The point of the letters?

#10 on Chapters 23 and 24: "How does the end of the novel justify the concentric levels of narration introduced at the beginning?" The answer is actually pretty simple. It is funny how authors will make something so simple relatively complicated sometimes. Victor, the first-person character narrator, cannot narrate his own death. Therefore Shelley needs to invent a means of including this event in her narrative-- hence Captain Walton and his letters to his sister. This is of course only one reason for the frame structure, but a very valid and pertinent one. I really encourage you to look at the August 11th blog and follow the link Frankenstein Notes. This gives you a break down on the narration.

A Hero?

Finally!  Something I can respond to--thank you Sam C!

It seems that we have to answer a very difficult questions-- what makes Frankenstein a tragic and romantic hero.  While it is our instinct to argue that because of his mistakes he is not a hero at all, but that is what makes a hero in literature.  Since the first work we will study this school year focuses on a hero who makes multiple human mistakes, this is a timely questions.  Look in your Perrine's for the definition of a tragic hero and then compare that definition to Frankenstein; you will notice many similarities:  a. He is of noble birth, and has noble aspirations; b. He thinks and feels intensely; c. He has passionate;  aspirations and exhibits hubris; d. The actions that result in his downfall and death are intended for good, but he does not clearly consider or understand their true consequences; e. He feels intense suffering during his downfall; f. Despite his noble character, he has a blind spot that allows him to commit errors in both action and judgment; g. His errors, and the resultant suffering spread to those around him; and, h. He dies as a result of his actions.

Romantic hero: a. He is an individual of high birth with stronger-than-normal passions; b. He has a deep appreciation of the rugged beauty of nature and finds both relief and inspiration in the mountains and lakes of Switzerland; c. He feels deeply. When he is happy he is intensely, extra-humanly happy. When he grieves, his is an intense, extra-human grief; d. He has an aspiration considerably beyond the scope of normal human aspiration—striving actually to be Godlike; e. He ultimately fails in this quest, but dies a "sadder but wiser" man.

But Frankenstein is different than a typical hero.  He departs from the form of the typical Romantic Hero in that he discourages other extra-human endeavors, encouraging Walton to return home to a "normal" life and avoid disillusionment and ruin. 

Finally, another good question is how do the characters of Walton and Frankenstein parallel?  The point of Walton sharing the story with his sister is to illustrate the parallels-- where Walton was heading before Frankenstein entered the picture.  Read Brian's very detailed answer to this question.  Follow the link and make note of his response, it is more than just a short brief answer about ambitions-- it is specific, citing specific details from the work (very handy for the essay portion of the test!).

I hope this will provide additional insight for some of you!  Please hit me with more!!!!

Finishing Frankenstein

I hate to quit when it's getting good, but I went back to school this week and all my time has been spent in meetings, setting up the classroom, and planning my lessons.  Any how, I feel like I am the only one contributing (and I am) which wasn't the idea.  So, if you want to hear more answers, then it is in your hands to ask the questions and I will happily provide the answers.  You can also scroll down in the blog and you will find an fabulous site that will answer many of your questions.

I will however give you up on more of the test.

First, read the book and complete the guide!  In the entries below you will find experts from the actual test- study them!  There are other excerpts, but these will give you a feel for what the multiple choice section will be like. 

You will also be required to answer an essay question.  You need to study and respond as thoroughly as possible to the discussion questions.  Remember that this novel has both gothic and romantic traits (gives to reason since gothic literature is an off-shoot of Romanticism); you may have to describe the qualities in the novel.  Look into how this novel is a reaction against the ideas of Enlightenment.  If you use your study guide (all of it including the lecture notes) and relate that information to the characters and situations in the novel, you will be ready to write the essay. 

Test on the other works:

For the myth test you will need to match the Greek gods with their Roman equivalent, and know the functions of the major gods.  There is other information about the stories you read, but if you read and completed the study guide you should do fine.

On your novel- make sure you study your essay.  What was the central question of the novel? and, in what way does it drive the plot.  How does the author respond to this question?  Know your book, and you will do fine.

If you have questions or comments please share!  I will continue to add to this blog, before school starts next week, but only with your input.  Until the 5th- Mrs. Mueller!

More about Frankenstein

Sorry for the long break; I had to leave town unexpectedly. 

I hope those reading have benefited from the postings; I haven't heard one way or the other, so I assume they have been of some use.  So let us continue...

Chapters 9 and 10

How does Victor become a disenfranchised member of society himself? Remember that he knows that Justine is innocent of the crimes, believing that because she is innocent she will not be found guilty-- how could she, if the justice system truly provides justice (notice the name Justine).   Unfortunately, he is proven wrong.  Justine is not only found guilty she is also treated horribly.  He is now disillusioned; he can no longer see the world, and people, as he once did.

As Victor climbs the mountains, what effect do they have on him? This scene and Victor's reaction are characteristically romantic: the mountains bring to mind memories of boyhood pleasures, while the winds soothe and make him feel spiritual.  Because of what he has created feelings of depression quickly follow.  Why?  What in the answer about would lead to the feelings of depression?  (bonus points for answers!!!)

Why does Victor climb Montanvent in spite of the rain?  How does that identify this as a romantic novel? Victor climbs the mountain because he wants to experience the sublime ecstasy that the mountains inspire.  He seeks mental and emotional peace in nature.  The Romantics believed in the spiritual healing power of nature.

How does the Creature respond to Victor? While this question is somewhat obvious it is important to address and discuss.  After Victor greets him with horror and rage calling him a devil, the creature responses with, "How dare you sport thus with life?"  This quotation refers to the idea of creating and destroying life as if it were a sport.  Remember that Victor created the being to see if he could and when it didn't turn out write wished it would just go away or die of neglect.  Here the monster shows itself to be more humane than Victor, valuing life more than his creator.

What do you think the creature will ask of Victor? Why? This is where the foreshadow from the letters comes in to play.  Beginning with Walton's desire for a friend, an equal, a soul mate, and Victor's relationship with both Elizabeth and Clerval, it is clear that what the creature is going to request is a mate.

What does the creature say made him a "fiend"? What is Romantic about this? He says that misery made him a fiend (side bar- finding, and noting these passages would be great for annotations).  Romantics believed that people were essentially good and that evil was introduced into the world be social mistreatment.

Chapters 11 and 12

What technique does Shelley employ to provide the reader with the creature's story? Shelley furthers the frame- remember we are already inside a frame (the letters from Walton).  So now we have a story (the creature's) within a story (Frankenstein) within a story (Walton).  Well, I just answered the next question: the creature is telling the story to Frankenstein, who is telling the story to Walton, who is writing the story to his sister.

How does the creature respond to the fire?  While the answer is obvious- he is surprised that it can produce such opposite effects (it warms him but also burns him), it is important to note the allusions and symbolism.  The positive and negative consequences of the fire relate to Prometheus (we can apply both myths) and the positive and negative consequences of knowledge.

What effect does the creature's speech (vocabulary and grammar) have on the reader?  What was Shelley's purpose? His speech makes him civilized, even human.  Shelley made him speak like this to increase reader sympathy for the creature.

Why does the creature work so hard to learn their language?  What does that reveal about his character?  He hopes his ability to speak, will enable the cottagers to look past his appearance.  This shows that he greatly wants a human connection.

Why is the creature's appearance relevant?  What "science" is Shelley discrediting?  Shelley is discrediting the science of physiognomy (you should have found a link for this word in an earlier blog (August 11).  If you didn't look up the word at that time I still encourage you to do so and then answer this question.  Remember that at this point in the creature's story Shelley is establishing his innate nature is good.

What is typically romantic in the final paragraph of chapter 12?  His spirits were uplifted by the beautiful spring!

Based on what you've read so far (take into consideration ALL that you have read), do you anticipate the cottagers will accept the creature?  Why or why not? I am not giving you my answer to this question.  I want to know how you responded, and then I will respond to you. (bonus opp!)

Why does Shelley end chapter 12 (your study guide says 13; that is a typo) on an apparently optimistic note?  In terms of the structure of the narrative, Shelley wants to end on a positive note to build suspense and allow for the reversal in a later chapter.

That's all for today. 

Students-Remember to post comments, questions, answers, and additions.  If you don't want to post your name then please email me the username you choose so you will receive credit. 

Anyone else keeping up with this blog is welcome to add input that may help my students better understand this novel.

Frankenstein Continues....

Well so far only two have added anything to this blog and only two have received bonus points.  Please remember that you can still read and comment on earlier blogs.  Please scroll down and read other entries, many include questions and other bonus opportunities.

On to Chapters 7 and 8

What function do letters serve in this and previous chapters? Read "The Letters of Frankenstein" by Mary A. Favret for an insightful discussion of this question.  Do remember that this novel is told in first person by a variety of narrators, so how else would Shelley relate information the the narrator did not witness?

What briefly lifts Victor's spirit on his journey home?  Why is this significant? The answer to the first part of this question is more comprehension, but I address it here because I don't want you to miss this important romantic characteristic.  Seeing the mountains and lakes of his homeland bring him very fleeting relief; this power of nature to heal the human spirit is a cornerstone of Romantic philosophy (that is the significance). Read "On Nature in Frankenstein by Mary Shelley" by Bill Ames.  You will have a much better understanding as you continue reading this novel.  And if you are finished, you will have a better understanding of what you have read.  This article may also help you write your essay!

What is "gothic" about Frankenstein's encounter with the creature? Hopefully you are able to pick up on these characteristics by now.  The scene is purely gothic- it is a dark, stormy, and suddenly violent night; all ending when the creature disappears up the mountain.  Remote and creepy!

Do you think Frankenstein is as guilty as he feels he is?  Of what do you think he is guilty? This is a great question, and I would like to post what individual responses.  We will each have a different response.  I William's murder because he created the monster.  Victor has chosen to remain silent about his creation instead of freeing Justine from the accusation; therefore he is also guilty of what happens to Justine.  I do think that his guilt lays more with Justine, since he knowingly could save her. 

How do the reactions of Victor and his family to William's murder illustrate romantic principles? All of their emotional responses are overly-intense and the romantics fancied themselves preternaturally aware of sensory and emotional experience.

That is far as I am going with the study guide today.  Please add any of your own insights to any of the questions or others. 

More Frankenstein answers and suggestions

Before I start for the day, I want to let the new users know that the information begins with my most recent entries first, so if you are looking for Mythology information or earlier discussions on Frankenstein, you need to scroll down.  You can still comment and question those entries. 

It has also been suggested that you get together with another student to discuss your summer reading and assignments.  This will help you prepare for the first day of class and the tests. 

Moving on... Chapters 5 and 6

How is the night that the creature is born an example of gothic prose? Before adequately responding to this question, you need to review the description of gothic literature in your packet.  Answer the question based on that description: It is dark and raining; the candle is almost burned out; overall, it is a very creepy setting.

What is ironic and romantic about the creature's physical appearance?  First, it is a bit of situational irony that from all those beautiful features (carefully selected by Victor) we get a grotesque being (you could make many interpretive comments on this turn of events- please share).  Even so, this grotesqueness is romantic.  Additionally, his flowing black hair and peal-white teeth make the creature resemble-like M. Waldman- the Byronic hero. I encourage you to follow this link as it will offer you great insight into the creature- does not only "look" the part.

What event is foreshadowed at the beginning of Chapter 5? If anything in this novel comes as a surprise to you, I will be surprised.  Shelley gives it all to us up front.  I will not answer this question for you, but I will give you a hint- Victor has a dream.

What do you think is the creature's reason for reaching out for Dr. Frankenstein? I didn't include the beginning of the question, because it should be obvious from the text.  But we know very little about what the creature is thinking at this point in the story, so we can only take a guess.  There could be many possible reasons, but based on later reactions from the creature, it is clear that Shelley is depicting the poignancy of the creature's reaching out for the creator.  While the allusion is not stated it is implied:God and Adam in the Sistine Chapel, Michelangelo

What is most likely the cause of Victor's reaction to his success?  Victor is of course repulsed by the creature's physical ugliness, but the true horror is the fact that he has overstepped his bounds as a human being (what are some passages that would lead me to this answer?).

In Elizabeth's letter to Victor there is one example of Shelley's support for the revolution in France and republican society. Identify the passage.  I will not give you the exact passage, but it is on page 50.

What sparks Victor's fever?  While the answer is pretty obvious, I want to point out this "escape plan" of Victor's.  As you read on you will notice that he is often "overcome" when he must face the consequences of his actions.

How is Victor's recovery an example of Romanticism?  If I rephrase this question, you will definitely be able to answer it: When does he begin to heal?  What are the things that spur his recovery?  If you still can't think of the answer, let me know. 

How does Shelley create suspense toward the end of these chapters?  One certainly expects some reversal after Victor's apparent recovery.  The sudden and unexplained introduction of Justine to the story hints that she will somehow figure into the plot (consider that most of the characters were thoroughly introduced in the first two chapters).  Then there is the disappearance of the creature and the fact that Victor apparently forgets him (out of sight out of mind?  Great guy!)  do not bode well for the future.  Why is this suspense?  Well, aren't you asking questions?  Who is this Justine person?  And why the heck isn't Victor looking for the ugly, grotesque creature who is roaming through the country and scaring everyone?  Where did the creature go?  See, lots of suspense.

Excerpt from the Test

 Carefully read the passage on page 51(blue book Chapter 6) beginning with "The blue lake,..." to "the dignity of a human being."  Then answer the following questions:

1. What literary term best describes the purpose of this passage foreshadowing, plot exposition, literary allusion, climax, or character development?

2. This passage reveals that the narrator supports class distinction, supports a classless society, feels threatened by the educated lower class, is a member of the French aristocracy, or is British.

3. The type of government endorsed in this passage is republic, monarchy, empire, or anarchy?

4. This passage comes the chapter before we learn of William's death.  What then is the literary term that describes the purpose of "our contented hearts are regulated by the same immutable laws"- plot exposition, literary allusion, climax, foreshadowing, or character development?

5. The reference to "the blue lake, the snow-clad mountains" at the beginning of the passage highlights the Romantic notion of the family's inner peace, the unchangeable power and beauty of nature, the creature's timid spirit, Victor's intense guilt, or the passage of time.

Find the following words in the passage: perversity, despised, condition, and ignorance.  Know their denotative meanings but also what they mean in context (diction).

If you have anything to add, please do.

Out!

More Answers

"Notes For Frankenstein" by Robert Harris provides some excellent information that can help you with your understanding and annotating of the novel.  It will also prepare you for the test.  I encourage you to follow the link and read Mr. Harris' notes.

Chapters 1 and 2

Most of the study guide questions for these chapters require comprehension only, so I will only focus on a couple.

How is Elizabeth a "typical" romantic female character? Well first of all you should realize that she is different than the rest; she is blonde and fair- the only one in her "family". as she is Italian.  She is also sweet, virtuous, and kind.

What is foreshadowed at the end of Chapter 2? Victor suggest that his switch from the study of natural philosophy to the study of mathematics will turn out to be merely a temporary change, and the change back to natural philosophy will lead to Victor's ultimate destruction. "It was a strong effort of the spirit of good, but it was ineffectual.  Destiny was too potent, and her immutable laws had decreed my utter and terrible destruction." -- That is foreshadow! 

Chapters 3 and 4

How is the story of Victor's mother's death ironic? Remember the definition of irony; the irony here is situational (page 1665, 336, or 764 in Perrine's ).  Victor's mother contracts the disease that kills her by caring for, and eventually saving Elizabeth. We would expect the outcome to end in life, not death (this would seem appropriate).

Compare the physiognomy of Krempe and Waldman.  If you don't know the meaning of this word then you will find it difficult to answer the question.  Please follow the linked word, read the meaning, then answer the question.  If you still have questions let me know. 

What is the literary term of M. Waldman and the effect that his lecture and guidance have on Victor? Did you read your study guide notes?  I am not giving this to you, the answer is in your packet!

Why does Victory hesitate to make a creature like man?  Why does he go through with it? I love this question!!! It sets the stage for some many catastrophe's, and really speaks to Victor's tragic flaw!  He originally thought that the body frame would be too laborious to make.  Does you see anything wrong with this logic?  What should he be worried about?  This would be a good time to think about what Shelley's tone is!  So-- he goes through with it anyway, because his ego and pride convince him to try it!  TO TRY IT!!! HELLO!!! He want a creation that owes him everything and will revere him.  Please keep this reasoning in mind.  Do abandoned children revere their parents? 

What traditional tragic flaw is Victor demonstrating?  Follow the link for your answer and record this definition for future use.

Gothic details from the end of Chapter 4: Victor's ill health- pale skin, emaciated frame, bulging eyes; the visits to charnel houses, the isolation of the top-floor laboratory.

The Romantic Moral: Nothing, no study or pursuit, is more important than relationships with other people.  The fact that his study of science and his creation drew him away from appreciating the beauty of Nature around him was a crime against Nature. (DEEP)

That's all for today!  Remember to keep up on the discussion questions provided in your packet.  They will prepare you for the essay questions.  If you have questions about those topics please post them for discussion.

Frankenstein Answers

Those of you who have been anxiously reading this blog to find an easier way to complete your Frankenstein assignment, your pay off is here!  I do not plan to address all of the questions on the study guide, only the topics that require more than comprehension.  If you have a question about a question not addressed or about the answer provided, please comment.  Also, if you have anything to add to my responses, please share! 

Looking for annotation help?  Find the passages in the novel that support my responses to the questions. Mark the lines with sticky notes and write comments, or write the quote with page number in a notebook, then add your commentary.

Prologue

Walton says he is a "Romantic". What is a Romantic person like? The references to his possible romantic nature appear on page 5.  When you answer this question keep in mind the qualities of Romanticism (what do they value) and in the two letters presented thus far- What are his romantic tendencies?  We learn in these letters that he listens to his heart instead of his mind.  He is concerned with the individual, focusing on his subjective experiences.  He is irrational, imaginative, and emotional.  He also finds peace of mind in nature and admires beauty. 

What evidence does Walton provide of his Romantic leanings?  Well we couldn't of course just take his word for it; we need proof.  While you may and should find other examples, an obvious example is is wonder at the rough beauty of the north.  This wonder reflects  the romantic notion of beauty.

Identify one example of foreshadowing? Foreshadowing is sometimes hard to identify until after the foreshadowed incident has happened and then all the pieces come together.  But the hints in clues are many times pretty obvious.  Shelley relies on many hints and clues to create suspense for the reader.  This is the same idea directors of horror films have when the play the telling music.  While Walton's letters do not instill a sense of suspense, they do lead us to conclusions.  In these first letters Walton makes many "famous last words" statements: He claims that even the threat of death is not enough to mitigate his ambition; his stated need of a "friend", an equal in terms of passion and aspiration hints that he will meet just such a man; and, by letter 3, Walton has become too boasting and too self-assured of success, his "Triumph Over Nature".  (overwhelming self-confidence is always a tragic flaw)

How do Walton's letters illustrate the tension between eighteenth-century rationalism and nineteenth-century romanticism?  Again, I urge you to look back at the definition and characteristics of both eras (the link above could give you some more material).  Walton's letters indicate a belief that humankind (via science) can and will ultimately conquer nature, contrary to the romantic belief that Nature was ultimately unknowable and unconquerable.  This, is more foreshadowing as Walton will parallel Frankenstein.

The rest of the questions for the over the prologue or letters 1-4 are more or less comprehension questions.  If you do the reading the answers should be evident.  If you are having problems with any, add a comment and perhaps someone out there will come to your rescue!

Insight to the test!!!!

Read the passage on page 13 (blue book Letter 4) beginning with "I was easily led by the sympathy..." to "'...you will dash the cup from your lips!'" and try to answer these questions: 

1. The narrator  of this passage can best be described as: arrogant, ambitious, insane, intoxicated, or unhappy.

2. The word "sympathy" at the beginning of the passage most likely means pity, sorrow, kindness, understanding, or gentility.

3. In this passage, what makes Walton a Romantic?  His pride and personal drive, his passion and his emotions, his desire for fame, his use of language, or his love of nature?

4. Structurally the passage serves to introduce the conflict, establish the theme, emphasize the dramatic irony, foreshadow the main plot, or reevaluate the main character?

5. The reference to an "intoxicating draught" and the Walton's dashing "the cup from [his] lips" is an example of hyperbole, metaphor, symbolism, humor, or irony.

You should also think of the words evinced and ardour.  What do they mean in this passage?

That's all for now!  Keep coming back for more!

Some Answers

Well the rally is in full swing, meaning that the start of school is upon us.  Summer always passes so quickly!

Anyway, many of you have asked about annotating- how and why.  The how is simple, as you read jot down your thoughts, questions, and comments about the reading.  Pay attention to the literary elements you are familiar with, especially those in the study guide.  Some of the questions may give you annotation ideas as well.  Why do this? Beyond because I said so (kidding), the processes teaches you to automatically analyze what you are reading.  Many students comment that taking notes while reading ruins the work for them.  My response- we are not reading these works for entertainment, but for learning.  The goal is to discover what the author's purpose is and how he or she achieves that purpose.  Students also say that it take twice as long and they sometimes forget what they were reading.  It should take longer to question what is going on, and if you are forgetting what you are reading then you are not really commenting and questioning.  Your annotations should be in response to what is read; if you are not comprehending, you need to read it again anyway- this will IMPROVE your comprehension.  Another note on this topic- annotating is NOT taking notes on the novel, it is taking notes about the novel. 

If you have annotations to share about Frankenstein, please post those comments and I will add to the blog and comment on them.  I will not be posting my annotations for the novel.  Tomorrow, however, I will be posting answers to the study guide questions and commenting on those answers. 

Have a great hot summer day!

IT'S AUGUST!!!!!!

Well, we have a month left until school starts!  It could be worse; I met a teacher from Florida who reported back the 31st of July, and Douglas reports the 24th of August. 

On to Frankenstein

From the Lecture Notes:

I. Life and Times of Mary Shelley

-It is important to note that both of Shelley's parents wrote during the Enlightenment period.  They wrote realistic and didactic literature; Romanticism is a reaction against Enlightenment. 

-This brief bio. (and the introduction to the novel) dismisses some important information about Shelley's drowning.  Percy Bysshe Shelley and Lord Byron (George Gordan) were long-time intellectual friends (and towards the end Shelley became quite competitive).  The death of Shelley comes during a boating trip (some say competition initiated by Shelley) between Byron's ship and Shelley's (the Don Juan).  Shelley's death is something that Byron never recovers from.  As a result the relationship between Mary Shelley and Byron becomes strained, and she became even more withdrawn from the society that provided much of her inspiration for Frankenstein. 

-Don't miss the lack of strong female in Frankenstein; and the fact that there were few strong females in Shelley's life.  Even though her mother was a very influential writer, she died shortly after Mary's birth.  Shelley was usually surrounded by her husband's friends.  There were few "strong" women present. 

II. The Romantic Movement

-While the Age of Reason or Enlightenment Era focused on teaching us how to live, showing (through satire) what we do wrong, and discovering the secrets on nature, the Romantic Era focused on the beauty of nature.  Nature cannot be predicted or controlled, and emotions are our driving force.  Victor's creation is an example of what happens when science merges with nature.

III. Gothic Literature

-Remember Poe

-Recall Melville's Moby Dick= the harsh reality of nature

-"mood through the weather"- what is happening or going to happen in the novel can be read in the weather.  If you pay attention, you will be able to pick up on the pattern very quickly and make the appropriate annotations.

IV. Victor Frankenstein's "Science"

I don't have anything to add to these notes, except to READ it.  It is important since these people are not explained in the novel.  These are figures who would have been familiar during Shelley's lifetime, so all she needs to do is allude to them and her message is clear.

V. Character Development

-You need to know these terms and the classification of each character.  It is also important to realize that even though most of the characters are static, many are also catalyst (even though the notes only point out M. Waldman as a catalyst). 

-The analysis of Frankenstein and the Creature brings out several important questions and possible themes (they should since they are the focus!):

The novel is told in letters and "is a flashback and a flashback-within-a-flashback."  This creates several different frames for the story.  (Get used to "frame" stories, we will read several- I would look up the term )  Anyway..while reading think about the impact of this writing style.  What is the purpose?  What does Shelley achieve?

Also presented in the character notes are possible themes or "central questions" you shouldn't dismiss- "it is better to enjoy life than to go after fame, glory, and knowledge", something created by man cannot have any God-given tendencies, we "become what society makes" us.

VI. Literary Allusion

-As you read you will discover allusions to Milton's Paradise Lost.  I please do not ignore the information in these notes (especially if you haven't read the poem).  This is a poem we will read during the school year, but reading it on your own would be very beneficial.

-You have read about Prometheus, so do not miss the similarities between Prometheus' story and Frankenstein.

This study guide does not contain a vocabulary list, so I recommend that you make your own.  Do not just skip words that are unfamiliar to you.  Look them up, write down the definition, and how the word works in context (how does it add to the meaning?). 

That's all for today.  I know you are anxiously anticipating my notes on the novel, but you will have to wait for the introduction first!!!

Have a great day- I'm going gardening!

Happy Monday! Let's talk Frankenstein

Well it doesn't seem like anyone wants to play my game.  The funny thing- at mid term many students (and parents) will be asking for ways to boost their grade, because they started the year off slow.  Well this was the opportunity.  I will not be giving bonus out of this environment.  I believe that learning to discuss ideas in this type of environment is important for your future success- this is the way the world is moving, and we need to move with it! Another comment I often hear- "I wish I had a chance to discuss this or go over it with someone while I was reading." HELLO!!!

So, if anyone out there still has annotations, ideas, etc. about Edith Hamilton's Mythology (especially "The Great Families"), please comment.  I will add all relevant and "good" information to the next updated blog. 

Now let's move to Frankenstein.  This is the first novel the students are required to read for their AP Lit and Comp class. Along with reading and annotating the novel, students need to complete a extensive study guide.  Today's entry will not get into the novel.  I want to talk a little about the Lecture notes in the study guide and the Introductions by Diane Johnson and the Author.  We are reading from Bantam Classic 1991.

I will be sharing my own notes on the lecture notes tomorrow.  However, I would like to know what you think about your reading of the lecture notes.  What seems familiar from last year's study of enlightenment and romanticism?  What will impact your reading, and what will you be looking to annotate?  There are many more comments and ideas that can be expressed so please send them my way.  These (approved) will be posted with my own notes on the next blog.

Have a great day!!! Mrs. Mueller

The Great Families of Mythology

So I skipped yesterday!  For those of you who have been checking in, sorry.  I am currently directing VBS for my church.  It starts this week, so I have pretty much been living there. 

This is my idea for the Great Families- the last section you are required to read from this book.  The devoted students who have been checking this site, and want to start off the year ahead- You write this section. 

In the comments section or through email, send me your annotations and I will post them.  You can either remain unnamed or named, just let me know.  This is a great way to practice talking about your ideas and insights. 

Those of you out there who are not in my class, but have been checking in everyday, feel to add comments for posting.  If you know anything about mythology and its application to literature, my students would definately benifit from it!

Oh yeah- I know it has been a while since this question was asked, but I am Mrs. Mueller from Central High School in Rapid City, South Dakota.

Let's Get Busy!!!

More Mythology Ramblings

We will begin today with a note on Polyphemus.  While he did devour many of Odysseus men, you still have to feel sorry for the guy after you read the rest of his story.  He is obviously ugly, then he has his only eye burned out (perhaps it eventually recovers, but he still has one eye), and he is tormented by a nymph!  Can there be no happiness for this guy? In the end he is killed by a jealous lover of the nymph (that is some jealousy!). (88-89)

Page 89- In the introduction to the "Flower Myths" Hamilton refers to the difference between thinking of the subject and thinking of the audience.  What is the difference in writing?  Which do you think is most important? Audience? or Subject?

Page 90 (and much of this myth)- is a great example of imagery and showing not telling writing.  Hamilton incoporates the imagery of the poets in her own story telling.  It is also clearly revealed in the excerpts: "A profusion of delight,/ Gay, bewilderingly bright,"

Page 95- By the end of the flower myths I hope you have noticed who is ultimately responsible (even if by accident) for the deaths of these youths-- a god.  This is just more evidence that at one time there were mostlikely human sacrifices to these gods, and these flower myths cover that ugly tale.

"Eight Brief Tales of Lovers"

Page 105- You may recognize this tale if you have read A Midsummer Night's Dream.  Based on what you read about these lovers, why do you think Shakespeare chose this play as the "second" play in his comedy?  Does it remind you of any other Shakespeare play?

Page 107- "Orpheus and Eurydice"- In the introduction to this tale Hamilton (as she has done before) reveals that she will be using the Latin names.  This is an indication that she attempts to remain as true to the orginal tales as possible. 

At the bottom of this page we are informed that Orpheus has a voice to rival the gods.  If you haven't learned by now, this is a forshadow to an early death.  On page 108 we learn how powerful his music was- it could inspire, relax, and overpower the Sirens (something not even Odysseus and his crew couldn't do). 

Page 109- Please note this power to make the Furies cry as they will appear as a force that could cause the doom of Dante and Virgil in the Inferno. 

Of course when man is given a condition he will always break it!  As readers we hold our breath waiting for Orpheus to look back and hoping he will not (suspense-forshadow).

We we read the Inferno remember that in Roman mythology mortals had been allowed, with special permission , to enter the world of the dead.

"Ceyx and Alcyone"

I don't have too much to say about this myth, except this is a popular story and we can find the root here.  What I would like to point out on page 111 is the parallel structure, "No cock crows there; no watchdog breaks the silence; no branches brustle in the breeze; no clamor of tongues disturb the peace."  This is syntax; how words and phrases are placed in a sentence.  Again, along with diction, something you should pay attention to when reading analytically.  What is the affect of this structure in the story? 

Page 114- The story of Pygmalion I always enjoy; until the end when she actually becomes real.  I like the irony that his greatest work is a statue of a woman.

"Baucis and Philemon"

It's always fun to see what the gods will do when they get bored with their beautiful existance.  Makes them seem a little petty.  This is a traditional story and may beliefs have similar tales. 

Page 117- you can not miss the tone of the first paragraph.  Ovid is sarcastic.  These gods are watching and ENJOYING ("...watched them greatly entertained.") these poor people stress over the feeding of these two gods. 

The story of Endymion is a familiar story.  The Moon gets whats she wants, but is tortured by it in the end.  Again, a god takes the life of a youth.

Notice that "Daphne" and "Alpheus and Arethusa" are very similar stories.  I am sure that at one point they were the same.

I now have only The Great Families of Mythology to write about, so it seems like a good time for a break.  To my students: I posed several questions in this entry; I will give you points for posting your own comments and emailing them to me.  You can get even more by responding to comments made by others and going through the other entries to address questions.  This is great practice for the school year and a great opportunity to discuss with your classmates!

Finally!!! I'm updating!

Okay, so it has been nearly a month since I last updated this blog, and for those of you who have been checking you are probably tired of reading the same stuff over and over again! So I will try to appease you.

So it appears that I left off on page 72 of Mythology to get something to eat.  Really I haven't been eating that long.  Of course at five months pregnant (and definately showing it) I feel like I have been eating that long!!!  As I look back over these notes (it has been over a month since I read this section) it is interesting to decipher my notes. 

After commenting on the five stages of man, we jump again to Zues and the creations of women.  I always enjoy reading this story and similar beliefs about the creation on women.  It seems like women get the blame for all the problems in the universe; however, it is interesting to note (as I am sure I do later in the reading) that women are the only people who can usually work out the problems of men! 

Page 72- I noted that it was funny (and perhaps a bit ironic) that Zues created women punish man and then he ended up "loving" nearly every beautiful maiden he laid eyes on.  Punishment or Pleasue?  Depending on which story you read, Zues ends up punishing himself quite frequently.

Also on page 72 we learn that Prometheus definately has a thing for the underdog.  He is spared by Zues because he takes his side in the fight against the Titans (the gods were the underdogs and treated unjustly) and then he sides for man against Zues (again for the same reasons.  I like this guy; he of course is severly punished for his crime; but, hey, we get the good stuff! (Irony perhaps?  Zues most likely believed that by sparing "forethought" originally he would always have an intellegent being on his side.)

As we continue to page 73, we notice an important cycle.  Prometheus is not only punished because of his relationship to man, but also because of a prophecy, one similar to the prophecy given Zues father.  Zues will someday produce a son who will dethrone him. 

Page 74- There is a cool metaphor (extended) that we don't want to pass up: "Go and persuade a sea wave not to break./ you will persuade me no more easily."  Super!  so do you think Prometheus will reveal the prophecy?  Well, according to this vivid image NO!  It's kind of like saying- "Does a chicken have lips?"

While on the subject of literary devices and images, lets look at word choice or diction.  Hermes reveals to Prometheus the form his torture will take.  He could say he will tear your body to pieces (pretty gross) and eat your liver.  That would not be good and we would get the point.  But NOOOO it is worse than tearing to pieces and eating.  Prometheus will be torn to RAGS!  What is the image?  He will be shredded!  That is not a good thing.  And the eagle will not just eat at his liver, he will feast.  Feast with FURY!  This isn't going to be pleasant.  The diction is meant to create a since of doom and terror for the reader.  Prometheus suffered at the hands of an angry Zues, not a little but immensly.  This is a lesson; this is what happens when you defy the gods.  Even though this verse is translated into English, the importance of the diction cannot be missed.  The denotation of the words is simple and scary enough, but the connatation, the emotion evoked by the choice of words creates the image and the affect.  This is something you should truly look at when reading Frankenstein.

Moving from my metaphor/imagery/diction mini-lecture let's turn to page 76.  At the bottom of the page we have a Deluge or Flood.  This is important to note; a flood is a archetype.  A flood of this magnitude occurs in all religions and cultures (the story of Noah, some of you may have read the Native American myth from the Junior text).  Because of this and other scientific evidence, it is believed that there was once a great flood.  Most of the floods occur in beliefs for the same reasons- purification.  The earth and inhabitants have become so corrupt that we must begin again.  This makes the archetype- similar pattern for similar reasons not diminished in time, place, or culture.  Most everyone understands the meaning of the flood.

Page 77- Notice the repetition of the number nine here.  This indicates a pattern and something important to the culture.  Anyone who will look this up post a comment and email me the evidence suggesting the importance of the number nine in Greek/Roman mythology will recieve bonus points (you of course need to be one of my students).

Still on page 77- more on the Flood.  Think of how this story relates to any other flood story you have heard.  What seems to be important for survival?

Chapter 4- "The Earliest Heroes"

It seems like I don't have much to comment on until page 81.  This is for those of you reading Sophie's World, what a gad-fly is is important.  It appears often in the novel, as do many allusions to mythology.

Page 81- In my last entry I noted that information of Hercules seemed to be a little sketchy.  It seems that there was actually two Hercules, one who appeared before and man and one after.  This is again part of the changes that Hamilton points out.  If you read the story of Hercules, you will see that there are two sides to this one man and one of them is very different from the Disney version (I truly encourage you to read his chapter).  There was probably one Hercules at on point, but as expectations evolved so did Hercules.

Page 82- The imagery in the story of Europa is always sweet on the senses.  Let's not over look the beautiful and dangerous simile- "Europe shone out among them as the Goddess of Love outshines the sister Graces."  It always seems nice to be compared to the Goddess of Love, but it never turns out good.  However, the fate of Europe was not as terrible as I first expected, given the history of the comparison.

Page 84- It is always fun to look at irony, especially when it is dramatic.  Kind of like we are in on a joke that someone else is left out of.  Dramatic irony is also a suspense builder.  So here it is: "He is not like a bull, but a good, true man,/ Except he cannot speak."  Remember Zues is not a man, he is a god!  And even if he was, from his history with women, he definately isn't true.  It's a trick; get out!!!

Page 87-Some more fun with diction: at the bottom of the page, "But Odysseus was too angry to leave in prudent silence."  Considering what happens next (this story leaves out some of the details revealed in the Odyssey, so try to remember from your Freshman year) why is prudent more effective than silence alone.  Look at the meaning and how does it impact the story?

Unfortunatly, I have to stop here.  I began responding to student emails at 9:00 this morning and it is now 4:45pm.  I have enjoyed spending the day focusing on my class, but I know have to feed the kids (and my bell)!  Until tomorrow- Mrs. Mueller

Mythology 28-107

A twelve-hour trip is an excellent opportunity to get some reading done.  I am currently on in Liberty, Missouri and was able to accomplish much on my way.

First let me say how gruelling the first section of the reading is!  But don't worry, get past "The Gods" and all will move much faster.  On with my notes...

Page 30:  You will want to keep Apollo's oracle, Delphi, in your mind as we begin the school year.  Our fist major reading will be Oedipus Rex and the Delphi plays an enormorous role in this story- you will read about Oedipus in Chapter 17 "House of Thebes".

Page 31: The purpose of Apollo's oracle was a guide to mankind used to show the god's will and cleanse.  Both of these purposes are examined in Oedipus Rex.

"The Lesser Gods of Olympus"

Page 36: I love the character Cupid or Eros.  I encourage you to read more than the assigned pages and learn more about this character.  It is always interesting to see how many of the mythological characters change.  I Greek mythology Eros undergoes a major overhaul- from benevolent and virtuous, to deceitfully mischievous.  I always wonder the reasons for this abrupt change?  In later stories you will see the side of Eros that causes mortals suffering.

"The Gods of the Waters"

Page 38-39:  Just a small side note one Disney's  Little Mermaid- When I get to Titan, I always think of the cute movie in which Titan is the ruler of the seas; Titan is the god of the river Ocean.  This great "river" that encircled the earth; is it the oceans of today?

Page 39: Nereus or "Old Man of Sea"- did you think of Hemingway's Old Man of the Sea? I did.  Can you make any connections between Nereus and Santiago?

Page 39: As I get to another difference between Iliad and Odyssey, I begin to wonder... They were both written by the same poet, so why all the discrepancies between places and roles?  Any ideas?

"The Underworld"

Page 39-40: Hamilton descripes the regions of the underworld.  Please remember this for the Inferno.  It wasn't a mistake that Dante chose Virgil for his guide.  Not only did he see him as the embodiement of reason, but he was also the "authority" on the underworld.

Page 40 (Erinyes): Virgil and Dante in the Inferno are both nearly overcome by the Furies; why?  Virgil the poet describes the Furies as just, so are the two nearly punished for evil they have done?  Keep this question in mind for the Inferno.

Well, I know there are seven more pages of this section of reading, but it doesn't appear like I took any more notes.  If you have any questions or comments, please feel free to share them with me.  For those of you that have made it through this section, take a deep breath- IT'S OVER!!!!!  I did have take a break at this point; I was beginning to feel a little car sick.  Not sure if it was the reading and riding combo or the dry nature of the reading! 

We split the drive to Liberty into two days.  Happy to begin the more exciting chapters of Mythology the reading underway again...

Chapter 3 "How the World and Mankind Were Created"

Page 65: Hamilton opens the chapter with a line from Milton; this is an allusion which her readers would have been very familar with and could relate to.  Read Paradise Lost, if you have time as it is refered to in Frankenstein.  I do hope we will read it this year, but reading it before hand will be benificial.

Page 65: A note on tone and structure- as you read through these sections notice how smoothly (with just a few diction varations) Hamilton moves from didatic to "storyteller".  As she moves from the basic "lectures" necessary to understand the stories, she becomes a storyteller herself. 

Page 66: From darkness comes love and from love comes light.  "Love makes the world go 'round!" 

Page 67: "The Cyclops, too, were gigantic towering up like mighty mountain crags..."  I hope you all know that this is a simile!  While I am sure your image of the Cyclops has been influenced by the Odyssey (many of you may have been warped by the movie), but still think of the image this description creates.

Page 67: Cronus waits to injure his father.  Pay attention to this pattern in the geneology; the cycle will continue through the generations.

Page 68: We are reminded through the prophecy of Zues that the gods are powerful but not all-knowing.  Also not this relationship and story for Oedipus Rex.

Page 69: I'm sure you already know, but I love to point out the origin of the cliche "the weight of the world was/is on his/her shoulders". 

Page 70: Is any one confused about Hercules?  Doesn't he live during the time of mankind?  We will hear more about this later.

At this point I want to remind you to practice looking at diction (word choice) and how it impacts your reading and images.  Look at the vocabulary at the beginning of each section of the study guide.  For example, why use melancholy instead of sad people?  What impact does this have? 

Page 71: Look it's a great discription of the "movie" version of heaven.

Page 71: It is also time to tell you to pay attention to the stories of Prometheus since the subtitle of Frankenstein is "The Modern Prometheus".

Page 72: Can you relate any other beliefs to the 5th stage of man?  Do you believe we are in this stage or something like it?

Okay, I have to take a break!  Get something to eat!