The Life of Helen Keller

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The Life of Helen Keller

On June 7, 1880, in Tuscumbia, Alabama, Helen Adams Keller was born into this world. Arthur Henley Keller and Kate Adams Keller were her parents, proud as any parent of their newborn child. Kate was about 0 years younger than Arthur, though they loved each other dearly and maintained a healthy caring relationship. Arthur had served for the Confederacy in the Civil War of America. They lived in a house passed down through generations in their family, and being not too wealthy, they lived a modest and honest life.

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Helen fell ill at nineteen months old, in 188. She was expected to die by the local doctors, not even knowing the name of her ailment. Her illness subsided and she seemed to be fully well again. This thought was soon changed when she didnt seem to be able to hear or see. This left Helen terrorizing the household, breaking things, and having temper tantrums. Her family began to have trouble dealing with her. The Kellers becoming desperate, could not deal with Helen. Thus, they consulted many doctors and specialists. Their research and inquiries led them to Alexander Graham Bell, and finally to the director of the Perkins Institution and Massachusetts Asylum for the Blind, Micheal Anagnos. He suggested a former student of the institution, a woman named Anne Sullivan.

This woman came to the house March , 1887, to meet Helen. Having much trouble with Helens temper and manners, Anne was having a hard time teaching her. Though this she did by finger spelling out words and Helen felt the shapes and motions made by her hand and fingers. Helen did not quite understand the meaning of this. Anne knew that she had to form a bond between them for Helen to learn anything. So together, they moved out to a small cottage on the property by themselves. This meant Helen had to rely on Anne for everything she needed and wanted. Anne punished her when she did wrong by not talking to her with her hands. Slowly her manners and temper began to improve. She stopped fighting and eating off of other peoples plates with her hands. She started to trust and love Anne as she got to know her. Helen also began to show signs of understanding the finger spelled words. Differences between public and private schools result in unnecessary changes in the child's psyche.

One day, walking out to get some water from the pump together, Anne put Helens hand under the running water and spelled water into the other. This immediately gave Helen her understanding of language back and she had finally understood. Helen made Ann tell her the names of many things on the way back to the house and had soon learned a total of thirty new words.

From that day on, Helen absorbed knowledge from Ann like a sponge. She understood everything Anne was teaching her. Helen learned to read and write Braille. This was more of an improvement than anyone near her had ever expected, including Anne. Later, living at the Perkins Institute, she was able to understand when people spoke by feeling their throat and lips. Helen wanted to be able to speak. This was attempted by Mary Swift, but proved to be in vain because Helens vocal cords had never developed enough to allow her to speak.

In October of 161, Helen began to suffer extreme strokes. Before dying in her sleep on June 1, 168, Helen was awarded the Presidential Medal of Freedom by President Lyndon Johnson. Later, she won a place in the Womens Hall of Fame.

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University education should not be free

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The cost of gaining a tertiary education within Australian society is a complex and sensitive issue that can not be dealt with lightly. There are many influential factors that affect the cost of attending university. With the increasing numbers of students wishing to obtain a degree in their chosen area of study, it would seem only natural that the supply and demand factor would result in an increase in fees. These fees, however, can be a source of deterrence for potential students who are at a socio-economic disadvantage. There are several tending solutions that the Government and the society under it has implemented in order to prevent such deterrence from occurring. As to whether these aids are beneficial to the continuance of further educational practices is up to the individual.

There is much debate as to whether tertiary education should be paid for by the individual. Over the last ten to twenty years there has been an increase in the number of individuals attending universities within Australia. The total enrolment numbers have almost doubled between the period of 18 and 14. This may be due to the perceived benefits of holding a diploma or certificate in a particular field. Many employers in the community need personnel who are trained in particular areas of expertise. This incorporates a strengthened and highly productive skills base into the workforce.

Many potential students consider enrolment into a university as a means to expand their professional knowledge. In a society where qualifications are essential in many professions, a certificate held in a chosen trade is indispensable. One can move upwards in their particular occupation by promotion to a more skilled position; alternatively, one can choose to change their career path completely. In either circumstance, such qualifications are essential to enter such practices as law, teaching and psychology. These practices are, of course, only a minor fraction of the jobs requiring qualifications.

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These jobs can offer the individual improved employability and status; furthermore, the elevated socio-economic position within society is an advantage. University is often considered to offer the superior standard of education, allowing the successful development of future prospects. By committing to the study of a tertiary degree, one is investing significantly in their own future. Some would argue that the introduction of fees would ensure the commitment and dedication to one's course; the individual would have an increased level of obligation and responsibility.

Fees, however, can often hinder one's decision to attend university. In 187, universities introduced an up front fee; no longer would they offer free tuition . These fees would represent 6% of university revenue. Although these fees may be necessary for the survival of tertiary establishments, they can often affect the student despite their abilities, potentialities and desires to further their education. Many are often discouraged by the cost involved with attending a university. These costs inhibit many from reaching their potential. Those from a low socio-economic background would face difficulty in satisfying these payments. Numerous groups in society are already disadvantaged in terms of their ability to access and participate in higher learning.

In 18 the government introduced an alternative measure to cover the costs of a degree; however, this system would only represent approximately a quarter of the actual cost of obtaining the degree. This systematic change is identified as HECS the Higher Education Contribution Scheme. This scheme is justified by the government as it is dubbed a fair and equitable way to ensure that students in tertiary institutions contribute to the costs of their education. It is argued that students who benefit directly from their education should pay part of the cost of their studies. Although this measure is successful in ensuring that students aren't prevented from participating if they can not cover the immediate costs, they are still faced with the burden of loan repayments when they graduate.

The HECS policy is charged on a semestral basis. The scheme offers two alternatives, the first being the option to pay the fees up front. This option allows the financially stable student to pay the debt immediately; in turn, the student receives a 5% discount. This is inarguably a disadvantage to those students who are unable to independently cover the outstanding sum. In the case of the less financially fortunate, the remaining students are left with the second option of deferring the payment until they can repay it under the minimum threshold of $4 65. This suggestibly prevents anyone from going to university by means of poverty. Theoretically university should be affordable and accessible to all Australian citizens.

University involves many other costs in conjunction with the HECS payment. Scores of students are often unaware of the financial difficulties they may face when they enter their institution. Costs such as food, housing/accommodation, clothing and transport means are of great concern. It is often the case that students must leave the security of their home environment and enter an emotionally and financially unstable setting. It is often difficult for the individual to find accommodation in an area relatively close to the location of their institution. The lack of financial independence and limited income is a definite hindrance. The time taken to complete the degree chosen delays one's entry into the workforce. Moreover, there is no guarantee of job opportunities when the student graduates.

It is not unusual for a student to sell his/her assets in order to raise funds for university. Unless the student has a sufficient accumulation of savings, it is often necessary for one to take means of action such as this. Countless numbers of students have no source of financial support as they are reluctant to ask family, friends and Social Security. The government provides Youth Allowance and the like to financially disadvantaged and independent students. The rise in enrolment levels, however, means that there is a decline in support from government resources for each individual. Furthermore, the federal government has planned to cut expenditure and funding of higher education. This poses a great threat on potential students.

High school students often plan to undertake further education upon the completion of their Higher School Certificate. The attitudes taken towards university support the argument that tertiary education is of great benefit to the community; plus, it offers the opportunity to improve job prospects. There tends to be a favourable promotion of universities within schools as there is a higher status associated with these institutions. Students have the opportunity to fulfil dreams of becoming respected professionals within society. There are, however, many grounds for discouragement. Universities are becoming very competitive, and with the prospect of cutting educational funding, students are often pushed towards other forms of education or training.

Rob Miller, Education should be free Increase funding now!, www.greenleft.org.au/back/15/176/176p4.htm

Funding Higher Education Performance and Diversity, Paul W. miller, Jonathon J. Pincus, Published by the Department of Education, Training and Youth Affairs, December 17, 7/1

Mike Baker, BBC education correspondent, Wizard student fees lessons from Oz, Friday, November, 00, 1657 GMT, www.news.bbc.co.uk/1/hi/education/features/mike_baker/50747.stm

HECS, Higher Education Contribution Scheme Booklet, Information 00,Commonwealth Department of Education Science & Training, Commonwealth of Australia 00

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Dickinson

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Dickinson's Use of Figurative Language

Emily Dickinson used many different types of figurative language in her poems. Figurative language are words used apart from their ordinary literal meaning in such a way to add freshness, conciseness, and vitality to a piece of writing. Emily Dickinson adds bold images and feelings to her writing with such language. Dickinson's most widely used types of figurative language are similes, metaphors, and personification.

First of all, a simile is a comparison of two things, basically unlike things, that have something in common. Similes use like or as. Many examples of similes are in the poem, "I Heard a Fly Buzz When I Died." The speaker compares the stillness of the room where she lay dead to the stillness of the air between the heaves of a storm. With such a simile, she helps us to understand the way the room felt. She brings us into the poem. In addition, one of the similes used in the poem "I Like to See It Lap the Miles" is "neigh like Boanerges." Boanerges is a loud preacher or orator. By comparing the train to a loud preacher, you can hear the sound of the loud whistling.

A metaphor is a figure of speech involving an implied or stated comparison. An extended metaphor is a comparison that is developed throughout an entire work or great part of it. In the poem, "I Like to See It Lap the Miles," an extended metaphor is used. The "It" is a train. However, this is never stated in the poem. Emily gives us clues throughout the poem to help us come to this conclusion ourselves. For example, the speaker watches it "stop to feed itself at Tanks…then chase itself down Hill" and stop "at its own stable door." The train fills at the tanks with cargo and coal. When trains are traveling down hills, they seem to be chasing themselves. The stable is the station. The poem "A Narrow Fellow in the Grass" also contains an extended metaphor. The "narrow fellow" is actually a snake. This narrow fellow "occasionally rides" and when he is traveling "the Grass divides as with a Comb."

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The third type of figurative language used by Dickinson is personification. Personification is a figure of speech in which life or human characteristics are attributed to an animal, object, or concept. Dickinson uses this literary technique throughout her poems. The poem, "There's a Certain Slant of Light," contains many examples of personification. For instance, in the last stanza, the "Landscape listens" and "shadows-hold their breath." A landscape really cannot listen as humans do, just as a shadow cannot hold its breath. The use of personification in poems and other literary works helps make the poem come alive. What other words could have the same effect as "landscape listens?"

In conclusion, Emily Dickinson used many different types of figurative language in her poems. The three most often used are simile, metaphor, and personification. With the use of such figurative language, Emily Dickinson creates bold images and feelings in her writing. Without her talented use of words, her poems would not have the same effects.

Please note that this sample paper on Dickinson is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Dickinson, we are here to assist you. Your persuasive essay on Dickinson will be written from scratch, so you do not have to worry about its originality.

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Benjamin Franklin

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Exemplify how, when a man off a boat loses (or nearly loses) his life, that event is interpreted differently, but in ways consistent with their eras ideology, by Captain John Smith, William Bradford, and Ben Franklin.

Captain John Smith was a southern planter/colonial writer. He did not believe as much in the will of God and the whole belief that everything happened according to the Lord.

William Bradford on the other hand, described two different incidents with men overboard. One incident was with a mean and nasty sailor. The pilgrims were sick and hungry and the sailor did nothing but be mean to the people aboard the ship. Finally he died and was basically thrown overboard. That shows that God did not deem him worthy of life. His next example was of a pilgrim who fell overboard in a sea storm. He was somehow able to get back onto the ship and he became a Puritan after that, believing strongly in God and holding God as the reason he survived.

Finally, Ben Franklin wanted moral perfection. A man fell overboard because he was drunk and Franklin saved him because morally, thats the right thing to do.

4. Read the following excerpt from a letter written by the famous Eighteenth century American naturalist and scientist William Bartrum. Then, explain the ways in which this letter is typically neoclassic.

You query which of the tribes of Indians I have visited are the most polished in their religion, in their manners, in their language, and in their government. If adopting the manners and imitating the customs of the white people is to be termed as civilization, perhaps the Cherokees have made the greatest advance.

But I presume, if we are to form and establish our judgments from the opinions and rules laid down by the greatest doctors of morality, philosophers, and divines, either of the ancients or moderns, the Muscogulges must have approbation and engage our esteem.

Their religion is, perhaps, as pure as that which was in the beginning revealed to the first families of mankind. They have no notion or conception of any other God but the Great Spirit on high, the giver and taker away of the breath of life; which is as much as to say that eternal Supreme Being who created and governs the universe. They worship none else.

They pay a kind of homage to the sun, moon, and planets, as the mediators of ministers of the Great Spirit in dispensing His attributes for their comfort and well-being in this life. They have some religious rites and forms, which are managed by their priests or doctors, who have made the people believe, by their cunning and craft, that they have a supernatural spiritual communication with invisible spirits of good or evil, and that they have the power of good and evil. They make the people believe that, by conjuring, they can bring rain, fine weather, heat, cooling breezes, bring on or curse sickness, etc....

This letter is typically Neoclassic for several reasons. First of all, Bartrum confirms what he is saying out of experience. He looks to the Lord for truth on the subject matter hes writing about and he does not believe that what he believes is in fact the absolute truth. Religion is very important. He looks for consensus among authorities such as the greatest doctors of morality, philosophers, and divines especially those of ancient times. Secondly, Bartrum sees their religion as pure. He acknowledges their belief in the Great Spirit on high. He sees the fact that the Cherokee people believe in one God and that good is rewarded as evil in punished. Bartrum wrote this letter thinking like a Neoclassic, believing in the God above, seeing the Cherokee people living in a pure religion and he contrasted this religion to that of the very earliest times, the purest of all religions.

5. Contrast Benjamin Franklins approach to Moral Perfection in his Autobiography with your own approach to bad habits in your life.

Benjamin Franklin hoped to reach moral perfection in his eyes as well as in the Lords eyes. He knew that he could not rely on his own sense of reason and therefore chose to rely on ancient philosophers. He thought of all the things he wished to become or do without and made a list. Then he went about working on each one separately until he no longer had to think about it. To approach my bad habits in life, it would be more than just moral perfection. I believe that no one can be perfect in the eyes of God so I strive to try harder to do the right things than to look perfect all the time or act in a certain way.

7. The Neoclassicists believed that a perfect God could create only a perfect world which was governed by perfect natural laws. How did this belief in the natural laws governing man influence

(a) Michel-Gullaume Jean de Crevecoeurs explanation of why Americans love their country more than their fatherlands;

(b) Thomas Paines reasoning in the Crisis, No. 1 and

(c) Thomas Jeffersons reasoning in The Declaration of Independence.

(a) Michel-Gullaume Jean de Crevecoeurs explanation of why Americans love their country more than their fatherlands comes directly from the belief in natural laws. In the countries in which the Americans had come from, they were persecuted because of their beliefs, actions, or way they lived their lives. Now, in the New World, people felt they should be able to worship their God and believe in whatever they wanted to believe in. Crevecoeur explained that Americans love their new country more than their father lands for the basic reason that their new country offered more freedom and laws that were fair.

(b) Thomas Paines the Crisis, No. 1 spoke of freedom and its cost. In his nonfiction writing, he explains that God is still in control and he said that God will side with the Americans in the war against Britain for freedom because the Americans do well in their new world and are being persecuted anyway. Paine believes that a reaction to a threat on Americas natural laws is okay and that fighting back is the only just part about war.

(c) Thomas Jefferson believed heavily in the natural laws and the rights that the Americans should be entitled to. In his Declaration of Independence Jefferson spoke of the Americans God given right to happiness (soon). He said that if the British government did not grant them Gods items (rights), then they had the right to rebel. His declaration included a series of complaints again King George and how he had abused the Americans natural laws/rights.

Extra Credit

A. The neoclassicists held a basic distrust of the opinions of just one person, a few persons, even a minority. Briefly explain

(a) how Benjamin Franklins comments on Eating Fish in his Autobiography show this distrust and

(b) how this belief might have enhanced the persuasiveness of Thomas Paines attack on the opinion of the Amboy tavern owner in the Crisis, No. 1.

a. Benjamin Franklin

b. Thomas Paines the Crisis, No. 1 suggested the ideas of a basic neoclassic. The Amboy owner is a Tory and Paine believes that he should care more about America and be less loyal to Britain, the country causing all the problems in the New World.

B. Very briefly describe the frontiersman as Michel-Guillaume Jean de Crevecouer describes him.

Michel-Guillaume Jean de Crevecouer describes the frontiersman as wild and lawless. He describes them as having experienced misfortune and now looking for a new beginning in the northern woods. Frontiersmen are lazy, greedy, and in debt. They have no government and they live off wild animals. He explains, however, that in 10-1 years they will become more civilized.

C. What common notion about America was originated by J. Hector St. John de Crevecoeur?

He expressed the notion that no matter where each American came from and no matter what his beliefs were or where he resided in the new world, each man (and woman) loved their country dearly. He developed the theory that America was a great melting pot, a blend of nations. He explained the coming of the people to America as a scientific experience; that people came to the New World leaving behind prejudices and customs to begin with new laws and a new government.

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On having an inferiority complex

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On having an inferiority complex

Ever since the dawn of time, there has been a gender divide between males and females, both in nature and in nurture, which has consequently lead to the imposing of the matriarchate or of the patriarchate, depending upon the social background dominating each and every era. Nowadays, thousands of years after the era of matriarchate, in this speed-century, there appears that the status of women in society is constantly evolving, offering them the chance to reinstall their domination, in the males' damage.

To begin with, this amazing climbing on the social ladder has brought women the opportunity of equalizing the "man power", and with the risk of sounding far-fetched, that of provoking men that terrible "complex of inferiority" with a view to depriving them of their tyrannical power. This type of inferiority may easily turn out into a resignation-like attitude in front of the wife who must receive all the credits for holding a family together. The psychological implications of this complex of inferiority are prone to determine men to making dismal efforts to reassure themselves of their "macho qualities" and of their superiority when being compared to women.

Going further, such is the power of men's ego that even the slightest evidence of a woman's real superiority is due to cause a strong, negative reaction towards her, which is, from a psychological point of view, a means to hide his own inferiority. In this respect, take for example the relationship between a boss, i.e. a woman and an employee, i.e. a man as ironic as it may seem, the latter will certainly feel frustrated, even morally obliged to renounce to his job because of his being her subordinate.

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Moreover, if cartoons are anything to go by, then the attitude of the male sector towards family and the opposite sex has not changed much recently, despite attempts to shame men into admitting their prejudices. The mother-in-law, frequently of horrific appearance and who tends to adopt a patronizing attitude towards her son-in-law has the role of confirming the nowadays man's complex of inferiority, when it comes to family also. Marriage itself has been reduced to the skinny male indulging in this humorous situation, dominated by a massive female who habitually lies in bed with the rolling pin behind the door for the return of her drunken spouse. Where did he leave his superiority now?

Subsequently, the problem is, how do such cartoons relate to the way people truly see each other? Does a joke always contain some grain of truth, however much we may dislike to admitting it? At heart, I personally think that this type of men's hostility against women, and consequently their complex of inferiority, when it comes to leadership, are definitely not justified, because each and every human being, be it female or male, has its right of taking its destined place in the circle of life.

Please note that this sample paper on On having an inferiority complex is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on On having an inferiority complex, we are here to assist you. Your persuasive essay on On having an inferiority complex will be written from scratch, so you do not have to worry about its originality.

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Hamlet

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Qwerty Ytrewq

English10

Instructor G. Cook

April,00

Hamlet.

Modern folklore suggests women look at a mans relationship with his mother to predict how they will treat other women in their life. Hamlet is a good example of a sons treatment of his mother reflecting how he will treat the woman he loves because when considering Hamlets attitude and treatment of the Ophelia in William Shakespeares play, Hamlet, one must first consider how Hamlet treated his mother. A characteristic of Hamlets personality is to make broad, sweeping generalizations and nowhere is this more evident than in his treatment toward women. Very early in the play, while discussing his mothers transgressions, he comments, Frailty, thy name is woman. Hamlet appears to believe all women act in the same manner as his mother.

The first time the audience meets Hamlet, he is angry and upset at Queen

Gertrude, his mother, for remarrying his uncle so soon after the death of his father. In his

first soliloquy he comments on the speed of her remarriage

Within a month,

Ere yet the salt of most unrighteous tears

Had left the flushing in her galled eyes,

She married. O, most wicked speed, to post

With such dexterity to incestuous sheets!

It is not, nor it cannot come to good.

It is understandable Hamlet is upset with his mother for forgetting about his father and

marrying his uncle, Claudius. In Hamlets eyes, his father deserves more than one month

of mourning and by remarrying so quickly, the queen has sullied King Hamlets memory.

This remarriage is a sin and illegal, however special dispensation was made because she

is queen.

Hamlets opinion of his mother worsens as the play progresses because his father,

who appears as a ghost, tells him of his mothers adulterous behavior and his uncles

shrewd and unconscionable murder. Although Hamlet promises to seek revenge on King

Claudius for murdering his father, he is initially more concerned with the ghosts

revelations regarding his mother. King Hamlet tells Hamlet not to be concerned with his

mother but after the apparition leaves, it is the first thing Hamlet speaks of. Before

vowing to avenge his fathers death, he comments on the sins his mother committed.

Although Hamlet decides to pretend to be insane in order to plot against the King,

it is clear, he really does go mad. His madness seems to amplify his anger toward his

mother. During the play scene, he openly embarrasses her and acted terribly toward her

in the closet scene. The closet scene explains much about Hamlets treatment of women

and his feelings toward his mother. Hamlet yells at his mother for destroying his ability

to love. He accuses her of such an act

That blurs the grace and blush of modesty,

Calls virtue hypocrite, takes off the rose

From the fair forehead of an innocent love

And sets a blister there.

Hamlet curses his mother for being responsible for his inability to love Ophelia. Queen

Gertrudes actions have caused Hamlet to see all women in a different light because she

has taken away his innocence and love for women.

After Hamlet kills Polonius, he tests Queen Gertrude to see if she knows about

the murder of his father and both he and the audience seem satisfied she was not party to

that knowledge. Hamlet takes it upon himself to tell the queen her new husband killed

the former king, however he is interrupted by the ghost who warns Hamlet not to tell his

mother. The ghosts tells Hamlet he should be more concerned with King Claudius,

suggesting revenge must be taken soon.

During this scene Queen Gertrude is unable to see her dead husband which in

Elizabethan times implied she was unable to see the gracious figure of her husband

because her eyes are held by the adultery she has committed. The

ghosts steals away from the closet when he realizes his widow cannot see him, causing

Hamlet to hate Gertrude even more because he felt the same rejection when Ophelia

rejected him. He can feel his fathers grief as a son and as a lover.

It was devastating to see his father rejected by the queen in the same manner he was

rejected by Ophelia.

Understanding Hamlets hatred toward his mother is pivotal in understanding his

relationship with Ophelia because it provides insight into his treatment of Ophelia. In

Hamlets eyes, Ophelia did not treat him with the love and respect she should have.

Hamlet and Ophelia loved each other but very early in the play, she is told by her father

to break off all contact with him. Hamlet is understandably upset and bewildered when

Ophelia severs their relationship with no explanation.

The audience does not see the next interaction with Hamlet and Ophelia but hear

Ophelia tell her father about Hamlets distress, causing them to both to believe Hamlet is

mad, thus falling for his plot. According to Ophelia, Hamlets appearance was one of a

madman. She described for her father the length of time he stayed her in bedroom and

said

He raised a sigh so piteous and profound

As it did seem to shatter all his bulk,

And end his being. That done, he lets me go,

And with his head over his shoulder turned

He seemed to find his way without his eyes,

For out a doors he went without their helps,

And to the last bended their light on me.

Hamlet comes to Ophelia on the brink of a breakdown, partly caused by his mothers

infidelities and when he turns to his lover for support, his mothers lesson are reinforced

and through her actions, Ophelia confirms in Hamlets mind, that women can not be

trusted. Although Hamlet was pretending to be mad, he still loved Ophelia and was

devastated by her disloyalty.

Although Ophelia was only following the wishes of her father, her actions suggest

to Hamlet she can be no more trusted than Queen Gertrude. In a cryptic way Hamlet is

incredibly rude to Polonius calling him a fishmonger, or a bawd and his daughter a

prostitute in Act II. This is the jilted lover speaking in this scene more so than the mad man Hamlet is pretending to be.

Hamlets anger deepens toward Ophelia when he hears of the King, Queen and

Polonius plot to use Ophelia to find out if he has gone mad for love of her. Poor

Ophelia, just wanting to please her father and the royalty, sadly over plays her role during

the nunnery scene. Ophelia anxiously jumps into her role at the beginning of their

conversation, barely even greeting Hamlet before she tries to return his gifts. Although

he claims not to have given such gifts, she says

My honored lord, you know right well you did,

And with them words of so sweet breath composed

As made the things more rich. Their perfume lost,

Take these again, for to the noble mind

Rich gifts wax poor when givers prove unkind.

There, my lord.

With this speech, Ophelia wanted to provoke Hamlet into declaring his love, but instead he called her a liar. The entire rest of this scene is meant for Polonius and the King who are listening. Hamlet recognizes Ophelias dismal attempt at acting and gives her one last chance to redeem herself

Ham. Wheres your father?

Oph. At home my lord.

Ophelia has failed the final test because Hamlet knows her father is listening. At this point in the play, Hamlet is very unstable and in his mind, he thinks all women are adulterous like his mother and cannot be trusted. Ophelia has just proved this to him and he acts terribly toward her, telling her

Get thee to a nunnery, farewell. Or if thou wilt needs marry, marry a fool,

for wise men know well enough what monsters you make of them. To a

nunnery, go, and quickly too.

Farewell Hamlet seems to be talking about women in general when he says a wise man knows what a monster a woman can make of them. He is being very cruel to all women, not just Ophelia, in this scene, because they are all the same to him. Hamlet goes as far as calling Ophelia a prostitute as a nunnery refers to a bawd house.

For someone who is presumably in love, Hamlet treats Ophelia terribly in this

play. His anger and hatred toward his mother, on top of his insanity, makes it difficult

for him to see that Ophelia was following her fathers orders, not purposefully betraying

Hamlet. This treatment of women is unbecoming of a hero in a tragedy and really shows

the extent of his insanity. It was too much for Hamlet to accept the death of his father by

the hand of his uncle and the adulterous behavior of his mother, so consequently he was

very harsh on Ophelia. Hamlet could not bear any more rejection and despair in his life

which Ophelia, whether she meant to or not, brought into it.

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Cannibal casey

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Cannibal Casey

It was a gloomy and humid day under the pale light of the sky, as I was looking outside the rusted windows in the classroom, during the announcements. "Take out a number two pencil, we're going to take a vocabulary quiz," Ms. Casey said interrupting, in a way like she hoped that everyone would fail.

"She must be kidding," I smirked to myself.

After the lengthy and domineering quiz, Ms. Casey said, hoping that someone would come, "If any of you kids flunked that vocabulary quiz, you may feel free to come in sometime after school."

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Lucy raised her hand, with a group of other kids and shouted, "We need polishing in our vocabulary after school Ms Casey."

"Today would be fine with me," Ms. Casey said delightfully.

"Beep" went the bell and everyone rushed out like a monster was after him or her.

I slowly tiptoed towards Ms. Casey and said stuttering, "Can I come in someday after school."

"Sure, tomorrow will be fine," Ms. Casey, said extravagantly.

The next morning was a damp and mucky day. The class began like usual with an arduous quiz, even though there were six classmates not here today.

"Take out a clean sheet of paper to take notes," said Ms. Casey said.

I noticed in the meanwhile, that Ms. Casey had gained a few pounds. After about an eternity the bell rung and everyone including I dashed out of the room.

Before I knew it the day was over, the fact that I snoozed through all my classes like a hibernating bear. I briskly walked through the hallways after Mr. Lassiter's advanced math class to Ms. Casey's, before I entered her room it became dark and "bam" the thunder ripped through the sky, hit branches of trees crashing them down, and scraping the roof like someone vigorously running their hands down a chalkboard. The door was closed so I opened it and I saw Ms. Casey chewing on a Caucasian leg with blood oozing out of her mouth. The lights were dim with candles lit and a foggy atmosphere.

"What are you chewing on?" I asked blatantly.

"Some of your classmates," she said while feasting on human leg.

"You sick cannibal," I smacked back at her.

The door shut mysteriously while I glided and tried to get out, it was locked. "Let me out!" I vociferated.

"You're not going anywhere," She said in a conniving manner.

I ran towards the filing cabinets to take the drawer and throw it at her. I opened it and there was Lucy and her legs and arms decapitated from her body with dried blood all over her and her eyes hanging out bloodshot, her lips were stapled shut, I thought to myself to keep her from screaming. I gasped for air and "begged to spare me."

"I'm hungry for more human flesh!" she said excitingly.

She opened her drawer and flung out all different types of sharp knives, and made a hurdle towards me. I jumped to the side and picked up a chair and threw it with all the muscle that I had. It hit her head like a train hitting a wall. She fell unconscious, and I dashed towards her drawer with the knives and took it and jabbed it through the window. My hand started to bleed constantly. Ms. Casey got up and said, "get back over here you little brat, I'm going to rip your guts to pieces."

I tried to jump through the window but she took the switchblade and jabbed me in the back of my calf. I fell and wailed in pain, but managed to get up and drop the filing cabinet full of human bones on top of her and crushed her skull in half. I squeezed through the window and ran home. That was the last day of my life that I stayed after school.

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