The Adventures of Huckleberry Finn Impact on American Literature - Free Essay Example

Sample details Pages: 3 Words: 930 Downloads: 7 Date added: 2019/05/18 Category Literature Essay Level High school Tags: Huckleberry Finn Essay Mark Twain Essay Did you like this example? We have many important works in American Literature that have long been a part of our standard materials in the school curriculum. The Adventures of Huckleberry Finn by Mark Twain is one of the most famous, well written, and controversial works in American Literature. Lionel Trifling and T.S. Don’t waste time! Our writers will create an original "The Adventures of Huckleberry Finn: Impact on American Literature" essay for you Create order Elliot were greatly influential in ensuring that Huckleberry Finn would have the academic acknowledgment and support to be admitted into the American classrooms (PBS.org). However, unlike other great works of literature, there has been a long-standing debate about the appropriateness of its contents being taught in our schools and its availability in our libraries. There were many critics who demanded that this work is removed from libraries and schools because of its use of the word nigger and its stereotypical portraits of blacks as superstitious and unintelligent (King, 2018). I am opposed to this demand because we need to have this conversation at an early age in an environment that foster active learning, discussions, and open-mindedness. In 1998, a high school district in Arizona was sued by Kathy Monteiro to ban The Adventures of Huckleberry Finn by Mark Twain, along with A Rose for Emily by William Faulkner from the students required reading materials. She claimed that it creates a hostile environment because it has a derogatory word that is repeatedly used in the novel. The judges declined the ban of the novel but gave the school districts the legal duty to take the responsibility of ensuring that this does not create a racially hostile environment (PBS.org). I agree with the judges decision after all this is not the only required reading material that has offensive words. There are many regional writings in the canon of our American literature in similar tone and themes to this novel. Where indeed do we draw the line of which ones are appropriate and acceptable and which are not? We all have different views, experiences, and degrees of acceptance and/or tolerance. The message about race and slavery in this novel is very important. It is central to the story and should be taught in school. I concur with the courts reasoning, the fact that a student is required to read a book does not mean that those students will accept the views presented in such a book. Furthermore, the Court states that it is important for the student to learn and think critically about offensive ideas to be able to develop their critical thinking skills (crin.org). As difficult as it is to read this novel for many people especially the African Americans, we need to take into consideration that Mark Twain intended for this novel to be an authentic representation of the treatment, attitude, and mentality of the Southerners and slaves during that time period. Before slavery was abolished in 1865, with the exception of Louisiana, all Southern states by law can legally own slaves. In 1841, Solomon Northup, a free black man from New York was kidnapped and sold to slavery in the South. After he regained his freedom, he wrote about his experiences and one in particular passage stood out, Freeman [the white slave broker] would make us hold up our heads, walk briskly back and forth, while customers would feel of our heads and arms and bodies, turn us about, ask us what we could do, make us open our mouths and show our teeth Sometimes a man or woman was taken back to the small house in the yard, stripped, and inspected more minutely. Scars upon a slaves back were considered evidence of a rebellious or unruly spirit and hurt his sale (crf-usa.org, 2018). This is just one account among many that slaves were treated as personal property to be bought, used, and sold like an object. For slave masters to refer to their slaves as the word nigger was common and unremarkable. It is no wonder that in the novel Hucks vocabulary was littered with the use of the aforementioned word. Hucks use of the word did not seem abusive, malicious, evil, or offensive when taken into the context of the novel. Mark Twains novel is an account of that time. It is not meant to cause psychological damage or to inflict pain. This is a regional writing that documents the regions time period including dialect and the inferior treatments of the slaves. I would argue that we need this novel to stay in our libraries and schools for the betterment of our society and culture. There are immense values to be gained by reading, learning, discussing, and understanding The Adventures of Huckleberry Finn by Mark Twain in our schools in its entirety. Yes, even the use of the word nigger and its stereotypical portraits of blacks as superstitious and unintelligent. There can be no healing without understanding. This work is a glimpsed of our history remarkably captured by Mark Twain. It is a realistic portrayal of the characters during that time. Jim was a slave deprived of human dignity and education, but it did not mean that he was not intelligent. Hucks excessive use of the word nigger was a product of his upbringing and environment. The Adventures of Huckleberry Finn should continue to be a part of the required reading materials in our school curriculum to teach students to look past the distraction of the negativity and find the deeper mea ning and message imparted by two unlikely friends on their journey to seek their freedom and exposed the hypocrisy of the society and in the process the students can gain valuable lessons in critical thinking and race relations.

The Monument Of The Statue Of Liberty - 1989 Words

Entry 1. The Statue of Liberty In 1865 when the American Civil War was close to the end, a French historian Edouard de Laboulaye suggested that France should create and give to the United States a statue that would symbolize the nation’s success in building a viable democracy. However, because of the lock of money, the work on the statue didn’t start until the end of 1875. The creator of the statue is the French sculptor Frederic-Auguste Bartholdi who created the statue out of sheets of hammered copper and Alexandre-Gustave Eiffel, the creator of Eiffel Tower created the statue’s steel frame. The female form represented by the sculpture is based on Libertas, the Roman goddess of liberty. The statue was given to the United States and was†¦show more content†¦Moreover, Thomas Edison created the first industrial research laboratory. Not only was Edison a great innovator, but he also was a successful manufacturer and businessman. Entry 3. Andrew Carnegie Born on November 25, 1835, in Dunfermline, Scotland, Andrew Carnegie was the second son of Will and Margaret Carnegie. His father was handloom weavers while his mother worked for a local shoemaker. In 1848, the Carnegie family came to America hoping for better economic opportunities and established in Pennsylvania and this is when Andrew Carnegie formal education ended because his family had no money for education. He then got his first job as a bobbin boy at a cotton factory, earning $1.20 a week. After this he had quite a few different job one of which was at the railroad where he made got money and that’s when he was able to make some investments in coal, iron and oil companies and a manufacturer of railroad sleeping cars. In 1865, Carnegie left the railroad job and he continued his ascent in the business world. But because the railroad industry experienced a rapid growth during that time in the United Stated, Carnegie made an investment in the railroad business and by the age of 30th he was the richest person. In the early 1870s, he started working in the steel business, and very soon he became one of the most important people in the field. Despite of his success in 1901, he sold his steel company to banker John Pierpont Morgan for $480 million. Carnegie then dedicatedShow MoreRelatedThe Statue Of Liberty, The Washington Monument901 Words   |  4 Pages Monuments preserve a memory that serves as a reminder of a significant event or person. The Statue of Liberty, the Washington Monument, Bunker Hill Monument— these structures honor and immortalize remarkable occurrences in history, people, or concepts; and when it is time to construct a monument, many aspects of the established memorial need to be planned. 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Genetics Controlled Assessment

Question: Discuss about the Genetics Controlled Assessment? Answer: Here Mendel has crossed pure breeding green unripe pods with pure breeding yellow unripe pods. In F1 generation, plants were formed with green pods. If, green unripe gamete is denoted as Y and yellow unripe gamete is denoted as y, the cross will be: YY X yy Yy . F1 Therefore, in green pod is dominant character and yellow pod is recessive character In F2, Male Female Y y Y YY (green) Yy (green) y Yy (green) yy (yellow) Table 1: (Ewens 2012) Therefore, the genotypic ratio will be 1:2:1 and phenotypic ratio will be 3:1 Therefore, within 580 F2 plants, 75%, that is 435 will be green unripe pod and 145 (25%) will be yellow unripe pod plants. 2) Here, wildtype Red Poll gamete is denoted as R and white shorthorn gamete is denoted by r. In F1 generation, a new colored calves were developed, colored roan with a genotype of Rr. a) roan X roan Male Female R r R RR (Red) Rr (Roan) r Rr (Roan) Rr (white) Table 2: (Roff 2012) Therefore, phenotype will be, Red: Roan: White = 1:2:1 b) roan X white Male Female R r r Rr (Roan) rr (White) r Rr (Roan) rr (White) Table 3: (James 2012) Therefore, the phenotypic ratio will be, Roan: White = 1:1 c) roan X red Male Female R r R RR (Red) Rr (Roan) R RR (Red) Rr (Roan) Table 4: (James 2012) Therefore, the phenotypic ration of this cross will be, Roan: Red = 1:1 3) In this cross, homozygous mauve (dark blue) can be denoted as BB and homozygous sky blue can be denoted as bb(pale blue). In F1 generation, all birds obtained were cobalt (mid blue) and in F2, all three kinds of birds were obtained. This phenomenon is known as incomplete dominance. BB X bb Bb F1 Male Female B b B BB (mauve) Bb (cobalt) b Bb (cobalt) Bb (sky blue) (Table 5: Hill, Becker and Tigerstedt 2012) The above checkerboard shows how the incomplete dominance gives rise of three different kind of birds in the following proportion Mauve: Cobalt: Sky blue = 1:2:1 4) Grey seed coat = GG (dominant), white seed coat = gg (recessive) Tall = TT (dominant) , short = tt (recessive) a) Pure breeding tall white seeded plant (TTgg) X Pure breeding short grey seeded plant (ttGG) TtGg (Tall Grey seeded plant) b) If the F1 plants (TtGg) are self fertilized the F2 generation will develop following plants: Male Female TG Tg tG tg TG TTGG TTGg TtGG TtGg Tg TTGg TTgg TtGg Ttgg tG TtGG TtGg ttGG ttGg tg TtGg Ttgg ttGg ttgg (Table 6: Wright 2012) Therefore, the F2 generation will develop the plants in following ratio- Tall grey seeded: Tall white seeded: Short grey seeded: Short white seeded = 9:3:3:1 5) Mother has A blood group, child has O blood group. Therefore, father can have A, B or O blood group. AO (Mother) X BO (Father) = OO (Children) AO (Mother) X OO (Father) = OO (Children) AO (Mother) X AO (Father) = OO (Children) 6) Hemophilia is a X linked disorder and transmitted from a carrier or hemophilic mother and a hemophilic father. If father is hemophilic and mother is unaffected; XH = hemophilic XHY x XX XY, XHX Thus, all daughters will be carrier If father is unaffected and mother is carrier: XY x XHX XY, XX, XHY, XHX Thus, 25% son will be hemophilic, but no daughter will be hemophilic, 25% will be carrier If father is hemophilic and mother is carrier: XHY x XHX XY, XHXH, XHY, XHX Thus, 25% daughter will be carrier and other 25% will be hemophilic, whereas 25% son will be hemophilic. Therefore, if the mother is carrier and father is hemophilic, 50% daughter will have the chance to carry hemophilic gene (Hayward, Bosemark and Romagosa 2012). Reference List Ewens, W.J., 2012.Mathematical Population Genetics 1: Theoretical Introduction(Vol. 27). Springer Science Business Media. Hayward, M.D., Bosemark, N.O. and Romagosa, T. eds., 2012.Plant breeding: principles and prospects. Springer Science Business Media. Hill, J., Becker, H.C. and Tigerstedt, P.M., 2012.Quantitative and ecological aspects of plant breeding. Springer Science Business Media. James Jr, N. ed., 2012.Quantitative genetic variation. Elsevier. Roff, D., 2012.Evolutionary quantitative genetics. Springer Science Business Media. Wright, J., 2012.Introduction to forest genetics. Elsevier.