C.S. Lewis, a highly praised writer and theologist, both now and in the 1930’s, wrote a sermon for the Church of St. Mary the virgin on the subject of studies and armed conflicts. The sermon, taking place at a time when war was reemerging into the world, was an answer to a question most young people were asking. Whether or not they should stay in school or if they should enter into a war like some of their lesser educated compatriots. The Essay “Learning in Wartime”, written by C.S. Lewis, is an excellent sermon upon the morals of war and the studies of school, explaining the religious aspect of both. Though C.S. Lewis does make it clear towards the end of the sermon which side he is on, an earlier stance would have been more appreciated. The
Michael C. C. Adams' book, The Best War Ever: America and World War II, attempts to dispel the numerous misconceptions of the Second World War. As the title suggests, Americans came out of the war with a positive view of the preceding five turbulent years. This myth was born from several factors. Due to the overseas setting of both theaters of the war, intense government propaganda, Hollywood's glamorization, and widespread economic prosperity, Americans were largely sheltered form the brutal truth of World War II. Even to this day, the generation of World War II is viewed as being superior in morality and unity. The popular illusion held that 'there were no ethnic or gender problems, families were happy and united, and children worked hard in school and read a great number of books.' (115)
According to Christopher and James Collier,”War turns men into beasts.” It is true because many people are willing to
The book ‘For Cause and Comrades’ is a journey to comprehend why the soldiers in the Civil War fought, why they fought so passionately, and why they fought for the long period of time. Men were pulling guns against other men who they had known their whole lives. McPherson’s main source of evidence was the many letters from the soldiers writing to home. One of the many significant influences was how the men fought to prove their masculinity and courage. To fight would prove they were a man to their community and country. Fighting also had to do with a duty to their family. Ideology was also a major motivating factor; each side thought they were fighting for their liberty. The soldier’s reputations were created and demolished on the battlefield, where men who showed the most courage were the most honored. Religion also played an important role because the second Great Awakening had just occurred. Their religion caused the men who thought of themselves as saved to be fearless of death, “Religion was the only thing that kept this soldier going; even in the trenches…” (McPherson, p. 76) R...
It is said that when a man returns from war he is forever changed. In the short story, “The Red Convertible,” Louise Erdrich demonstrates these transformations through the use of symbolism. Erdrich employs the convertible to characterize the emotional afflictions that war creates for the soldier and his family around him by discussing the the pre-deployment relationship between two brothers Henry and Lyman, Lyman's perception of Henry upon Henry's return, and Henry’s assumed view on life in the end of the story.
Paul says, “ Our knowledge of life is limited to death”(Remarque, All quiet n the Western front). The main character and his classmates were only nineteen and twenty when they enlisted to go to war. Even before going to war the only thing these young men knew was death, cruelty, suffering and hopelessness. War forces men to be in constant fear for their lives. When they are in the war front they are not fighting for their countries, they are fighting for their own lives. Remarque writes about how the war has a destroying effect on the mental and physical health of the soldiers. Also, it makes them feel hopeless and sacred, they do not have any hope for a future after the war. Therefore, soldiers that were fighting the World War I disconnect themselves from their emotions to survive the horrible situation the war they were fighting. “We want to live at any price; so we cannot burden ourselves with feelings which, though they may be ornamental enough in peacetime, would be out of place here”(Remarque, All quiet on the Western front). Remarque in this quote shows how soldiers are coping mentally with the burden of war. All soldiers have a great bond of friendship and loyalty since they all share the experiences of
Later in the book, he again reflects on the war. He catalogs the proofs that he has been given — injured and half-starved countrymen — but persists in his existential doubt. He notes, “So we knew a war existed; we had to believe that, just as we had to believe that the name for the sort of life we had led for the last three years was hardship and suffering. Yet we had no proof of it. In fact, we had even less than no proof; we had had thrust into our faces the very shabby and unavoidable obverse of proof…” (94). Because he has not seen the battles, he has difficulty acknowledging the reality of war.
In his book, My Fellow Soldiers, Andrew Carroll tells the story of World War I through the eyes of the American participants. He uses quotes, personal letters and diaries, from an array of characters, to depict a day in the life of a WWI warrior. Though, he narrows his focus on the untold story of General John J. Pershing, a US army leader. He uniquely talks about the General's vulnerable and emotional side. "Pershing was notoriously strong-willed, to the point of seeming cold, rigid, and humorless, almost more machine than man" (p.XVIII). Pershing is commonly recognized for his accomplishments during the war and remembered for his sternness. He was "…especially unforgiving when it came to matters of discipline" (p. XVIII). Nicknamed "Black Jack" due to his mercilessness towards his soldiers, in this book, Pershing is portrayed as a General with much determination and devotion to his troops, family, and close friends.
As Garbarino recognizes, the effects of war and such violence is something that sticks with a child and remains constant in their everyday lives. The experiences that children face involving war in their communities and countries are traumatic and long lasting. It not only alters their childhood perspectives, but it also changes their reactions to violence over time. Sadly, children are beginning to play more of a major role in wars in both the United States and other countries.... ...
War Is a Force That Gives Us Meaning, written by the talented author Chris Hedges, gives us provoking thoughts that are somewhat painful to read but at the same time are quite personal confessions. Chris Hedges, a talented journalist to say the least, brings nearly 15 years of being a foreign correspondent to this book and subjectively concludes how all of his world experiences tie together. Throughout his book, he unifies themes present in all wars he experienced first hand. The most important themes I was able to draw from this book were, war skews reality, dominates culture, seduces society with its heroic attributes, distorts memory, and supports a cause, and allures us by a constant battle between death and love.
Many people question if Guy Sajer, author of The Forgotten Soldier, is an actual person or only a fictitious character. In fact, Guy Sajer in not a nom de plume. He was born as Guy Monminoux in Paris on 13 January 1927. At the ripe young age of 16, while living in Alsace, he joined the German army. Hoping to conceal his French descent, Guy enlisted under his mother's maiden name-Sajer. After the war Guy returned to France where he became a well known cartoonist, publishing comic books on World War II under the pen name Dimitri.
An important change took place in Ontario schools during the Second World War. As men prepared themselves to be shipped overseas, schools too prepared for the repercussions of total war. As prevailing ideologies and propaganda pushed attitudes in support of the national interest, the Ontario Department of Education too pushed similar agendas as they were seen as quasi-civil servants. During wartime, alongside being educators, teachers also became responsible for engaging children in acts of social welfare and fundraising towards the war effort. The federal government also took the glorification of war and war heroes, and replaced it with respect and honour for those who made the ultimate sacrifice for their country. At schools, pupils were told that they too could make the ultimate sacrifice for their country and that their every contribution brought Canada closer to victory, peace and freedom. As such, this essay will explore the mobilization of Ontario youth during the Second World War, and look at the various reforms made by the Ontario Department of Education and, how these changes were justified as being for the betterment of the youth. It will also look at how students, “too young to enlist or grasp the severity of the war”, took on serious responsibilities and acquired a sense of purpose during the war and how this spawned concerns over their moral and social health. Lastly, this essay will show that during the Second World War, colleges and universities in Ontario did not stand idly by and provided female students a platform to mobilize towards the war effort.
Singer, P.W. “Children at War.” Military History 24.6 (2007): 1-5. SIRS Issues Researcher. Web. 14 Feb. 2011.
War is a hard thing to describe. It has benefits that can only be reaped through its respective means. Means that, while necessary, are harsh and unforgiving. William James, the author of “The Moral Equivalent of War”, speaks only of the benefits to be had and not of the horrors and sacrifices found in the turbulent times of war. James bears the title of a pacifist, but he heralds war as a necessity for society to exist. In the end of his article, James presents a “war against nature” that would, in his opinion, stand in war’s stead in bringing the proper characteristics to our people. However, my stance is that of opposition to James and his views. I believe that war, while beneficial in various ways, is unnecessary and should be avoided at all costs.
In closing, W.D Howells is successful in his use of these methods of argument. “Editha” paints a clear picture of the men who must fight and the people who casually call for war. He proves Editha’s motives are unworthy of devotion. After all, it is easy to sit back and call for war when it will be the common enlisted man who will die to provide this luxury. In the end, Howells made his point clear. War never comes without sacrifice or consequence.
In life, historical events often play an important role in a persons life. Many times people can drastically have a change of opinion over night. In A Separate Peace, the whole atmosphere at the Devon School changed as World War II progressed. The boys either eagerly awaited draft, preferred to enlist in the area of war they wanted, or did not want to go at all. The students at the school were forced to create activities for enjoyment since old ones could not be played because of lack of materials. When a friend returns from the war, the boys at Devon got a real sense of what the war was like. The boys learned that going to war was not all fun and games like they had anticipated. The influence World War II had on the characters in A Separate Peace and life at the Devon School, was clearly depicted through their actions and activities.