of the majority culture. For many deaf people, their community is a comforting relief from the isolation and condescension of the hearing world. However the Deaf community is far more than a support group for people who share a physical characteristic. Members of the Deaf community may have hearing levels that range from profoundly deaf to slightly hard-of-hearing. But no members of the Deaf community are "hearing impaired." Inside this community, deaf people become Deaf, proudly capitalizing their culture. Hearing people suddenly find that they are handicapped: "Deaf-impaired."
Deafness itself has historically been viewed as a physical impairment, similar to blindness, and both cognitive and motor impairments. Though today, deafness is considered a trait, not a disability. The debilitating effects of deafness can be helped through hearing aids, cochlear implants, assistive listening devices, and through the ability of speech (and visually reading others lips). Any traits that group members share can be perceived as positive by people in that group. So if deafness is seen as a disability, then people who are deaf carry the stigma of “lacking” a typical human characteristic. Although people in the Deaf Community say they are bound together by deafness, they also say that being deaf is a distinctive perspective on the world.
Today’s society consists of numerous individuals who are diagnosed with disabilities that prevent them from partaking in their everyday tasks. Not everyone gets the chance to live a normal life because they might have a problem or sickness that they have to overcome. Deafness is a disability that enables people to hear. All deafness is not alike; it can range in many different forms. Some people like Gauvin, can be helped with a hearing aid, but some can’t because of their situation and health reasons. In society, hearing individuals consider deafness a disability, while the deaf themselves see it as a cultural significance. In the article “Victims from Birth”, appearing in ifemnists.com, Founding Editor Wendy McElroy, provides the story of
...for all causes of gingivitis are similar but can vary by degrees and stages. In conclusion, this disease can be prevented as well as treated. (Spear 41).