The Castle of Otranto - 1560 Words

The author of Arcadia, Tom Stoppard, uses a lot of irony and incorporates a web of relationships and coincidences into his plays that can get a bit confusing, especially if you are not familiar with the things that he makes reference to. In the play, on page thirteen, Lady Croom, Thomasinas mother, compares Mr. Noakes landscape style to that of Ann Radcliffes and Horace Walpoles imagery, both of which were Gothic novelists of the eighteenth century. The authors purpose in including this bit is interesting, especially if you are familiar with the novels he refers to. Heres some help: This novel was first published in 1764. The plot takes place in Italy in the Twelfth century. The main characters of the book include: Manfred, the†¦show more content†¦His resolution was increased when a skeleton dressed in rags advised that he not marry Matilda. Later that day Manfred heard news of Theodore in the chapel with a woman. Manfred was jealous and went to the chapel and stabbed the woman, who turned out to be his daughter, Matilda. Theodore proclaimed, over the dead body of Matilda, that he was the true Prince of Otranto. At that moment the giant form of the dead prince of Alfonso appeared and announced that Theodore was the rightful heir of Otranto. Then Alfonso ascended to heaven and was received by St. Nicholas. Theodore was the son of Father Jerome, then prince of Falconara, and Prince Alfonso the Goods daughter. Manfred confessed that he had taken Otranto from Theodore and then he and Hippolita entered neighboring convents. Theodore married Isabella and they lived in Otranto as the prince and princess. LINK TO STORY Walpoles The Castle of Otranto was the first example of a Gothic novel. Gothic, by definition, is a genre of literature characterized by a brooding, gloomy setting, and mysterious, sinister, or violent events. Lady Crooms reference to The Castle of Otranto and to The Mysteries of Udolpho, which is another Gothic novel by a later author, Ann Radcliffe, is one technique used by Stoppard to describe Noakes style. In 1809 Gothic novels were widely popular so it is safe to assume that all of Stoppards seventeenth century characters would have heard of theShow MoreRelatedThe Castle of Otranto Essay1172 Words   |  5 PagesIn the book The Castle of Otranto the people of the castle are surrounded by unexplainable events. These events are in most cases damaging to one’s own mind. Those who are seen as great and loving are turn in to violent and unpredictable individuals. Those who were affected include the highest level of nobility, down as far as to the simple servant. While denial is shown by them there is no doubt that they have changed, and only in disastrous ways. Weather the person has good intentions or not theyRead MoreThe Castle of Otranto, by Horace Walpole1209 Words   |  5 PagesHowever, another aspect that seems to surface in gothic literature is whenever there is a woman who is not following the social norms, they seem to be the driving conflict behind the plotline and ultimately lead to any present happy ending. Castle of Otranto provides a prime example of the contrasting roles of the women. Multiple times Hippolita is described as and acts in a way that reflects the ideal submissive woman. Hippolita does as Manfred says no matter what she is asked, even to the pointRead MoreGothic Fiction : The Castle Of Otranto1443 Words   |  6 Pageshis novel The Castle of Otranto in 1765. A mix of romance and horror, many authors today and many authors in the past have used gothic fiction to fill the readers with suspense and terror. Edgar Allan Poe used elements such as suspense, setting, and language to create a plethora of gothic fiction stories. Stories such as Poe’s Cask of Amontillado capture the gothic element perfectly. A combination of elements are used to make a piece of work Gothic. A Gothic story might contain a castle, haunted orRead MoreThe Castle Of Otranto. Gothic Fiction1127 Words   |  5 Pages Gothic horror started in 1764, by a man named Horace Walpole, he wrote the novel The castle of Otranto. Gothic fiction is a combination of death, horror and some romance. Abraham Bram Stoker, was born in Ireland, on November 8, 1847. In 1879, Stoker was famous for creating one of the most famous horror stories, Dracula. It is said, Stoker wrote his books inspired by traveling and art. For this particular book, many people believe he had come up with the name and character because of Vlad the ImpalerRead MoreEssay on Castle of Otranto Preface Analysis1801 Words   |  8 Pagesimagination of the old romance, in his own words an attempt to blend the two kinds of romance, the ancient and the modern in one step altogether, the Castle of Otranto. A novel he claimed to have written immediately after being inspired by a dream, I waked one morning...from a dream, of which all I could recover was, that I had thought myself in an ancient castle...I saw a gigantic hand in armour. In the evening I sat down and began to write (Letter, 9th march 1765). On the other hand many would more quicklyRead MoreThe Castle Of Otranto : A Gothic Story1767 Words   |  8 Page sThe first known piece of gothic literature was Walpole’s ‘’The Castle of Otranto: A gothic story’’, which arrived in 1764(Britannica Pg.1). The audience was shocked by the bold movement of Walpole when he published his novel, which introduced new themes no one has ever seen before. The novel’s themes consist in murder, betrayal, and creepy places. This new and exciting piece of work slowly, without the knowledge of the author or everyone else, started the genre Gothic, which until these day is stillRead MoreHorace Walpole s Castle Of Otranto1418 Words   |  6 Pagesof a story is the glue that grounds the characters together, the fertile valley in which the plot is cultivated and grown, and the often the core influence that forwards the narrative. The classic Gothic literature works of Horace Walpole’s Castle of Otranto as well as Anna and John Aikin’s Sir Bertrand both are stories that have not only their plots bound and driv en by their settings, but have their dark and horrifying moods created by the environment as well (Walpole 586)(Aikin and Aikin 589).Read MoreThe Castle Of Otranto And Romance Of The Forest Analysis1070 Words   |  5 Pagesdifferent themes within a story. The Castle of Otranto is a Romantic Era story, by Horace Walpole, which expressed the expectations thrust upon women in the 1700’s in a different - and rather terrifying - light than was seen at that time. Romance of the Forest is also a Romantic Era story, created by Ann Radcliffe, which tells the story of a woman who discovers a terrifying secret that exists just on the other side of her bedroom walls. In both The Castle of Otranto and Romance of the Forest, the imageryRead MoreThe Castle of Otranto Northanger Abbey Comparison paper.1915 Words   |  8 Pages11, 2013. Comparison on both novels: The Castle of Otranto Northanger Abbey The Castle of Otranto was written in 1764, by Horace Walpole. This novel is a Gothic novel, and I will be writing an essay about this novel to show, and explain how Gothic it is. I will be picking a specific character to explain and compare to another book to show how both are Gothic, but in their own way. This essay will seek and unfold the differences of Manfred in Otranto, and General Tilney in Northanger Abbey byRead MoreSupernatural Elements In Horace Walpoles The Castle Of Otranto737 Words   |  3 Pages The Castle of Otranto is the first Gothic novel that was written. It was written in 1764 by Horace Walpole. This novel is a tale of supernatural events, dark times, and a romance. The novel is set in Italy during the middle ages. The story takes place in Manfred’s castle which has underground secret passages. This novel tells a story of Prince Manfred, his family, and a young princess named Isabella. During the first chapter Manfred’s son, Conrad, is introduced to the readers. Conrad is Manfred’s

Guns in Schools - 2018 Words

Guns in Schools With the number of mass school shootings and incidents of violence in schools that have been reported since April 20, 1999; the public is crying out for stricter laws to help protect our children. In direct response to the Columbine High School shooting, schools across the country adopted a variety of â€Å"safety† measures that included mandatory uniforms to prevent the wearing of gang colors and allowing faculty to more readily identify intruders, installation of metal detectors and security cameras, ID badges to be worn at all times, and the increased presence of armed guards on campuses. While these measures are all intended to protect our children the fact that we are still experiencing violence in our†¦show more content†¦Adam Lanza shot open the locked door to access the school and the principal ran to the hall to investigate the â€Å"noise.† References Bennett, William J. CNN Contributor (December 19, 2012) CNN Opinion The case for gun rights is stronger than you think Retrieved from http://www.cnn.com/2012/12/19/opinion/bennett-gun-rights/index.html New, Brian (2013, September 17) CBS DFW Palmer ISD Moving Forward with Guns in School retrieved from http://dfw.cbslocal.com/2013/09/17/palmer-isd-moving-forward-with-guns-in-school-plan/ Kopel, David B. and D’Andrilli, Stephen, (February 1990) American Rifleman What America can learn from Switzerland is that the best way to reduce gun misuse is to promote responsible gun ownership. Retrieved from http://www.guncite.com/swissgun-kopel.html Legal Information Institute, Cornell University Law School, founded in 1992, Second Amendment Retrieved from http://www.law.cornell.edu/wex Your overall assignment should be developed to include two new paragraphs, in addition your introduction and thesis, around 200 words in length. Be sure to cite your evidence using APA style conventions, both in-text and in the reference page. Please review the Week 3 APA material for help with formatting and citing. 1). Include the introduction and thesis that you developed in W4A1 so that you can add this assignment to what you already have. 2). In support of the thesis statement youShow MoreRelatedGuns in Schools855 Words   |  3 Pagesa world where school shootings did not exist. Parents could send their children to school without having to worry about them being shot. In 2013, thirty school shootings took place in the United States. The most devastating school shooting in U.S. history was the Bath School shooting. On May 18, 1927, Andrew Kehoe entered the Bath Elementary School killing thirty-eight people and injuring fifty-eight. Kehoe then returned to his truck, and committed suicide by using explosives. School teachers wouldRead MoreShould School Guns Be Banned?1638 Words   |  7 Pageswhether or not teachers should be allowed to carry guns in school is very heated and continues to dilemma the minds of many. However, both the supportive and opposing parties have good grounds that can be used to choose. Recently in the year 2012, 26 people in elementary school in Texas were shot dead triggering public demand tha t teachers should be armed with guns in order to protect our students. A local resident of the area around the elementary school opened fire on 20 students and 6 staff beforeRead MorePros And Cons Of Guns In Schools848 Words   |  4 PagesIs There Support to Arm Teachers in Schools? Introduction Discussing a license to carry in an educational setting cause you to thoroughly look at a the situation from both stand points. Initially one may think absolutely not but, then some may argue that it is a moral idea. In our society guns are very popular, due to gun violence, illegal sales, and proper sales of guns in communities. When adding guns to the school environment, this cause even more stress upon faculty, staff, students, and especiallyRead MoreGun Control And School Safety1983 Words   |  8 PagesGuns in the Classroom Destiny Casey Student ID# 000410720 WGU â€Æ' Guns in the Classroom Allowing teachers to carry guns will allow teachers to prevent school shootings on the grounds of preschool through college campuses. Everyone has their own opinion about teachers being able to carry guns including other teachers, parents, and government officials. Depending on what state the teacher is teaching in determines if they can carry their gun now, if they are in the process of being able to, or ifRead MoreGuns in High School: For the Betterment of All1709 Words   |  7 Pagesof gun control laws. The first places to come to mind would be Montana or Colorado, because of the more rural connotations those places have been given in the popular media outlets such as movies, magazines, and television. Montana is depicted as a state where there are large sweeping plains and horse ranches over every horizon, while Colorado is a land of mountains and forests with a very small amount of urban invasion. This argument however comes out of Brooklyn, from a Midwood High School newspape rRead More School Shootings and Gun Laws Essay935 Words   |  4 Pages Imagine your child was nearing high school graduation with their whole life ahead of them. Next year, they will be going to college and you will see them bloom into the wonderful person you know they are. Now imagine the horror of hearing that your child had been shot and killed while they were at school. It is difficult to fathom the enormous amount of grief and anger that would flood the body of a person in a situation like this. No one should have to endure such pain. Now imagine how muchRead MoreEssay about Gun Control Schools3447 Words   |  14 PagesIf you recently picked up a newspaper or turned on to see the news you may have question what is happening in our schools and begin to think whether our schools are still safe places for children. Recent school shootings have set feared in many parents about their childrens safety in our schools. Since last year number of school shootings by students h ave occurred regularly. On Tuesday February 29, 2000 in Mount Morris Township, Michigan a six-year old boy shot his classmate to death in their firstRead MoreGun Free School Zone Essays1805 Words   |  8 Pages(senior), arrived at Edison high School in San Antonio, Texas, carrying on his person a concealed .38 caliber handgun and five bullets. Acting on an anonymous tip, the school authorities confronted Alfonzo, who readily admitted to having the weapon. He was arrested and charged under Texas law with firearm possession on school property. The next day the state charges were dropped and federal agents charged Alfonzo with federal charges of violating the Gun-Free School Zones Act of 1990. The questionRead MoreImplementing Gun Safety On School Classrooms2429 Words   |  10 Pages2014 Implementing Gun Safety in School Classrooms Nine year old Aaron Schmitt had been rummaging around in his dad’s closet and found a shiny new toy. He was enthralled with his find. As he felt the cold metal in his hand, he thought of the fun he could have playing a game of cops and robbers. Aaron spun the gun around in his hand wanting to show it to his friends. He knew he should ask for permission from his parents to take the gun but he figured his dad would never realize the gun was missing. HeRead MoreEssay on Should Teachers Carry a Gun to School?1236 Words   |  5 PagesHow People’s Opinions of Teacher’s Carrying Guns During School Can Be Grouped By Age, Gender, and Race Do you believe that people have a unique personal opinion that nobody else has? Well, research has shown that personal opinion can be grouped by age, gender and race, but some of this research does not show through in the highly debated topic, should teachers carry guns during school hours. Age Groups One of the ways people’s opinions can be grouped together is by age. According to â€Å"Factors

American Way Free Essays

string(83) " to another school where the latter succeeded in writing but failed in arithmetic\." The present term paper will compare the life struggles of the two totally different American historical figures – Frederick Douglass (1818 – 1895) and Benjamin Franklin (1706 – 1790). Although the were dissimilar in regard to their social backgrounds and characters, both of them praised knowledge as the most valid source of power, and were perseverant in their strivings for self-education. We will write a custom essay sample on American Way or any similar topic only for you Order Now Both successfully tried their hand in writing. The comparison of Douglass’ and Franklin’s lives will be supported by the quotes from their autobiographies. Before proceeding to the analysis part, it makes sense to overview the contributions which each of the men made to the United States history. Frederick Augustus Washington Bailey, more widely known as Frederick Douglass, was born a slave. He managed to cast off that yoke only at the age of twenty when he arranged false identification papers to take a long journey from Maryland to New York. Upon joining various abolitionist organizations in Massachusetts, Douglass had been delivering lectures on anti-slavery across the Eastern and Midwestern states as well as across the ocean from 1841 till 1846. In the late 1840s, he became active as a publisher. Acknowledging the Emancipation Proclamation (announced by President Lincoln in 1862) to be one of the most prominent documents in the American history since it declared the liberation of black slaves, the prominent abolitionist fought for granting equal rights to all American citizens regardless of sex and ethnicity. Benjamin Franklin acquired prominence as a writer, politician and scientist. Being born in a rather poor large family, he managed to make money on newspaper editing, printing, and commerce in Philadelphia. Franklin founded the first public lending library, fire department, and political discussion club in the United States. He refined the theory of electricity and invented many important utensils and instruments (i. e. the lightning rod, bifocals, the iron furnace stove, a carriage odometer, etc. ). He grew popular as a politician and civic leader after publicly speaking against the Stamp Act. During the American Revolution, Franklin, the diplomat, managed to chaffer military and financial aid from France. In his later period of life he supported the ideas of abolitionism. To return back to the comparison of Douglass’ and Franklin’s views on the importance of knowledge and education, both were never tired of improving their cognitive skills. Despite totally different social backgrounds, Douglass being a born slave, and Franklin, being the youngest son in the family of a tallow chandler of a British ancestry, were similarly deprived of the regular schooling. The wife of one of Douglass’ masters, Sophia Auld, started teaching Frederick the alphabet and elementary spelling. The woman unintentionally broke the law which forbade educating slaves. In his autobiography â€Å"Narrative of a Life,† Douglass reconstructed the speech of Sophia’s husband who raised his voice against literacy for slaves: If you give a nigger an inch, he will take an ell. A nigger should know nothing but to obey his master — to do as he is told to do. Learning would SPOIL the best nigger in the world. Now †¦ if you teach that nigger †¦ how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy. (Douglass 36) Although in a racist and humiliating form, the slave master emphasized the great role of knowledge and education for a human being. Having learnt to put letters into words, Frederick understood how right his master was concerning the importance of studies: It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty — to wit, the white man’s power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and I got it at a time when I the least expected it. (Douglass 36) These thoughts of the famous abolitionist prove that literacy could expand mental horizons of Afro-Americans so that they were able to trace inequity in social life of the United States in the early 19th century. There colored people were degraded to the position of hard-laboring and powerless beasts. A talented boy had to continue his studies in secrecy, opposing to his masters’ intention of â€Å"shutting [him] up in mental darkness† (Douglass 36). Being sent on errands, Frederick used every opportunity to learn letters from the white poor boys in the neighborhoods. The young slave enjoyed reading because it â€Å"gave tongue to interesting thoughts of [his] own soul, which had frequently flashed through [his] mind, and died away for want of utterance† (Douglass 42). This happened when Frederick managed to read one of Sheridan’s speeches which inspired him to think over the nature of truth and its impact on conscience. Possessing a sharp wit, Douglass learnt to write as he watched the ship carpenters marking timbers. He also copied the Italics in Webster’s Spelling Book and finally succeeded in producing the letters correctly without peeping into the copy-book. Frederick dared even to take the copy-books of his masters’ son to practice in handwriting. One would admire the strong will and courage of the young slave who progressed in learning at the risk of being severely punished. Franklin’s path of education started in a less secret way. His father hoped that his son would make a career of a clergyman and sent the boy to the grammar-school at the age of eight. Benjamin showed a quick progress in learning so that he managed to jump from the first to the third class within one year. However, the senior Franklin found the cost of studying at that educational establishment too high and placed his son to another school where the latter succeeded in writing but failed in arithmetic. You read "American Way" in category "Papers" At ten Ben was taken home to assist his father in candle business. As Franklin recollected, he used to have â€Å"a thirst for knowledge† (14) and used every opportunity to expand his father’s small library by buying new books. He mentioned Plutarch’s â€Å"Lives,† Defoe’s â€Å"Essay on Projects,† and Dr. Mather’s â€Å"Essays to do Good† as the books which influenced his mind in the earlier period. The boy continued his self-education when he was made a printer’s apprentice. He borrowed books from booksellers’ apprentices and used to read at nights so that he could return them the following morning. When a wealthy tradesman Adams by name invited Benjamin to his library, the boy showed interest in poetry and attempted to write his own ballads. In the autobiography Franklin called his earlier verses â€Å"wretched stuff† (15) and explained that he preferred to master his writing skills in prose. Benjamin wrote a few letters to his friend to share some thoughts on women’s abilities for study, and the senior Franklin happened to read those letters. He praised the son for â€Å"correct spelling and pointing† but criticized for the flaws regarding â€Å"elegance of expression, †¦ method and †¦ perspicuity† (Franklin 16). The younger Franklin decided to train himself by imitating the style of the Spectator magazine that focused on political and current events and by turning some tales into poems. Thus Benjamin made a progress in expanding his vocabulary and arranging his thoughts in the better structured phrases. Finally the future ‘Founding Father† of the United States became satisfied with the results of his efforts: By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method or the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. (Franklin 17) Around the same period Franklin studied arithmetic and navigation. By attentively reading Xenophon’s â€Å"Memorable Things of Socrates† he practiced in the Socratic method of conducting disputes and refined his grammar. Benjamin aimed at â€Å"expressing myself in terms of modest diffidence† (Franklin 18) in his writings so that the argumentation contained both pros and contras related to the main thesis. At that time the perspective political theorist and polemicist designed an original concept of a good and authentic manner of writing. In his autobiography, Franklin emphasized that knowledge brought power to an educated man. Literate people could use their aptitude in eloquence and writing to persuade people into the things that would otherwise have been neglected or labeled as wrong. Since the scholar believed that â€Å"the chief ends of conversation are to inform or to be informed, to please or to persuade†, he warned the men of letters against the whim of â€Å"express[ing] [themselves] as firmly fix’d in [their] present opinions† in â€Å"a positive and dogmatical manner† (Franklin 19). He suggested instead analyzing the issues under research in a critical and modest manner so that audiences were stimulated to think independently and freely without prejudices and cliches. It should be noticed that despite different manners of acquiring knowledge, Douglass and Franklin learnt similar lessons from their earlier exercises in reading and writing. Douglass observed that in a course of studies he started contemplating about human rights and the abnormal distribution of power between the master and the slave. On the one hand, as the author recalled, reading was a blessing because it enabled him to get the better command of the train of thoughts. On the other hand, however, it appeared to be a curse since it â€Å"had given [him] a view of [his] wretched condition, without the remedy† and â€Å"opened [his] eyes to the horrible pit, but to no ladder upon which to get out† (Douglass 42). It became evident to the boy that knowledge by itself could not ensure a person’s happiness and well-being and had to be supplied by civic acts. In his turn, Franklin arrived at the strong conviction that â€Å"truth, sincerity and integrity in dealings between man and man were of the utmost importance to the felicity of life† (58). He had the enough independent mind to understand that †¦ certain actions might not be bad because they were forbidden by [Revelation], or good because it commanded them, yet probably these actions might be forbidden because they were bad for us, or commanded because they were beneficial to us, in their own natures, all the circumstances of things considered. (ibid. ) In other words, Franklin opposed the social structure as based on traditions and rigid rules which were imposed by the elite on the rest of citizens. Later those thoughts made the author of â€Å"Autobiography† to fight against any immorality or injustice caused by rich whites to people of another skin color. Douglass and Franklin displayed similar manners of life-long self-education and educating other people, although the results of those efforts for the each were different. Douglass became enough skillful in reading to teach other slaves to read the New Testament, and he was lucky to do that at a Sabbath school on Mr. Freeman’s plantation (the man who hired Douglass from his master). Over forty slaves had been attending lessons for about half a year. Freeman did not object to Douglass’ initiative but other slave-owners hated the very idea of Afro-Americans â€Å"behaving like intellectual, moral, and accountable beings† (Douglass 82). One Sunday a gang of whites attacked the pupils of the Sabbath school during their meeting and put a violent end to the enterprise. Franklin’s attempt to found a public subscription library ended more happily. In 1731, he and his colleagues from the Junto club created the Library Company of Philadelphia to engage people into reading. They sold the so-called â€Å"shares† to shareholders to buy books so that members borrowed them to their convenience. The goal Franklin et al. pursued was very noble: These libraries have improved the general conversation of the Americans, made the common tradesmen and farmers as intelligent as most gentlemen from other countries, and perhaps have contributed in some degree to the stand so generally made throughout the colonies in defense of their privileges. (70) In a course of time, another three public libraries emerged, thus forming a strong educational network in the United States of the 18th century. The foundation of the library provided Franklin with more opportunities to immerse into â€Å"constant study, for which [he] set apart an hour or two each day, and thus repair’d in some degree the loss of the learned education† (79). As it is evident from researching Franklin’s autobiography, this prominent scholar possessed a skill of self-discipline and high self-organization. At the age of 27, this man of knowledge started learning French, Italian, and Spanish. He did it in a peculiar manner: one of Franklin’s friends often tempted him into playing chess, which game Benjamin was fond of. The scholar agreed to do it on the following condition: †¦ the victor in every game should have a right to impose a task, either in parts of the grammar to be got by heart, or in translations, etc. , which tasks the vanquish’d was to perform upon honour, before our next meeting. As we play’d pretty equally, we thus beat one another into that language. (Franklin 99) His own linguistic experience gave Franklin the right to criticize the traditional approach to teaching foreign languages specifically and education in general. I would †¦ offer it to the consideration of those who superintend the education of our youth, whether, since many of those who begin with the Latin quit the same after spending some years without having made any great proficiency, and what they have learnt becomes almost useless, so that their time has been lost, it would not have been better to have begun with the French, proceeding to the Italian, etc. ; for, tho’, after spending the same time, they should quit the study of languages and never arrive at the Latin, they would, however, have acquired another tongue or two, that, being in modern use, might be serviceable to them in common life. (Franklin 100) As the abovementioned passage demonstrates, Franklin valued systematic education for its utility in everyday life. In his perception, knowledge was not only a collection of abstract truths about world order or human morals and ethics but also a very important tool in communication and career promotion. To summarize, education and knowledge were highly appraised by both Douglass and Franklin as it was evident from their writings. It is especially interesting that the men of the so different backgrounds arrived at the same conclusions despite living in different periods of the United States history. Franklin was one of the brightest minds of the 18th century when the country liberated itself from the British rule, and the American nation proclaimed its independence. Douglass belonged to the next age when the United States society became segregated by race, sex, and the issue of origin. Franklin represented the most literate and progressively thinking members of the privileged class which exercised power over poorer classes and people of the races other than White Caucasian. Douglass was the son of the degraded and oppressed folk of Afro-Americans who were formally liberated only upon the end of the Civil War. But, however different were the experiences of these two prominent figures of the United States history, both of them praised knowledge and education as efficient means of destroying inequality, ignorance, prejudice and rigidity of thinking. Both of them emphasized that education liberated the mind and soul from primitivism and barbarism. Both used every opportunity to acquire novel information that would widen their mental horizons and inspire other people to follow the path of knowledge. Douglass â€Å"Narrative of a Life† and Franklin’s â€Å"Autobiography† provide us with vivid and interesting-to-read examples of how human beings could refine themselves and society by being perseverant and enthusiastic in learning. Works Cited Douglass, Frederick. Narrative of the Life of Frederick Douglass: An American Slave. Charlottesville, Va. : University of Virginia Library, 1996. Franklin, Benjamin. The Autobiography of Benjamin Franklin. Charlottesville, Va. : University of Virginia Library, 1995. How to cite American Way, Papers