Twain’s problematic ending of Huck Finn Free Essays

The adventures of Huckleberry Finn is known as one novel that has brought controversy from the time it was published in the year 1884 (Pearl par 1). It was banned in major public libraries many referring to it as â€Å"trash. † Currently, many regard it as a classical American novel though others still critic it in one area or the other. We will write a custom essay sample on Twain’s problematic ending of Huck Finn or any similar topic only for you Order Now It is a novel from where â€Å"all modern literature† was derived and modern scholars and critics now treats it as great work of art in America (Pearl par. 1). Perhaps the greatest irony is that though it received great criticism, of all the MT’s novels, it is the one that sold most immediately when it was published. Hunk Finn, as it is commonly referred to, is set in the Mississippi river town of St. Petersburg, Missouri and the various locations along that river through Arkansas (SparkNotes, screen 21). The major conflict in the novel is portrayed as the main character (protagonist), Huck struggles with a society (antagonist) that is trying to civilize him. The conflict is also intensified as Hunk deals with Jim who is a black slave; since Hunk must decide whether to reject Jim and please the society or protect him and follow his conscience. This essay shows that Twain’s ending of the novel betrays the true subject of the work. The novel ends with the three boys Huck, Tom and Jim escaping from a shed where they had been surrounded by about fifteen farmers guarding Jim, the black slave (Twain 361). They make a hole in the wall to escape but as they does, Tom makes some noise and what follows is the shooting that leaves a bullet in Tom’s leg who portrays himself a hero. However, Huck and Jim are concerned about the condition of the leg and upon Jim’s suggestion; they go to look for a doctor. This only worsens things for Jim who is captured by the locals and is chained as they bring Tom home on a mattress accompanied by the doctor. By this time Huck has already run home having left the two boys alone. The locals have decided to hang Jim though no one does it as they are afraid of compensating the slave owner. They are therefore left with no other option than to treat Jim roughly until the time when the doctor comes and saves him by explaining that it is him who in fact saved Tom’s leg from deteriorating by nursing him (Twain 377). When Tom however learns that Jim was still in chains, he reveals to them that in fact Jim had already been set free thus was no longer a slave. This allows the reader to glimpse the character trait of Tom. Though he had known all along that Miss Wanton who had died two months earlier had set Jim free in her will, he did not say it because he felt that they needed to device a good plan to rescue Jim. If he had said it earlier, Jim could not have gone through the sufferings that he had experienced. Huck arrived and on enquiring from Tom what he would do if Jim was freed; he replied that he planned to repay Jim for all his troubles and sending him off as a hero. And he said, what he had planned in his head from the start, if we got Jim out all safe, was for us to run him down the river on the raft, and have adventures plumb to the mouth of the river, and then tell him about his being free, and take him back up home on a steamboat, in style, and pay him for his lost time, and write word ahead and get out all the niggers around, and have them waltz him into town with a torchlight procession and a brass-band, and then he would be a hero, and so would we (Twain 387). The Phelpses and Aunt Polly release Jim and feed him on hearing that he helped the doctor to nurse Tom. He is also given forty dollars as a payment for all his troubles (Twain 387). Tom and Huck are not through with their adventure and plan to go for another one to the Indian territories. Huck thinks that Pap had taken all the money but it is Jim who informs him that in fact the dead man he had seen in a floating house was Pap (a cruel and drunk father). It is clear that though the writer of the novel was initially heading to the right direction in his writing, he â€Å"looses focus† (it may have been intentionally) as he comes to end of the novel in the way he presents the relationship between Huck and Jim. All along, the two boys had been together passing through hardships and challenges during their adventure. They are seen doing different things together; for example have to hide the inheritance of the Silk sisters in a coffin away from the greedy â€Å"King† and â€Å"Duke. Huck even comes to a time when he had to decide whether to give the remaining Gherkin (food) from his provisions to Jim or take it himself (Paine Par. 20). Therefore every reader expects Huck’s emotional attachment with Jim to grow. However when Tom appears, a different picture is portrayed with Huck remaining quiet when, they endanger Jim’s life by not telling Phelpses that Jim had already been released by the former Slave master and instead decides to device a plan as part of their adventure. When Jim goes to get the doctor, Huck leaves and runs to his uncle’s place leaving his friend. So then I crept into a lumber-pile to get some sleep; and next time I waked up the sun was away up over my head! I shot out and went for the doctor’s house, but they told me he’d gone away in the night some time or other, and warn’t back yet. Well, thinks I, that looks powerful bad for Tom, and I’ll dig out for the island right off. So away I shoved, and turned the corner, and nearly rammed my head into Uncle Silas’s stomach! (Twain 367). The other problem arises because though the novel’s subject is directed to the theme of freedom, at the end Jim who is supposed to be free is not still free. This can be attributed to the mistake that Tom made though intentionally. Jim, who has been technically free for all that time they were in the adventure, is still bound in chains, first in the home of Phelpses before the escape and then by the locals who captured him when he went to bring the doctor who would treat Tom. It is ridiculous that Miss Wanton can not set Jim free when she is alive and has to wait till she dies and does it in her will. Old Miss Watson died two months ago, and she was ashamed she ever was going to sell him down the river, and said so; and she set him free in her will. â€Å"(Twain 383) In conclusion, it is clear that the work of Mark Twain was based on the theme of racism, slavery and freedom thus different readers can critic it using different views. The plot flows smoothly from the beginning but the problem arises in the ending as the reader is left wondering why there is no development in Huck’s character -who is the protagonist and who is supposed to develop in all areas as the plot develops. How to cite Twain’s problematic ending of Huck Finn, Papers

Twain’s problematic ending of Huck Finn Free Essays

The adventures of Huckleberry Finn is known as one novel that has brought controversy from the time it was published in the year 1884 (Pearl par 1). It was banned in major public libraries many referring to it as â€Å"trash. † Currently, many regard it as a classical American novel though others still critic it in one area or the other. We will write a custom essay sample on Twain’s problematic ending of Huck Finn or any similar topic only for you Order Now It is a novel from where â€Å"all modern literature† was derived and modern scholars and critics now treats it as great work of art in America (Pearl par. 1). Perhaps the greatest irony is that though it received great criticism, of all the MT’s novels, it is the one that sold most immediately when it was published. Hunk Finn, as it is commonly referred to, is set in the Mississippi river town of St. Petersburg, Missouri and the various locations along that river through Arkansas (SparkNotes, screen 21). The major conflict in the novel is portrayed as the main character (protagonist), Huck struggles with a society (antagonist) that is trying to civilize him. The conflict is also intensified as Hunk deals with Jim who is a black slave; since Hunk must decide whether to reject Jim and please the society or protect him and follow his conscience. This essay shows that Twain’s ending of the novel betrays the true subject of the work. The novel ends with the three boys Huck, Tom and Jim escaping from a shed where they had been surrounded by about fifteen farmers guarding Jim, the black slave (Twain 361). They make a hole in the wall to escape but as they does, Tom makes some noise and what follows is the shooting that leaves a bullet in Tom’s leg who portrays himself a hero. However, Huck and Jim are concerned about the condition of the leg and upon Jim’s suggestion; they go to look for a doctor. This only worsens things for Jim who is captured by the locals and is chained as they bring Tom home on a mattress accompanied by the doctor. By this time Huck has already run home having left the two boys alone. The locals have decided to hang Jim though no one does it as they are afraid of compensating the slave owner. They are therefore left with no other option than to treat Jim roughly until the time when the doctor comes and saves him by explaining that it is him who in fact saved Tom’s leg from deteriorating by nursing him (Twain 377). When Tom however learns that Jim was still in chains, he reveals to them that in fact Jim had already been set free thus was no longer a slave. This allows the reader to glimpse the character trait of Tom. Though he had known all along that Miss Wanton who had died two months earlier had set Jim free in her will, he did not say it because he felt that they needed to device a good plan to rescue Jim. If he had said it earlier, Jim could not have gone through the sufferings that he had experienced. Huck arrived and on enquiring from Tom what he would do if Jim was freed; he replied that he planned to repay Jim for all his troubles and sending him off as a hero. And he said, what he had planned in his head from the start, if we got Jim out all safe, was for us to run him down the river on the raft, and have adventures plumb to the mouth of the river, and then tell him about his being free, and take him back up home on a steamboat, in style, and pay him for his lost time, and write word ahead and get out all the niggers around, and have them waltz him into town with a torchlight procession and a brass-band, and then he would be a hero, and so would we (Twain 387). The Phelpses and Aunt Polly release Jim and feed him on hearing that he helped the doctor to nurse Tom. He is also given forty dollars as a payment for all his troubles (Twain 387). Tom and Huck are not through with their adventure and plan to go for another one to the Indian territories. Huck thinks that Pap had taken all the money but it is Jim who informs him that in fact the dead man he had seen in a floating house was Pap (a cruel and drunk father). It is clear that though the writer of the novel was initially heading to the right direction in his writing, he â€Å"looses focus† (it may have been intentionally) as he comes to end of the novel in the way he presents the relationship between Huck and Jim. All along, the two boys had been together passing through hardships and challenges during their adventure. They are seen doing different things together; for example have to hide the inheritance of the Silk sisters in a coffin away from the greedy â€Å"King† and â€Å"Duke. Huck even comes to a time when he had to decide whether to give the remaining Gherkin (food) from his provisions to Jim or take it himself (Paine Par. 20). Therefore every reader expects Huck’s emotional attachment with Jim to grow. However when Tom appears, a different picture is portrayed with Huck remaining quiet when, they endanger Jim’s life by not telling Phelpses that Jim had already been released by the former Slave master and instead decides to device a plan as part of their adventure. When Jim goes to get the doctor, Huck leaves and runs to his uncle’s place leaving his friend. So then I crept into a lumber-pile to get some sleep; and next time I waked up the sun was away up over my head! I shot out and went for the doctor’s house, but they told me he’d gone away in the night some time or other, and warn’t back yet. Well, thinks I, that looks powerful bad for Tom, and I’ll dig out for the island right off. So away I shoved, and turned the corner, and nearly rammed my head into Uncle Silas’s stomach! (Twain 367). The other problem arises because though the novel’s subject is directed to the theme of freedom, at the end Jim who is supposed to be free is not still free. This can be attributed to the mistake that Tom made though intentionally. Jim, who has been technically free for all that time they were in the adventure, is still bound in chains, first in the home of Phelpses before the escape and then by the locals who captured him when he went to bring the doctor who would treat Tom. It is ridiculous that Miss Wanton can not set Jim free when she is alive and has to wait till she dies and does it in her will. Old Miss Watson died two months ago, and she was ashamed she ever was going to sell him down the river, and said so; and she set him free in her will. â€Å"(Twain 383) In conclusion, it is clear that the work of Mark Twain was based on the theme of racism, slavery and freedom thus different readers can critic it using different views. The plot flows smoothly from the beginning but the problem arises in the ending as the reader is left wondering why there is no development in Huck’s character -who is the protagonist and who is supposed to develop in all areas as the plot develops. How to cite Twain’s problematic ending of Huck Finn, Papers

To What Extent Did The Liberal Government (1906 To 1914) Set Up A Welf

To What Extent Did The Liberal Government (1906 To 1914) Set Up A Welfare State In Britain? To what extent did the Liberal Government (1906 to 1914) set up a welfare state in Britain? A welfare state is a state with social services controlled or financed by the Government. These services aim to protect societys weakest members from the cradle to the grave; from birth to death. As Beveridge described it, a welfare state is the provision of services for the prevention of disease, squalor, want, idleness and ignorance. As the national Government from 1906 to 1914, the Liberals passed several reforms which many, including the historian G. Williams, claim heralded the arrival of the welfare state. The Liberal Government addressed the problem of disease and the overall poor health of the nation, as revealed by the physical deficiency of the countrys people, by passing several bills, each aiming to protect the vulnerable members of society, such as children. In 1907, the Medical Inspections Act dealt partially with the problem of disease in schools. Free medical inspections took place following this Act, but, although the Act highlighted the ill health of the nations children, it did nothing to alleviate the problem, for most parents could not afford medical treatment; this was not offered by the Government. Part one of the National Insurance Act of 1911 provided health insurance for workers who earned less then ?160 annually. This Act was triggered both by the issue of national deficiency and from the tuberculosis outbreak which was claiming 75,000 lives every year. Though this Act was significant in that it was the first time that the Government had offered such insurance, it failed to provide for the sick employees family, only for the employee himself. Also, sickness benefit lessened as time passed, and after 26 weeks, it was infinitesimal. The final reform Act passed by the Liberals which concentrated on lessening poor health was the Workmen's Compensation Act of 1906, which provided compensation for injury sustained whilst working. The problem of want was one which affected many living in Britain, particularly the working class. People living in poverty wanted for money and food, and the Liberal Government combated this indigence through reforms such as the Old Age Pensions Act, the School Meals Act and Acts which established a minimum wage. The first reform passed by the Liberals which targeted want was aimed at children: the School Meals Act of 1906. This was a cautious measure, successful in terms of the number of school meals provided: from 3 million in 1906 to 14 million in 1914, but limited in that there was no compulsion in the Act until 1914, and by 1912 over half the local authorities had not set up school meals. The Liberals also provided for the elderly, through the Old Age Pensions Act of 1908. This provided a pension of 5 shillings to any person over the age of 70. However, the amount offered was simply not enough to raise poor pensioners above the poverty line. Also, the pensions were only given t o those over 70; the average life span of a working class adult was much shorter than this. The National Insurance Act of 1911, Part two, provided unemployment insurance for people working in industries which were badly hit by periodic unemployment; seasonal trades such as shipbuilding and construction. This Act was limited in its effectiveness because it only covered seven trades and unemployment benefit lasted for only 15 weeks in one year. However, it was the first time that the Government had accepted any responsibility for the unemployed instead of thinking that unemployment was a result of individual idleness. Through the Sweated Trades Act and the Trade Boards Act of 1909, the Liberal Government set up boards to negotiate minimum wage levels for non-unioned sweated trades. The problem with these Acts was that they failed to establish an exact definition of a minimum wage. Idleness was perceived as a problem by society, which continued to be influenced by laissez-faire attitudes of the previous century, at the time of the Liberal Government. Despite the fact that the problem of unemployment was not solely caused by idleness, the Liberals passed a bill aimed at stopping laziness: The

Lab Report on Respiratory Physiology Essays

Lab Report on Respiratory Physiology Essays Lab Report on Respiratory Physiology Paper Lab Report on Respiratory Physiology Paper Timer (with a second hand) Glass Urinary and Salivary pH (litmus) paper Drinking straw Procedures: 1. Measure 2 ounces of water in a glass. Obtain the pH of the water in the glass. Record the water pH prior to experiment. Have the subject blow air through the straw into the water and keep blowing into the water for 2 minutes inhaling between exhalations. The subject should be breath as normal as possible while doing this activity. Measure and record the pH of the water in the glass. 3. Empty the water from the glass and refill it with fresh water. Have the subject do vigorous exercise for 5 minutes. 4. Immediately after exercise have the subject blow into the water for 2 minutes (inhaling between exhalations). Measure and record the pH of the water in the glass. 5. Empty the water from the glass and refill it with fresh water. Have the subject rest for 5 minutes. 6. Have the subject blow in the water for 2 minutes (inhaling between exhalations). Measure and record the pH of the water in the glass. Analysis and Data: 1. The pH of the water measured is close to a 7 on the pH scale. 2. After the subject blew air into the straw, the pH of the water was about 5 on the pH scale at first, but then turned neutral again. The subject did vigorous exercise for 5 minutes. 4. The pH of the water after the subject was exercising was about 6-7. 5. After refilling a new glass of water, the pH of the fresh water was about 6.

African Commonwealth Nations

African Commonwealth Nations The following alphabetical list gives the date at which each African Country joined the Commonwealth of Nations as an independent state. The majority of African countries joined as Commonwealth Realms, later converting to Commonwealth Republics. Two countries, Lesotho and Swaziland, joined as Kingdoms. British Somaliland (which joined with Italian Somaliland five days after gaining independence in 1960 to form Somalia), and Anglo-British Sudan (which became a republic in 1956) did not become members of the Commonwealth of Nations. Egypt, which had been part of the Empire until 1922, has never shown an interest in becoming a member. African Commonwealth Nations Botswana, 30 September 1966 as a RepublicCameroon, 11 November 1995 as a RepublicThe Gambia, 18 February 1965 as a Realm- became a Republic on 24 April 1970Ghana, 6 March 1957 as a Realm- became a Republic 1 July 1960Kenya, 12 December 1963 as a Realm- became a Republic on 12 December 1964Lesotho, 4 October 1966 as a KingdomMalawi, 6 July 1964 as a Realm- became a Republic on 6 July 1966Mauritius, 12 March 1968 as a realm- became a Republic on 12 March 1992Mozambique, 12 December 1995 as a RepublicNamibia, 21 March 1990 as a republicNigeria, 1 October 1960 as a Realm- became a Republic on 1 October 1963 – suspended between 11 November 1995 and 29 May 1999Rwanda, 28 November 2009 as a RepublicSeychelles, 29 June 1976 as a RepublicSierra Leone, 27 April 1961 as a Realm- became a Republic 19 April 1971South Africa, 3 December 1931 as a Realm- withdrew on becoming a Republic on 31 May 1961, rejoined 1 June 1994Swaziland, 6 September 1968 as a KingdomTanganyika, 9 December 1961 as a Realm- became Republic of Tanganyika on 9 December 1962, United Republic of Tanganyika and Zanzibar on 26 April 1964, and United Republic of Tanzania on 29 October 1964. Uganda, 9 October 1962 as a Realm- became a Republic on 9 October 1963Zambia, 24 October 1964 as a RepublicZimbabwe, 18 April 1980 as a Republic- suspended on 19 March 2002, departed on 8 December 2003

Public Speaking Speech or Presentation Example | Topics and Well Written Essays - 1250 words

Public Speaking - Speech or Presentation Example This only occurs when the speaker has a wide database of information to stand on and speak aloud of and in. Such questions which could be probed into are the following (which are broad lines to what should be asked)worth asking and must be asked to the representative are such as follows(in means and understanding that whether the speakers would be interested in the following questions or not when spoken about to them): The information to convey should be positively building a view of the scope of the company the speaker is speaking about. How far interested are they in the development of the speech into other components of discussion such as administration management of females and males relation in the office and ability to communicate between both genders in the company. The activities that are discussed concerning the look and overlook of the women to a male discussion and what men see and convey from meanings and what women tend to understand and what men in return tend to understand when women speak to them or discuss a topic with them. AreAre the executives willing to probe into such discussions Can the speaker openly discuss the opinions from a social point of view and personal to find a policy that is effective and reaching between two extremes (the manner of behavioral attitudes between men and women at work). Having on mind that men and women have examples of conveying understanding through physical appearances and jestures: how could I tell that the board is accepting what I say and what I do not say(men tend to be up and straight-forward and women could be quiet and chit chat among themselves). What are the issues that the board needs to discuss mainly (social, political, economical..) What trials

Child Gas-lift chair product Operator's Manual and Maintenance Assignment

Child Gas-lift chair product Operator's Manual and Maintenance Instruction - Assignment Example A gas-lift chair is meant for disabled children or those that have been bound to a chair for life. It is simplified in a way that the child is able to understand and remember the function of every feature on the chair comfortably. Implementing gas lift chair safety measures is not only important to the child but also to the manufacture. It is important for a child to know that Child Gas-lift Chair Company is not responsible of any damage or injury to child on the chair if; the damage occurred during transportation, since the chair is not meant for transport, as a result of wear and tear or due to fixation of fake accessories. All this can only be settled and avoided by following all the safety measures provided by the Child Gas-lift Chair Company (User manual, 2008). It may seem unnecessary but the child should ensure safety even on delivery and when unpacking the gas chair. This is because even as new as it may look it might be damage, posing a danger to the child if unnoticed. If the chair is damaged, the child should inform Child Gas-lift Company to either replace it or repair it (Burke, 2012). On the chair there two main features the child should consider the lever and the brake. The lever, which is usually below the seat, will help the child adjust the seats height by pulling it upwards. In case the child wishes to lower the seat, pulling the lever upwards will allow outflow of gas to a separate reservoir above the piston, effectively lowering the gas pressure below the piston and the seat goes down. To raise the seat the child need to get off the chair to allow in flow of air. The child should also understand that gas lift chairs are not meant for transport and should not be used in place of a wheel chair. In fact the child should not be on the chair during transportation. The other most important thing of all is that the child needs to know the maximum weight limit of the chair above