Free Essays: Adams The Education :: Adams The Education Essays

The Education The typist who appears next in the passage is a worker named metonymically for the machine she tends, so merged with it, in fact, that she is called a "typist" even at home. In The Education, Henry Adams proclaims his astonishment at the denizens of the new American cities: "new types, -- or type-writers, -- telephone and telegraph-girls, shop-clerks, factory hands, running into millions on millions .... " Eliot's point here seems very close to Adams's. Eliot's woman is also a "type," identified with her type-writer so thoroughly she becomes it. She is a machine, acting as she does with "automatic hand." The typist is horrifying both because she is reduced by the conditions of labor to a mere part and because she is infinitely multiple. In fact, her very status as a "type" is dependent on a prior reduction from whole to part. She can become one member of Adams's faceless crowd only by being first reduced to a "hand." The typist is the very type of metonymy, of the social system that accumulates its members by mere aggregation. Yet this "type" is linked syntactically to Tiresias as well. In fact, the sentence surrenders its nominal subject, Tiresias, in favor of her. The evening hour "strives / Homeward, and brings the sailor home from sea, / The typist home at teatime, clears her breakfast, lights / Her stove, and lays out food in tins." The typist shifts in mid-line from object to subject, from passive to active. Does the evening hour clear her breakfast, or should the reader search even farther back for an appropriate subject, to Tiresias himself. Though this would hardly clarify the syntax, Tiresias could function logically as both subject and object, seen and seer, because, as the notes tell us, he is the typist: "All the women are one woman, and the two sexes meet in Tiresias." The confused syntax represents this process of identification, erasing ordinary boundaries between active and passi ve, subject and object. On what basis can the typist merge with all other men and women to become part of Tiresias? In other words, what is the figurative relationship between the whole he represents and the part acted by the typist? The process of figurative identification seems similar to that in "Prufrock," where women are also represented as mere "arms" and where all women are also one woman.

Life and work in Merthyr Tydfil in the nineteenth century

The growth of industry in Merthyr was the main reason for the huge increase in population over a hundred years from 1750 to 1851. The population was estimated at four hundred people for the year 1750,this was just an estimate so we do not know how reliable this is as it is just an estimate and was not an official system. However by 1801 the first census was introduced and this produced an official figure for the population in Merthyr at the time, which was seven thousand people. This shows a massive increase in population in just over fifty years. The population continued to rise up until 1851 where it reached forty six thousand people. Source A1 The population of Merthyr Tydfil Year Population 1750 400 1801 7,000 1831 30,000 1851 46,000 The area of Merthyr was ideally situated for an iron works, as the mountains above were inexhaustible sources of Iron ore, coal, limestone, firestone and fire clay. There were several iron works in Merthyr at the time but the ones of Mr.Crawshays were the grandest and largest. The workers earnings averaged à ¯Ã‚ ¿Ã‚ ½3 a month. This covered Men, Women and Children. The maximum wage of the workers was nine Guineas, which was à ¯Ã‚ ¿Ã‚ ½9.45 per month. However this compared to Crawshay was nothing as he was earning a bumper à ¯Ã‚ ¿Ã‚ ½36,000 per annum. These facts and figures come from source A2 from the resource booklet. Rev. George Capper produced the source in a journal of a tour of Wales. This therefore makes the source a very reliable piece of evidence as Reverend George wrote it, who would have been a trustworthy and respected member of society. Also he would have had no reason to adopt a biased view on the subject. The source is very useful to a historian studying the works in Merthyr as it gives information regarding the size of the works and wage structures of the factory. Transport played a major part in the growth of Merthyr as an industrial town. In 1790 plans were put forward to construct a canal, which would go from Merthyr to Cardiff. It cost à ¯Ã‚ ¿Ã‚ ½103,600 and took four years to build. On its completion in February 1794 the canal measured 241/2 miles. The canal allowed raw materials to be transported at a much faster rate than previously, it could also transport a larger amount of goods at a time, compared to the old method of a horse and cart. Source A5(ii) shows how in ten years the use of the canal went from 83,729 tons of coal a year to 211,214 tons of coal a year. The levels of discontent in Merthyr started to rise at the start of the nineteenth century. There were many factors that contributed to this; one of them was truck tokens that were issued to workers as payment. This caused discontent because the tokens could only be spent in the shops, which were owned by the truck companies. The goods were highly priced and poor in quality, this along with a number of other issues including the state of the government at the time eventually led to the start of the riots in Merthyr at the start of the nineteenth century. Source B2 explains how the riot in Merthyr had reached such a point that it would be impossible to stop without the assistance of the military. It also explains what the rioters were doing during the riot, how they had demolished truck shops, the main one being the Morgan Lewis shop. It goes on to say that he thought there were in excess of two thousand people ‘doing all the mischief they can.' G.Lyndon produced the source in a letter to Samuel Homfray on the 22nd September 1800. It would have been reliable because the letter was taken from the time of the riot, also source B3 is shows a painting of troops arriving in Merthyr which backs up what is said in the letter. The painting is a contemporary painting by Penry Williams. Even though it is a contemporary painting it may not be an entirely reliable source as the artist may have exaggerated the scene, it would have been more reliable if it had been a photo instead of a painting. This would affect the usefulness of the source to an historian studying the events in Merthyr. The usefulness of the letter is that it would have been able to tell historians exactly what was going on in Merthyr at the time and how serious the riots actually were. At the start of the nineteenth radical ideas started to become more popular in Merthyr. They believed that wide scale reforms were needed in Merthyr at the time. These views are put across in source B4, which is part of an anonymous paper, found near Penydarren on 27th January 1817. It talks about the misery of the people of Merthyr and how if changes are not made soon the workers will take the law into their own hands. Source A1 shows the growth in population in Merthyr over a hundred years from 1750 to 1831. Source C1 shows the census of 1851 in detail. The reliability of this source is put into question as it says that the total population in Merthyr in the year 1851 is six thousand, five hundred and twenty eight. If this is compared to source A1, where it states that the population in Merthyr was actually thirty thousand people. Therefore there is a difference of nearly twenty five thousand between each source. This also casts doubt over the reliability of source A1, however in my opinion source I believe that source A1 would be more reliable than source C1 because source A1 supports the fact that Merthyr was booming due to the increasing size of the ironworks at the time.

This Historical Study Will Define The Dual Hostility Of

This historical study will define the dual hostility of the Soviet Union and the United States in the instigation and resolution of the Cuban Missile Crisis of 1962. The nuclear arms race of the early 1960s defined a period of history in which a stalemate occurred between superpowers. The United States and the Soviet Union were continually seeking to build larger nuclear arsenals and to also expand their territorial influence over lesser nations. The Cuban Missile Crisis defines also defines the minor role of Cuba that served to facilitate the expansion of communist influence on the eastern seaboard to the United States. In this manner, Cuba could not be blamed for being a pawn in the Soviet plan to move missiles 90 miles off the coast of†¦show more content†¦It assumed the use of multiple and powerful nuclear weapons by both sides in the Cold War, resulting in reciprocal total annihilation. This strategic perspective defined the logical outcome of a nuclear war between two major powers, which would result in the destruction of both sides of the conflict. Therefore, the U.S. and the Soviets would lose in the case of a nuclear war, which laid the foundation for the Cold War and the political conflicts that followed. This aspect of a †cold war† defines the ideological expansion of communism and capitalist ideology, which would now compete for world domination. By not being able to actually initiate a â€Å"hot war† between the two superpowers, it became apparent that clandestine spy networks and the movement of nuclear arsenals would set the stage for the Cuban Missile Crisis in 1962. The Soviet Union played an important role in bringing nuclear missiles to Castro’s Cuba in 1962, but it should also be mentioned in the context of the overreaching Cold War with the United States. In a broader context of the Cold War, the United States has presaged the Cuban Missile Crisis by President Kennedy’s placement of nuclear missiles on the border of Turkey and Italy, which was perceived as a threat by Soviet leader, Nikita Khrushchev,. These events took place in 1961, which could be perceived as a cause for the movement of nuclear missiles by the Soviets to Cuba in 1962. Overall, it was also evident that the Soviets and the U.S.Show MoreRelatedEssay about Factors That Impacted Miss Emilys Behavior1770 Words   |  8 Pagesprinciple schools of thought: while some critics search for a personal, psychological explanation, assuming that realism is a dominant factor in this story, other critics conceptualize Emily as a product and a symbolic representation of her society. As such, Emily’s actions are motivated not by an individual psychological profile but by larger social dynamics. This second explanation is more feasible and compelling. 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