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The Effect of John Keats Health on His Work Essay

The Effect of John Keats Health on His Work In his elegy for the poet John Keats, Adonais, his friend and fellow poet Percy Bysshe Shelley writes: With me / Died Adonais; till the Future dares / Forget the Past, his fate and fame shall be / An echo and a light unto eternity (6-9). Shelley speaks of the eternal nature of Keats poetry, which, although written at a specific time in literary history, addresses timeless issues such as life, death, love, sorrow, and poetic expression. Keats lived only twenty-six years, but his poetry reflects a mind concerned with his own place in the present and the future; he seemed to want most desperately to belong to the world as a poet.†¦show more content†¦She returned when she was dying of tuberculosis, and she (and her brother) did die of that disease in 1809 (Keats). Keats was, therefore, a solitary child who grew very protective of his siblings. This protectiveness of others is clear in his poetry as he tries to make sense of death, grief, and suffering. Keats sense that his role as a writer was to ease the suffering of others is nowhere clearer than in Ode to a Nightingale, written in 1819. In this poem he speaks to the lonely songbird, the nightingale, and says he envies her ability to sing so beautifully. The nightingale sings because she is not a part of the world of human suffering. As one critic writes, the viewless (invisible) wings of Poesy transport the poet to the imagined world of the nightingale while shutting out the view of the worlds fever and fret (Clark). Keats says he hopes that through the nightingales song his own humanity will fade, and he will forget his own troubles. He hopes to fade away into the forest dim: / Fade far away, dissolve, and quite forget / . . . The weariness, the fever, and the fret / Here, where men sit and hear each other groan; / Where palsy shakes a few, sad, last grey hairs, / . .Show MoreRelatedThomas Keats And Frances Jennings Essay1033 Words   |  5 PagesThomas Keats and Frances Jennings gave birth to John Keats on 31 October 1795 at his grandfather’s livery stable in London, United Kingdom.(â€Å"Keats, John (1795-1821).†) His father died in a riding accident when John was only 8 years old. As for John’s mother, she died when he was 14 years old due to tuberculosis.(â€Å"Keats, John (1795-1821).†) John had two younger brothers, George and Tom, and a younger sister named Fanny. John and his brother’s George and their younger brother went to John Clarke’sRead MoreEssay On John Keats1035 Words   |  5 PagesJohn Keats Thomas Keats and Frances Jennings gave birth to John Keats on 31 October 1795 at his grandfather’s livery stable in London, United Kingdom.(â€Å"Keats, John (1795-1821).†) His father died in a riding accident when John was only 8 years old. As for John’s mother, she died when he was 14 years old due to tuberculosis.(â€Å"Keats, John (1795-1821).†) John had two younger brothers, George and Tom, and a younger sister named Fanny. John and his brother’s George and their younger brother went to JohnRead MoreJohn Keats Essay968 Words   |  4 PagesThomas Keats and Frances Jennings gave birth to the infamous John Keats on 31 October 1795 at his grandfather’s stable in London, United Kingdom.(â€Å"Keats, John (1795-1821).†) In early adolescence, Keat’s father had encountered an accident while riding which led to his death when John was a measly 8 year old. As for John’s mother, she deceased when he was 14 years old due to t he tragic disease tuberculosis.(â€Å"Keats, John (1795-1821).†) John was succeeded by two younger brothers, George and Tom and alsoRead MoreJohn Keats’ Poem, When I Have Fears That I May Cease To1403 Words   |  6 PagesJohn Keats’ poem, When I have fears that I may cease to be, is a well-known work that embodies many Romantic principles. The poem, explored in the context of Keats’ suffering from consumption, laments human impermanence while simultaneously exploring philosophical notions. Keats implements the use of the Shakespearean sonnet with each quatrain, beginning with the ambiguous, but time-bound word ‘when,’ manifesting these ideas in unique ways. When I have fears that I may cease to be uses the structureRead MoreAnalysis Of John Keats s Poem2045 Words   |  9 Pagesand can show an in depth meaning about these two words. In this poem John Keats was explaining that one of life’s best pleasures in this world is to â€Å" to sleep†. This is because people are asleep and their mind can be free, also because lives troubles can be set aside. When sleeping people can place themselves in a peaceful environment. Through the later verses though, he expresses the only solution is to wait for death. Keats is narrating a story about himself. Another interpretation can be , isRead MoreThe Great Poets Of The Early Nineteenth Century Essay1780 Words   |  8 Pagesnineteenth century, John Keats (1795-1821) was the last to be born and first to die. Born in London, England, on October 31, 1795, to a poor stable keeper, John Keats devoted his short life to the perfection of poetry marked by intense imagery, great sensuous appeal and an attempt to express a philosophy through classical legend. Although he was brought up amid surroundings and influences by no means calculated to awaken poetic genius. Rendered an orphan at the tender age of eight, his father’s deathRead More To Autumn - The Final Season I n the Life of a Poet Essay examples1778 Words   |  8 Pages  Ã‚  Ã‚  Ã‚   The years between 1818 and 1821 mark the final stage in John Keats life. During this time period, Keats created some of his best poetry. These works would forever elevate Keats as a brilliant and talented poet whose mark would be left on the literary world forever. The last years of Keats life were met with many challenges as well as inspirations. It was a combination of these which not only influenced, but inspired Keats to write such poems as, The Eve of St. Agnes, Lamia, TheRead MoreHow Poets of the Eighteenth Century Handled Love2802 Words   |  12 Pagesan outlet to experience and express love. Eighteenth century poets: Robert Frost, Emily Dickerson, John Keats and Edgar Allen Poe were infamous for their poetic contributions to the literary world; because of their extraordinary gifts of expression we are able to understand different aspects of what it was like to experience love in the eighte enth century. The aforementioned poets through their works give insight and words to an emotion many spend lifetimes trying to grasp, while many never understandRead MoreBenefits Of Depression By Nancy Andreasen844 Words   |  4 PagesA much more positive way to see depression is to look at benefits of depression. Nancy Andreasen argues that depression is closely associated with a â€Å"cognitive style† that makes people more likely to produce successful works of art (Lehrer, Jonah). One of the most important qualities in the creative process is persistent and based on Iowa Writers’ Workshop, Andreasen found that â€Å"successful writers are like prizefighters who keep on getting hit but won’t go down. They’ll stick with it until it’s right†Read More The Pre-Raphaelites Essay3594 Words   |  15 PagesPre-Raphaelites, a group made up of 19th-century English painters, poets, and critics whos work responded towards the practice of Victorian and neoclassi cal subject mater by developing bright imitations of religious work. More specifically, and of the most beautiful are the paintings of the Pre-Raphaelite Brotherhood and their followers, bright and clear colours, fair women and themes from myths and legends.(Darkamber 1). The groups source of inspiration came from early Renaissance painters and

American Society Free Essays

With its fiftieth anniversary, scholars have had ample reason to return their attention to Brown and reassess its meaning. From the Grassroots to the Supreme Court: Brown v. Board of Education and American Democracy represents one of the earliest efforts, drawn from a conference convened at the University of South Carolina in 2002. We will write a custom essay sample on American Society or any similar topic only for you Order Now In the words of Peter F. Lau, the editor, this collection â€Å"reinforces long-held views of the decision’s seminal importance and revolutionary nature† (p. 13). While the sixteen contributors to the book, scholars of law and history, largely support the above claim, their findings are not a simplistic restatement that Brown launched the civil rights movement. Instead, a more nuanced picture emerges, one that covers a broad span of time, combines bottom-up and top-down methodologies, contextualizes the integrationist campaign within larger themes of grassroots activism and constitutional change, and still accounts for variables of race, class, and region. Although the collection is kaleidoscopic, its essays essentially operate along two perspectives. The first draws connections between long-standing traditions of grassroots activism and the traditional narrative of Brown. As studies by Raymond Gavins, Kara Miles Turner, and Peter Lau make clear, before Brown local activists sought legal remedies as part of a larger, comprehensive fight for equality. Alongside celebrated battles in the courtrooms, they pressed other campaigns for voting rights and economic justice. Enriching our understanding of grassroots mobilization, other essays demonstrate that activists had to contend not simply with external obstacles but also with internal divisions of race, class, gender, language, and culture. Similarly, Tomiko Brown-Nagin skillfully explores intraracial tensions over the handling of post-Brown litigation in Atlanta. Christina Greene focuses on the often-overlooked role of women’s activism in her sharp study of Durham, North Carolina, while Laurie B. Green addresses the dynamics of urban-rural relationships by employing a much-needed metropolitan approach to her exploration of Memphis and the surrounding Mississippi Delta. Other essays complicate the traditional narrative further, moving beyond the bounds of black-white relations to address experiences of other communities of color, especially outside the South. Furthermore, in a sweeping essay by Vicki L. Ruiz, he examines the meaning of segregated education for Mexican Americans, Asian Americans, and Native Americans in the West. Also, Madeleine Lopez likewise offers a focused study of Puerto Rican experiences with desegregation in New York City, where campaigns for bilingual education complicated the integrationist struggle. In conclusion, the essays in the book embrace Brown, yet assert that the case represented but one component of the larger civil rights revolution. Indeed, as the collection suggests, during the twentieth century the struggle for integration and the struggle for equality diverged as often as they merged. As Lau notes, â€Å"Seldom does significant change occur from any single source or emanate from any single direction† (p. 14). Therefore, the book offers a picture of the civil rights revolution that is appropriately diverse and complex. LITERACY AND RACIAL JUSTICE: THE POLITICS OF LEARNING AFTER BROWN V BOARD OF EDUCATION. This book by Catherine Prendergast examines the critical issues raised in the celebrated case of Brown v Board of Education. It must be noted that the five essays that make up Prendergast’s volume plot the â€Å"intersections† between racial politics and educational practice and, in so doing, shed a great deal of light on the nature and intent of current educational initiatives and controversies. In the introduction and in Chapter 1, â€Å"The Economy of Literacy,† Prendergast examines the Brown ruling, a ruling that was ostensibly intended to end racism’s power over educational policy and practice, but ultimately did not! The author uses contemporary literacy theory and critical race theorists’ reading of the Brown ruling to argue that the justices’ explicit and implicit arguments reify a view of education as essentially White property. That is, the arguments and remedies of Brown constructed equal opportunity as the right of racial minorities to be educated among Whites: the quality of schooling that Black children receive is directly dependent not only on a White presence in schools but on Whites’ implicit willingness to share their privilege and property with Black children. It must also be noted that the book’s remaining chapters–â€Å"Desegregation Comes to the Piedmont: Locating Ways with Word,† â€Å"Give me your Literate,† and â€Å"Literacy and Racial Justice in Practice: High School X†Ã¢â‚¬â€œmay be of most use and interest to a slightly narrower audience of writing teachers, language theorists, and educational researchers. Chapter Three examines the seeming absence of race issues and racial identity in Shirley Brice Heath’s Ways with Words. The final essay in the volume, â€Å"Literacy and Racial Justice in Practice,† is based on Prendergast’s experiences as a tutor and aide, and later as a researcher, at â€Å"High School X† (a pseudonym for a Midwestern alternative high school). Here, Prendergast presents a realistic view of the stresses, tensions, and occasional triumphs of a partially-integrated school whose mission is an explicit recognition and celebration of difference. Although the lack of financial support for the school in the local African American community is an ongoing frustration for school administrators, Prendergast maintains that her study of HSX can provide some particularized insights for teachers and researchers and some â€Å"lessons† for a realistic approach to the ongoing racism of the American education system. The book’s conclusion addresses the thorny issues of ubiquitous educational testing, the role of the scholar in political change, and the reparations movement. Finally, Although the book is not without its faults–for instance, Prendergast’s analysis of the court cases would have been more compelling had she examined the rulings and opinions of the justices, rather than relying on secondary sources, and the way that the term â€Å"literacy† slips around, unmoored by any attempt at definition, can be confusing–Literacy and Racial Justice tells an important story. Readers will discover in this story new insights into their own experiences–as students, teachers, and scholars–even as they struggle, with Prendergast, to understand both the too-often disheartening realities of today’s schools and the society whose history and values those schools enact. References 1. Lau, Peter F. , Ed. From the Grassroots to the Supreme Court: Brown v. Board of Education and American Democracy Durham, NC: Duke University Press 406 pp. , $25. 95, ISBN 0-8223-3449-6 Publication Date: February 2005 2. Brown v. Board of Education: Caste, Culture, and the Constitution. By Robert J. Cottrol, Raymond T. Diamond, and Leland B. Ware. Landmark Law Cases and American Society. (Lawrence: University Press of Kansas, c. 2003. Pp. xii, 292. Paper, $15. 95, ISBN 0-7006-1289-0; cloth, $25. 00, ISBN 0-7006-1288-2. ) 3. From the Grassroots to the Supreme Court: Brown v. Board of Education and American Democracy. Edited by Peter F. Lau. Constitutional Conflicts. (Durham, N. C. , and London: Duke University Press, c. 2004. Pp. x, 406. Paper, $25. 95, ISBN 0-8223-3449-6; cloth, $94. 95, ISBN 0-8223-3475-5. ) 4. Catherine Prendergast. Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education. Carbondale: Southern Illinois UP, 2003. 205 pp. $25. 00. How to cite American Society, Papers American society Free Essays What aspect of American society do you feel are most in need of change? Why? How do you think this change can best be brought about? How can the legal profession bring about change? The aspect of American society that I believe should be changed is the immigration policies and laws. Basically, according to the 1990 Immigration Act, the United States can allow only up to 700,000 immigrants per year. The main premise behind this law is for the reunification of families who have been separated by various circumstances. We will write a custom essay sample on American society or any similar topic only for you Order Now However, despite strict immigration laws and policies, there are roughly 10 million illegal immigrants or aliens who currently live in the United States. Most of these immigrants come from the Philippines, India, and China. These figures generally show two sides of the issue which most of the time contributes to the legislative and other legal impediments to the problem at hand. On one side, the staggering number of undocumented immigrants is a good proof of the attractiveness of America. Around the world, despite the global economic crisis, many people still believe that there are greener pastures and better jobs in the United States. Although there are millions of illegal immigrants who work in the country, it is ultimately beneficial to the economy. On the other hand, the massive number of immigrants poses a larger problem particularly in national security. Although this security threat is indirect, it could alter laws, redirect resources, and most of all, serve as a cover for criminals, extremists, and terrorists, among others. Meaning to say, there must be a comprehensive law or program that will more or less fix these problems mentioned above while at the same time ensuring that these illegal immigrants are somehow given a chance to live prosperous lives. Basically, the law profession plays a powerful role in deciding the fate of these immigrants as the decision of allowing them to stay or sending back to their mother countries lies on American immigration laws. Considering the fact the there is a very large number of illegal aliens in the country despite stringent immigration laws, it can be then deduced that something is lacking in the country’s immigration system. Therefore, at the very least, a program that caters to non-citizen guest workers should be crafted in order to address this problem. Most of all, this program should ultimately result in economic gains and incentives for the United States. The legal profession can then lobby and call for the advocacy of this kind of program in Congress to ensure its legitimacy. Although there can be multiple dimensions to the program mentioned above, it should more or less revolve around certain principles. The most important of which are the immigration costs and benefits. The legal profession, in collaboration with concerned government agencies and groups, can conduct studies and researches on this area so that an effective immigration program can be made. The law profession can also craft a system in which all guest workers entering the U.S. be identified immediately. Basically, the key to cracking down illegal immigrants is swiftness together with the help of technological advancements such as biometric identification, which include fingerprints and retinal scans, among many others. Current migrant workers must also be presented with benefits if they choose to take part in the program. Moreover, the law profession can also stress that being a guest worker in the United States should not be viewed as a way to gain citizenship so that foreign migrants will not be oversupplied. Furthermore, lawyers can also petition for the review of existing immigration laws so that possible irregularities and loopholes can be addressed.   In short, what the law profession can do to address these problems in immigration to the United States is to ensure stricter and more effective implementation of old laws and the crafting of new ones that will resolve the issue while ensuring that economic benefits are attained. How to cite American society, Papers

Residential School free essay sample

Treaties were signed by the Aboriginal people in the year of 1872, when the European settlers came to Canada. The negotiation lead into another subject in which they would build a residential school for the children of the Aboriginal people where they can help them in improving their economic and social practices. They negotiated with the Aboriginal people of Canada about sharing the land with both parties benefiting from its resources. British, Europeans including the church itself felt that they have the responsibility to help the Aboriginal People in following or incorporating how they run their political, economic and social customs. They were promised that in signing the treaty, they would still be able to continue preserving their culture, traditions, ceremonies and anything that deals with their way of living and beliefs, which was the opposite of what Residential Schools had brought the children. This leads the Aboriginal people in signing the contract known as Treaty. The First Nations believed that the lands they have were created to be shared, not owned. The Europeans made allies with First Nations through gift giving. The treaty was an agreement to share the land as equals. They saw treaties as ways to secure lands. The treaties were understood to be legacies that bring peace, harmony and ways to show respect. The intent of the treaty was that they’d be given land and would not be interfered with. Inside Residential School, it was agreed on that they would teach the children how to cook, dew, how to solve mathematical problems, how to speak other language mainly English, how to farm and make a use of their lands and resources. When Residential Schools were built in the year of 1800’s, the Aboriginal people were shocked because of the fact that it was not built anywhere on the Reserves instead somewhere far from what they had agreed on. The Europeans decided to build the reserves to make it easier for them o control the children, it would also make it easier for them to keep the children away from their family especially their cultures. Running Head: R When Residential Schools had finally opened, children were forced to attend school even if they don’t want to. Although First Nations and the Europeans people had both agreed that only children who wanted to attend Residential School are the only ones attending it. Children at a young age were dragged out of their h omes and were thrown inside Residential School. Nuns, Priest and Nurses were the ones to pick them up. They all cried at night wishing they were backing home with their parents. They all felt alone. The children were all seeking for the same thing, love and care, which the Residential School always failed to provide, instead, they would treat them as if the children were animals. Children were physically, mentally, spiritually and sexually abused. Children were punished over small mistakes and shortcomings they have committed. Abuse is the one of the most controversial happenings that occurred inside Residential Schools. They were criticized for having dark skin and the darker you were; the more you were looked down to. Some children got their tongue run over a sewing machine for speaking their language and some were asked to scrub their skin by a steal brush to remove their tan skin and became pale just like the Europeans and the paler you were, you likely to became one of the teacher’s pet. Children were killed for being used in medical experimentations, including the removal of their organs, and they were also beaten to the point where they suffer from broken arm, leg, ribs and fractures skulls, including concussion. The administrators of Residential School including nuns and priests sexually abused children, male and female. A man down in the laundry room for a long time was molesting her. She did not know how to fight back and she did not have the guts to tell anyone and she’s also scared to what’s going to happen. They were told that if they ever tell anybody, they would never see their family again. They were threatened and blackmailed for telling the truth and they were also threatened of being striped or to be given a heavier punishment. Running Head: If the children finally had the guts to tell people in higher ranks, chances were they never believed them, possibly because they are one of them. Female children had gone through abortion as a result of rape. Nuns became pregnant for sexually abusing boys. There were some failures: to bring out incidents to those in higher authorities, appropriate provincial governmental authorities, to protect the children from abuses, to remove known administrators who committed sexual harassments inside Residential School and lastly, to fulfill the promise of education for Aboriginal people. Children were sickness that could have been cured but did not because they were not given a care and medicines. They were abused to the point where they felt nothing but pain. People who went to Residential Schools and had an experience and suffered from all the abuse that you can possibly think of had trouble coping up with life. The abuse had left an unbearable pain in their heart and in their memories that never failed to hunt them. The shame they have felt whenever they are reminded of what had happened inside the school the fear of telling someone what happened scared to face the consequences. The trauma and phobia which lead to addiction trying to be naive and ignore the pain. The isolation of the memories, where try to forget everything which lead to suicide. The strong impact, shame and sexual abuse, which lead her to a prostitute. The physical abuse that broke their arms, ribs and legs which caused them to be using wheel chairs in able to move from one place to another. The necessity of learning English, which caused the children to forget their own language. Some came out of Residential School not knowing anything about their culture and some wished they never were First Nations because of the criticism and the abuse they have experienced. The fact that a part of their identity was taken away from them. Think about their lost souls trying to find the real they, also, think about their lives of the children wasted and uncared for. Many innocent children lost their precious lives because of people’s ignorance. The pain they carried, kept and trying to burry Running Head: under their feet, but could not. The shame of telling anybody what they have experienced because they are scared to be judged, or scared to feel the burden and pain ever again. Residential Schools in Canada had failed to live up to the promised they agreed on in the numbered treaties. Due to Residential School, children of Aboriginal people lost their culture.