Fate in Beowulf, Grendel, and Macbeth Fate plays a significant role in the Old English epic poem Beowulf and William Shakespeare's play Macbeth.. The major events of the poem, such as the three killings by Beowulf and his own death, are said to have been predestined. In Macbeth, fate is so significant that it is personified by the Weird Sisters, who drive the action of the play. But if predestination exists, then there must be an agent that determines destiny. In Beowulf, God plays this role, and fate is generally accepted as God's will. In John Gardner's Grendel, a novel which serves as a commentary on the poem, fate is totally predetermined, and is the will of no being. By contrast, Macbeth's agents of fate are the Witches, who generally go against God's will. In all three works, fate plays a powerful role, as it did in many prescientific cultures. Fate is a necessary element in these people's lives so that they can have some means of justifying aspects of their existence. However, the fatal agents in the works differ; in looking at this, one must keep in mind that the three works were written in vastly different time periods, for different audiences, and for different purposes. Beowulf was intended to convert people to Christianity. It cannot be a true story, since it takes place in the sixth century (Raffel, 150), four centuries before Christianity came to Scandinavia. (Creed, 141) Most scholars agree that it was written by a Christian, in order to show how the belief in God can overcome evil. Shakespeare wrote Macbeth in 1606 for a Christian audience, perhaps in an attempt to impress the new king, James I. Since King James was an expert on witchcraft, Shakespeare gave the Witches a significant role in ... ... middle of paper ... ...t P. and Stanley B. Greenfield, Old English Poetry: Fifteen Essays, Providence, RI: Brown University Press, 1967 Epstein, Norrie. The Friendly Shakepeare, New York, Viking Publishing, 1993. Demmick, Donald. "Alienation and the Process of Individuation." http://www.nautis@arches.uga.edu (16 February 1997). Gardner, John. Grendel. 1971; rpt. New York: Vintage Books, 1989. Raffel, Burton. and Alexandra H. Olsen Poems and Prose from the Old English, (Yale University Press)Robert Bjork and John Niles, A Beowulf Handbook (University of Nebraska Press) Schucking, Levin L. "The Ideal of Kingship in Beowulf." In An Anthology of Beowulf Criticism, edited by Lewis E. Nicholson. Notre Dame, IN: University of Notre Dame Press, 1963. Shakespeare, William. Tragedy of Macbeth . Ed. Barbara Mowat and Paul Warstine. New York: Washington Press, 1992.
Chadwick, H. Munro. “The Heroic Age.” In An Anthology of Beowulf Criticism, edited by Lewis E. Nicholson. Notre Dame, IN: University of Notre Dame Press, 1963.
Clark, Gorge. “The Hero and the Theme.” In A Beowulf Handbook, edited by Robert Bjork and John D. Niles. Lincoln, Nebraska: Uiversity of Nebraska Press, 1997.
Everett, Nicholas From The Oxford Companion to Twentieth-century Poetry in English. Ed. Ian Hamiltong. Oxford: Oxford University Press, 1994. Copyright 1994 by Oxford University Press.
Beowulf. Norton Anthology of World Masterpieces. Expanded Edition Volume 1. ED. Maynard Mack et al. New York: Norton, 1995. 1546-1613.
Was the story of Beowulf’s battle between good and evil a reflection of Christ battling Satan? There are 3 major battles within Seamus Heaney's edition of the epic poem Beowulf all of which earn Beowulf some heroic status for saving the town from the evil antagonists that lurk, but is there a deeper meaning behind these battles than just an old tale? Is there some metaphor we are supposed to perceive? Throughout Beowulf there are a lot of different themes to pick and choose from, some interesting and more prevailing ones are that of pride vs. humility and sacrifice vs. selfishness. Beowulf for example is very proud but at the same time humbles himself and offers his credit to the Lord. The bible states in Jeremiah 29:11 ‘“I know the plans I have for you,’ declares the LORD, ‘plans to prosper you and not to harm you, plans to give you hope and a future.”’ Seamus Heaney portrays Beowulf as a Christ-like figure to spread the ideals and values of Christianity and God’s Love to the audience.
Fate vs Free Will is one of the most oft used literary techniques in writing. It is never more evident than in Shakespeare’s play Macbeth. The major theme of the story Macbeth is whether or not the story is fueled by the free will of Macbeth, or by his fate. Are the events in Macbeth a result of his mentality and outlook on life, or were they going to happen no matter what? Almost every major event that takes place can be traced back to this question. It can be viewed in different ways, and most people have their own opinions. Dissecting this question is a part of what makes teaching Macbeth still have so much value to this day. But there is a clear answer to this question upon further dissection. The story of Macbeth is fueled by his free will, which he perceives to be a necessary part of achieving his fate.
The battle between fate and free will produces a lopsided victory by fate in Beowulf. A continuous reference is directed to fate by context as well as in elements of theme, plot, and character. The most prominent relation to fate is seen with Beowulf. From his early adventures as a warrior to his later rule as king, fate strongly influences Beowulf's beliefs and courage. He attributes the successful outcomes of his many fights and struggles to the reasons of fate. The lives and outcomes of Beowulf and his enemies are obvious examples of the Beowulf poet showing that God has the power to control everything, resulting in predetermined fate. "Fate goes ever as fate must."(Line 455)*
Abrams, M.H., ed. Beowulf: The Norton Anthology of English Literature. New York: W.W. Norton & Company, Inc., 2001.
School uniforms should be mandatory in all schools. Enforcing school uniforms will make outsiders more identifiable thus creating a safer academic environment for students. The attire will also reduce competition among students and their clothing choices. Additionally, they will prompt students to feel pride, respect, and spirit towards their school. School uniforms should generate equality and unity, create an improved learning environment, and decrease bullying amongst the students.
In the context of the fictional story of Macbeth, it is hard to argue that fate was not controlling his life and actions. Many prophecies were made that seemed impossible at first, but each one came true and things happened as expected, though maybe not in the exact way or at the exact time that they were thought to. It is pretty clear throughout the narrative that the concept of fate prevails in the context of Macbeth, but once these beliefs are placed into the realm of the real world, there is a lot more room for argument. Things in real life are less certain, and there are many variables that can affect a person’s opinion on this matter. Ultimately, it comes down to a personal decision that everyone exercises their freedom of choice on to establish what they believe.
Frank, Roberta. 1982. “The Beowulf Poet’s Sense of History.” in Beowulf: Critical Interpretation. Harold Bloom, ed. Philadelphia: Chelsea House Publishers.
Uniforms policies also result in decreased economic problems for schools and parents. They reduce in the possible harassment based on differences between economic standing among students. Not every student has parents who are rich and due to the differences noticed by the clothes a student might wear, they are bullied and/or harassed. School uniforms are beneficial to all families by decreasing clothing costs (Firmin, Smith and Perry, 143-168). This is very important to low income and low budget families because uniforms would save money. Since uniform increases efficiency of a student, funding could be directly used in educational programs rather than disciplinary and administrative functions. Therefore, dress policies at schools benefit schools and parents economically.
What students wear is a common target for bullying, lots of students will be picked on for what they wear and will be labeled as someone their not just because of appearance instead of the admirable qualities and their character. Some students can’t afford brand name fashion like their upper and middle peers instead they might have to go to a second hand store to buy their clothes or use handy downs from their older siblings instead. This can affect students’ self-esteem and cause them to do poorly in school. But having a uniform implemented it reduces this common issues from happening and it can help build a sense of unity in a school. Also wearing a school uniform reduces social classes.
Generally, uniforms when used enhances uniformity among the students, irrespective of their financial status, race, and color or fashion preference; it improves the learning environment, and instils discipline; reduces security threats and thus enhances safety.
In conclusion, students should not have to wear uniforms because of certain reasons. First of all, uniforms limit kids ability to express their personality and second, they cost too much money to only wear to one location. Schools who require uniforms should rethink them and change their dress code