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Impact of colonialism on literature
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Themes in Octavian Nothing: themes of freedom and restraint, of liberty and slavery, science and myth, knowledge and ignorance. Individual choice
Freedom versus Slavery
No phrase better sums up the novel as a whole than Freedom versus Slavery. Octavian desires freedom even when he is not poorly treated. This desire to be free is man's natural state, so taken for granted amongst slave-owners in the colonies that they cannot understand why slaves would even desire it. This constant striving for freedom is the driving force in the novel, and the reason that Octavian comes into conflict with the likes of Gitney and Sharper over his own freedom is that they refuse to equate his desire to be free from slavery with their own desire to be free from Britain's rule. The other slaves in the novel that Octavian familiarizes himself with all desire freedom as well, one even dies in the fighting and is freed after death for his work.
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First, Octavian is—though he is slow to realize it—a slave, as is his pampered mother. Therefore, even as the scientists of the college free his mind to think far beyond the horizons available to most people, especially most slaves, he also learns to understand more fully what it means to be a slave. Second, the theme of rationality and passion causes all characters in the novel to impose limits on themselves and to seek freedom in different ways. For example, when Mr. Gitney records how Princess Cassiopeia died of the pox, he does not record his own emotional outbreaks and how he loved her; in the rationality of science, there is freedom from the passion he could not allow himself to express. Third, each character’s search for freedom plays out against a national backdrop. As Octavian struggles with his slavery, the colonies take up arms against the British and fight for their own collective
In Aristotle's "Justifying Slavery" and Seneca's "On Master and Slave," the two authors express their opposing sentiments on the principles of slavery. While Aristotle describes slavery as predestined inferiority, evidenced greatly by physical attributes, Seneca emphasizes the importance of "philosophical" freedom as opposed to physical freedom. (p. 58). The authors' contrasting views are disclosed in their judgments on the morality of slavery, the degree of freedom all people possess at birth, and the balance of equality between a slave and his master.
that is exactly what the reader is faced with themes about human nature, life and God “The
There are three main themes presented in each essay included in Civilization. They are as follows:
culture are likely to be the three main themes giving a moral sense to the
The definition of theme in the dictionary is, a subject of discourse, discussion, meditation, or composition; topic. There are numerous works of poetry with a wide variety of themes. This paper will discuss the themes of three poems written by a young lady brought to this country as a slave, and whom left as a free woman. Phillis Wheatley uses eloquent, religious, and themes of freedom in her poems.
The issue of Slavery in the South was an unresolved issue in the United States during the seventeenth and eighteenth century. During these years, the south kept having slavery, even though most states had slavery abolished. Due to the fact that slaves were treated as inferior, they did not have the same rights and their chances of becoming an educated person were almost impossible. However, some information about slavery, from the slaves’ point of view, has been saved. In this essay, we are comparing two different books that show us what being a slave actually was. This will be seen with the help of two different characters: Linda Brent in Incidents in the Life of a Slave Girl and Frederick Douglass in The Narrative of the life of Frederick
...“slow poison” argument the author were able to relate to the readers own lives in many of the situations and show that slavery is bad for everyone and not just the slaves. The authors also include several instances of extreme cruelty and suffering which engages that readers emotions and get them thinking more about the treatment of slaves and abolition. With these two arguments being found throughout the three slave narratives it should be easy for any reader to see that slavery is wrong and join the abolitionists.
Themes are the fundamental and often universal ideas explored in a literary work. The story “Battle Royal” by Ralph Ellison displays a few specific themes through the story which are easy to depict. A few themes from this story are, first racism and finding his self identity, then the danger of fighting stereotype with stereotype, and last blindness. These themes play an important role in the story to better help the reader understand it.
Douglass's narrative is, on one surface, intended to show the barbarity and injustice of slavery. However, the underlying argument is that freedom is not simply attained through a physical escape from forced labor, but through a mental liberation from the attitude created by Southern slavery. The slaves of the South were psychologically oppressed by the slaveholders' disrespect for a slave’s family and for their education, as well as by the slaves' acceptance of their own subordination. Additionally, the slaveholders were trapped by a mentality that allowed them to justify behavior towards human beings that would normally not be acceptable. In this manner, both slaveholder and slave are corrupted by slavery.
Douglas is able to take his subject, his enslavement, and apply it to the bigger picture of slavery as a whole. Firstly, Douglas makes the reader hate his enslavement. Using words and phrases such as “cheated,” “deep sorrow,” “taking my liberty,” “evil,” “keep me ignorant,” “abuse,” and “discontent” when describing his enslavement, Douglas causes the reader to hate the system of slavery. All of these words contain negative connotations, helping the reader to arrive at Douglas’s desired opinion about slavery: it is absolutely wretched. The reader identifies with Douglas; they do not want anyone to keep them ignorant, take their liberty, or “abuse” them. These terms are all easy for the reader to view as negative, as the reader would not want them to happen to his or herself. In explaining the negative effects of slavery in terms that the reader understands, the reader finds an easy relation with Douglas. Douglas makes the reader see slavery as something that the reader hates not want by forcing him or her into his shoes. He shares this negative experience of his slavery, giving the reader cause to join him in his hate of it. Moreover, Douglas’s vile description of his experience with slavery was so strong that it leaves a lasting impression on the reader’s opinion of slavery, inasmuch as just the word itself insights disgust. This accomplishes creating Douglas’s desired theme of an
The theme of the novel focuses on the harm that is done when an individual is rejected by society for unconventional behavior. Non-conformists are type cast in a negative way and their individuality is devalued. James presents Daisy as the “free, spontaneous, independent, natural'; (Fogel p.3) American girl who is stereotyped as “disreputable'; (Fogel p.9) by the highly conventional Europeanized Americans she meets in Vevey and Rome. At the same time, James shows how Daisy’s “utter disregard for convention prevents her from successfully relating to others'; (Fogel p.9) and leads to her death when she disregards warnings not to go the Coliseum at night.
“Earth people will beat out any other intelligent life-form in any and all competitions” is a theme, but “good always beats evil” is one too. “Once upon a time . . . ” stories have themes too, except they are more one-dimensional. For example,... ...
From each unit we have studied we have focused on the theme of each text we read. Comparing all the texts we have read this semester all of them all have the underlying theme of Facing Reality. In Unit one we talked about Christopher Columbus and how he “discovered the Americas” and analyzed the constitution, in unit two we read the Shakespeare play The Tempest, and our last unit we concluded with the reading and analysis of the text The Crucible and the Salem Witch Trials. All these texts have the theme of facing reality.
The character in question is the conflicted Ophelia St. Clare, cousin of Augustine St. Clare who harbors the title character on his property until his death. Ophelia is the most interesting yet personally conflicted character in the entire novel. She is corrupted in her thoughts primarily because of her utter ignorance of owning a slave. Theoretically, she believes the owning and maltreatment of slaves is ultimately wrong. However, when in the presence of such a being, she is almost disgusted and even refuses to touch one. This corruption of the mind is not entirely her fault, though. Ophelia was raised in the North where all forms of slavery were prohibited at the time; she hears tales of slaves and their exploitation and feels sorry for them. But when confronted with bondservants on her cousin’s plantation in the South, her sympathy is hollow. Ophelia feels the need for black servants is merely customary. However, all these disheartened feelings gradually begin to disintegrate as Augustine places a small slave child, Topsy, in her care. Ophelia is not too thrilled when she has to be in contact with a slave all the time, but as said previously, her negative feelings fade away. Then, the major catalyst of Ophelia’s transformation occurs when her niece, Eva, dies
Although the political struggles in Antony and Cleopatra are often treated as backdrops to the supposedly more engaging love affair between the two title characters, these struggles permeate the entire play, and give the love story its heightened sense of importance and tragedy. The relationship between Antony and Cleopatra would not have attained its renown and immortality had they not had been extremely powerful and public figures. The conflict between public duty and personal desire is the underlying theme of the play, and how the characters respond to this conflict is what imbues the play with suspense and interest. This conflict is most clearly seen in Antony who is caught between his role as a triumvir of Rome and his love for the Egyptian Queen. By allowing his all-consuming passion to overwhelm his sense of responsibility, he loses his half of the empire to Octavian. Octavian, on the other hand, consistently places the interests of the state before his own. Although he is calculating, shrewd, and unscrupulous, all of his thoughts are devoted to the ruling of Rome; politics is his one interest, and power his only obsession. Cleopatra as ruler is often treated secondarily to Cleopatra as seductress and lover. While most of the obvious power struggle is between Antony and Octavian, one cannot ignore Cleopatra's involvement. Throughout the play, and particularly at the end, she demonstrates an acute political awareness as she does her utmost to secure what is best for Egypt. In a play with three powerful figures it is expected that political motivations be never far from the foreground or from the characters' minds.