The Suppression of the Nineteenth-Century Catholics :: European History Essays

The Suppression of the Nineteenth-Century Catholics Missing Works Cited    During the seventeenth and eighteenth centuries, vicars were under direct authority from Rome, and controlled the Roman Catholic Church of England. It was not until the early nineteenth century, under Pope Pius IX, that the Church decided to split England into several smaller districts, each headed by a bishop. London papers began following the growth and leadership change of the Roman Church in England. One article in The Times stated that "Rome had mistaken the High Church renewal, the Oxford Movement, within the Church of England for a Romeward move" (qtd. in Bowen 148). Several bishops tried to explain to The Times and its readers that the new hierarchy was simply a matter of church government and had nothing to do with politics or national life in England. The Roman Catholic Church thought that it would be better for their congregations to have a local bishop they could rely on, rather than having nearly all of the control in Rome. As the Roman Catholic Church began its restructuring, Parliament passed a proviso that enabled them to control the public acts of Catholics. According to Bowen the proviso banned Roman Catholics from: performing rites in public, no officer of the law was allowed to wear his robe in public, no monk was able to wear his habit, no processions were allowed in the streets and no funerals were allowed to be conducted at grave sites. Every male member of the Catholic religious order was forced to register with the clerk of the peace, and no new members were allowed once the proviso passed. (19) The only Catholics left undisturbed by the new proviso were cloisters of nuns. Despite the new proviso, the number of Catholics began to grow. This increasing number is attributed to the immigrating Irish who were coming to England to escape over-population and the beginnings of a famine. The English were already anti-Irish, and they heightened their prejudice by attaching the anti-Catholic prejudice onto the immigrating Irish. The majority of the immigrating Irish were tenant farmers, who were unable to support and feed their families. This was caused by the decreasing size of farms and an increase in agriculture inefficiency (McCaffrey 16). The British landowners who controlled the barren property did nothing to help the starving Irish. The farmers felt dehumanized and demoralized, possessing neither the hope of progress nor the desire for improvement (McCaffrey 15).

Compare and contrast Defoe’s Robinson Crusoe with Golding’s Lord of the Flies Essay

This essay will compare the two novels, Robinson Crusoe and Lord of the Flies, to see how each author reflected the point of view of society at the time that they lived in. The nature of civilisation will be viewed from their two different perspectives. Daniel Defoe published Robinson Crusoe in 1719; William Golding published Lord of the Flies in 1954. Both novels are the first fiction works of their respective authors and they deal with the issue of being deprived of the surroundings of the civilisation that they are used to. The former is about a man, shipwrecked repeatedly, and how he survives in the face of slavery and savagery. The latter concerns a group of schoolchildren whose plane crashes onto an island after a nuclear war breaks out and explains how they cope and change as time wears on with no sign of a rescue. Although the subject matter of these two books is similar on the surface, there is a contrast in the way the two authors represent civilisation. Daniel Defoe was a novelist, journalist, businessman and spy. He defended William of Orange and Mary’s rise to the throne. He attacked the Church of England in his book The Shortest Way with Dissenters and he was fined and imprisoned, but after his release he became a spy for the government. He did not begin writing until he was almost sixty. The Robinson Crusoe narrative was inspired by the actual experience of Alexander Selkirk on the island of Juan Fernandez from 1704 to 1709. Defoe wrote for the middle and lower classes and his realism and sentimentalism pleased them. At the time Britain was at the beginning of its Empire building phase and was entering a ‘Golden Age.’ After the union with Scotland in 1707, internal trade prospered in this, the largest customs-free area in Western Europe. The aristocracy and upper middle class that controlled Parliament also controlled the principal trading and banking companies, so that the growth of new enterprises was more rapid than anywhere else in Europe. The gradual control of the seas, the establishment of trading posts in exotic lands, and the policy of taking overseas territories as booty from successful wars enabled Britain to gain commercial benefits and to build the world’s largest empire. Inside Britain, the Industrial Revolution was under way. New countries were seen as lands of opportunity and resource; many people emigrated to make their fortune in tobacco growing or gold mining etc. There was a general air of optimism concerning mankind’s future and when Crusoe is shipwrecked – the only survivor on an unknown island – he fights for survival not only in the physical sense but also in the sense that he fights for his belief that civilisation would conquer all difficulties. The main character of Defoe’s book is Robinson Crusoe. Crusoe wanted to go to sea and explore rather than follow his father’s wishes and practise law; as it says on the first page: â€Å"My father†¦design’d me for the Law; but I would be satisfied with nothing but going to Sea.† Robinson Crusoe repeatedly went out to sea, even though after each expedition he always vowed to go home and stay on land. Eventually he was shipwrecked on an island and this is where the main narrative of the story begins. In this book he retains a strong sense of civilisation. This is shown after he rescues a savage from other savages who were about to eat him. He called him Friday after the day that he had met him, immediately taught him English and what his morals were: â€Å"†¦I likewise taught him to say Master, and then let him know, that was to be my name†¦I would give him Cloaths.† Crusoe also warned Friday off cannibalism and when he later rescues a Spaniard and Friday’s father from savages, he thought he had an example of society: â€Å"How like a King I looked†¦ The whole country was my own†¦property; so that I had undoubted Right of Dominion†¦My people were perfectly subjugated: I was absolute Lord and Law-giver.† Order is brought out of chaos by civilisation. The Lord of the Flies, on the other hand, was written when the Cold War was under way, nuclear tensions were high and people were nervous and fearful about the future of mankind. The story reflects Golding’s thoughts about civilisation – what in his view it was really like when the coating was stripped away. The story begins with the aeroplane crashing and the group of schoolchildren forming a semblance of a society with a democratically appointed leader. However as the narrative progresses, civilisation slowly falls apart; the main group of boys become savages and lives are taken. The book ends with all sense of civilisation being lost and the main character running for his life. Eventually civilisation is restored in the form of a Royal Navy cruiser, after spotting the signal that the boys initially lit, coming to rescue them. The main character in Lord of the Flies is named Ralph and this story starts with another boy and him discussing what happened to the plane that they were in. After finding more children and no adults he called a meeting where he said, â€Å"Seems to me that we ought to have a chief to decide things.† This shows he had some views on the need for planning. Jack, another boy, also had some sense of civilisation: â€Å"After all, we’re not savages. We’re English; and the English are best at everything.† This is ironic, as later on he is the one to break all the rules and become the chief of the savages. Eventually they came to a disagreement over a signal they had lit to try and attract rescue ships. Ralph wanted to keep it going, but the other children wanted to hunt animals. The group acted like a savage tribe and eventually chooses to abandon civilised living: one of Ralph’s friends, Piggy, offers the choice: â€Å"Which is better – to be a pack of painted niggers like you are, or to be sensible like Ralph is? †¦ Which is better – to have rules and agree, or to hunt and kill? †¦ Which is better, law and rescue, or hunting and breaking things up?† The group then killed him and Ralph was running for his life. He represents a leader of a democratic society, which soon collapsed. â€Å"One chanced nothing! What could they do? Beat him? So what? Kill him? A stick sharpened at both ends.† At the end, when an officer from the rescue ship asks him who was in charge, he declared himself the leader again knowing that no one would dare challenge him in the face of civilisation protected by power. Ralph had no power in the story to protect his civilisation. Power lay with those who had the weapons. In Robinson Crusoe human freedom, based on reason, is seen to be a higher way of living in the sixteenth and seventeenth centuries. Defoe notes the presence of religious differences and uses the situation to express his belief that freedom of belief should overrule religious bigotry: â€Å"We had but three Subjects, and they were of three different Religions. My man Friday was a Protestant, his Father was a Pagan and a Cannibal, and the Spaniard was a Papist: however, I allow’d Liberty of Conscience throughout my Dominions.† The opposite is true in Lord of the Flies as the group degenerates from civilised English schoolboys to primitive hunters only interested in the hunt and the kill. A pig’s head on a pole represents religion in this story, similar to a totem pole that the native Americans and other similar tribal people used. This represents a relapse to a less ‘reasonable’ form of existence. Lord of the Flies is similar to Animal Farm by George Orwell, in that the impression of civilisation disappears and chaos reigns as they overthrow the person in control and all the order that goes with it. By contrast, Robinson Crusoe is similar in outlook to The Swiss Family Robinson (Johann Wyss) in that both retain an optimistic outlook even after they have been shipwrecked on the island. In both of the above books they find and make living areas, they capture wild animals to make a farm and they both are religious. A further modern example of the ‘Castaway’ plot is in TV shows like ‘Big Brother’ or other situations where a group of people is stranded in an area and has to adapt to keep any semblance of control. The pressure seems to affect the group and behaviour is altered compared with what is normally seen in public society. The overall feel of Robinson Crusoe’s plot is optimistic – reflecting the times that Defoe lived in. Rene Descartes, a philosopher of the period, believed in the power of human spirit and reason over the force of nature. He said that ‘True knowledge must come from human reason alone. Defoe uses pirates and savages to symbolise a more primitive and uncontrolled force and uses Crusoe’s triumph over them to illustrate human spirit. Lord of the Flies, however, is pessimistic: all semblance of civilised society is stripped away. The two world wars undermined to ability of human beings to interact and use reason. Advances in society and technology had destroyed faith in rationalism and a belief grew that if left to our own devices, humans would in essence revert to animals. In the former novel the main character was on his own and it was only later did he have any company. There was no pressure on him to change into a savage and he could keep to the way he was wi thout anything to transform him. Lord of the Flies, however, portrays children like a pack of wolves, with the most influential ones being the leaders. When one of them started to backslide into savagery, he took the rest with him. William Golding essentially believes that all humans are evil inside, but it is just that civilisation puts pressure on you to keep in place and if it were not for the controls present in civilised society, we would all be like the savage group. â€Å"There was no Piggy to talk sense. There was no solemn assembly for debate nor dignity of the conch.† The Navy officer who arrived to take them back to the waiting ship said, â€Å"I should have thought that a pack of British boys would have been able to put up a better show than that.† Robinson Crusoe, on the other hand, arrived home with Friday (his servant) and immediately wanted to set sail again for South America. â€Å"My true friend the widow earnestly diswaded me from it, and so far prevail’d with me, that for almost seven years she prevented my running abroad.† This shows that he still had an adventurous spirit and was willing to go out again confident that he would be able to cope with any troubles. Both stories show that civilisation needs controls before it is effective; rules need to be enforced and reason alone may not be enough to ensure survival. Crusoe may not have survived without his gun and Ralph had nothing to protect himself with when the symbol of civilisation (the conch) was broken. In spite of this similarity, Defoe’s book presents a positive outlook for the future of humanity as civilisation spread across the globe, whereas Golding’s work suggested that the weapon would be used not to support civilisation, but to destroy it. Both reflect the world view of their times.

Cleopatra Study Guide - Important Facts and Timeline

The Quests Of Araby And A Worn Path - 984 Words

The Quests in â€Å"Araby† and â€Å"A Worn Path† Both â€Å"Araby† (1914) by James Joyce, and â€Å"A Worn Path† by Eudora Welty (1941) pursue life through a journey. The protagonists, Phoenix Jackson in â€Å"A Worn Path† and Joyce’s narrator in â€Å"Araby,† embark on an errand out of love. In â€Å"Araby,† Joyce’s narrator develops an infatuation for Mangan’s sister. He laments, â€Å"I had never spoken to her, except for a few casual words, and yet her name was like a summons to all my foolish blood† (Joyce 200). He volunteers to pick up something for her at the Araby bazaar, but arrives as it is closing. The empty bazaar is Joyce’s narrator’s epiphany to realize how his errand is futile and leads him to scrutinize his infatuation with Mangan’s sister. Conversely, an elderly grandmother, Phoenix Jackson, strikes out on her errand in â€Å"A Worn Path† by making her way through the woods toward Natchez. She must fetch medicine on her gran dson’s behalf which relieves his raw throat from an accident where he drank lye earlier. Phoenix overcomes numerous obstacles, even forgetting why she made the long trip, but does procure the medicine. Both Jackson and Joyce’s narrator have a mission to fulfill, but Jackson is successful, and the Narrator is not due to different maturity levels. Love is the common reason that both protagonists undertake their respective journeys that begin with hope and optimism. In â€Å"Araby,† the Narrator confesses his adoration of Mangan’s sister: â€Å"My body was like a harp and her words and

An Essay About The Experience In The City - 1568 Words

As I rode through this new town, my eyes dashed from side to side trying to get a good view of the place. I wasn’t used to the country style atmosphere that I felt riding past the flowing acres of grass and corn. With the windows down feeling the fall breeze, the smell of cow manure began to permeate throughout our car. The stench made my nose cringe, I didn’t want to keep the window down much longer. Soon after my mom pointed out a herd of cows in a field, no wonder the air was so polluted. And a few minutes later a couple of horse in a ranch too. As we got closer in town I noticed more homes and stores but still spread further apart and less busy than usual I thought. Since passing the fields, I had let my window low again, but now the†¦show more content†¦The house looked very much was like the others that surrounded it just a few hundred feet apart. Each had its own playground set, half basketball court and big yard out front and back. This would be my new home and start of my 10 year journey at the Milton Hershey School. My mother and I were first introduced to a middle aged white couple that greeted and helped us inside. After a brief tour and brief conversations I made with them, they sat us down to explain some of the schools rules and regulations, most of which I didn’t agree with. The biggest of which was me having to cut my long hair. Boys weren’t allowed to have braids or hair longer than a few inches, I didn’t understand why. But what I agreed with didn’t matter. I had already gotten the â€Å"talk† from my parents before leaving home and was reminded multiple times on my trip there. I don’t remember the whole spiel, but it basically consisted of not acting crazy in front of these white folks and to always be civilized and show respect. See, my mom’s the sweetest person, but she made sure that we wouldn’t act out in front of company and always had respect, especially aro und people we didn’t know. And since I’d be living there for now on, the rules and fake front of always being sincere and respectful began. Soon after, it was time for my mom to go, and I was stuck there in Hershey, PA. Later that day I met the rest of my housemates. As school let out aroundShow MoreRelatedComparison of Two Personal Narratives1264 Words   |  6 Pagesthis assignment I have chosen to compare two personal narratives; The Myth of the Latin Women by Judith Cofer and Outcasts in Salt Lake City by James Weldon Johnson. Both essays cover the struggle of ethnic minorities and individuals who are at the lower end of the social spectrum, as they struggle to integrate themselves into the mainstream. 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Diffusion and Innovation Free Essays

According to the three days I tracked my diet, I am not as unhealthy as I thought. I eat enough meat, vegetables and grains to meet the daily recommended requirements. I seem to be getting enough protein and my fat intake is appropriate at around 30% of my diet. We will write a custom essay sample on Diffusion and Innovation or any similar topic only for you Order Now My cholesterol intake is also about average. I noticed that by day 3, I was eating more fruit, but that may have been to appear healthier after seeing my previous two days diet. I am going to make a point to eat a piece of fruit with or after every meal, and as a snack instead of cookies. I learned from the tracking that I do need to to eat more fruit and find a way to ingest more dairy. I put skim milk in my coffee and have cheese once in awhile but not enough. My sodium was a little high on day 2, mostly because I had two Cokes. I do not normally drink two Cokes in one day, but I need to be more aware of what I am drinking and drink more water. I sometimes forget that beverages count towards my diet, including coffee and Coke. With school and work, my schedule varies. Some days I am able to eat three healthy meals a day while other days I eat on the run, or sometimes even skip meals. I do not like to eat fast food more than once a week, and I will try to continue with that. I try to exercise a few times a week, but just like meals, sometimes that is not possible. When I do exercise I try to make up for the days I miss and spend extra time on the treadmill. I am pleased that my cholesterol intake is normal and would like to keep that amount in my diet, or possibly lower it. Eating meat helps make me feel full, so I do not think cutting out meat is an option in my diet, but I could decrease my use of butter and other fats. I will start paying more attention to the amount of sodium I take in; luckily I do not eat many pre-packaged foods, so most of my sodium only comes from beverages like soda. It would be hard to give up Coke all together, but maybe I can find another sweet drink that is lower in sodium to have when I eat popcorn. I am going to start carrying a water bottle, so I will be hydrated and perhaps not feel like I need something else to drink. I do know I am not able to cut out coffee while I am in school. How to cite Diffusion and Innovation, Papers

Slavery Fight For Freedom Essay Example For Students

Slavery Fight For Freedom Essay Slavery Fight for FreedomDuring the course of the slave trade millions of Africans became involuntary immigrants to the New World. Some African captives resisted enslavement by fleeing from slave forts on the coast of West African. Others mutinied on board slave trading vessels, or cast themselves into the ocean, rather facing death than enslavement. In the New World there were those who ran away from their owners, ran away among the Indians, formed maroon societies, revolted, feigned sickness, or participated in work slow downs. Some sought and succeeded in gaining liberty through various legal means such as good service to their masters, self-purchase, or military service. Still others seemingly acquiesced and learned to survive in servitude. The European, American, and African slave traders engaged in the large amounts of trade in humans. The politicians and businessmen who supported them, did not intend to put into motion a chain of events that would motivate the captives and the ir descendants to fight for full citizenship in the United States of America. But they did. When Thomas Jefferson penned the words, All men are created equal, he could not possibly have envisioned how literally his own slaves and others would take his words. African Americans repeatedly questioned how their owners could consider themselves noble in their own fight for independence from England while at the same time believing that it was wrong for slaves to do the same. The first slaves came to the Western Hemisphere in the early 1500s. Twenty African slaves were brought to Jamestown, Virginia, in 1619. Series of complex colonial laws began to reform the status of Africans and their connection to slavery. The United States outlawed the transatlantic slave trade in 1808, but the domestic slave trade and illegal importation continued for several decades. Captured Africans were sold at auction as chattel, like inanimate property or animals. Many literate ex-slaves discussed the degrada tion and humiliation they felt when they were treated like cattle. Advertisements used in the North as well as the South before the Civil War, advertised the sale of slaves and land, the availability of employment for an overseer, a recall of debts, and a reward for anyone who captured slaves. In November 1841 the 135 enslaved African Americans on board the ship Creole overpowered the crew murdering one man while sailing from Hampton Roads, Virginia, to New Orleans, Louisiana. Led by Madison Washington, they sailed the vessel to Nassau, Bahamas, where the British declared most of them free. An author, William Channing, argues the American claims that the property of U.S. slave owners should be protected in foreign ports. There was a huge diplomatic controversy that followed, Ohio Congressman Joshua Giddings argued that once the ship was outside of U.S. territorial waters, the African Americans were entitled to their liberty and that any attempt to re-enslave them would be unconstitu tional. Censured by the House of Representatives, he resigned, but his constituents quickly reelected him and sent him back to Congress. The African American resistance to slavery is demonstrated time and time again in the successful and unsuccessful attempts to escape from bondage. The owners equal determination to protect their investment is demonstrated by their assiduousness in pursuing the runaways. A Portuguese slave buyer purchased Africans in West Africa. Transported them to the Caribbean, the captives found themselves in the hands of Cuban slave dealers on board the Spanish schooner Amistad. In transport from Cuba the Africans, led by Cinqu , rebelled, killed the captain and three crewmen, and ordered the rest to sail to Africa. By day the crew complied, but at night they sailed west and finally landed near Long Island, New York, where the vessel was seized by U.S. authorities. .ue934c66611b6962a2de7594f7fe0d548 , .ue934c66611b6962a2de7594f7fe0d548 .postImageUrl , .ue934c66611b6962a2de7594f7fe0d548 .centered-text-area { min-height: 80px; position: relative; } .ue934c66611b6962a2de7594f7fe0d548 , .ue934c66611b6962a2de7594f7fe0d548:hover , .ue934c66611b6962a2de7594f7fe0d548:visited , .ue934c66611b6962a2de7594f7fe0d548:active { border:0!important; } .ue934c66611b6962a2de7594f7fe0d548 .clearfix:after { content: ""; display: table; clear: both; } .ue934c66611b6962a2de7594f7fe0d548 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue934c66611b6962a2de7594f7fe0d548:active , .ue934c66611b6962a2de7594f7fe0d548:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue934c66611b6962a2de7594f7fe0d548 .centered-text-area { width: 100%; position: relative ; } .ue934c66611b6962a2de7594f7fe0d548 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue934c66611b6962a2de7594f7fe0d548 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue934c66611b6962a2de7594f7fe0d548 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue934c66611b6962a2de7594f7fe0d548:hover .ctaButton { background-color: #34495E!important; } .ue934c66611b6962a2de7594f7fe0d548 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue934c66611b6962a2de7594f7fe0d548 .ue934c66611b6962a2de7594f7fe0d548-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue934c66611b6962a2de7594f7fe0d548:after { content: ""; display: block; clear: both; } READ: Tyler Larsen Essay In the New York Sun, Cinqu is described as a brave Congolese chief . . . who now lies in jail in arms at New Haven, Conn., awaiting his trial for daring for freedom. Cinqu is quoted as saying, Brothers, we have done that which we proposed . . . I am resolved it is better to die than be a white mans slave.President Martin Van Buren and the Spanish administrators of Cuba wanted the Africans returned to stand trial for mutiny, but the Connecticut judge who heard the case disagreed. The U. S. appealed the case to the Supreme Court where former President John Quincy Adams argued that it was the Africans, not the Cubans, who should be treated sympathetically because they were free people illegally enslaved. John Quincy Adams argued the appeal on behalf of the Africans before the Court. He stated that they were entitled to all kindness and good offices due from a humane and Christian nation. In January 1841, the Supreme Court rendered its decision relating to the Amistad affair. Adams won and the Africans were returned to Africa.