Blake Poetry Essays - Matthew 5, Justice In The Quran,

Blake Poetry Verily I say unto you, Whoseover shall not receive the kingdom of God as a little child shall in no wise enter therein. [S Luke, 18 (17)] The words are those of Jesus, who was neither unaware of reality, nor indifferent to suffering. The childlike innocence referred to above is a state of purity and not of ignorance. Such is the vision of Blake in his childlike Songs of Innocence. It would be foolish to suppose that the author of ^?Holy Thursday^? and ^?The Chimney Sweeper^? in Songs of Innocence was insensible to the contemporary social conditions of orphans or young sweeps, and that therefore the poems of the same names in Songs of Experience are somehow apologies or retractions of an earlier misapprehension. For the language and style of Songs of Innocence are so consistently na?ve compared to Songs of Experience, that it is clear that the earlier poems are a deliberate attempt to capture the state of grace described in the Biblical quotation above - a celebration of the triumph of innocence in a world of experience. Often the words of the poem are spoken by a child. It would be impossible to imagine a modern child using language such as: Gave thee such a tender voice, Making all the vales rejoice. and it is most unlikely that children spoke thus even in Blake^?s day. Yet this is the language of children^?s hymns. I was personally acquainted with all the words in ^?The Lamb^?, through Sunday School hymns, long before reaching school age. By using the vocabulary of the hymnals, Blake emphasises for us the connection of which the child is instinctively aware: I, a child, and thou a lamb, We are called by his name. The syntax and tone, however, have the authentic simplicity of children^?s speech. The first verse is a series of questions addressed to the lamb. The second stanza begins with the child^?s triumph at being able to answer those questions: Little Lamb, I^?ll tell thee. Typically the questions are asked purely for the satisfaction it gives the child in answering. There is a great deal of repetition in all the songs: in ^?The Lamb^? this takes the form of a refrain repeated at the beginning and the end of each stanza, once more reminiscent of children^?s hymns. In contrast, ^?The Tyger^? has an incantatory rhythm, far more like a pagan chant than a childish hymn. And the vocabulary is no longer within the understanding of a child: What immortal hand or eye Could frame thy fearful symmetry? This song also asks questions. But in the world of experience, unlike the world of innocence, there are no longer any reassuring answers. The world of Innocence is a world of confident answers; in Experience the answers remain. Indeed, the questions themselves become more threatening. The slightly incredulous question above alters subtly during the progress of the poem until the word ^?Could^? is finally replaced by the far more menacing ^?Dare^?. There is no such progression in Songs of Innocence. Each song captures the ^?moment in each day that Satan cannot find^? [Milton, II, Pl.35, 1.42]. Blake^?s innocence does not develop: it exists. If we compare Songs of Innocence with Songs of Experience we see that this pattern is constantly repeated. The moment that the concept of Experience is introduced the simplicity of the language disappears. As affirmation gives way to doubt, the unquestioning faith of innocence becomes the intellectual argument of experience. In ^?Infant Joy^? the baby is free even of the bonds of a name. In ^?Cradle Song^? it is the mother who speaks, not with the simplicity of ^?Infant Joy^? yet with a naivete emphasised by the repetition of key alliterative words - sweet/sleep/smile - with their connotations of joy. In Songs of Innocence moans are ^?sweet^? and ^?dovelike^? [Cradle song] whereas in Songs of Experience the babies cry in ^?fear^? [London}. In Songs of Innocence the narrative is as simple as the direct speech. The verbs are straightforward and unambiguous; God ^?appeared^? , He ^?kissed^? the child, ^?led^? him to his mother. And although the bleaker side of life is portrayed - poverty and discrimination for example - the overall vision is positive. 1. Blake believed that without contraries there could be no progression. In Songs of Experience we see Blake ^?walking naked^?, to use Yeats^? phrase, as he shouts angrily against social evils and religious manacles and hypocrisy. Songs of Innocence are far more carefully controlled, for all their apparent artlessness. In Songs of Innocence Blake^?s voice never falters:

Legally Blonde Film Critique Essay

Legally Blonde Film Critique Essay Legally Blonde: Film Critique Essay Legally Blonde Summary Elle Woods (Reese Witherspoon) goes through many tolls to get her ex boyfriend Warner Huntington III (Matthew Davis) back after being dumped on a night she expected a proposal. Warner, focused only on being a successful senator, dumps Elle because she doesn’t fit the profile of a â€Å"smart trophy wife†. Elle decides to show Warner that she can be serious by applying to Harvard. Unfortunately, over the summer Warner found a more serious girlfriend and proposed to her leaving Elle devastated. Luckily, she runs into a third year student, Emmet (Luke Wilson), that is kind to her and gives her advice on how to survive her classes. She later befriends Paulette (Jennifer Coolidge) ,a manicurist with a huge crush on the mailman. Throughout the movie Elle grows and excels at being a law student and she even gets to be an intern for a law case involving one of her idols, Brooke Taylor-Windman (Ali Larter), who is being accused of murdering her late husband, Hayworth Wind man. After being hit on by her professor (Victor Garber), she quits the case. Thankfully she comes back because of some encouragement from one of her professors and ends up winning her case, and two years later she grdautes top of her class. Story Some events that are realistic include, but are not limited to applying to and getting into law school. Elle got into law school because she got an idea in her mind and stuck with it. She already had a 4.0 GPA and tons of extracurricular activities, not to mention she happened to be the president of her sorority. She also did meet and exceeded the requirement score of the LSAT. As the audience , we watched Elle change from a very pink Barbie into a serious lawyer. She set out to go to Harvard just for Warner to marry her, but on the way she found herslf and opened her eyes to the fact that she didn’t need him to marry her to be happy. So yes no matter how farfetched it sounds that a sorority girl from LA ends up being accepted into one of if not the most prestigious law school in the country, it sort of plausible. Structure The ntire movie was based in real places. The first few scenes were supposed ro be in a sorority house on the UCLA campus and the majority of the other scenes were supposed to be on the Harvard campus. Time passes relstively normally, meaning that there were no flashbacks,but it did seem like Elle was at school and then all of a sudden she was at the hairdressers’. Time passes as it does in all movies/television shows do. Days can go by in short clips in a matter of minutes. Characters Elle at first comes across as an stereotypical blonde party, sorority girl. It’s only clse to the end of the movie when we see her true more relateable colors. Warner comes across as a jerk from the beginning. When he makes it clear that he only dated Elle for fun and since he’s had his fun she’s no longer a part of his life. Paulette is an everyday anicurist who has it bad for the local UPS delivery guy. Upon her first appearance it’s obvious that she hears a lot of people’s issues and is flattered when Elle genuinely wants to help her. Vivian Kensington (Selma Blair), Warner’s fiancà ©, shows an obvious aversion to Elle. Whether it be she sees her as a threat due to her history with Warner or her looks. Professor Callahan didn’t seem like a creep until he tried to feel up Elle in his office. Acting Reese Witherspoon portrayed a sorority/ valley girl very effectively throughout the movie. Although the Valley girl dialect isn’t very common, at least in this part of the country, Witherspoon portrayed the Valley girl to the teeth. Her Harvard recruitment tape had me in stitches. Selma Blair had the mean lawyer attitude down. Many lawyers are very one sided and that’s important when you have to prove your client innocent and the other person wrong. Matthew Davis was very good as the jerk boyfriend that jumps from girl to girl just as it pleases him. Language

Pros and Con of industrial revolution Essay Example | Topics and Well Written Essays - 500 words

Pros and Con of industrial revolution - Essay Example The gains of the revolution outweigh the losses incurred because it elevated human capacity to new heights that had never been witnessed before in history. The revolution led to advances in the agriculture sector. The economy in the 18th and 19th century was based solely on agriculture (More 85). The revolution brought in new ideas that created shifts to the economy to make it more flexible and ensure the flow of wealth across all sectors. Industrial based economy spread the wealth evenly thus guaranteeing job security and specialization of professions. The industry also relied on skills developed over time regarding the performance of the jobs related to it. Many people were able to gain employment since the occupation did not require any extra knowledge to conduct the required job. Industrial revolution led to the enhancement of resource allocation and its use. The revolution became feasible due to the diminishing resources while the population was still growing at a fast pace. The revolution invented ways to ensure that resources such as food, water, basic facilities were allocated effectively. Improved agricultural methods such as water irrigation techniques and water harvesting are some examples used to enhance resource allocation. Prior to the revolution, unemployment was not an issue affecting the countries’ economies. However, unemployment became worse after the industrial revolution. Most people were replaced in their capacities to perform certain duties with the introduction of machines. This meant that they had difficulties in providing for their families thus degrading their life standards even further. They became vulnerable to contacting diseases. Subsequently the lack of employment led to an increase in crime and the emergence of shanties since people were unwilling to relocate back to villages. Citizens’ migration from the rural to urban areas in search of jobs led to a deficit in knowledge gaps (Hopkins