Commentary on Testing the Reality Essay Example for Free

Commentary on Testing the Reality Essay This short but powerfully descriptive poem tells the story of a young man who comes to discover just how fragile the boundary between life and death really is. Written in the form of a dramatic lyric, the poem highlights the moment of revelation and reflection as the man realizes his mother hadnt died; instead she had moved on to another place. The themes of death and abandonment are clearly depicted by the poet through the use of tone, setting, rhythm, symbolism, hyperbole, alliteration and time. Through all these methods, the poet builds a sense of sorrow and feeling of utter reliance the narrator has upon his mother. It emphasizes the mans lifelong journey, from a young child learning to count to a fully grown man mourning the death of his 70-year-old mother. As he grows in body and matures in mind, he fills his head with knowledge and pushes at the boundaries of his world, testing it. The name Testing the Reality arises because the son has to face the reality of life, and the deaths that occur in life. The poem takes place in a church, in a funeral set-up, with flocking birds in the sky. We understand this because of the phrase so crammed church roof and belfry. I can comprehend that it is a funeral because the poet relates the hibernation of the birds to a 70 year old woman. The writer also illustrates a picture of a myriad of birds as he writes There must have been 10,000 there or more. Even though he feels immense loneliness and sadness after the passing on of his mother, he is not yet ready to follow her, and must remain in reality, hence he is the last soul still unhatched. The poem begins in the first person as the poet describes his experiences as a boy. We learn that his mother taught him to count to a ragged 20 but no higher. When he was still a boy, the sheer number of birds perching on the belfry exceeded his counting abilities, cramming church roof and belfry, cross and spire. At this later stage in his life, however, it is not due to his counting skills that he cannot count but due to the sheer immeasurable quantity and their uncontrollable, free nature, unable to be caged or catalogued. Their numbers were so great that their final taking off blacked Beestons sky. These birds feature throughout the poem, creating a sense of activity and movement and dramatic symbolism. Here, the black sky symbolises the unfortunate and sad mood. While the flocking birds represent what the man is looking at and his memories of them as a boy, they also have a metaphorical meaning, symbolizing the life and death of his mother. The crossroad of reality and imagery appears in line six with the following alliteration: picketed piercingly the passing of each day. The power of the repeated P sound reflects the sound of the birds cries. In the poets mind, each bird also represents a single day in the life of his mother. In fact, as the second stanza progresses, the birds only exist to measure the accumulated days in the life of the mans mother. Her attraction towards the birds is completed when they suddenly depart, taking her life with them. The shock of the mothers death is so deep that the first person used throughout the first two stanzas is obliterated and transformed into the third person in the last stanza, the man suddenly being referred to as her son. The third stanza also dramatizes the metaphorical blend of his mother and the birds. Death becomes the wings of night, her life becomes the flocking days. Her departure from the earth is an effusion, a release, of all her physical experiences which are soaring away. So significant was she to her son that her departing life blocked the light. In the final line the son becomes an unhatched egg/soul left behind in the clutch or the nest. Having come to associate the birds with his mother, his memories of her are immediately summoned whenever he sees them. She may be dead but she lives on in his memories of the birds. At first they shrilly hailed the first new light they saw, greeting the new day in what initially seems to be an irritating way because they are portrayed as having loud, high-pitched cries that are not particularly pleasant to the ears. However, after his mother dies, and they leave too, he comes to see them in a different light, after they soared away. His opinion of them has now changed and he sees them as graceful and elegant creatures. This imagery also successfully implies life after death, and the setting of the poem becomes important when looked at in this light. A church is a place of peaceful meditation, praying and holiness, a place where the boundaries between the physical and the spiritual, the barriers between life and death, merge. For these reasons it becomes the nest that hatches souls into the heavens. Even though the birds, and the mans mother with them, fly beyond all sight, hearing, taste, smell, touch they do not fly beyond love or memories, instead leaving a path for the man to follow when it is his turn to be hatched. The lesson the mother taught her son began with counting, but ended with a realization of life after death and the possibility of living, in spirit, for infinity.

Class Distinctions in World War I :: British History

Class Distinctions in World War I Pat Barker's novel Regeneration explores the effects that World War I has on the human condition and more specifically on the condition of the British people. One particular area of exploration is the detrimental presence of class distinctions within the ranks of the British military. This issue of class distinction is addressed specifically on pages 66 and 67 of the novel through a conversation between Billy Prior and Dr. Rivers. The characters' discussion reinforces Barker's theme of the injustices of these class distinctions and the harm they produce on the war front. Class distinctions were only too apparent within Britain's military entities. The Army "structured itself around class" and "in many ways . . . recreated the British class system in miniature: aristocratic generals, middle-class officers, and a working class rank and file" (Robb 84). This structure reinforced on the war front the class distinctions of the home front, and the "long-standing prejudices of the British class system ensured that enlisted men were treated almost like children." Some soldiers played the role of servant and waited on officers of high class who enjoyed luxuries unheard of to those existing in the grime of the trenches (Robb 85). In spite of the large gaps between fellow fighting men as a result of cross over social practices and of class structure within the ranks, the progression of the war caused some class boundaries to begin blurring as a need for more officers arose. The Army's initial officer class of 15, 000 men was expanded with the addition of 235, 000 individuals over the course of the war. The either permanent or temporary commissioning of these individuals gave them the title of "temporary gentlemen" ("Service"). This label of "temporary gentleman" applies to Prior in Barker's story, given his rank of Second Lieutenant. His lower class birth and provisional status place Prior in ridicule's way. During a therapy session with Rivers, Prior is asked how he "fit in" with those on the war front. In response to this question his "face shut[s] tight," and Prior asks, in order to clarify, "You mean, did I encounter any snobbery?" Prior answers his own question in the affirmative and informs Rivers that "it's made perfectly clear" who is immediately accepted at the front and who is not. He cites certain status enhancements such as having attended "the right school" or wearing shirts of "the right colour[,] [w]hich is a deep shade of khaki.

River Valley Civilizations

Approximately 5000 years ago the first complex, politically centralized civilizations began to form independently along numerous river valleys throughout parts of Asia and Africa. These civilizations were the building blocks for organization of human economic, political, religious, and social practices. Although the cultures of both Ancient Egypt and Shang China River Valley Civilizations share geographic, religious, and political similarities, the cultures are vastly different when social characteristics and economic trade are taken into consideration. Both Ancient Egypt and Shang China both developed closely to major rivers. The Ancient Egyptian River Valley Civilization was located along the Nile River which helped to provide a reliable source of water for farming. The Nile River current runs north-allowing movement along the river, and the winds blow from the north allowing sailing vessels to travel against the current. It was easy to travel and interact along the Nile. When the Nile would flood, it would naturally fertilize the surround soil with nutrient deposits that gathered within the river. The same thing would occur with the Yellow and Yangzi Rivers, which were located near the Shang China civilization. This is why both civilizations flourished when it came to crop production. Near the Yangzi River, however, people had to work harder at flood control and irrigation. It is said that perhaps this stimulated a greater effort at organization. Both Ancient Egypt and Shang China were both ruled by kings, too. In Ancient Egypt, they believed that the pharaoh had all the power and influence over his people. He was considered to be divine, stood above the priests, and was the only individual who had direct contact with the gods. This is similar to how the emperor was looked at in Shang China, where he was seen as a chief priest, and he had an administrative bureaucracy, with councilors, lesser priests and diviners. Emperors and aristocrats had splendid homes with walls of pounded earth or earthen bricks while common people continued to live in their pit homes of earlier times much like how the Ancient Egyptian pharaohs were built high class pyramid tombs after they became diseased. In both civilizations, the king figure was highly important and very much valued. They were often showered with gifts. However, unlike Ancient Egypt, women had no rights in Shang China. Women held many of the same rights as the men in Egypt. Women were allowed to own their own land and to share equal property with their husband once they married. On the other hand, in Shang China, the oldest member of the family controlled the family’s property and made the important decisions. Women were inferior expected to obey fathers, husbands and then later their sons. Each women may have had between 13 and 16 marriages arranged marriages without any ability to protest it, and only by bearing sons could she improve her status. Shang China used items such as wheat, mullet, and silk, for trade, where metals were more common for trade in Ancient Egypt. The Silk Road was used to open trade between Ancient China and Rome. People in China were the first to master the development of silk and they did so by raising silk worms and then collecting the silky web that they formed. They then weaved the web together to form a more substantial material. Wheat and mullet were also common edible items used for trade in Shang China because they had suitable temperate weather along with forested land. Using metals in trade was important for Ancient Egyptians because it was plentiful and could be made into an assortment of items from weapons to tools. Egyptians did not harvest the same type of grains as those in Shang China because they had too much of a dry climate that did not allow crops such as those to thrive.

Rousseau s Views On Private Property - 2452 Words

Henri Aleksi Vanhanen Midterm Exam 11.6.2015 PART A 1. The quote was made by Jean-Jacques Rousseau (1712-1778) in his creation â€Å"On Social Contract (1762)† (Rousseau, Social Contract, 4). Rousseau’s discourse on private property can be understood as a response to John Locke’s theories regarding property – and especially to Locke’s labor theory and the government’s role in it (assumption based on the similarity of their discourse). According to Locke’s labor theory, a man’s labor defines his right to own something (Locke, Second Treatise Government, 16) and that one of the government’s top priorities is to guarantee inheritance of private property for those who have and own something (Locke, Second Treatise Government, 37). The theory also contains the aspect that one can own something if he improves it (Locke, Second Treatise Government, 15). In the concept of the society and government’s duties Locke and Rousseau have different ideas. Locke states that the most important social contract is made between the people and that the government should not impose its grip upon things that the people are capable of solving together themselves (Locke, Second Treatise Government, 4). For Rousseau the state of nature is not a constant state of war (Rousseau, Social Contract, 4). This explains why Rousseau says that war cannot arise from personal relations. Rousseau’s basic idea behind the quote is to state that the civilization’s creation and idea of private property and division ofShow MoreRelatedRousseau, Mill, And Constant Articulated By Unpacking Essay1663 Words   |  7 Pagesdistinctively different. Rousseau, Mill, and Constant exhibit a very different view of the modernizing society. This paper seeks to point out the distinct visions of liberty that Rousseau, Mill, and Constant articulated by unpacking th e central premises of each argument, pitting them against each other through comparing and contrasting. 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