The Great American Depression of the 1930's
The economic depression that beset the United States and other countries in the 1930s was unique in its magnitude and its consequences. At the depth of the depression, in 1933, one American worker in every four was out of a job.
In other countries unemployment ranged between 15 percent and 25 percent of the labor force. The great industrial slump continued throughout the 1930s, shaking the foundations of Western capitalism and the society based upon it.
Economic Aspects
President Calvin COOLIDGE had said during the long prosperity of the 1920s that "The business of America is business." Despite the seeming business prosperity of the 1920s, however, there were serious economic weak spots, a chief one being a depression in the agricultural sector. also depressed were such industries as coal mining, railroads, and textiles. Throughout the 1920s, U. S. banks had failed--an average of 600 per year--as had thousands of other business firms. By 1928 the construction boom was over.
The spectacular rise in prices on the STOCK MARKET from 1924 to 1929 bore little relation to actual economic conditions. In fact, the boom in the stock market and in real estate, along with the expansion in credit
(created, in part, by low-paid workers buying on credit) and high profits for a few industries, concealed basic problems. Thus the U. S. stock market crash that occurred in October 1929, with huge losses, was not the fundamental cause of the Great Depression, although the crash sparked, and certainly marked the beginning of, the most traumatic economic period of modern times.
By 1930, the slump was apparent, but few people expected it to continue; previous financial PANICS and depressions had reversed in a year or two.
The usual forces of economic expansion had vanished, however. Technology had eliminated more industrial jobs than it had created; the supply of goods continued to exceed demand; the world market system was basically unsound. The high tariffs of the Smoot-Hawley Act (1930) exacerbated the downturn. As business failures increased and unemployment soared--and as people with dwindling incomes nonetheless had to pay their creditors--it was apparent that the United States was in the grip of economic breakdown.
Most European countries were hit even harder, because they had not yet fully recovered from the ravages of World War I.)
The deepening depression essentially coincided with the term in office
(1929-33) of President Herbert HOOVER. The stark statistics scarcely convey the distress of the millions of people who lost jobs, savings, and homes.
From 1930 to 1933 industrial stocks lost 80% of their value. In the four
Railroads in the Late 19th Century - American Memory Timeline- Classroom Presentation | Teacher Resources. (n.d.). Retrieved September 26, 2017, from http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/railroad/
In Frankenstein, Mary Shelley scrutinizes the Enlightenment era’s pursuit for progress and knowledge as it is seen as morally chaotic for overstepping the natural order idealised by the Romantics. Victor F’Stein’s amibition to overpower the boundaries of nature by attempting to take up God’s role as the creator is enunciated in the metaphor “many excellent natures should owe their being to me”. Victor’s hubris and ambition reflects aspects of the Enlightenment – Shelley criticises the attempts of the age to control and empower natural processes, embodied in Galvani’s experimentation with animal electricity. Victor F’Stein represents humanity’s hubristic ambitions and fondness of knowledge. Shelley uses intertextual reference by characterising F’Stein as the “Modern Day Prometheus”. In Greek Mythology, Prometheus usurped the natural order by the creation of man. Prometheus was punished for for this crime eternally – an eagle eating from his liver; the implications are that nature is having its revenge for upsetting hierarchal order. However, Vi...
Railroads first appeared around the 1830’s, and helped the ideas of Manifest Destiny and Westward expansion; however, these were weak and didn’t connect as far as people needed, thus causing them to be forced to take more dangerous routes. On January 17th, 1848, a proposal was sent to Congress by Asa Whitney to approve and provide federal funding...
...use in us.”, to choppier and abrupt sentences such as “It was useless to try to do anything.” and “The struggle was over.” The transition to shorter, breathless, syntax when the moth is about to die mimics death itself: breathless and abrupt. The transitional structure of Woolfs piece allows her reader to experience the journey of finding the meaning of life with her, instead of merely explaining a realization she had one day while watching a moth die.
The railroad played a major role in forging the history of many countries including the United States of America. The railroad began to bring people to places that before then where only accessed by weeks of dangerous travel over harsh and deadly terrain. The industrial revolution had ushered in a completely new era. The new era was one of mass production, supply and demand, and new requirements of industry. The growth of industry had created new demands for transit, trade, and more robust supply lines. The railroad boom across the U.S. had spread and proceeded to grow the economy quickly therefore, many people began using the rail roads just as quickly. The rail market continued to grow and by the 1860’s all major cities within the United States were connected by rail.
Like all works that have been taught in English classes, Frankenstein has been explicated and analyzed by students and teachers alike for much of the twentieth and all of the twenty-first century. Academia is correct for doing so because Frankenstein can appeal to the interests of students. Students, teachers and experts in the areas of medicine, psychology, and sociology can relevantly analyze Frankenstein in their respective fields. However, Peter Brooks explains in “Godlike Science/Unhallowed Arts: Language and Monstrosity in Frankenstein” that Shelly had presented the problem of “Monsterism” through her language. According to Brooks, Monsterism is explicitly and implicitly addressed in Shelly’s language. While this may be correct, Brooks does it in such a way that requires vast knowledge of subjects that many readers may not be knowledgeable in. After summarizing and analyzing the positive and negative qualities of Brooks’ work, I will explain how the connection of many different fields of study in literature creates a better work.
After America acquired the West, the need for efficient transportation heightened. Ideas circulated about a railroad that would spread across the continent from East to West. Republican congresses ruled for the federal funding of railroad construction, however, all actions were halted for a few years on account of a war. Following the American Civil War of 1861-1865, the race to build transcontinental railroad began in 1866. Lincoln approved Pacific Railway Act of 1862, granting two railroad companies the right to build the first American transcontinental railroad, (Clark 432).
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.
Great Depression was one of the most severe economic situation the world had ever seen. It all started during late 1929 and lasted till 1939. Although, the origin of depression was United Sattes but with US Economy being highly correlated with global economy, the ill efffects were seen in the whole world with high unemployment, low production and deflation. Overall it was the most severe depression ever faced by western industrialized world. Stock Market Crashes, Bank Failures and a lot more, left the governments ineffective and this lead the global economy to what we call today- ‘’Great Depression’’.(Rockoff). As for the cause and what lead to Great Depression, the issue is still in debate among eminent economists, but the crux provides evidence that the worst ever depression ever expereinced by Global Economy stemed from multiple causes which are as follows:
October 29th, 1929 marked the beginning of the Great Depression, a depression that forever changed the United States of America. The Stock Market collapse was unavoidable considering the lavish life style of the 1920’s. Some of the ominous signs leading up to the crash was that there was a high unemployment rate, automobile sales were down, and many farms were failing. Consumerism played a key role in the Stock Market Crash of 1929 because Americans speculated on the stocks hoping they would grow in their favor. They would invest in these stocks at a low rate which gave them a false sense of wealth causing them to invest in even more stocks at the same low rate. When they purchased these stocks at this low rate they never made enough money to pay it all back, therefore contributing to the crash of 1929. Also contributing to the crash was the over production of consumer goods. When companies began to mass produce goods they did not not need as many workers so they fired them. Even though there was an abundance of goods mass produced and at a cheap price because of that, so many people now had no jobs so the goods were not being purchased. Even though, from 1920 to 1929, consumerism and overproduction partially caused the Great Depression, the unequal distribution of wealth and income was the most significant catalyst.
Mary Shelley’s Frankenstein, or the Modern Prometheus, explores the monstrous and destructive affects of obsession, guilt, fate, and man’s attempt to control nature. Victor Frankenstein, the novel’s protagonist and antihero, attempts to transcend the barriers of scientific knowledge and application in creating a life. His determination in bringing to life a dead body consequently renders him ill, both mentally and physically. His endeavors alone consume all his time and effort until he becomes fixated on his success. The reason for his success is perhaps to be considered the greatest scientist ever known, but in his obsessive toil, he loses sight of the ethical motivation of science. His production would ultimately grieve him throughout his life, and the consequences of his undertaking would prove disastrous and deadly. Frankenstein illustrates the creation of a monster both literally and figuratively, and sheds light on the dangers of man’s desire to play God.
Mary Shelley uses Victor Frankenstein’s and the creature’s pursuit of dangerous knowledge in Frankenstein to question the boundaries of human enlightenment.
Mary Shelley’s Frankenstein or; The Modern Prometheus, published in 1818, is a product of its time. Written in a world of social, political, scientific and economic upheaval it highlights human desire to uncover the scientific secrets of our universe, yet also confirms the importance of emotions and individual relationships that define us as human, in contrast to the monstrous. Here we question what is meant by the terms ‘human’ and ‘monstrous’ as defined by the novel. Yet to fully understand how Frankenstein defines these terms we must look to the etymology of them. The novel however, defines the terms through its main characters, through the themes of language, nature versus nurture, forbidden knowledge, and the doppelganger motif. Shelley also shows us, in Frankenstein, that although juxtaposing terms, the monstrous being everything human is not, they are also intertwined, in that you can not have one without the other. There is also an overwhelming desire to know the monstrous, if only temporarily and this calls into question the influence the monstrous has on the human definition.
She describes the September morning as “mild, benignant, yet with a keener breath than the summer months.” She then goes on to describe the field outside her window, using word choice that is quite the opposite of words that would be used to describe a depressing story. She depicts the exact opposite of death, and creates a feeling of joy, happiness, and life to the world outside her room. After this, she goes into great detail about the “festivities” of the rooks among the treetops, and how they “soared round the treetops until it looked as if a vast net with thousands of black knots in it had been cast up into the air”. There is so much going on around her that “it was difficult to keep the eyes strictly turned upon the book.” Descriptions like these are no way to describe a seemingly depressing story about a moth, but by using these, joyful descriptions, Woolf connects everything happening outside to a single strand of energy. These images set a lively tone for the world around her, and now allow her to further introduce the moth into the story.
The Great Depression was a period from October 29, 1929 to around 1940, close to when the U.S. entered World War II. This period was an economic depression that was started by the Stock Market crash. Such a catastrophic time span has many different causes that can all relate and combine. The Great Depression had many underlying causes that started originated after World War I. A series of events, including the economic boom of the 1920’s were contributors to the Great Depression.