The Conception of Evil in Byron's Dramas: Manfred, Cain, Heaven and Earth, The Deformed Transformed.
The depictions of and ideas about evil in Byron's dramas Cain, The Deformed Transformed, Heaven and Earth and Manfred are fairly common between the four texts. On the basic level, evil is seen as a force opposite to good, which all humans have the potential for. Only some humans express this potential, and their downfall into evil is often brought about by temptation, usually from a divine being. God punishes evil. This interpretation of evil is problematic, however. Because God administers punishment, evil becomes anything that questions the omnipotence of God. The hint that God himself may have an evil side is a truth that may not be discovered without first questioning, an action that endangers the questioner.
"Evil" is acknowledged as a force separate and opposite from "good". Cain's Lucifer admits the all-encompassing nature of evil in Act II Scene II: "But ignorance of evil doth not save from evil,/ it must still roll on the same,/ A part of all things". Even before Cain has committed murder or seemingly done anything wrong, Lucifer refers to "thy present state of sin - and thou art evil" (Cain Act II Scene II)
Evil, then, is a potential present in everyone, though it is not necessarily acted on in every case, and indeed is not desirable. Cain declares "I thirst for good" and Lucifer's answer shows that this is the normal attitude for men - "And who and what doth not? Who covets evil/ For its own bitter sake? None - nothing! Tis/ The leaven of all life and lifelessness".
Evil seems to be defined in Byron's dramas as selfishness or lack of regard for God. Good, by contr...
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... religious morality.
The assertion of individuality is threatening to society and to God, so these entities declare selfishness and over-individuality as sinful and evil, so they are justified in punishing them. What is defined as evil is really anything that threatens authority, be it the authority of God, a ruler of some kind or the authority of the idea of society itself over individuality.
Works Cited
Byron: The Poetical Works of Lord Byron. The Albion Edition. Frederick Warne and Co: London.
LaCerva, P A: Byron and the Pseudepigrapha: A Reexamination of the Mystery Plays. In Byron Journal, Volume 14
Praz, M, ed. West, P: Metamorphoses of Satan. In Byron, A Collection of Critical Essays. Prentice Hall:New Jersey
Raphael, F: The Byronic Myth. In Byron Journal Volume 12
Vuilamy, C E (1948): Byron. Michael Joseph: London
There are two kinds of evil, moral and natural. Moral evil is things like murder, rape, stealing, terrorism, etc. Natural evil is things like suffering and unpleasantness typically as a result of moral evil. Evil is that which has no power of its own. Evil is darkness, a negation of light. Its power is in us, in our fear of it, in that we consider it a "something" worth responding to.
Everyone remembers the nasty villains that terrorize the happy people in fairy tales. Indeed, many of these fairy tales are defined by their clearly defined good and bad archetypes, using clichéd physical stereotypes. What is noteworthy is that these fairy tales are predominately either old themselves or based on stories of antiquity. Modern stories and epics do not offer these clear definitions; they force the reader to continually redefine the definitions of morality to the hero that is not fully good and the villain that is not so despicable. From Dante’s Inferno, through the winding mental visions in Shakespeare’s Hamlet, spiraling through the labyrinth in Kafka’s The Trial, and culminating in Joyce’s abstract realization of morality in “The Dead,” authors grapple with this development. In the literary progression to the modern world, the increasing abstraction of evil from its classic archetype to a foreign, supernatural entity without bounds or cure is strongly suggestive of the pugnacious assault on individualism in the face of literature’s dualistic, thematically oligopolistic heritage.
The founders of the American public school system had a dream that all of America’s youth would have the opportunity to attend school in the best way possible for the times. The educational leaders of today must take up the same mission of providing the best school system imaginable for our modern era. Yearlong education is the solution to many problems that plague teachers, students, and school budgets.
The traditional school calendar has been in effect for more than a century. By the middle of the nineteenth century rural areas the school year lasted for five to six months, based on the harvest schedule. In contrast, many schools in urban areas were open for eleven or twelve months. A uniform calendar was established in 1847 that is the traditional calendar of today. (Shields, 2000) There was resistance to this calendar from the beginning; people in urban areas had to go to school from much longer to receive the same education. YRE began in a premature form in 1904 in Bluffton, Indiana with a four-quarter schedule. (Speck, n.d.) YRE began to be popular in states like Texas, New Jersey, North Dakota, Nebraska, Tennessee and Pennsylvania. It ceased during WWII because national uniformity was felt to be essential to the war effort. Hayward, CA implemented at official YRE programs at Park Elementary School in 1968 to become the first YRE school after WWII. (Speck, n.d.) YRE schools began to sprout up all over the country after that. In 1969 the first multiple tract school was established in Missouri. Since the late 70’s YRE has picked up in popularity and is a continuing trend. According to the National Association for Year-Round Education, more than 2 million students attend close to 3,000 year-round schools in 41 states and 610 school districts, which is a dramatic increase compared to the early 1990’s. There have been a variety of YRE schedules and currently there is the choice of single or multi-track, options within both of those, and an extended school year.
Dictionary.com defines evil as “the wicked or immoral part of someone or something.” Within the novel, Grendel by John Gardner evil is inescapable as this topic is discussed throughout the novel. Though the story holds a resemblance to its inspiration of the epic Beowulf in its portrayal of Grendel, it fails to highlight the underlying evil within the Anglo-Saxon’s and their values. Gardner’s novel reveals that evil is everywhere as it is seen in not only Grendel's but also in human lives and is presented in a more complex way than the epic as both have their own dark sides.
There are various models of YRS that can be implemented, all of which are reconfigurations of the traditional, nine-month calendar. In some areas these models are known as alternative or modified calendars (Shields & Oberg, 2000) and they all have unique characteristics. Because of theses differences, school systems should spend some time analyzing which model will be best for their particular school; educators may find that some models work better than others depending on the school. Estimates on the exact number of year round schedules vary, although it has been estimated that at least 50 different scheduling patterns exist (Palmer & Bemis, 1999). The most common alternatives include the single track calendar and the multi-track calendar.
In the world of the living, evil is not inherent and can change or influence a person’s aspect of the world based on the community they are in. Evil is the force of things that are morally wrong and the matter of suffering, wrongdoing and misfortune (Merriam Webster). Evil is not inherent because an evil community can change or influence a person’s way of thinking, can consume people the more they are relinquished to it, and can mold a person when a person has power or feel a certain way. Furthermore, evil can be claim as not inherent from reading about Josef Mengele, Stanley Milgram, and the Stanford Prison Experiment. I will persuade my point that evil is not inherent from the sources that depicts the claim of evil.
Family vacations, pool memberships, and corn de-tasseling; these have been the experiences of traditional Midwestern summers. For centuries young American children have attended school during the winter months, during farming off seasons when their families could afford to be without them. Families have grown accustomed to a traditional school calendar that provides time for bonding throughout the year. Students have grown accustomed to an eight week break during the summer months where they are allowed to refresh their minds before returning for a new school year. Unfortunately, these traditional experiences and practices are now in jeopardy. In today’s race to improve student achievement, traditional school calendars have become a point of contention. Today more and more school districts and parents alike have begun to debate the pros and cons of an alternative school calendar.
Although year-round school is not something that most Americans are used to, it is much more beneficial than the original nine-month schooling. Nine-month schooling has been around for a very long time, but it is also out dated. Nine-month schooling was a way to help farmers keep their children at home for extra help during the summer months. Now, more and more people are living in town, and farmers have advanced equipment. Year-round school is a great way to give students and teachers more frequent breaks throughout the school year so they do not get burnt out. It will also shorten the review time each year, and allow teachers to teach more throughout the school year. The multi-tracking system allows
The similarities existing between the two characters, Cristina Ceron argues, also align in Manfred’s first act soliloquy, in which the Byronic hero praises his superhuman powers announcing himself the devil and the sovereign of the world:
As described, heroism and its appearance are similar traits that are easily confused. However, assigning these qualities to (Aeschylus’s) Prometheus and (Milton’s) Satan makes these traits appear very different. Prometheus is a heroic character that is comprised of the very definition of heroism. Satan appears heroic; however, he his filled with cruel intentions and egotism that eventually exposes his character as a villain. “Paradise Lost” and “Prometheus Bound” establish and define a clear difference between a hero and someone who appears heroic; due to dominating protagonist roles and access to the characters’ motives.
Wicked, dishonorable, corrupt, villainous, malicious, and vicious all have one thing in common: they define evil. A person or a group of people that display these qualities are often defined as evil beings or creatures. Two people that have many of these characteristics developed within them are Iago from Shakespeare’s Othello and Lucifer from the Bible. Both Iago and Lucifer are developed with many “evil” qualities woven intricately into their character development. The representation of each “evil” characteristic gives them something they have in common, allowing the description and portrayal of both Iago and Lucifer in literature show the audience they share common “evil” characteristics and that they lead to chaos and downfall.
Lord Byron had a variety of achievements during his time. Among these various achievements, he had a very significant and profound impact on the nineteenth century and it’s “conception of archetypal Romantic Sensibility. (Snyder 40). “What fascinates nineteenth century audiences about Byron was not simply the larger than life character of the man transmuted into...
Thorslev, Peter L., Jr. The Byronic Hero: Types and Prototypes. Minneapolis: University of Minnesota Press. 1962. Print.
of evil, and Hell’s Satan as a creature seemingly capable of good. At every moment, good