Robert Frost Desert Places and Stopping by Woods on a Snowy Evening Essay Example For Students

Robert Frost Desert Places and Stopping by Woods on a Snowy Evening Essay Robert Frost successfully taken reader’s imagination on a journey through the wintertime with his poems â€Å"Desert Places† and â€Å"Stopping by Woods on a Snowy Evening. † Frost’s New England background in these two poems reflect the beautiful scenery that is present in our part of the country. Even though these poems both have winter settings they contain completely different tones. One poem has a feeling of a depressing loneliness, and the other of feeling welcome. The poems show how the same setting can have totally different impacts on an individual depending on their mind set at the moment. These poems are both made up of simple stanzas and diction, but they are not simple poems, and could be easily misunderstood. In the poem â€Å"Desert Places† the male speaker is traveling through the countryside on a beautiful winter evening and is completely surrounded with the feeling of loneliness. The narrator views the snow-covered field as a desert place. â€Å"A blanker whiteness of benighted snow/ With no expression, nothing to express. † Whiteness and blankness are two key ideas in this poem. The white symbolizes open and empty spaces, the snow is a white blanket that covers up everything living. The blankness symbolizes the emptiness that the speaker feels. To him there is nothing around except for the snow and his lonesome thoughts. The speaker in this poem shows jealousy towards the woods. â€Å"The woods around it have it? it is theirs. † The woods symbolize people and society. They have something that belongs to them that they can feel a part of. The speaker is so alone inside that he feels that he is not a part of anything. Nature has a way of bringing everything together to act as one, even animals are a part of the winter. All animals are smothered in their lairs, / I am too absent spirited to count. † The snow makes everything around it white, and to him it is a feeling of numbness. â€Å"The loneliness includes me unawares. † The speaker has seemingly lost his zest for life. He is unable to express his feelings easily because of this numbness, also he is in denial about feeling alone. He does not care anything about too much â€Å"They cannot scare me with their empty space. † He is saying that no one cares how I feels, and that he does not need anyone else. I have in me so much nearer home/ To scare myself with my own desert places. † The speaker to realizes that he had shut himself off from the world. He recognizes that the winter place is like his life, because he let depression and loneliness be in his life and take over like the snow had sneak up on the plains and covered it. If he continues to let these dominate his life eventually everything would be exactly like what the snow does to nature. â€Å"Stopping by Woods on a Snowy Evening† is a much happier and more upbeat poem than â€Å"Desert Places,† and the titles alone proves this. This poem is about stopping to enjoy life. â€Å"But I have promises to keep, / and miles to go before I sleep. † The speaker in this poem was a very busy man who never had time for anything. Readers can sense a regret now. The man would like to stay and enjoy the woods, â€Å"The woods are lovely, dark and deep. † The speaker seems concerned about what people would think about him just stopping in the middle of nowhere for no apparent reason. His horse represents society. â€Å"My little horse must think it queer/ To stop without a farmhouse near. † He admits that just stopping does seem odd. .uddead2645d9ebd9fce06c67761dbe8eb , .uddead2645d9ebd9fce06c67761dbe8eb .postImageUrl , .uddead2645d9ebd9fce06c67761dbe8eb .centered-text-area { min-height: 80px; position: relative; } .uddead2645d9ebd9fce06c67761dbe8eb , .uddead2645d9ebd9fce06c67761dbe8eb:hover , .uddead2645d9ebd9fce06c67761dbe8eb:visited , .uddead2645d9ebd9fce06c67761dbe8eb:active { border:0!important; } .uddead2645d9ebd9fce06c67761dbe8eb .clearfix:after { content: ""; display: table; clear: both; } .uddead2645d9ebd9fce06c67761dbe8eb { 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; } .uddead2645d9ebd9fce06c67761dbe8eb:active , .uddead2645d9ebd9fce06c67761dbe8eb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uddead2645d9ebd9fce06c67761dbe8eb .centered-text-area { width: 100%; position: relative ; } .uddead2645d9ebd9fce06c67761dbe8eb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uddead2645d9ebd9fce06c67761dbe8eb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uddead2645d9ebd9fce06c67761dbe8eb .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; } .uddead2645d9ebd9fce06c67761dbe8eb:hover .ctaButton { background-color: #34495E!important; } .uddead2645d9ebd9fce06c67761dbe8eb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uddead2645d9ebd9fce06c67761dbe8eb .uddead2645d9ebd9fce06c67761dbe8eb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uddead2645d9ebd9fce06c67761dbe8eb:after { content: ""; display: block; clear: both; } READ: The intense sunlight shimmed through EssayHe is also concerned about the owner of the woods, he feels guilty for admiring the owners woods. â€Å"He will not see me stopping here/ To watch his woods fill up with snow. † The speaker’s life should be enhanced since he ? stopped to smell the roses. ’ The trip to the woods was indeed a learning experience for him. â€Å"Stopping by Woods on a Snowy Evening† is the opposite of â€Å"Desert Places. † The settings may be the same, i. e both being calm, dark, wintry evenings, but they express different feelings. â€Å"Desert Places† is a depressing poem with a dull tone. The other is very happy one that lifts the spirit. Though these poems are different they are also similar is some ways. They show two extremes of the same emotion that being alone can be positive or negative it just depends on your mind frame. Loneliness can be depressing, or it can be a time to see your thoughts and feelings without the pressures. Robert Frost successfully created two winter scenes with different outcomes. The first, â€Å"Desert Places† is a sad poem about loneliness and loss of enthusiasm and â€Å"Stopping by Woods on a Snowy Evening† is an uplifting poem about enjoying the simple things in life.

Womens Education in Confucian Cultures

Modern historians and sociologists focus on the education of women in Confucian cultures. According to a popular stereotype, it was only supposed to reinforce the strict gender roles of these societies, especially the subservient position of women in families and communities.Advertising We will write a custom term paper sample on Women’s Education in Confucian Cultures specifically for you for only $16.05 $11/page Learn More Nevertheless, this assumption does not take into account the complexities of Asian societies that can differ from one another in terms of political, social or economic relations. Secondly, this view overlooks the possibility that women could resist some principles of Confucianism. They could be aware of their disadvantaged position in the community. This paper is aimed at showing that Confucian education could indeed reify the dominant power structure or the idea that men should play the main role in family, government or orga nizations; however, at the same time, it enabled women to challenge popular perceptions of gender roles. This is the main issue that should be examined in more detail. Scholars are very cautious when using the term Confucian education because it is very ambiguous. This concept can be defined as a set ethical and political principles formulated by Confucius and his followers (Ko, Haboush, Piggott, 2003, p. 3). However, this philosophical and ethical underwent significant changes when it was adopted in Korea or Japan (Ko, Haboush, Piggott, 2003, p. 3). So, Confucian education can take many different forms. It has to be admitted that to some degree, Confucian education can make women comply with existing social norms. For example, one can refer to the works of a prominent Chinese writer Ban Zhao. She was a prominent female educator and she argued that women had to be obedient and compliant to the will of their husbands in order to avoid conflict in the family (Zhao as cited in Wang, 2003, p. 178).Advertising Looking for term paper on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More They were not supposed to voice their opinions if they contradicted the views of their fathers or husbands (Zhao as cited in Wang, 2003, p. 178). However, at the same time, she argued that women should be knowledgeable in the classical Chinese philosophy; otherwise there would be no harmony in the family life (Zhao as cited in Wang, 2003, p. 178). In other words, the wife of a nobleman had to be an educated person. So, one can say that Confucianism does reinforce the idea the males should act as leaders and decision-makers; however, it does not deny women the right to knowledge. This is one of the main issues that should be taken into consideration when people discuss the peculiarities of Confucian education. One can refer to other examples of Confucian thought on the education of women. For example, such a scholar as Kaibara co ndemned those aristocrats who chose their wives only on the basis of their physical appearance (Kaibara as cited in Ko, Haboush, Piggott, 2003, p. 196). In his opinion, such an approach will not help people create good families. Moreover, Confucian scholars urged people to remember that women are responsible for the education of young children; this is why they must have access to good education (Ko, Haboush, Piggott, 2003, p. 197). To a great extent, this argument implies that women could take a decisive part in the development of family as well as society because they had to act as educators who shape the worldviews and values of children. This example also indicates that Confucian cultures could give women some responsibility as well as power, but their roles were more limited that those of men.Advertising We will write a custom term paper sample on Women’s Education in Confucian Cultures specifically for you for only $16.05 $11/page Learn Mor e It should be noted that education could greatly empower women who lived in Confucian societies. For instance, during the Kamakura period, literate Japanese could participate in different social activities such as lawsuits, land transactions, or writing wills (Ko, Haboush, Piggott, 2003, p. 215). In other words, their opinions and decisions had to be considered by the legal institutions of the country. The participation in these activities could hardly be possible provided that they had not had access to education. This example undermines a popular stereotype according to which Confucian education only reified the subservient position of women. It has to be acknowledged that these women did not possess the same legal or political rights, but they were not fully excluded from social relations. Apart from that, education enabled women to voice their opinion and express their views on family, love, or marital relations. For example, female-authored poems can throw light on the frus trations of women, especially their subservient role in marriage (Ko, Haboush, Piggott, 2003, p. 163). Many Japanese women wrote the so-called family novels (Ko, Haboush, Piggott, 2003, p. 294). Certainly, only very few women could create this form of literature; in most cases, they were members of rich and noble families (Ko, Haboush, Piggott, 2003, p. 294). So, education was not the only factor that determined the position of women. Special attention should be paid to their social class. More importantly, education enabled women to create histories and narratives that were inaccessible to men. Special attention should be paid to the written language called Nu Shu. It was created by Chinese women who wanted to share their ideas with one another without revealing them to men.Advertising Looking for term paper on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Their diaries were related to a variety of questions, for instance, the family status of women, the discrimination against them, and their inability to take independent decisions. The development of this written language is closely examined in the film Nu Shu: A Hidden Language of Women in China directed by Yue-Qing Yand (2009). According the movie, the very existence of Nu Shu script remained unnoticed for several centuries. It enabled women to express their ideas and views on the status within the family and society. Again, Nu Shu is a by-product of Confucian education. So, one can say that the access to knowledge could undermine the dominant power structures of the Chinese society. This discussion has several important implications. First of all, it is not permissible to argue that Confucian education was only aimed at subjugating women. As it has been said before, Chinese, Japanese or Korean scholars argued that females should have access to knowledge; otherwise they would be ab le to act as mothers or wives. In this way, these writers tacitly acknowledged women’s significance for family and society. Secondly, education enabled women to take part in social relations and helped them express their discontent. Admittedly, their learning was limited, and sometimes it could reify the dominant power structures, but women resisted this ideology in part by creating their own written narratives. By looking at Confucian education in such a way, one can better understand the complexities of modern Asian societies. Reference List Ko, D., Haboush, J. Piggott, J. (2003). Women and Confucian Cultures in  Premodern China, Korea, and Japan. Berkeley: University of California Press. Yang, Y. (Executive Producer). (1999). Nu Shu: A Hidden Language of Women in  China. Beijing: Women Make Movies. Wang, R. (2003). Images of Women in Chinese Thought and Culture: Writings from  the Pre-Qin Period Through Song Dynasty. New York: Hackett. This term paper on Women’s Education in Confucian Cultures was written and submitted by user Annabella Turner to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on The Life Of A Plain Indian

The life of a plain Indian was one of simplicity and routine. As with most other Native Americans, plain Indians were very resourceful and were â€Å"one with their land.† Plain tribes such as the Sioux and the Cheyenne were dependent on the flourishment of the local wild food and the herds of buffalo. Also these Native Americans were very sheltered; they knew very much about life east of the Mississippi. Once peaceful plain Indians but later turned rebellious due to the white man’s destruction of what these Indians believed was sacred. First some of the major problems Indians had with the settlers were land and the buffalo. Land, settlers claimed whatever land they wanted whenever and no matter whose livelihood it destroyed. This idea of Manifest Destiny was reasoned that â€Å"Native Americans had forfeited their rights to the land because they hadn’t settled down to improve it.† Buffalo, the main source the plain Indian depended on. The plain Indian treated this animal as sacred performing rituals before and after killing and also using every part for some need. But as the white man settled the plains buffalos were say as easy game for a gun from a high, over-looking position. These settlers would kill thousands just for the hide and some misc. parts leaving most to waste. Soon with these mass killings the American buffalo would go from being one of our country’s most abundant animal to endangered specie. Once the plains became populated with many settlers the government took a strong hold against all the Indians, forcing them into barren areas such as the Sand Creek Reserve. Due to the lack of necessities the Cheyenne raided local trails and settlements. In retaliation the U.S. Army attacked surrendered Cheyenne. This night time massacre resulted in 200 sleeping Cheyenne men, women, and children all slain. But not only did they meet their demise their bodies were mutilated. Another clash that came between the ... Free Essays on The Life Of A Plain Indian Free Essays on The Life Of A Plain Indian The life of a plain Indian was one of simplicity and routine. As with most other Native Americans, plain Indians were very resourceful and were â€Å"one with their land.† Plain tribes such as the Sioux and the Cheyenne were dependent on the flourishment of the local wild food and the herds of buffalo. Also these Native Americans were very sheltered; they knew very much about life east of the Mississippi. Once peaceful plain Indians but later turned rebellious due to the white man’s destruction of what these Indians believed was sacred. First some of the major problems Indians had with the settlers were land and the buffalo. Land, settlers claimed whatever land they wanted whenever and no matter whose livelihood it destroyed. This idea of Manifest Destiny was reasoned that â€Å"Native Americans had forfeited their rights to the land because they hadn’t settled down to improve it.† Buffalo, the main source the plain Indian depended on. The plain Indian treated this animal as sacred performing rituals before and after killing and also using every part for some need. But as the white man settled the plains buffalos were say as easy game for a gun from a high, over-looking position. These settlers would kill thousands just for the hide and some misc. parts leaving most to waste. Soon with these mass killings the American buffalo would go from being one of our country’s most abundant animal to endangered specie. Once the plains became populated with many settlers the government took a strong hold against all the Indians, forcing them into barren areas such as the Sand Creek Reserve. Due to the lack of necessities the Cheyenne raided local trails and settlements. In retaliation the U.S. Army attacked surrendered Cheyenne. This night time massacre resulted in 200 sleeping Cheyenne men, women, and children all slain. But not only did they meet their demise their bodies were mutilated. Another clash that came between the ...

Free Essays on Philosophy Of Adult Education

My Philosophy of Adult Education For the ancient Greeks, philosophy was â€Å"the search for what is truly real in a world of appearances (Elias and Merriam 2).† Another definition offered by Elias and Merriam is, â€Å"Philosophy is interested in the general principles of any phenonmenon, object, process, or subject matter (3).† If this is true of philosophy in general, than the philosoper of adult education would be interested in the underlying principles and overall process of education. Philosophy of adult education is different from traditional education because the needs and interests of adult learners are different from traditional students. And with any philosophy, if results are wanted, it must be accompanied with action. The reason that I am writing this paper today is to discuss what my philosophy of education is after reviewing Elias and Merriam’s six phiolosopies of adult education. Of the philosophies; liberal, progressive, behaviorist, humanistic, radical, and analyitic, I believe that my personal choice would be a combination of the behaviorist and humanistic philosophies. Just as any ideas that have been around for so many years, good points and qualities can be found in all of the adult educational philosophies. For example, who can argue with the many traditions passed down with liberal education. No matter what our personal philosophy is, we will never be void of some of these foundations and practices. The same goes for the progressive philosophy; who would ever make changes unless society moved forward and new means were needed to reach the same goals? In analytic philosophy we can admire the amount of thought and complexity used to come back to out basic underlying beliefs, and no one can argue with the emphasis on literacy in the radical philosophy. However, in part because of the education I have recievd, and in part because of my life experiences, the behaviorist and humanist philosophies make ... Free Essays on Philosophy Of Adult Education Free Essays on Philosophy Of Adult Education My Philosophy of Adult Education For the ancient Greeks, philosophy was â€Å"the search for what is truly real in a world of appearances (Elias and Merriam 2).† Another definition offered by Elias and Merriam is, â€Å"Philosophy is interested in the general principles of any phenonmenon, object, process, or subject matter (3).† If this is true of philosophy in general, than the philosoper of adult education would be interested in the underlying principles and overall process of education. Philosophy of adult education is different from traditional education because the needs and interests of adult learners are different from traditional students. And with any philosophy, if results are wanted, it must be accompanied with action. The reason that I am writing this paper today is to discuss what my philosophy of education is after reviewing Elias and Merriam’s six phiolosopies of adult education. Of the philosophies; liberal, progressive, behaviorist, humanistic, radical, and analyitic, I believe that my personal choice would be a combination of the behaviorist and humanistic philosophies. Just as any ideas that have been around for so many years, good points and qualities can be found in all of the adult educational philosophies. For example, who can argue with the many traditions passed down with liberal education. No matter what our personal philosophy is, we will never be void of some of these foundations and practices. The same goes for the progressive philosophy; who would ever make changes unless society moved forward and new means were needed to reach the same goals? In analytic philosophy we can admire the amount of thought and complexity used to come back to out basic underlying beliefs, and no one can argue with the emphasis on literacy in the radical philosophy. However, in part because of the education I have recievd, and in part because of my life experiences, the behaviorist and humanist philosophies make ...

How does an Australian company benefit from China entry into the WTO Essay

How does an Australian company benefit from China entry into the WTO and the Free Trade Agreement between Australia and China a legal point of view - Essay Example According to recent research data, China is found to the 7th largest merchandise exporter in the world, as its exports aggregate amount to $249 billion in 2000. Furthermore China received a direct investment of $46.8 billion, making it one of the largest recipients of foreign investment second only to the United States of America. A point of interest to be taken up here is the fact that China is the only member of the WTO that still happens to be Communist. Even though it is on the path to successful modernization the apparatus of communism is constantly competing for dominance. However it seems that China’s reformation is inevitable and has largely improved and evolved its economy. The transition of China’s reformation process, in the past 15 years reflects its exhaustive efforts for joining the WTO. The accession of China to the WTO perhaps has had the most massive impact on the legal, economical and political framework of the global market. Earlier on members of the WTO expressed concerns on the complete compliance on China’s part with that of the WTO, however on closer examination it appears that incomplete conformity is not due to the fact that China does not wish to obey the obligations of the WTO, this is due to the fact that disaffected groups within the country will intentionally tend to destabilize the framework. International relation experts believe that the enrollment of China as a WTO member is a direct result of the increasing level of cooperation amongst members of the international community. The WTO provides a system of trade that is much more multilateral in nature than previously adopted systems of trade. It is no wonder that the addition of China in to the WTO was welcomed by all the members of the WTO. China is already one of the most influential economies of the world and is rapidly and aggressively competing to become the largest. The addition of China into the WTO is hailed as the opening of the

Land remediation Essay Example | Topics and Well Written Essays - 750 words

Land remediation - Essay Example Spills and leakages occur in all these situations and cause contamination of soil and ground water. Authors Malawska and Wiokomirski confirmed high presence of polycyclic aromatic hydrocarbons (PAH) and heavy metals (like Pb, Cd, Cu, Zn, Hg, Fe, Co, Cr, and Mo) in railway sidings in Poland (Malawska M & Wiokomirski B, 2001). Volatile and semi-volatile organic compounds (VOC) are the other common contaminants resulting from the use of hydrocarbons. The specified site condition indicates sandy soil to a significant depth and water table at relatively shallow depth of 3.2m. Thus we can expect the highly permeable sandy soil and ground water to be contaminated with PAH, heavy metals and VOC. industrial sheds for production and storage, network of roads for movement of people and materials, utility services for power and water supply, common effluent treatment plant etc., among other things. A large number of people work in such areas for long hours and are exposed to pollution that is present in air, water and soil. While the industrial sheds may be constructed with impermeable floors per se, such is not the case with the open spaces of an industrial estate that may be used as storage areas, common areas, landscaping and gardening, for roads / utility lines etc. Hence land remediation is necessary. Options available for remediation in this situation are soil vapor extraction (SVE) technique and land refill. Land refill would involve extensive excavation and removal of the contaminated soil and refilling. This is a very expensive operation, especially in view of the presence of contaminated ground water at shallow depths, which in any case needs to be cleaned up before use. Finding a suitable place for the extracted soil will also be an issue. Soil vapor extraction involves vaporizing and extracting the volatile

Civilization vs. Savagery Essay Example for Free

Civilization vs. Savagery Essay Counterpoint is a common literary device used by many authors in a variety of forms of literature. It gives the work contrast and interest as well as a diverse insight into two completely different ideas or opposites. The main counterpoint presented in William Golding’s Lord of the Flies would be the idea of civilization vs. savagery. This motif is presented throughout the novel. The idea that humans are constantly battling their feral instincts and civilized ideals is a theme that is deeply and extensively explored. Golding acquaints civilization with good, and savagery with evil. He uses symbolic characters and objects in order to convey his themes and ideas. He represents the opposing forces of civilization and savagery with the two main characters: Ralph, the protagonist, who represents order and leadership; and Jack, the antagonist, who represents savagery and the desire for power. Among these characters there are many others who react to the conflict in different ways. The conflict between these opposites is the driving force of the novel. When it comes down to the idea of civilization, Golding implies that civilization is something forced upon humans by society, and not something one is instinctively drawn to. Civilization is merely just a mask of ones instincts. Ralph is the perfect example of the desire for civilization among the boys of the island. He expresses this quality when he states, â€Å"Weve got to have rules and obey them. After all, were not savages. Were English, and the English are best at everything† (Golding 2.192). The boys still desire their previous, ordered life they left back in England. Ralph is the symbol of supressing one’s natural savage instincts, he feels the thrill and exhilaration of barbarity but manages to subdue these spirits. Piggy is also an example of the human need for civilization. Not once in the novel does he display savage feelings or undertones. This shows just how badly the human race strives for civilization, but it is not something organic. The counterpoint to the idea of civilization in Lord of the Flies would be the theme of savagery. Golding seems to suggest throughout the novel that a humans savage instincts are far more powerful then the desire for civilization. The perfect character to acquaint to the theme of savagery would be Jack. Jack thrives off of dominance and power. He exemplifies these traits during the murder of Simon: The sticks fell and the mouth of the new circle crunched and screamed. The beast was on its knees in the center, its arms folded over its face. It was crying out against the abominable noise something about a body on the hill. The beast struggled forward, broke the ring and fell over the steep edge of the rock to the sand by the water. At once the crowd surged after it, poured down the rock, leapt on to the beast, screamed, struck, bit, tore. There were no words, and no movements but the tearing of teeth and claws. (Golding 9.89-99) The boys revert to their instinctive ferocious roots, having no mercy on their fellow human. They cruelly murder Simon as if he were a wild animal. Roger is also a good example of savagery in the novel. As the idea of civilization on the island begins to become a distant memory, Roger lets himself become victim of his most basic human instincts. This is first apparent to the reader when Roger throws rocks at the littluns, and after his murder of the pig which was much more brutal then necessary. Roger is also the leading culprit in the loss of Piggy. He was the one who pushed the boulder down the hill inevitably causing Piggy’s death. While Jack feeds off the idea of power, Roger revolves around causing pain. He symbolizes the sadistic instincts of mankind, and having to suppress the desire to hurt others in order to function in society. William Golding uses counterpoint to his advantage in the writing of his novel Lord of the Flies. He clearly expresses the conflict between the complex human need for civilization and mankind’s savage instincts. He expresses the struggle extensively using the characters in the novel to portray both sides. Savages vs. those who struggle to keep civility. The novel deeply explores the concept of human instincts overpowering one’s facade of civilization put on for the rest of society. How, when left up to their own devices, humans are capable of doing the unthinkable. Works Cited Golding, William. Lord of the Flies. London: Faber and Faber, 1954.