Youth Festival 2024

 This blog is written as a task assigned by Dr. Dilip Barad sir.

This time MKBU celebrated 32nd Youth Festival with the title 'Bhavspandan Yuvak Mahotsav 2024', which was hosted by the Physical Education Department.

The university has assigned five unique names to five distinct locations.

1. એમ્ફી થીયેટર - પંડિત ઉદયશંકર - નૃત્ય મંચ

Amphitheater - Paṇḍita udayaśaṅkara - Nr̥tya man̄ca

2. અટલ ઑડિટોરિયમ - પૃથ્વીરાજ કપૂર - નાટ્ય મંચ 

Atal Auditorium - Pr̥thvīrāja kapūra Nāṭya man̄ca

3. નવો કોર્ટ હોલ - અવિનાશ વ્યાસ - સંગીત મંચ 

New Court Hall - Avināśa vyāsa - Saṅgīta man̄ca

4. બાહ્ય અભ્યાસક્રમ ભવન - રાજા રવિ વર્મા - કળા મંચ 

External Department - Rājā ravi varmā - Kaḷā man̄ca

5. અંગ્રેજી ભવન - દુલા ભાયા કાગ - સાહિત્ય મંચ 

Department of English - Dulā bhāyā kāga - Sāhitya man̄ca

"Attached are the brochure and schedule for your reference."

Kala Yatra:

16 October 2024

The youth festival began with the Kala Yatra on October 16, following preparations that had started on October 12.

The Kala Yatra competition served as the festival's opening event, where various colleges and departments showcased social themes through group presentations. Our team focused on illustrating the "Condition of Education" in the modern world, highlighting the negative impact of social media platforms like TikTok, the influence of reels, and the growing issue of drug use among teenagers—factors that collectively undermine the quality of education. The procession commenced at Shamaldas Arts College and concluded at Swaminarayan Gurukul College. Several other colleges addressed pressing social issues, including women’s safety and sexual violence.

History of English literature From 1350 To 1900

 This blog is part of assignment of  Paper 105:History of English literature From 1350 To 1900.

Assignment: Paper 105 : What are the general characteristics of The Neo-Classical Age?

Table of Contents : 

• Personal Information
• Assignment Details
• Abstract
• Keywords
• Introduction
• The Neo-Classical Age: General Characteristics
• Conclusion.

Personal information:

Name:- Sagarbhai Bokadiya

Batch:- M.A. Sem 1 (2024-2026)

Enrollment Number:- 5108240009

E-mail Address:- sagarbokadiya513@gmail.com

Assignment Details:-

Topic : What are the general characteristics of The Neo-Classical Age?

Paper - History of English literature From 1350 To 1900

Submitted to: Smt. Sujata Binoy Gardi, Department of English, MKBU, Bhavnagar

Date of Submission: November 20, 2024

Abstract:

The Neo-Classical Age, spanning roughly from the late 17th century to the early 19th century, was a period marked by a revival of classical ideals from ancient Greece and Rome, particularly in literature, art, and philosophy. Influenced by the Enlightenment, this era emphasized reason, order, and rationality, contrasting with the emotional excesses of the preceding Baroque period. Neo-Classical writers and artists adhered to principles of decorum, balance, and intellectual clarity, drawing from classical models to create works that were morally instructive and socially relevant. Key features of the period included the development of satire, the use of fixed literary forms like the heroic couplet, and a focus on moral didacticism aimed at educating society. The era also saw the rise of the novel and the essay as significant literary forms. Neo-Classical literature was often driven by a belief in the power of reason to shape individual and social progress, with an emphasis on universal moral themes such as virtue, duty, and justice. The period was also marked by an interest in drama, particularly in works that adhered to classical unities. Through its emphasis on rationality, restraint, and social critique, the Neo-Classical Age had a profound influence on the development of Western literary and cultural traditions, laying the foundation for subsequent movements like Romanticism.

Keywords:

Reason,Rationality,Enlightenment,Classical Revival,Satire,,Order,Balance,Formality,Decorum,Moral Didacticism,Heroic Couplet,Universal Morality,Intellectualism,Human Nature,Social Critique,Philosophy,,Imitation of Classical Models,Structure and Symmetry,Poetry,Drama,Aristotelian Unities,Comedy and Tragedy,Virtue,Virtuous Living,Social Reform,Civic Duty.

Introduction:

The Neo-Classical Age (also known as the Augustan Age or the Age of Enlightenment) was a significant period in Western literature and culture, spanning roughly from the late 17th century to the early 19th century, with its peak in the 18th century. This era was characterized by a revival of interest in the classical ideals of ancient Greece and Rome, with a strong emphasis on reason, order, restraint, and intellectual clarity. Following the chaotic and emotional excesses of the Baroque period, the Neo-Classical Age sought to restore the balance, harmony, and rationality that were seen to define classical art and thought.

The intellectual and cultural underpinnings of the Neo-Classical Age were deeply influenced by the Enlightenment, a philosophical movement that advocated for the application of reason and scientific inquiry to understand the world, improve society, and challenge traditional authorities, including the Church and monarchies. The writers and artists of the period believed that human beings, through rational thought and education, could achieve both individual improvement and social progress.

The Neo-Classical Age: General Characteristics

The Neo-Classical Age is characterized by an emphasis on reason, order, and clarity, influenced heavily by the intellectual currents of the time. Writers and artists sought to imitate the perceived ideals of classical antiquity in order to create works that were more rational, restrained, and morally instructive. The period also witnessed the rise of new literary forms, such as satire, the novel, and the essay, as well as a shift in political and cultural values.

In this essay, we will explore the general characteristics of the Neo-Classical Age, covering its focus on reason and rationality, the revival of classical models, the emphasis on social and moral order, the role of satire, the importance of formalism and restraint, and the relationship between literature and society.

1. Emphasis on Reason and Rationality

The Neo-Classical Age was deeply influenced by the intellectual movement known as the Enlightenment, which championed reason and rational thought as the primary means of understanding the world and solving human problems. This emphasis on reason marked a shift away from the religious and emotional excesses of earlier periods, such as the Baroque and the Renaissance. Philosophers and writers of the Neo-Classical Age believed that human beings were capable of understanding universal truths through logic, observation, and reason, and they sought to apply these principles to all areas of life, including politics, science, and art.

One of the central ideas of the Neo-Classical period was the belief in progress through the application of reason. Thinkers like John Locke, Voltaire, and Immanuel Kant argued that human beings, by using reason and science, could improve themselves and their societies. Literature during this time reflected this belief in rationality by focusing on moral instruction, intellectual development, and the pursuit of knowledge. Writers, therefore, sought to educate and improve society through their works, and their writing styles were meant to be clear, logical, and didactic.

In this intellectual climate, literature and art became vehicles for social progress. Reason and rationality were regarded as tools for achieving harmony, order, and balance, both in the natural world and in human society.

2. Revival of Classical Models

A key characteristic of the Neo-Classical Age was its revival of classical models from ancient Greece and Rome. This revival was not merely an imitation of classical forms but a deep respect for the ideals of harmony, proportion, balance, and restraint that characterized ancient works. Writers and artists of the period believed that the classical works of Homer, Virgil, Horace, Aristotle, and others embodied timeless qualities that could guide contemporary art and literature.

Classical ideals were applied in both form and content. In literature, poets and dramatists adhered to strict rules about unity of action, time, and place, drawing from the Aristotelian unities. Neo-Classical literature often followed prescribed forms, such as the heroic couplet (two rhyming lines of iambic pentameter) and elegy, which provided structure and rhythm to the writing. Neo-Classical writers believed that these forms allowed for clarity and order, reflecting the rationality of the age.

For example, Alexander Pope's use of the heroic couplet in his famous works like The Rape of the Lock and The Dunciad was a direct nod to the classical poets such as Virgil and Horace, who had employed similar techniques. The structure and order of classical works were seen as a model for achieving literary and artistic excellence, and writers sought to adhere to these principles in their own work.

Additionally, Neo-Classical drama was heavily influenced by the classical Greek tragedies and Roman comedies. Playwrights like Pierre Corneille and Jean Racine (in France) and John Dryden and Richard Sheridan (in England) followed the classical rules of decorum, portraying characters of noble birth and adhering to clear distinctions between good and evil, typically in a moralizing context.

3. Focus on Order, Restraint, and Formality

The Neo-Classical Age valued order, restraint, and formality in both art and society. This can be seen in the literary style of the period, which emphasized precision, clarity, and elegance over emotional exuberance or personal expression. Writers and artists of this time were guided by a belief in moderation—that excess in any form, whether in emotion, thought, or action, was undesirable. This is often contrasted with the emotional, individualistic expression of the subsequent Romantic period, which celebrated spontaneity and the power of the individual imagination.

This principle of restraint extended to both content and form. In literature, for instance, characters were often depicted in situations that involved moral dilemmas and conflicts, but these conflicts were resolved within the context of established social and ethical codes. Neo-Classical literature aimed to present the ideal forms of behavior and thought, using art to promote moral instruction and societal harmony.

In terms of literary form, Neo-Classical poets, playwrights, and novelists favored the use of fixed forms—whether the heroic couplet, the ode, or the sonnet—as these forms provided a sense of control, symmetry, and elegance. The use of high style and polished language was also a mark of the period. Style was seen as a reflection of the writer's education, taste, and manners, and an emphasis on decorum was central to maintaining social order.

4.Development of Satire and Social Criticism

One of the most notable features of the Neo-Classical Age is its development of satire as a dominant literary form. Satire was used to expose human vice and folly, criticize political and social structures, and mock the pretensions and hypocrisies of society. Writers employed wit, irony, exaggeration, and humor to make sharp critiques of individuals, institutions, and social norms.

The genre of satire was closely aligned with the moral agenda of Neo-Classical writers, who sought to promote reason and virtue. Through satire, writers attempted to correct what they saw as the moral failings of society. Alexander Pope, for instance, is well-known for his satirical works, such as The Rape of the Lock and The Dunciad, where he mocked the frivolity and superficiality of the upper classes. Jonathan Swift, another master of satire, used his famous work A Modest Proposal to satirize British colonial policies and the inhumane treatment of the Irish.

Satire during the Neo-Classical Age was often sharp, biting, and socially engaged, revealing deep dissatisfaction with the social and political conditions of the time. Writers like Dryden, Pope, Swift, and Samuel Johnson used satire as a tool for reform, aiming to expose the flaws and contradictions of society in order to make a moral point.

5. Moral Didacticism

One of the defining features of Neo-Classical literature is its moral didacticism. Writers in the period believed in the role of literature as a means of promoting moral values and teaching virtue. This was closely connected to the Enlightenment belief that reason and rationality could guide human beings toward ethical behavior.

In the Neo-Classical Age, literature was seen as a vehicle for moral improvement. Writers often focused on the themes of virtue, honor, duty, and justice, and their works were designed to instruct readers in the proper way to live. Novels, poems, and essays of the time often dealt with issues of morality and character, encouraging readers to reflect on their own behavior and choices.

For example, Samuel Richardson's Pamela, or Virtue Rewarded presents a story that teaches moral lessons about the virtues of chastity, modesty, and patience. Similarly, John Bunyan's The Pilgrim's Progress serves as a spiritual allegory that teaches Christian moral values. In poetry, Pope's Essay on Man reflects a moral philosophy that advocates for humility, the acceptance of fate, and the importance of human reason in achieving moral clarity.

The moral tone of Neo-Classical literature was often guided by the principles of stoicism, which stressed the importance of self-control, rationality, and the pursuit of virtue over indulgence or emotion.

6. Interest in Neoclassical Drama

Neo-Classical drama, particularly in France and England, adhered to the classical unities as laid out by Aristotle in his Poetics. These unities required that a play have a single action, take place within a single time frame (usually no more than 24 hours), and be set in a single place.

Drama during this period was often serious and focused on the moral and ethical choices of its characters. The tragic and comic traditions were closely linked to these moral themes. Tragedy in Neo-Classical drama was often about characters of noble birth who were faced with ethical dilemmas, while comedy often critiqued social manners, hypocrisy, and human folly.

Playwrights like Pierre Corneille, Jean Racine (in France), and Richard Sheridan, William Congreve (in England) are examples of writers who adhered to these formal rules. Comedy was often used to reflect social manners and correct behavior, while tragedy was used to explore the consequences of vice and immorality.

Conclusion:

The Neo-Classical Age was a time of intellectual and cultural refinement that sought to restore the classical ideals of reason, order, and balance to art and literature. Writers of this period valued reason, restraint, and moral instruction, and sought to create works that reflected these principles. The period is characterized by a revival of classical models, a focus on moral didacticism, the rise of satire, and a strict adherence to formal literary rules.

While Neo-Classical writers looked to the classical past for inspiration, their works were also a reflection of the social, intellectual, and political climate of the 18th century. The Enlightenment's emphasis on reason, progress, and the ability of human beings to improve through education and knowledge informed the literature of the period. The Neo-Classical Age laid the foundation for modern literature, contributing to the development of the novel, the essay, and the satire, and had a profound influence on the cultural and artistic movements that followed, particularly the Romantic period.

In conclusion, the Neo-Classical Age is a period that showcases the enduring power of reason and the belief in the possibility of a rational, moral society. While the strict rules and formalism of the period may seem restrictive by today's standards, they were instrumental in shaping the evolution of Western literature and thought.

References:

1. https://study.com/academy/lesson/neoclassical-literature-definition-characteristics-movement.html#:~:text=Video%20Transcript-,Definition,of%20the%20Romans%20and%20Greeks.

2. https://www.studysmarter.co.uk/explanations/english-literature/literary-movements/neo-classical/

104:literature of Victorians.

 This blog is part of assignment of  Paper 104:literature of Victorians.

Assignment: Paper 104 : Write essay on the themes of the novel Jude the Obscure

Table of Contents : 

• Personal Information
• Assignment Details
• Abstract
• Keywords
• Introduction
• Themes
• The Limitations of Education and Social Mobility
• The Critique of Marriage and Sexual Norms
•  The Questioning of Religion and Faith
•  The Tragedy of Human Existence
• Conclusion 

Personal information:

Name:- Sagarbhai Bokadiya

Batch:- M.A. Sem 1 (2024-2026)

Enrollment Number:- 5108240009

E-mail Address:- sagarbokadiya513@gmail.com 

Assignment Details:-

Topic : Write essay on the themes of the novel Jude the Obscure

Paper - 104: Literature of victorians. 

Submitted to: Smt. Sujata Binoy Gardi, Department of English, MKBU, Bhavnagar

Date of Submission: November 20, 2024

Abstract:

Thomas Hardy's Jude the Obscure (1895) is a poignant exploration of the limitations imposed by social class, education, religion, and societal expectations on individual lives. The novel follows Jude Fawley, an ambitious young man from a working-class background who dreams of academic success and a better life, only to find his aspirations thwarted by the rigid class system and personal misfortunes. Hardy critiques the concept of social mobility through education, presenting it as largely unattainable for those born into poverty. The novel also interrogates the institution of marriage, exposing its emotional and moral constraints, particularly through the complex relationships Jude forms with Arabella Donn and Sue Bridehead. Additionally, Jude the Obscure challenges Victorian religious and moral doctrines, portraying faith as insufficient to provide answers or solace in the face of human suffering. Hardy’s exploration of fate, suffering, and the tragic nature of human existence culminates in a narrative that underscores the futility of personal ambition when faced with an indifferent and oppressive society. Through its depiction of Jude and Sue’s struggles, the novel presents a powerful critique of the social, intellectual, and emotional forces that shape human lives, ultimately suggesting that suffering is an inherent part of the human condition.

Keywords:

SocialClass,Education,Social Mobility,Marriage,Victorian Morality,Religion,Faith,Suffering,Fate,Human Aspiration,Intellectualism,Tragedy,Gender Roles,Sexual Norms,Class System,Individualism,Social Critique,Marriage Institutions,Emotional Conflict,Personal Failure,Psychological Realism,Moral Dilemma,Victorian Society,Repression,Love and Relationships,Existentialism,Freedom and Constraint,Intellectual Struggle,Sue Bridehead,Jude Fawley,Modernism.

Introduction

Jude the Obscure (1895) is Thomas Hardy’s last novel and is often regarded as one of his most pessimistic works. It tells the story of Jude Fawley, a working-class young man with aspirations to become a scholar, and his tragic relationships with women—particularly with Sue Bridehead and Arabella Donn. Hardy uses the novel to explore various themes, including social class, the limitations of education, the complexities of love and marriage, religion, and the oppressive nature of Victorian society. Through Jude’s personal struggles and ultimate tragic fate, Hardy critiques the rigid moral structures and social conventions of his time. The novel is a powerful exploration of human desires and frustrations, particularly regarding aspirations, sexuality, and social constraints.

This essay will delve into the central themes of Jude the Obscure, examining how Hardy portrays the influence of societal forces on individual lives, the role of education, the critique of marriage and sexual norms, and the philosophical questions regarding faith and human suffering.

Themes in Jude the Obscure by Thomas Hardy

The Limitations of Education and Social Mobility

One of the central themes of Jude the Obscure is the tension between personal ambition and the harsh limitations imposed by social class. Jude Fawley is an intelligent and ambitious young man from a poor working-class background. He dreams of becoming a scholar and earning a place at the University of Christminster, which symbolizes the intellectual and social elite of Victorian society. However, his ambition is constantly thwarted by the realities of his social position and lack of financial resources.

Jude's desire to become an academic is rooted in a belief in education as a means of social mobility, but Hardy critiques this belief. Despite Jude’s academic potential, his working-class status confines him to a life of manual labor. His attempts to improve his position through education are repeatedly undermined by societal and personal obstacles. Hardy uses Jude’s thwarted ambition to critique the limitations of the Victorian class system, which is rigid and resistant to upward mobility, regardless of individual talent or effort. Jude’s failure to achieve his dreams reflects Hardy’s skepticism about the possibility of social mobility in a deeply stratified society.

In addition, Hardy critiques the educational system itself. Though Jude is academically gifted, he lacks the means and opportunities to realize his potential. His inability to attend university highlights the socio-economic barriers that restrict access to education for the working class. While Jude's intellectual pursuits represent a noble aspiration, Hardy suggests that, in reality, such aspirations are often thwarted by circumstances beyond an individual’s control.

The Critique of Marriage and Sexual Norms

Marriage is another central theme in Jude the Obscure, and Hardy uses the novel to critique the institution of marriage and the Victorian sexual norms that regulate relationships. Jude’s relationships with Sue Bridehead and Arabella Donn reflect the tensions between personal desires and the moral expectations of society.

Jude’s first marriage to Arabella is one of convenience rather than love. Arabella is portrayed as manipulative and deceptive, and their marriage is marked by miscommunication and betrayal. After the dissolution of their marriage, Jude enters into a relationship with Sue Bridehead, a more intellectual and free-spirited woman who challenges Jude’s traditional notions of love and marriage. Despite their deep emotional and intellectual connection, their relationship is also marred by external pressures and internal contradictions. Sue’s reluctance to marry, coupled with her views on sexuality, represents a critique of Victorian notions of sexual morality and the sanctity of marriage. Sue, who initially refuses to marry Jude on the grounds of intellectual independence, later finds herself trapped in a moral dilemma when society condemns her for living with him outside of marriage.

Hardy’s portrayal of Sue is significant in his critique of Victorian sexual norms. Sue represents the modern woman who questions the traditional roles of women in marriage and sexuality. She rejects the institution of marriage as a mere social construct, viewing it as an oppressive institution that limits individual freedom. However, despite her intellectual rejection of marriage, Sue becomes a victim of its moral constraints when she is forced into a loveless marriage with Jude and bears the emotional burden of their troubled relationship. Sue’s tragic fate highlights the oppressive nature of the Victorian moral code, which, despite its outward appearance of respectability, inflicts suffering on those who do not conform to its norms.

The novel’s examination of marriage also reflects Hardy’s broader skepticism about the institution as a whole. Marriage, in Jude the Obscure, is depicted as a social institution that often imposes constraints on personal freedom and emotional fulfillment. Rather than bringing happiness, marriage in the novel is shown to be a source of pain, conflict, and suffering. Both Jude and Sue’s attempts to forge a relationship outside of the traditional bounds of marriage are thwarted by the weight of societal expectations and moral judgment.

The Questioning of Religion and Faith

Religion is another important theme in Jude the Obscure, and Hardy uses the novel to critique religious institutions and their impact on individual lives. Jude’s relationship with religion is complex and evolves throughout the novel. Early in the story, Jude is depicted as a man of faith, seeking solace in religious beliefs in the face of his personal struggles. However, as the novel progresses, Jude’s faith begins to waver as he confronts the harsh realities of his life.

Hardy’s critique of religion is particularly evident in his portrayal of Jude’s interactions with Christminster, the city of learning and religious authority. Jude’s aspiration to study at the university in Christminster is linked to his desire for spiritual enlightenment and intellectual fulfillment. However, Jude’s eventual rejection by the university symbolizes the failure of religion and intellectualism to provide meaningful answers to his suffering. In the novel, religion is depicted as an institution that offers little in terms of practical support or spiritual guidance for individuals like Jude, who are struggling with the hardships of life.

Sue’s perspective on religion is also significant in the novel. She rejects traditional religious beliefs, particularly the idea of a vengeful God, and instead advocates for a more humanistic and rational approach to life. However, her rejection of religion does not protect her from suffering, and she becomes increasingly consumed by guilt and confusion as her relationship with Jude deteriorates. Hardy suggests that both religious and secular systems of belief fail to provide real answers to the existential questions faced by individuals in a harsh and indifferent world.

In Jude the Obscure, Hardy uses the theme of religion to explore the conflict between individual experience and institutionalized belief systems. Both Jude and Sue are shown to struggle with the absence of divine meaning in a world marked by suffering and injustice. The novel presents religion not as a source of solace or guidance, but as an institution that reinforces social and moral constraints, exacerbating the characters’ emotional and psychological pain.

The Tragedy of Human Existence

At its core, Jude the Obscure is a tragedy about the limitations and suffering inherent in human existence. Hardy’s exploration of fate and suffering is one of the most profound aspects of the novel. Jude’s life is marked by a series of personal failures, misfortunes, and unfulfilled aspirations, all of which contribute to his ultimate tragic end.

Jude’s tragedy is rooted in the conflict between his desires and the harsh realities of the world around him. Despite his intellectual potential and his aspirations for a better life, he is repeatedly thwarted by circumstances beyond his control, including his social class, the rigid class system, and the moral and religious expectations imposed on him by society. His failure to achieve his dreams, particularly his inability to attend university, is symbolic of the futility of human aspiration in the face of an indifferent universe.

Hardy’s portrayal of Sue is equally tragic. While she initially rejects the constraints of marriage and sexual morality, she ultimately finds herself trapped in a situation where her desires and her moral beliefs are in conflict. Sue’s inability to reconcile her intellectual independence with her emotional needs leads to her suffering and guilt, ultimately culminating in the tragic death of her children. Sue’s tragedy reflects Hardy’s belief in the power of fate and the inevitability of suffering, suggesting that human beings are often helpless in the face of larger societal forces and personal limitations.

In the novel, Hardy emphasizes the inevitability of suffering, presenting it as a fundamental aspect of human existence. Neither Jude nor Sue are able to escape the consequences of their actions or the limitations imposed by society, and both ultimately face tragic ends. The novel’s tragic structure, in which the characters’ aspirations and desires lead to their downfall, reflects Hardy’s bleak view of human life.

Conclusion:

Jude the Obscure is a powerful exploration of the themes of social class, education, marriage, religion, and human suffering. Through the tragic lives of Jude Fawley and Sue Bridehead, Hardy critiques the rigid societal structures that constrain personal freedom and prevent individuals from achieving their desires. The novel challenges the notion of upward social mobility through education, exposing the limitations of the system in offering genuine opportunities for advancement. Similarly, Hardy critiques the institution of marriage and Victorian sexual norms, highlighting the emotional and psychological toll of societal expectations.

Hardy’s exploration of religion and faith reveals his skepticism about the ability of institutionalized belief systems to offer meaningful answers to the existential questions of human suffering. Ultimately, Jude the Obscure is a tragedy that reflects the limitations of human existence and the inevitability of suffering in an indifferent world. The novel’s bleak view of life, combined with its exploration of social and moral constraints, makes it one of Hardy’s most powerful and enduring works.

References:

1.  https://www.litcharts.com/lit/jude-the-obscure/themes

2.   https://www.gradesaver.com/jude-the-obscure/study-guide/themes

103: Literature of Romantics

 This blog is part of assignment of  Paper 103:literature of Romantics.

Assignment: Paper 103 : Write a note on science v/s nature in Frankenstein.

Table of Contents : 

• Personal Information
• Assignment Details
• Abstract
• Keywords
• Introduction
• The Role of Science in Frankenstein
• The Creature: A Reflection of the Conflict Between Science and Nature
• The Dangers of Unchecked Scientific Ambition
• Nature as a Counterpoint to Science
• Conclusion 

Personal information:

Name:- Sagarbhai Bokadiya

Batch:- M.A. Sem 1 (2024-2026)

Enrollment Number:- 5108240009

E-mail Address:- sagarbokadiya513@gmail.com 

Assignment Details:-

Topic : Write a note on science v/s nature in Frankenstein.

Paper - 103: Literature of romantics 

Submitted to: Smt. Sujata Binoy Gardi, Department of English, MKBU, Bhavnagar

Date of Submission: November 20, 2024

Abstract:

Mary Shelley's Frankenstein (1818) explores the tension between science and nature, highlighting the consequences of unchecked scientific ambition and the ethical limits of human knowledge. The novel tells the story of Victor Frankenstein, a scientist who creates life by reanimating a dead body, only to face catastrophic consequences as his creation, the Creature, becomes a symbol of the dangers of overstepping natural boundaries. Shelley uses Victor’s obsession with science and his subsequent abandonment of responsibility to critique the Enlightenment ideal of unbridled progress, suggesting that human ambition, when detached from moral considerations, can disrupt the natural order. Throughout the novel, nature serves as both a counterpoint to science and a source of solace, representing forces beyond human control. The Creature, as an unnatural being born of scientific experimentation, embodies the destructive potential of tampering with nature, while the landscapes of the Swiss Alps and the Arctic offer moments of reflection on humanity’s place within the natural world. Ultimately, Frankenstein is a cautionary tale that emphasizes the importance of ethical responsibility in scientific advancement and warns against the hubris of attempting to control nature without understanding its deeper, inherent laws.

Keywords:

Science, Nature,Ambition,Ethics,Creation,Humanity,Hubris,Natural Order,Reanimation,Consequences,Frankenstein,The Creature,Morality,Gothic Literature,Romanticism,Responsibility,Enlightenment,Scientific Overreach,Allegory,Transgression,Isolation,Supernatural,Power,Rejection,Alienation,Fate,Divine Power,Cosmic Justice,Ecocriticism,Philosophical Inquiry

Introduction

Mary Shelley's Frankenstein, first published in 1818, is widely considered one of the foundational works of Gothic literature and an early precursor to science fiction. The novel tells the story of Victor Frankenstein, a scientist who creates a creature by reanimating a dead body. While Frankenstein has often been read as a cautionary tale about the dangers of unchecked ambition, one of its most prominent themes is the tension between science and nature. Shelley explores the conflict between human intervention in natural processes through science, on the one hand, and the sanctity of natural order and the limits of human understanding, on the other. This conflict serves as a broader commentary on the potential perils of scientific progress when detached from moral responsibility and ethical consideration.

At the heart of Frankenstein is Victor Frankenstein’s desire to transcend the natural limits of life and death through the power of science. His ambition to conquer death and to "play God" by creating life has grave consequences, both for him personally and for society at large. This tension between science and nature, along with the consequences of tampering with the natural world, forms the central conflict in Shelley's novel. The creature, an unnatural being who is the result of Victor’s scientific experiments, embodies the consequences of overstepping natural boundaries. Throughout the novel, Shelley's portrayal of Victor's reckless pursuit of knowledge and the tragic aftermath of his actions invites readers to reflect on the implications of scientific knowledge and innovation when pursued without a sense of responsibility or respect for the natural world.

Science vs. Nature in Frankenstein by Mary Shelley

The Role of Science in Frankenstein

Victor Frankenstein’s ambition to master science and conquer nature is a key driving force in Frankenstein. From the outset of the novel, Shelley introduces Victor as a character fascinated with the potential of science and driven by an obsessive desire to understand the underlying principles of life. This pursuit leads him to isolate himself from his family and friends, as he becomes consumed with the study of alchemy and later, natural philosophy. For Victor, science represents the power to transcend the limitations imposed by nature. He is drawn to the idea of overcoming death, of creating life from inanimate matter, and of unlocking the mysteries of the universe.

Victor's fascination with science is framed in the novel as both a blessing and a curse. Initially, his scientific curiosity and passion appear to be noble, as he seeks to better understand the world around him and to push the boundaries of human knowledge. He sees himself as a figure akin to Prometheus, the Greek titan who defied the gods and gave fire to humanity. In the context of the Enlightenment period, which emphasized reason, scientific inquiry, and human progress, Victor embodies the ideal of the "enlightened" scientist — one who seeks to advance human knowledge and transcend the limitations of nature.

However, Shelley's portrayal of Victor’s scientific ambition ultimately reveals its darker side. Victor’s desire to conquer nature leads him to transgress moral and ethical boundaries, and his refusal to consider the consequences of his actions highlights the dangers of scientific pursuit when it is disconnected from responsibility and humility. His experiment to create life from dead matter is presented as an unnatural act, one that challenges the natural order and disrupts the balance of life and death. In creating the monster, Victor defies the laws of nature and seeks to assert control over life itself, an endeavor that results in catastrophic consequences. The creature, instead of being a triumph of science, becomes a grotesque reminder of the dangers inherent in seeking knowledge without regard for the natural world.

The Creature: A Reflection of the Conflict Between Science and Nature

The creature that Victor Frankenstein creates stands as a powerful symbol of the conflict between science and nature. Born of scientific experimentation, the creature is an unnatural being, both in terms of its physical appearance and its existence. Victor’s scientific knowledge allows him to reanimate a body, but this scientific act results in the creation of a being that is both out of place in nature and rejected by society. The creature’s physical deformity — his oversized body, mismatched features, and grotesque appearance — makes him a tragic figure, symbolizing the consequences of tampering with nature’s design.

The creature’s very existence is a direct violation of natural order. He is a product of science, not birth, and as such, he lacks the nurturing connections that come with natural life. He is abandoned by his creator, rejected by society, and forced to confront his existence without any natural guide or moral compass. His inability to find acceptance in the world underscores the idea that nature, while not perfect, operates according to a certain logic and balance, one that cannot be ignored or overthrown without consequences.

Victor’s refusal to take responsibility for the creature further emphasizes the tension between science and nature. The creature, despite his monstrous appearance, is not inherently evil. He is a product of his environment and his experiences, much like any natural being. His quest for love, acceptance, and understanding reflects the innate human desire for connection and belonging. Yet, he is perpetually rejected, not only by society but also by his creator, Victor Frankenstein. The creature’s experiences of alienation and his eventual descent into violence can be seen as a direct consequence of Victor’s scientific overreach and his failure to recognize the importance of natural bonds — the bonds of kinship, responsibility, and ethical consideration — that should guide human action, even in the realm of scientific exploration.

The Dangers of Unchecked Scientific Ambition

One of the central themes in Frankenstein is the danger of unchecked scientific ambition. Victor Frankenstein’s refusal to consider the moral implications of his experiment, and his relentless drive to push the boundaries of nature, ultimately leads to his downfall. Shelley's critique of scientific overreach can be understood in the context of the Romantic era, a period that valued intuition, emotion, and the sublime forces of nature over the Enlightenment emphasis on reason and scientific progress. In the novel, Victor's pursuit of knowledge and his attempt to master nature ultimately leads to disaster, as his failure to consider the consequences of his actions results in the creation of a being who brings suffering and destruction.

Victor’s obsession with his scientific experiment is emblematic of the dangers of pursuing knowledge without a sense of responsibility. Shelley suggests that the pursuit of scientific advancement, when motivated by unchecked ambition or hubris, can lead to unintended consequences that disrupt the natural order. The creature, as a product of Victor's scientific overreach, represents the chaotic and destructive forces that are unleashed when nature is manipulated without respect for its limits. Through Victor's tragic downfall, Shelley conveys a cautionary message about the dangers of tampering with the natural world in the name of progress.

The novel also raises important ethical questions about the responsibilities of the scientist. In creating the creature, Victor abandons his creation and refuses to take responsibility for the consequences of his actions. This neglect of his moral obligations as a creator mirrors larger concerns about the ethical implications of scientific discovery. The novel suggests that scientific advancements should not be pursued at any cost, and that progress must be tempered by a sense of responsibility toward both the natural world and the beings that inhabit it.

Nature as a Counterpoint to Science

Throughout Frankenstein, nature is presented as a powerful, uncontrollable force that serves as a counterpoint to the rationalism of science. While Victor seeks to impose his will on nature through scientific experimentation, nature repeatedly asserts its power and influence. The novel’s setting, from the harsh, desolate landscapes of the Arctic to the idyllic beauty of the Swiss Alps, reinforces the idea that nature operates according to its own laws, beyond human control. In several key moments, nature becomes a source of solace or terror for the characters, offering both a reflection of their inner turmoil and a reminder of the forces beyond human comprehension.

For example, when Victor is at his most despairing, nature offers him a moment of healing. In the Swiss Alps, Victor finds temporary relief from his guilt and sorrow by immersing himself in the beauty of the natural world. Shelley uses nature as a restorative force, contrasting it with the destructive power of Victor’s scientific ambition. The creature, too, experiences moments of peace and clarity in nature, despite his outward monstrosity. Nature thus functions as a stabilizing force, reminding both Victor and the creature of the limitations of human knowledge and the importance of respecting the natural world.

At the same time, nature also serves as a reminder of the consequences of Victor's actions. The stormy, desolate landscapes that appear throughout the novel reflect the chaos and turmoil unleashed by Victor’s attempts to control nature. Shelley’s use of nature as both a source of beauty and terror emphasizes the complexity and power of the natural world, which exists beyond human manipulation or understanding.

Conclusion:

In Frankenstein, Mary Shelley explores the conflict between science and nature, portraying the consequences of scientific ambition that disregards moral responsibility and the natural order. Through the character of Victor Frankenstein and his tragic experiment, Shelley critiques the dangers of overreaching scientific knowledge and the potential consequences of tampering with forces beyond human comprehension. The novel raises important ethical questions about the responsibilities of scientists, the limits of human understanding, and the potential consequences of scientific progress when pursued without regard for its impact on nature and humanity.

Ultimately, Frankenstein serves as a cautionary tale about the dangers of unchecked ambition and the need for ethical consideration in scientific discovery. The novel underscores the idea that, while science holds the potential for great advancement, it must be tempered by respect for the natural world and an understanding of the moral responsibilities that come with wielding such power. Through the tragic fate of both Victor and his creature, Shelley calls for a balance between the pursuit of knowledge and the acknowledgment of nature's intrinsic value and limits. In this way, Frankenstein remains an enduring exploration of the complex relationship between science, nature, and humanity.

References:

1. since or nature : https://aphunniblog.edublogs.org/2020/01/25/nature-or-science/

2. https://web.colby.edu/st112a-fall20/2020/09/19/nature-vs-nurture-in-frankenstein/

Paper 102: Literature of the Neo-classical Period.

This blog is part of assignment of  Paper 102: Literature of the Neo-classical Period.

Assignment: Paper 102:What are the realistic elements in Pamela, Or Virtue Rewarded?

Table of Contents:

• Personal Information
• Assignment Details
• Introduction
• Samuel Richardson
• Realistic Elements
• Themes
• Conclusion

Personal Information :

Name : Sagar Bokadiya

Batch:- M.A. Sem 1 (2024-2026)

Enrollment Number:- 5108240009

E-mail Address:- sagarbokadiya513@gmail.com 

Assignment Details:-

Topic : Transition Poets

Paper - 101: Literature of the Elizabethan and Restoration Periods

Submitted to: Smt. Sujata Binoy Gardi, Department of English, MKBU, Bhavnagar

Date of Submission: November 20, 2024

Abstract:

Pamela, or Virtue Rewarded (1740) by Samuel Richardson is one of the first English novels and a pioneering work in the development of the novel as a literary form. The story follows Pamela Andrews, a young, virtuous servant girl who faces the sexual advances of her wealthy master, Mr. B. Through a series of letters, Pamela narrates her struggle to preserve her chastity and moral integrity, ultimately succeeding in winning Mr. B's affection and marriage, which elevates her to a higher social status. The novel addresses themes of virtue, class, gender, and social mobility, offering a nuanced depiction of 18th-century English society. 

Richardson's work is notable for its psychological realism, providing insight into the characters' inner thoughts and emotions. The novel portrays the tension between personal morality and social expectations, particularly for women in a patriarchal society, and it highlights the power dynamics between the upper and lower classes. While the narrative can be seen as a moral tale that emphasizes the rewards of virtue, it also reflects the complex relationships between power, desire, and societal norms. Pamela, or Virtue Rewarded marks a significant shift in narrative technique, using the letter form to create a sense of immediacy and emotional intimacy, allowing readers to engage with the characters on a personal level. Through its portrayal of social and psychological realism, the novel laid the groundwork for the modern novel genre.

Introduction: 

Samuel Richardson’s Pamela, or Virtue Rewarded (1740) is often hailed as one of the first true English novels, a milestone in the development of the novel as a literary form. The novel presents the story of Pamela Andrews, a young servant girl whose virtue is tested through the lecherous advances of her wealthy master, Mr. B. Throughout the narrative, Richardson's portrayal of Pamela’s struggles and eventual triumph over moral and social challenges provides a richly textured look at human behavior and social dynamics.

While the novel is often discussed for its moral and didactic content, its portrayal of social realities, character development, and psychological insight marks it as an early work of realism in English literature. By examining various aspects of the novel — such as the realistic representation of social class, character motivations, psychological depth, and the moral and emotional complexities faced by Pamela — it becomes clear that Richardson incorporates numerous realistic elements that set the stage for the later development of the novel as a genre. This essay will explore these realistic elements, focusing on the novel’s social and psychological realism, its detailed representation of the personal struggle between virtue and temptation, and the depiction of gender and class dynamics in 18th-century England.

Samuel Richardson:

Samuel Richardson (1689–1761) was an influential English novelist and printer, best known for pioneering the development of the modern English novel. His works, including Pamela, or Virtue Rewarded (1740), Clarissa (1748), and Sir Charles Grandison (1753), are crucial in the evolution of the novel form, particularly for their focus on psychological depth, moral dilemmas, and the use of the epistolary form. Richardson's novels are centered on character development and moral integrity, often exploring the inner lives of his protagonists through letters, which allowed him to provide a more intimate and realistic portrayal of personal struggles. This technique was revolutionary at the time and influenced later novelists, including Henry James and Jane Austen. Richardson’s works also engage deeply with themes of social class, gender, and virtue. In Pamela, the titular character’s moral resistance to her master’s advances represents the intersection of virtue and social mobility, offering a reflection on class structures in 18th-century England. Clarissa explores the devastating consequences of a young woman’s attempt to assert her independence in a patriarchal society, further highlighting Richardson's interest in gender and power dynamics. Despite their moralistic overtones, Richardson's novels are significant for their exploration of human psychology, class systems, and the complexities of personal and social ethics, setting the stage for the modern novel’s focus on individual experience and social critique.

Realistic Elements in Pamela, or Virtue Rewarded by Samuel Richardson

1. Social Realism: Depiction of Class and Power Dynamics

One of the most striking features of Pamela is its portrayal of the class-based society of 18th-century England. Pamela, as the daughter of poor parents, is thrust into a world dominated by rigid class distinctions. Throughout the novel, her interactions with Mr. B, a wealthy landowner, exemplify the social hierarchy of the time. The realistic depiction of class dynamics is not limited to the obvious disparities in wealth and status between Pamela and Mr. B but is also reflected in their emotional and psychological interactions.

Richardson does not idealize the aristocracy nor portray them as entirely virtuous or villainous. Instead, he humanizes the class system, showing how power structures affect human behavior. Mr. B’s initial attempts to seduce Pamela can be seen as a reflection of his sense of entitlement, rooted in his social position. Pamela’s resistance to his advances is not merely an expression of personal virtue but a challenge to the power dynamics that govern their relationship. She remains steadfast in her moral beliefs despite her subordinate social status, and her eventual success in securing Mr. B's affection highlights the novel's engagement with the notion of upward mobility, which was a topic of increasing importance in 18th-century England.

Moreover, Pamela’s social position, and the tensions that arise from her interactions with the upper class, are central to the plot. Throughout the narrative, her social status influences how she is treated, both by Mr. B and other characters, and her eventual upward social mobility (when she marries Mr. B) mirrors the changing social structures of the time. This transformation provides a critical commentary on the fluidity of class, offering a somewhat idealized vision of the possibility of virtue being rewarded with social advancement.

2. Psychological Realism: Character Motivation and Development

The psychological depth of Pamela is another key realistic element. Richardson’s focus on the interiority of characters, particularly Pamela and Mr. B, elevates the novel beyond a simple morality tale. Both characters experience significant psychological growth throughout the narrative, and their motivations are explored with a level of complexity that anticipates later developments in the novel as a form.

Pamela is presented as a character who is both virtuous and emotionally complex. While her moral fortitude is the core of her character, Richardson provides insight into the inner workings of her thoughts and feelings, revealing her fears, hopes, and frustrations. Pamela’s emotional turmoil is evident in her letters, which not only advance the plot but also provide a window into her psychological state. Her internal struggle between love and moral duty, fear and courage, is depicted with a remarkable degree of nuance. For instance, while she resists Mr. B’s advances, she is not immune to his charms, and her emotional conflict adds a layer of realism to her character. The psychological realism here reflects the complexity of human desires and the conflict between moral integrity and personal temptation.

Similarly, Mr. B’s character undergoes significant development. Initially portrayed as a ruthless and arrogant aristocrat, he evolves over the course of the novel into a more sympathetic and morally aware figure. His gradual transformation is depicted as a psychological process influenced by Pamela’s virtue and his own conscience. While his initial behavior is driven by power and entitlement, his eventual love for Pamela and the realization of her virtue show the potential for moral growth and redemption, which was a relatively modern concept for the time.

Richardson’s portrayal of both characters as psychologically complex individuals with evolving motivations introduces a level of realism that was groundbreaking in the novel genre. The focus on inner emotional and moral conflict marks a departure from the more superficial or symbolic characters in earlier narrative traditions.

3. Moral Realism: Virtue, Temptation, and Social Expectations

Another key realistic element in Pamela is the novel’s exploration of virtue, temptation, and the moral challenges faced by the characters. Pamela’s struggle to maintain her virtue in the face of Mr. B’s advances is both an external and internal battle, reflecting the pressures of societal expectations, personal integrity, and gender dynamics.

In 18th-century England, virtue was closely associated with social reputation, particularly for women, whose purity and moral character were often viewed as their most important assets. Pamela’s defense of her virtue is not only a personal decision but also a reflection of the social pressures that shaped the lives of women in her class. Her resistance to Mr. B’s advances, although framed as a moral virtue, is also a response to the very real social consequences of losing her chastity, which would severely damage her reputation and chances for a respectable marriage. The novel is realistic in portraying the complicated relationship between individual morality and societal expectations, especially for women.

On the other hand, Mr. B’s pursuit of Pamela, which begins as an act of power and desire, gradually evolves into a genuine emotional connection. His internal moral struggle reflects the complexity of human nature and the way that social and personal impulses can conflict. As he begins to recognize Pamela’s virtue, he grapples with his own sense of shame and self-loathing, which demonstrates the moral and psychological complexity of his character.

Richardson’s exploration of virtue and temptation is grounded in the real moral dilemmas faced by individuals in a highly stratified society. The pressures on both Pamela and Mr. B to conform to societal expectations — for Pamela to preserve her virtue and for Mr. B to assert his dominance as a man of power — create a believable and relatable moral struggle that engages with the realistic dynamics of social and personal conduct.

4. Gender and Sexual Politics: Realism in the Portrayal of Women

The gender dynamics in Pamela also contribute to its realistic portrayal of 18th-century society. Women in the novel, particularly Pamela, are constrained by social norms and the expectations placed upon them by their gender. Pamela’s resistance to Mr. B’s advances is not only a moral choice but also a struggle for her autonomy in a patriarchal society. Her virtue is framed as a form of power, yet it is also a form of vulnerability, as her worth is constantly judged by her sexual and social status.

Pamela’s decision to resist Mr. B is both an assertion of self-control and an acknowledgment of her precarious position as a servant. The novel underscores how the roles of women were shaped by both their social class and their gender, with women often having little control over their own destinies. Pamela’s eventual marriage to Mr. B, while a reward for her virtue, also represents the limited choices available to women in her position. Although she achieves a degree of upward mobility, her social status as a woman is never fully liberated by this change in circumstances.

The portrayal of gender dynamics in Pamela reflects the realistic constraints and expectations placed upon women in the 18th century, as well as the way that women navigated these pressures. Richardson’s depiction of Pamela’s personal struggles against the sexual politics of her time introduces a level of social realism that highlights the intersection of gender, power, and morality.

5. The Letter Form and Realistic Narrative Technique

Richardson’s choice of the letter form in Pamela is another key element in its realism. By presenting the story through Pamela’s letters to her parents, Richardson allows readers direct access to her thoughts, feelings, and experiences. This narrative technique emphasizes the interiority of the protagonist and gives the story a personal, subjective quality that was revolutionary at the time. The letters create a sense of immediacy and authenticity, allowing readers to engage with the characters on a more intimate level.

The letter form also contributes to the psychological realism of the novel, as it shows Pamela’s reactions to events in real-time. Her letters reveal her emotional and moral struggles, providing insight into her character development. This form of direct narration allows Richardson to present a detailed, nuanced exploration of her inner world, adding a layer of realism to the story that would not have been possible through a more detached, third-person narrative.

Conclusion

Pamela, or Virtue Rewarded is a foundational work in the history of the novel, and its realism is a key factor in its lasting influence. Through its detailed depiction of social class, psychological complexity, moral dilemmas, and gender dynamics, Richardson creates a world that is deeply rooted in the social and emotional realities of 18th-century England. Pamela’s personal struggle for virtue and moral integrity, set against a backdrop of class-based power dynamics and sexual politics, offers a realistic portrayal of the complexities of human behavior. By focusing on the psychological and moral development of his characters, Richardson provides a nuanced, believable representation of individuals navigating the pressures of society, gender, and class, making Pamela a pioneering work of realistic fiction.

References:

1. https://www.britannica.com/biography/Samuel-Richardson

2. https://www.google.co.in/books/edition/Pamela_Or_Virtue_Rewarded/qn-G5yZgX1UC?hl=en&gbpv=1&pg=PA3&printsec=frontcover