The Historical Accuracy of Henry V
Henry V, written by William Shakespeare, is by far one of his more historically accurate plays. This play is the life of young King Henry V, who ascended to the throne after his father, Henry IV's death. These times were much different for England, as Henry V was a noble lord whom everyone loved, whereas angry factions haunted his father's reign. Shakespeare portrays a fairly accurate account of the historical Henry V, but certain parts are either inflated"deflated, or conflated to dramatize Henry V as a character suitable for a Renaissance audience.
The previous excerpt was provided so that the student could determine the focus of the essay. The complete essay begins below.
What's he that wishes so? My cousin Westmoreland? No, my fair cousin. 1f we are marked to die, we are enow to do our country loss; and if to live, the fewer men, the greater share of honor. God's will! I pray thee wish not one man more. By Jove, I am not covetous for gold, nor care I who doth feed upon my cost; it earns me not if men my garments wear; such outward things dwell not in my desires: but if it be a sin to covet honor, I am the most offending soul alive. No, faith, my coz, wish not a man from England. God's peace! I would not lose so great an honor as one man more methinks would share from me for the best hope I have. 0, do not wish one more! Rather proclaim it, Westmoreland, through my host, that he which hath no stomach to this fight, let him depart; his passport shall be made, and crowns for convoy put into his purse; we would not die in that man's company that fears his fellowship to die with us. This day is called the Feast of Crispian: he that outlives this day, and comes ...
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... version of Henry's court and Henry's camp, the dramatic effect constituted, in its way, a reasonably accurate depiction of Henry's achievement in England." (Pilkington 1-2) I believe that Shakespeare's Henry V contains more charm and less fanaticism than the true Henry V. Shakespeare has created a fairly accurate depiction of life in this time period, altering only what he saw fit for his own lifetime.
Bibliography
Hazlitt, William. "Characters of Shakespear's Plays." Henry U. Ed. John Russell Brown. New York: Penguin Books USA, 1988.
Henry V Page. Ace G. Pilkington. Dixie College. 1997
http://www.dixie.edu/academics/courses/shakespeare/henry5ess.htm
Henry V Page. O. Thompson. Virginia Tech. 1996
http://athena.english.vt.edu/~thompson/henrylit.html
Shakespeare, William. Henry V. New York: Penguin Books USA, 1988.
In the play Henry V written by Shakespeare. Henry was presented as the ideal Christian king. His mercy, wisdom, and other characteristics demonstrated the behavior of a Christian king. Yet at the same time he is shown to be man like any other. The way he behaves in his past is just like an ordinary man.
Henry V is not a simple one as it has many aspects. By looking into
The movie, Dead Poets Society truly captures the essence of the conformities that children are facing. The difference is letting the hourglass run out of time, or making the best of time, facing tough challenges along the way. Todd Anderson makes the best out of his time thanks to the teaching of Mr. Keating, his beloved English teacher. From a misunderstood adolescent to a courageous man, Todd shows his true colors and releases the inferior thoughts stirring up in his developing, young body. In the end, romanticism crushes idealism with power and envy, showing the eye-opening ways that a teacher can contribute to such a tightly wound academy such as Welton.
Dominic, C. Catherine. Shakespeare's Characters for Students. Detroit - New York -Toronto - London: Gale Research, 1997.
Cohen, Walter, J.E. Howard, K. Eisaman Maus. The Norton Shakespeare. Vol. 2 Stephen Greenblatt, General Editor. New York, London. 2008. ISBN 978-0-393-92991-1
The conflict arose in Dead Poets Society as Keating's philosophies about life were challenged. Keating's fellow teachers at the conservative Welton Academy did not agree with his non-conformist method of teaching. Keating's peers believed that the students were not emotionally equipped to incorporate into their own lives the kind of freedom and nonconformism that Keating was selling. These teachers do not want the students to be free thinkers, only stuffed with facts and forced ideas to become doctors and lawyers.
Clark, W. G. and Wright, W. Aldis , ed. The Complete Works of William Shakespeare. Vol. 1. New York: Nelson-Doubleday
“Seize the day boys, make your lives extraordinary” is the sentiment new teacher Mr. Keating leaves with his students after the first day of class at Welton Academy (Weir). Mr. Keating teaches in an unorthodox manner, evident on the first day of class when catching the boys off guard by calling the introduction of their poetry textbook “excrement,” and instructing the boys to rip that section out of their book (Weir). His unique style of teaching forces the boys, who face immense pressures from their parents to excel, to think on their own. Using this idea of living for today, a group of boys reestablish the Dead Poet’s Society, which Mr. Keating describes as “dedicated to sucking the marrow out of life” by reading verses of famous poetry (Weir). This live-for-today mentality
	Bill Beattie once said, "The aim of education should be to teach us how to think rather than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men." All too often, however, individual thoughts are crushed by the powerful weight of conformity. In the film Dead Poets Society, conformity exercises it’s influence and the results prove disastrous for some. For others, the effect of conformity compels them towards individual strength and the discovery of one’s true self.
When one thinks of Henry the eighth the first thing that comes up is fat, wife-killer, meat eater, old, mean and overall horrendous. But almost no one refers to him as misunderstood, manipulated or young man who was not meant to be King of England. This is how Suzannah Lipscomb portrays Henry VIII in her book, 1536: The Year that Changed Henry VIII, King Henry faces many tribulations in 1536 that shaped the rest of his reign; from his marriages, injuries, heirs, to his influence in the European spectrum.
Shakespeare’s Personality. Ed. Norman N. Holland, Sidney Homan, and Bernard J. Paris. Berkeley: University of California Press, 1989. 116. - 134.
How the Quotations and Poems Demonstrate the Main Themes or Ideas of the Film Dead Poet's Society
Mr. Keating’s unconventional classroom was focused on turning his students into people who thought for themselves and weren’t afraid of their own creativity. On the first day of class,
“Dead Poet Society” is a film in the late 1950s taking place in Vermont about a teenager who joins an exclusive private school of only boys. Neil enters Welton Academy and the first thing he gets is an orientation given by his principal Nolan. In the orientation the four pillars are introduced which are Tradition, Honor, Discipline, and Excellence. This pillars have to be followed since it's a prestigious school.
Since Keating was a Progressive, he provided a student-centered curriculum. A student-centered curriculum “focuses on the needs and attitudes of the individual students. Emphasizes self-expression and the student’s intrinsic motivation” (Ornstein, Levine, Gutek, Vocke, 2004, p. 522). Keating believed that learning is not about forcing routine packages of knowledge on them, but that it has more to do with triggering and inspiring the deepest feelings of his students. His purpose was to have his students think for themselves. Keating tells his students “Try never to think about anything the same way twice!” If you’re sure about something, force yourself to think about it another way.” Student-centered learning allows students the flexibility to learn anytime and anywhere, meaning that student learning can take place outside of the classroom. Keating really wanted to embrace this in his students. It is no coincidence that the Dead Poets Society cave in the woods is where most of the students’ engaging experiences occur, instead of at school in some classroom. According to Bramann, “Classrooms, schools, curricula, and disciplined instruction may be necessary for the education of the students and the maintenance of the life form into which humanity has evolved, but they are meaningless unless some deeper inspiration or vison will