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Character development recitatif
An essay on character development
Character development recitatif
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Visualizing Perfection in Candide
"All is for the best...in the best of all possible worlds." To picture greatness, perfection and brilliance all intertwined into one splendid world -- a utopia, infers visualizing absolute beauty, harmony, and a universal tolerance amongst mankind. Would not such "perfection" designate the "best of all possible worlds?" How could we possibly conceive the sinister world portrayed in Candide to be conveyed as "utopia?" Since the best of all possible worlds indicates that "all is for the best" is it not safe to derive at the conclusion that since our world is clearly not "perfect" it is therefore implied that "all" is not for the best? Who determines the "right" from the "wrong," the "beautiful" from the "hideous," the "strong" from the weak?" How does one know if they are right? How does one ever know if they chose "correctly?" How does one allow themself to be infatuated with an idea as to blindly (correctly or incorrectly) follow it and believe? When do you question yourself? Doubt and "double-guess" yourself? Such correlating topics of an ambiguous solution are sought to be explained in Candide.
Voltaire's masterpiece Candide recounts the journey of a young man as he ventures the world and faces reality, deals with it, is guided, transformed, and eventually defined by it. Voltaire's story tells the tale of Candide as his character matures from the naivete of a child to the extensive temperament of a distinguished man.
Born and raised in the castle of the Baron of Thunder-ten-tronckh, in the land of Westphalia, Germany, Candide is firs...
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...n the best of possible worlds; for short, had you not been kicked out of a fine castle by the backside for the love of Miss Cunegund, had you not been put into the Inquisition, had you not traveled over America on foot, had you not run the Baron through the body, and had you not lost all your sheep which you brought from the good country of El Dorado, you would not have been here to eat preserved citrons and pistachio nuts."
Voltaire therefore exhibits both sides of the spectrum, Pangloss, the unchanging, and Candide the "developed." These adventures broadened the horizons of Candide, and with him, the reader also undergoes many thought provoking dilemmas, cultivating himself in many of the same ways. This tale doesn't flounder all hope of "perfection," but it does present, in laymen's terms the ideas behind Murphy's Law.
The author, Voltaire, wrote in the Enlightenment period, a literary movement characterized by the rising concern of philosophy, science, and politics. Voltaire’s writing was influenced by the Enlightenment movement to create awareness of global issues. This is evident in the repeated tragedies Candide stumbles upon. Social issues, corrupt authority figures, and war are real world topics that Voltaire chooses to address in Candide. The satirical nature of Candide allows for an in-depth discussion between the characters regarding the problems they face and the problems of the people they meet, creating a perspective that the audience is forced to look through. It is also a coming of age story, not just for Candide, but for the rising awareness in global issues. Voltaire’s inclusion of the issues of his time reflect the severity of those issues. Satire is used as a reaction to a society’s hypocrisy. Candide as a satirical piece reflects what people have neglected to pay attention to. Coming into a new era of awareness and responsibility leads Candide to reflect on the live he lived in Westphalia and the people he encountered across
Slaveowners during the mid 19th century treated their slaves as nothing more than laboring animals, for the one and only purpose of carrying out their “masters” orders. But literacy was not coincidentally separated from the slaves lives. “Mr. Auld found out and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read “(45). This quote occurs in the book, when Douglass’s new owner Mrs. Auld (whom is new to slave owning), teaches Douglass to read. Mr. Auld finds out and forbids Mrs. Auld to teach him further. Mr. Auld describes teaching slaves to read as unlawful and unsafe. To describe something as unsafe, is to imply it has the power to threaten someone or somethings safety. In this case the safety is the white mans ability to control and suppress slaves. Douglass from this experience is disappointed that his education has been interrupted. Even though it becomes more difficult to learn to read after that, Douglass learns something even more important from the experience: the mysterious power of education. The fact that Mr. Auld doesn 't want him to read, shows him that there 's something valuable there, making him want to learn to read even more. “… if you teach that nigger (speaking of myself) how to read,
Voltaire had a very opposite point of view in that he saw a world of needless pain and suffering all around him. Voltaire, a deist, believed that God created the world, yet he felt that the people were living in a situation that was anything but perfect. Thus, the major theme of Candide is one of the world not being the best of all possibilities, full of actions definitely not determined by reason or order, but by chance and coincidence.
The main connection made is that of a closed mined untrained thinking person not being able to see the world or anything as it really is. A person who is closed minded is no better off than a slave chained inside a cave who has no clear understanding of the world as it is. The untrained thinker is to themselves a slave of their own mind. The untrained minded person also has no idea he is in a cave like the two fish in Wallace’s speech that have no clue they are in water cause it is all they have ever known.
A great philosopher Liebnitz once said that this is the best possible of all worlds. Voltaire disagrees. In Voltaire's Candide, the impartial narrator travels to distant lands and experiences a range of extremes. After having spent a great deal of time away from his homeland, and having seen more than most people see in a lifetime, the narrator is forced to conclude that this may not be the best possible world because of the reality of evil. Voltaire relates this point very effectively through his mastery of language and the choices he makes, both gramatically and content-related.
Frederick Douglass is an exemplary example of why literacy was such a guarded commodity during the 1800’s. When Douglass went to live with the Auld family, the mistress Mrs. Auld had never before owned a slave. Her behavior towards Douglass was different—kinder, and she even began to teach him the alphabet. When her husband, Mr. Auld, found out of her actions she was scolded and told that a slave should never be taught how to read. From that day on, Mrs. Auld never again taught Douglass any letters. Her attitude completely changed. Not only was the issue of slaves being illiterate keeping slaves ignorant, but the masters also. By Mrs. Auld’s sudden change in attitude to Douglass it became apparent that the idea of slavery was not a natural occurrence, it was taught. When Douglass saw how protective Mr. Auld was over keeping him illiterate, he became more curious and concluded that education would be vital to the emancipation of his race. He used his knowledge of the alphabet to eventually learn how to read and write.
Slaves were forbidden to read and slave owners were forbidden to teach slaves to read and write. The existence of such a restriction on educating slaves is proof that the slaveholders felt a need to suppress the capabilities of slaves. As a slave, Douglass was given the opportunity to learn and elevate his status only to have all that, including the invitation to join "high" society snatched away. Such a tease and broken promise of a better day proved to be more than Douglass could bear. He devoted each of his idle moments to mastering the language arts. In addition, as if mastering it were not enough, Douglass meticulously educated other slaves in the English language of reading and writing. Douglass' action was indicative of the significance found in literacy. If he had not put literacy at such high esteem, he would not have taken the time to continue his education and persuade others to pursue theirs. Douglass knew first hand that education was a effective tool of empowerment especially to slaves—those who had spent their lives without any power. This separation of man from education was a control issue and reclaiming control meant education one's self and his or her peers. Through educating his peers, Douglass demonstrated his knowledge of the underlying power in literacy.
In order for Douglass to reach his goal of becoming a free man he thought the only way out was education. He needed to learn how to read, write, and think for himself about what slavery was. Since literacy and education were so powerful to Frederick he persevered to get himself the education he wanted. …. Douglass knew it wouldn’t be easy, but that didn’t stop him. Douglass realized the “ conscious of the difficulty of learning without a teacher, I set out with a high hope, and
Education and freedom are inseparable. Douglass, a young slave, is fortunate to learn the alphabet from his sympathetic Mistress Hugh. However, his Master Hugh perceives that his wife educates Douglass; then, he forbids his wife from teaching him to preserve their slaveholders’ power. Mrs. Hugh loses her kindness to become a cruel slave owner; she deprives Douglass’s opportunities
The experiences that we face in life vary from person to person and one of the greatest differences occur between men and women. In Voltaire 's novel Candide a great deal of the experiences that each of the characters face is unique to them, but the experiences of the women differ greatly to those of the men. The way the two sexes handled those experiences also varied and reflected a satirical view of the times in which Voltaire lived. The differences in events between the men and women can be seen in a few key points that are seen throughout the Novel.
In Candide, by Voltaire, Candide struggles through a world torn by constant bloodshed and crime. As he travels, he and other characters are deceived, injured, and abused by the world around him. Voltaire’s Candide reveals another side of human beings’ hearts as he portrays humanity’s hamartias as greed, lust, and religion.
... Conclusion, all of the previously discussed topics were put together by Voltaire in an ingenious way to ridicule the philosophy that everything is exactly as it should be and that everything bad happens for the greater good. All the tragedies Candide underwent were introduced in the novella with the purpose of disproving this notion. The book Candide made me think a lot about everything that is wrong with humankind. Voltaire was very successful and Candide's story accomplished his goal because It is hard to imagine that someone would still believe this philosophy after reading this very ingenious, funny, and entertaining novella.
In Candide, Voltaire sought to point out the fallacy of Gottfried Leibniz's theory of optimism and the hardships brought on by the resulting inaction toward the evils of the world. Voltaire's use of satire, and its techniques of exaggeration and contrast highlight the evil and brutality of war and the world in general when men are meekly accepting of their fate.
Voltaire, Francois-Marie Arouet de. “Candide.” The Norton Anthology of World Literature. Gen. ed. Martin Puchner. Shoter 3rd ed. Vol. 2. New York: Norton, 2013. 100-59. Print.
Frautschi, R.L. Barron's Simplified Approach to Voltaire: Candide. New York: Barron's Educational Series, Inc., 1998.