Science vs. Morality and Responsibility in Frankenstein
The most frightening horror story can only be called such if it is believable. Nothing is so unnerving as lying awake at night with very real fears. No monster can harm you, unless the monster was genetically engineered by a mad scientist. The theme of Mary Shelley's Frankenstein - scientific investigation without consideration of morality and responsibility - is a very relevant topic in today's world. This theme, along with the less obvious themes of revenge, prejudice against deviation from the norm, and fate all make Frankenstein one of the most unique and terrifying horror novels ever.
Victor Frankenstein had a normal, if not ideal, childhood. His father was well respected, and he had a comfortable environment in which to learn and develop. His life began to change when he discovered a volume of works by the German physician Cornelius Agrippa. At first this mild curiosity exploded into a genuine interest and he began to read works from other authors - Paracelsus and Albertus Magnus - scientists which had lived several centuries earl...
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Patterson, Arthur Paul. A Frankenstein Study. http://www.watershed.winnipeg.mb.ca/Frankenstein.html
Shelley, Mary. Frankenstein or the Modern Prometheus. Edited with an Introduction and notes by Maurice Hindle. Penguin books, 1992
Smith, Christopher. Frankenstein as Prometheus.
http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankCS.html
Spark, Muriel. Mary Shelly. New York: Dutton, 1987.
Williams, Bill. On Shelley's Use of Nature Imagery.
http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankWJW.html
Frederick Douglass uses effective evidence and language in order to support his argument in the speech “The Meaning of July Fourth for the Negro.”
As a former slave, bereft of any free will, written words were all but unavailable to Frederick Douglass. Slaves were unable to tell their stories, to expose the dehumanization that their enslavement caused on both sides of the racial rift; so it was necessary for Douglass to fight tooth and nail to obtain the right to learn, and ultimately to narrate his own life story. Amongst the narration, multiple rhetorical strategies are integrated into the text in order to uncover the dehumanizing effect their mistreatment had on slaves during this time. His primary purpose is to educate those who are ignorant of the horrible conditions that slaves lived in and the cruelty that they suffer. He does this through the use of rhetorical devices such as anecdotes, irony and by further connecting to his audience with pathos and ethos. By using his own personal experiences as the subject of his argument, Douglass is able to make a strong and compelling case against slavery; at a time when it was socially unacceptable to do so.
The effectiveness and excellent structure of Frederick Douglass’ Fourth of July speech is apparent. His rhetorical arguments served as powerful rebuts to opposing contentions and forced his audience to consider the undeniable error in their nation’s policy and approach regarding slavery. Douglass also compelled his audience to take his words seriously by establishing his credibility, recognizing his audience, and skillfully constructing and executing his speech. The end product of his efforts became a provocative speech at the time and a historical delivery in the future. Douglass succeeded in giving a speech that clearly and effectively argued the absurdity of the institution of slavery in America, leaving it up to his audience to consider his position and decide for themselves how to act in the future.
In Fredrick Douglass’s speech, “What to the Slave is the Fourth of July,” Douglass proves the necessity of resistance by relating
native town to be the world, than he who aspires to become greater than his
On July 5, 1852, Frederick Douglass, an African-American ex-slave and abolitionist, delivered a speech in Rochester, New York at the city’s annual Fourth of July Celebration, to the citizens of Rochester. Allowing the people of Rochester only a day to immerse in the “patriotic” festivities of the Fourth of July, Douglass’ “What to the Slave is the 4th of July?” challenges American ideals such as liberty, equality and justice, by providing arguments that examine the religious, moral and constitutional principles that the American people claim to abide by and glorify. Through rhetorical strategies such as repetition, pathos and logos, Douglass exposes the paradoxical nature of the Fourth of July.
Frankenstein is the story of an eccentric scientist whose masterful creation, a monster composed of sown together appendages of dead bodies, escapes and is now loose in the country. In Frankenstein, Mary Shelly’s diction enhances fear-provoking imagery in order to induce apprehension and suspense on the reader. Throughout this horrifying account, the reader is almost ‘told’ how to feel – generally a feeling of uneasiness or fright. The author’s diction makes the images throughout the story more vivid and dramatic, so dramatic that it can almost make you shudder.
With the advancement of technology and science, we are now able to genetically modify animals. Mary Shelley found a way to make science an epitome, and confirms what could happen if science is taken too far. In conclusion, Mary Shelley’s Frankenstein is considered to be a historical novel, based on scientific advancements. In this novel Shelley depicts her own definition of human nature, by showing the creature and the ways that humans react to him. The novel also showed the differences between morality and science.
In, “The Narrative of the life of Frederick Douglass”, readers get a first person perspective on slavery in the South before the Civil War. The author, Frederick Douglass, taught himself how to read and write, and was able to share his story to show the evils of slavery, not only in regard to the slaves, but with regard to masters, as well. Throughout Douglass’ autobiography, he shares his disgust with how slavery would corrupt people and change their whole entire persona. He uses ethos, logos, and pathos to help establish his credibility, and enlighten his readers about what changes needed to be made.
Works Cited Shelley, Mary. Frankenstein: A Norton Critical Edition. ed. J. Paul Hunter. New York: W. W. Norton, 1996.
Mary Shelley’s Frankenstein is a nineteenth century literary work that delves into the world of science and the plausible outcomes of morally insensitive technological research. Although the novel brings to the forefront several issues about knowledge and sublime nature, the novel mostly explores the psychological and physical journey of two complex characters. While each character exhibits several interesting traits that range from passive and contemplative to rash and impulsive, their most attractive quality is their monstrosity. Their monstrosities, however, differ in the way each of the character’s act and respond to their environment. Throughout Frankenstein, one assumes that Frankenstein’s creation is the true monster. While the creation’s actions are indeed monstrous, one must also realize that his creator, Victor Frankenstein is also a villain. His inconsiderate and selfish acts as well as his passion for science result in the death of his friend and family members and ultimately in his own demise.
Shelley, Mary. Frankenstein or the Modern Prometheus. Edited by: D.L. Macdonald & Kathleen Scherf. Broadview Editions. 3rd Edition. June 20, 2012
Shelley, Mary. Frankenstein or the Modern Prometheus. Edited with an Introduction and notes by Maurice Hindle. Penguin books, 1992
Shelley, Mary. Frankenstein. Ed. D.L. Macdonald and Kathleen Scherf. Orchard Park, NY: Broadview Press, 1999.
Shelley, Mary. Frankenstein or the Modern Prometheus. Edited with an Introduction and notes by Maurice Hindle. Penguin books, 1992