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How to describe American literature after World War II
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Literary analysis
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Summary of A Separate Peace by John Knowles As the novel opens, Gene Forrester returns to Devon, the New Hampshire boarding school he attended during World War II. Gene has not seen Devon for 15 years, and so he notices the ways in which the school has changed since he was a student there. Strangely, the school seems newer, but perhaps, he thinks, the buildings are just better taken care of now that the war is over. Gene walks through the campus on a bleak, rainy November afternoon, revisiting the buildings and fields he remembers—and especially two places he recalls as “fearful sites.” At the First Academic Building, he enters the foyer to look closely at the white marble steps. Then he trudges across the playing fields to the river in search of a particular tree and finally recognizes it by its long limb over the water and the scars on its trunk. The tree, he thinks, is smaller than he remembers. The chapter section ends with Gene heading back to shelter through the rain. The second section opens during the summer of 1942 when Gene is 16. He is attending a special Summer Session at Devon, designed to speed up education to prepare the boys for the military draft in their senior year. Gene stands at the same tree with his best friend and roommate, Phineas (nicknamed Finny), and three other boys, Elwin Lepellier (Leper), Chet Douglass, and Bobby Zane. The tree seems enormous to Gene, but Finny suddenly decides to climb it and jump into the river, just like the Devon 17 year olds, who are training for military service. Finny jumps and dares Gene to follow. Against his better judgment, Gene climbs the tree and also jumps, but the three others refuse. . The shared danger of jumping brings Finny and Gene closer. While the rest of the boys hurry ahead at the sound of the bell for dinner, the roommates playfully wrestle until they are late for the meal. They slip into the dormitory, where they read their English assignments and play their radio (against school rules), until it is time for bed. Ch 2 The morning after the boys first jump from the tree, Mr. Prud’homme, a substitute Master for the summer, scolds Gene and Finny for missing dinner. Finny tells Mr. Prud’homme that they were late because they were jumping out of the tree to prepare for military service—a far-fetched excuse he weaves into a long, funny explanation. Finny’s friendly chatter c... ... middle of paper ... ...e he prefers. Gene explains that he is planning to join the Navy in order to avoid being drafted into the infantry, while Brinker, too, has made a careful choice, deciding on the relative safety of the Coast Guard. This disgusts Mr. Hadley, who urges them to think about how their military service will sound when they talk about it in the future. The safest choice may not be the wisest choice in the long run, he explains. Afterward, Brinker complains of his father’s hearty enthusiasm for war service, especially since the older generation will not face any risk in the war that Brinker insists they caused. Brinker’s thinking reminds Gene of Finny’s theory about the fake-war conspiracy of “fat old men.” But for himself, Gene decides that the war arose from something “ignorant” within humanity itself. As Gene empties his locker to leave Devon for military service, he thinks of Finny and their friendship, which still remains a vital part of his life. Later, from his adult perspective, Gene believes that his war actually ended before he ever entered military service. He sees now that he killed his “enemy” at Devon, while Finny, always unique, never saw anyone or anything as his enemy.
At the Devon School, the climate of war creates an even greater impedance in the way of Gene and Phineas’ development, as now both characters must attempt to understand death. For Gene at such a young age, death has never been a part of his life until Phineas dies. Phineas has always been fated to die, but Gene is not able to comprehend this until Finny falls down the marble stairs at the First Academy Building. On revisiting the marble stairs, Gene recognizes their “exceptional hardness” (Knowles 11). The hardness that Gene speaks of is representative of the hardness of coping with war and death during such a crucial developmental time. This imagery is utilized by Knowles in A Separate Peace to define that until Gene recognizes the incomprehensible nature of war and death, he will never escape the liminal state. By watching Phineas fall down the marble stairs, Gene is enlightened to the fact that war is real, death cannot be avoided, and both can never be
The development of the war occurs with the maturing of Gene and most of his fellow students. The negative diction associated with the war revealed how Gene feared and even hated just the idea of war. In the end, however, he realized his own involvement in the war included no real warfare. As the war continues, Gene gives up on childlike activities like games and instead joins the war efforts. Through the setting of the Devon School, Knowles shows how war can reach even the most sheltered places. War molds our youth and thus molds our
Gene's story is set in a boarding school called Devon during World War II and
In the beginning of the novel, Gene, is a clueless individual. He sees the worst in people and lets his evil side take over not only his mind but also his body. During the tree scene, Gene convinces himself that Finny isn’t his friend, tricking himself into thinking that Finny is a conniving foil that wants to sabotage his academic merit. Gene is furthermore deluded that every time Finny invites Gene somewhere it’s to keep him from studying and doing well. Finny has a reputation for being the the best athlete in school, and Gene attempts to counterbalance Finny’s power by being the best student. After a while of joining Finny’s activities, Gene thinks that Finny is intentionally trying to make him fail out of school. He starts to dislike Finny and his activities, and Gene starts interrupt...
In the early pages of the novel, Finny confesses that Gene is his best friend. This is considered a courageous act as the students at Devon rarely show any emotion. And rather than coming back with similar affection, Gene holds back and says nothing. Gene simply cannot handle the fact that Finny is so compassionate, so athletic, so ingenuitive, so perfect. As he put it, "Phineas could get away with anything." (p. 18) In order to protect himself from accepting Finny's compassion and risking emotional suffering, Gene creates a silent rivalry with Finny, and convinced himself that Finny is deliberately attempting to ruin his schoolwork. Gene decides he and Finny are jealous of each other, and reduces their friendship to cold trickery and hostility. Gene becomes disgusted with himself after weeks of the silent rivalry. He finally discovers the truth, that Finny only wants the best for Gene, and had no hidden evil intentions. This creates a conflict for Gene as he is not able to deal with Finny's purity and his own dark emotions. On this very day Finny wants to jump off of the tree branch into the Devon river at the same time as Gene, a "double jump" (p. 51), he says, as a way of bonding. It was this decision, caused by Finny's affection for Gene and outgoing ways that resulted in drastic change for the rest of his life.
Throughout A Separate Peace, John Knowles uses semiotic codes to express an adolescent’s transition into adulthood in a time of conflict and war. Barthes writes, “Ideological imperatives express themselves through a multiplicity of codes which ‘invade’ the text in the form of key signifiers. Each of these signifiers represents a digression outside of the text to an established body of knowledge which it connotes; each one functions as an abbreviated version of the entire system (code) of which it is a part,” (Semiotics, 31). These semiotic codes are often looked at as social enigmas that relate to the rules and ideologies developed by the culture of the time period, in this case at Devon Prep School in New Hampshire in 1942-43 during World War II. Codes are where semiotics, cultural values, and social structures mesh. The ideals and challenges of war parallel the friendship between the two main characters, Gene and Finny, and particularly relate to Gene’s obsession with competition and envy of his best friend and enemy. These codes impose ideological imperatives that translate from Gene and Finny’s friendship to the larger picture; they connote the loss of innocence and transformation into adulthood, and ultimately define the dominant values of the time period’s culture, as well as the overall meaning of Knowles’ text. Through the use
Along with their friends, Gene and Finny play games and joke about the war instead of taking it seriously and preparing for it. Finny organizes the Winter Carnival, invents the game of Blitz Ball, and encourages his friends to have a snowball fight. When Gene looks back on that day of the Winter Carnival, he says, "---it was this liberation we had torn from the gray encroachments of 1943, the escape we had concocted, this afternoon of momentary, illusory, special and separate peace" (Knowles, 832). As he watches the snowball fight, Gene thinks to himself, "There they all were now, the cream of the school, the lights and leaders of the senior class, with their high IQs and expensive shoes, as Brinker had said, pasting each other with snowballs"(843). Another of the principal themes in this novel is the theme of maturity.
“Holding firmly to the trunk, I took a step toward him, and then my knees bent and I jounced the limb. Finny, his balance gone, swung his head around to look at me for an instant with extreme interest, and then he tumbled sideways, broke through the little branches below and hit the bank with a sickening, unnatural thud, It was the first clumsy physical action I had ever seen him make. With unthinking sureness I moved out on the limb and jumped into the river, every trace of my fear forgotten.” (Knowles 59-60). Gene Forrester, one of the main characters in John Knowles' novel A Separate Peace, describes his best friend Phineas' fall from a “tremendous tree, an irate steely black steeple beside a river,”(Knowles 6) at their all boys boarding school, Devon. Gene is an introverted young boy who is very academically gifted. Finny, however, is an extremely extroverted childish young boy who is very athleticaly gifted. Finny's fall eventually leads to terrible things, such as death and guilt. Throughout the novel Knowles uses Phineas' fall from the tree to symbolize his loss of innocence, to show Gene's guilt, and to develop Phinea's death.
Drugs have influenced daily life and society since the day of their discovery centuries ago. Their impact ranges from medical to industrial, to recreational to political, and to criminal. Drugs can not only influence the individual, but even cities or countries as whole. A prime example of the power of drugs is the establishment and occupation of the drug cartels in Mexico. Not only have the effects of these cartels infamously changed Mexico, but they have traveled to the United States (US), and change continues to be exchanged between the two. The following report attempts to answer the question, what are the Mexican drug cartels, and how are the United States and Mexico effected by them? A brief history and introduction of Mexican drug cartels
Standardized tests have been a controversial issue regarding whether they are helping or hurting students and their academics. People that are for standardized testing argue that the tests are fair because all students nationwide are learning and being tested on the same thing. Bruno, Kemmerling, and others agree that these tests are beneficial to schools, students, and teachers. Others who are against standardized testing disagree because teachers are only teaching to the test. Littky, Caines, and Hanford see the negative aspects of standardized testing and want to change how people perceive it. Both sides of the issue have a credible argument.
Much too often in America today, modern music and art programs in schools are perceived to many as extracurricular activities rather than important subjects that are vital to a students learning and skill development. The truth of the matter is that encouraging music and art education in public schools has a much larger impact on student’s grades, academic performance, and the economy than the majority people realize. Within the next year city school budgets will be dropping by twenty five percent, and despite the fact that music and art programs have been showing a dramatic contribution to student’s learning, this substantial drop in funding for the programs will lead to no dedicated money for art or music programs (Mezzacappa). There is no doubt that a cut in funding for art programs will take a huge toll on students overall grades and test scores. Research has found that the studying of music and art facilitates learning in other subjects and enhances children’s skills in other areas (Brown). Furthermore, providing students with a creative outlet can do great justice in reducing the stress from many other classes and even offer insight for students in possible career paths involving the art field. The art industry today currently supports 4.1 million full-time jobs (Dorfman). By increasing the funding of music and art programs for students preschool through twelfth grade we can see a dramatic increase in the education of children across the United States, assist with skill development in young students, and greatly benefit the economy at the same time.
Standardized testing is not an effective way to test the skills and abilities of today’s students. Standardized tests do not reveal what a student actually understands and learns, but instead only prove how well a student can do on a generic test. Schools have an obligation to prepare students for life, and with the power standardized tests have today, students are being cheated out of a proper, valuable education and forced to prepare and improve their test skills. Too much time, energy, and pressure to succeed are being devoted to standardized tests. Standardized testing, as it is being used presently, is a flawed way of testing the skills of today’s students.
“Every student in the nation should have an education in the arts.” This is the opening statement of “The Value and Quality of Arts Education: A Statement of Principles,” a document from the nation’s ten most important educational organizations. The basic message is that music and art programs in the schools help our kids and communities in real and substantial ways. There is an abundant amount of facts and information that supports this statement. The benefits of arts education can be narrowed down into 4 basic categories: success in developing intelligence, success in ...
Art and its education are crucial in the development of young children. Therefore, it is of the upmost importance to ensure that our young children are being taught about art and its education in order for them to be successful contributing members of society. June Vail, a professor of dance at Bowdoin College explains, “The arts bring energy and creativity, a kind of learning that can only enhance every other kind of learning. (Vail).” She continues by saying that, “The enterprise of a liberal arts education is integrative, to educate students to be creative and flexible, to harness their energy in a different way (Vail).” Art begins to lay the foundation of success early for young children by developing their motor skills through paining with a paintbrush and drawing with crayons. Furthermore, it also helps promote language development by learning new shapes, colors, and allows them to describe their artistic creation. Lastly, it also helps children improve academically. A report that was done by the Americans for the Arts demonstrates that young people who participated regularly in the arts are four times more likely to be recognized for academic achievement, participate in a math or science fair, or win an award for writing an essay as opposed to students who do not participate in the arts (PBS). As a result of this, it is imperative to ensure that adolescent children of today begin
In the novel one of the main characters, Jimmy, has a father who worked for an organization known as "OrganInc Farms"; he was a ‘genographer’. After his years there, he was recruited for a project known as "Pigoon Projects", where he worked with "transplant experts" and "microbiologists" who focused on splicing DNA and diseases (Oryx and Crake, page 22). The purpose of these projects was to begin the growth process and effectively grow "an assortment of foolproof human-tissue organs in a transgenic knock-out...