To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

A. Setting:   Ã‚  Ã‚  Ã‚  Ã‚  1. Year: 1940’s   Ã‚  Ã‚  Ã‚  Ã‚  2. Location: Maycomb, Alabama   Ã‚  Ã‚  Ã‚  Ã‚  3. Period of Time: Three Summer’s B. Point of Veiw:   Ã‚  Ã‚  Ã‚  Ã‚  First Person C. Begining:   Ã‚  Ã‚  Ã‚  Ã‚   Scout, the main character and narrorator of the story, Jem, her brother, and Dill, their neighbor friend that visited every summer, loved to act out stories they knew. They did all kinds of stories like Tarzan and Dracula. Signaling the end of summer and the absence of Dill, the school year began. Scout started school, having a very rough first day. The days flying by, the school year passed quickly for Scout and Jem. Looking forward to seeing Dill again, they found the summer fast aproaching. Begining to play their game as soon as possible, they grew tired of acting out the same old stories, wanting to do something new and exciting. Jem came up with an idea, playing Boo Radley. The story of Boo Radley, the neighborhood weird guy, went as follows: Boo going slightly crazy, stabbed his father in the leg with a pair of scissors. Being a small town, everyone knew the story but no one realy knew or understood what hapened. So they began to act out the story of Boo Radley. Scout played Mrs. Radley, Jem-Boo Radley, and Dill played Mr. Radley. Making their scenes more complex everyday, the three entertained themselves for most of the summer before Atticus caught them, forbidding them to play that game again. D. Two Characters:   Ã‚  Ã‚  Ã‚  Ã‚  Scout, the main character, is a tomboy. Knowing she can do anything her brother, Jem, can do she is confident and able to stand up for herself. She never let anybody push her around, for instance, when Walter Cunninghum, refusing to take the money from Miss Caroline, accidentally got her in trouble she beat him up. The other main character is Jem. Wanting to get Boo Radley to come out, he goes to all kinds of lengths to acheive his goal. Like losing his pants over the fence trying to sneak over to Boo’s house. E. Summarization   Ã‚  Ã‚  Ã‚  Ã‚  Atticus took on a case for a black man accused of raping a white woman. The case did not go well and Atticus’s family went through some rough times because of the case. Atticus’s sister Alexandria came to stay with them during the case and Scout developed a strong dislike for her. The jury decided the black man was guilty and Jem nad Scout took it hard. Dressed for her part in the school play, Scout and Jam are attacked on their way

Do you think that Mary Tudor deserved her title “Bloody Mary” or was she simply misunderstood?

History has not been kind to Mary Tudor. Compared to what followed, her reign seems like a brief but misguided attempt to hold back England's inevitable transformation to Protestantism. Compared to what came before, her regime looks like the regressive episode of a hysterical woman. Considered on its own terms, however, the regime appears much more complex, leading contributors to this volume of essays to reach far different conclusions about her reign: reestablishing traditional religion in England was an enormous undertaking that required rebuilding the Marian Church from the bottom up.Moreover, given more time it might have succeeded. Finally, as these essays continually remind us, concepts differentiating Catholicism from Protestantism — ideas taken for granted today — were still being sorted out during this period. David Loades's introduction begins the volume by surveying the disturbance in religion during Mary's lifetime. He links the spread of humanism and class ical scholarship to a substantial portion of this disturbance because it created an educated populace capable of raising questions about religious practices for which the traditional Church had no answers.Mary herself received a first-rate humanistic education and contemporaries even considered her well-educated. Loades suggests that, instead of unquestioningly embracing the tenants of the traditional Catholic faith, Mary was a â€Å"conservative humanist with an extremely insular point of view† (18). Nevertheless, her humanistic training did not extend to her devotion to the sacrament of the altar and her uncritical acceptance of the doctrine of transubstantiation. Ultimately, her uncompromising position on the latter would cause the downfall of many.After this introduction, the first section of the volume, entitled â€Å"The Process,† explores obstacles confronting the restoration of Catholicism in England, beginning with David Loades's examination of the degraded st ate of the episcopacy upon Mary's accession, and her administration's attempts to restore it. Next, Claire Cross discusses Marian efforts to enact Catholic reforms in those strongholds of Protestant dissent, the English universities.The queen's decision to restore a community of monks at Westminster is the subject of a study by C.  S. Knighton, who includes a detailed appendix identifying members of this community. In the section's last essay, Ralph Houlbrooke argues that swift acquiescence by one of Norwich's leading evangelical ministers, and the diligence of clergy and Church courts in upholding the Marian restoration, helped Norwich avoid large-scale persecution. Essays in the volume's second section, â€Å"Cardinal Pole,† focus on his role in reestablishing the legitimacy of the restored Church. Thomas F.Mayer begins with an analysis of various court documents, and concludes that even though Paul IV had apparently revoked Pole's legatine office, the matter remained uns ettled, and Pole probably continued to function in that capacity until the end of Mary's reign. In the following chapter, Pole's 1557 St. Andrew's Day sermon provides evidence for Eamon Duffy's defense of the cardinal's record — not only as an outspoken advocate for the importance of preaching, but also as a hard-nosed realist confronting an entire population of apostatized Londoners.In the final essay of this section, John Edwards reveals that, unlike English documents, records from the Spanish and Roman Inquisitions indicate greater Spanish involvement in the restoration of English Catholicism than has been previously recognized. The subject of the final section of this book, â€Å"The Culture,† undertakes issues regarding the Marian Church and its people. Lucy Wooding's essay considers how the multiple layers of symbolism found in the Mass provided a wide focal point for popular piety in the restored Church.In his essay on the theological works of Thomas Watson, Wil liam Wizeman, S. J. , discusses Marian efforts to reeducate worshipers who, after a generation of religious turmoil, were unfamiliar with even the basic tenets of Catholicism. In the following chapter, Gary G. Gibbs reconsiders the eyewitness evidence provided by one Henry Machyn, Merchant Taylor of London, concluding that the Marian regime had indeed connected with enough loyal subjects to provide the queen with an effective base of power

The Story of Jessie Redmon Fauset

Jessie Redmon Fauset was born the seventh child of Annie Seamon Fauset and Redmon Fauset, a minister in the African Methodist Episcopal church. Jessie Fauset graduated from the High School for Girls in Philadelphia, the only African American student there. She applied to Bryn Mawr, but that school instead of admitting her helped her to enroll at Cornell University, where she may have been the first black woman student. She graduated from Cornell in 1905, with a Phi Beta Kappa honor. Early Career She taught Latin and French for one year at Douglass High School in Baltimore and then taught, until 1919, in Washington, DC, at what became, after 1916, Dunbar High School. While teaching, she earned her M.A. in French from the University of Pennsylvania.  She also began to contribute writings to Crisis, the magazine of the NAACP. She later received a degree from the Sorbonne. Literary Editor of the Crisis Fauset served as literary editor of the  Crisis from 1919 to 1926. For this job, she moved to New York City. She worked with W.E.B. DuBois, both at the magazine and in his work with the Pan African Movement. She also traveled and lectured extensively, including overseas, during her tenure with the  Crisis.  Her apartment in Harlem, where she lived with her sister, became a gathering place for the circle of intellectuals and artists associated with Crisis. Jessie Fauset wrote many of the articles, stories, and poems in the  Crisis  herself, and also promoted such writers as Langston Hughes, Countee Cullen, Claude McKay, and Jean Toomer. Her role in discovering, promoting, and giving a platform to African American writers helped to create an authentic black voice in American literature. From 1920 to 1921, Fauset published  The Brownies Book, a periodical for African American children. Her 1925 essay, â€Å"The Gift of Laughter,† is a classic literary piece, analyzing how American drama used black characters in roles as comics. Writing Novels She and other women writers were inspired to publish novels about experiences like their own when a white male novelist, T.S. Stribling, published Birthright in 1922, a fictional account of an educated mixed-race woman. Jessie Faucet published four novels, the most of any writer during the Harlem Renaissance:  There Is Confusion  (1924),  Plum Bun  (1929),  The Chinaberry Tree  (1931), and  Comedy: American Style  (1933).  Each of these focuses on black professionals and their families, facing American racism and living their rather non-stereotypical lives. After theCrisis When she left the  Crisis in 1926, Jessie Fauset attempted to find another position in publishing but found that racial prejudice was too great a barrier. She taught French in New York City, at DeWitt Clinton High School from 1927 to 1944, continuing to write and publish her novels. In 1929, Jessie Fauset married an insurance broker and World War I veteran, Herbert Harris. They lived with Fausets sister in Harlem until 1936 and moved to New Jersey in the 1940s. In 1949, she briefly served as a visiting professor at Hampton Institute and taught for a short time at Tuskegee Institute. After Harris died in 1958, Jessie Fauset moved to her half-brothers home in Philadelphia where she died in 1961. Literary Legacy Jessie Redmon Fausets writings were revived and republished in the 1960s and 1970s, though some preferred writings about African Americans in poverty rather than Fauset’s depictions of an elite.  By the 1980s and 1990s, feminists had refocused attention on Fauset’s writings. A 1945 painting of Jessie Redmon Fauset, painted by Laura Wheeler Waring, hangs in the National Portrait Gallery, Smithsonian Institution, Washington, DC. Background, Family: Mother: Annie Seamon Fauset Father: Redmon Fauset Siblings: six older siblings Education: High School for Girls in PhiladelphiaCornell UniversityUniversity of Pennsylvania (French)Sorbonne in Paris Marriage, Children: Husband: Herbert Harris (married 1929; insurance broker)