Matthew Smith
October 16th, 2013
Pursuit of Knowledge
We
as humans always seem to desire something a little more, always trying to
obtain our next goal in life, to learn a little more, and advance a little
further. It is this theme of always
seeking out more that is evident in the writings of Mary Shelly, Paul Dunbar,
and Countee Cullen. In Frankenstein Shelly tells the story of a young man who’s desire to learn
about the natural sciences ends up becoming his undoing. Paul Dunbar tells us how his soul seeks to
return to the kingdom of Heaven in “Theology.”
Finally in Cullen’s “Tableau” we see two boys and their desire for
equality despite the color of their skin.
Frankenstein’s main character, Victor,
first becomes interested in the idea of creation when his mother tragically
dies, it is clear how Victor would want nothing more than to bring her back to
him. While attending college his thirst
for knowledge only grows, as he becomes completely engulfed in his
studies. Natural sciences, such as
chemistry, “became nearly my sole occupation” as Victor was determined to
“explore unknown powers, and unfold to the world the deepest mysteries of
creation” (Shelly, 25). While this
desire for knowledge is present in all of us, Victor becomes so determined to
find the secrets of creation he loses sight of everything else. Ironically it is his own knowledge of
creation, that he once wished to learn in order bring his dead mother back,
which ends up destroying most everything he loves. While our desires are what drive us to
advance it life, we much still be sensible in how we go about achieving them,
and not be blinded by success.
Creation
and death have fascinated people for as long as we have been around, which is
why so many follow Christianity for an explanation to these questions. In “Theology” Dunbar is convinced there is
indeed a heaven, as “the upward longing of my soul” tells him it is true. What happens to us after death has always
been a question people long to have an answer for, but is probably one we will
never discover. Dunbar however does not
seem to be consumed with if there is a heaven or not, as Victor was about his
desire to create. By injecting a sense
of humor into the last two lines, we get the sense that he is actually poking
fun at those who are only worried about what will happen to them in the
afterlife. When instead, we should all
be more concerned on what we are doing with our lives as we live them right
now.
Lastly,
in the final reading “Tableau” we see the story of two boys who are a symbol
for equality in unequal times. “Locked
arm in arm” was “the black boy and the white” as they walked down the street
with everyone staring, not knowing they shouldn’t dare “in unison to
walk.” The fact that the two characters
are described as boys helps us to realize that in the innocence of a child
there are no ideas such as racism or inequality. This poem is a simple one, but has a much
deeper moral, as all these boys want is to be friends with no concern of the
color of their skin. Even as all others
clearly are against the relationship they witness, it does not bother the
boys. If you know something is right, it
doesn’t matter how many others object we should always do what we believe. Inequalities such as this are largely gone
now a days, but back when this poem was written it could have been used as a
real example for people to learn from, that we are all the same.
For
me, wanting to learn more about not only our community but also the people in
it was a big factor in choosing service learning. On my first day, the kids had nothing but
questions, “Who is this? Are you Mr.
Schaffer’s son? How old are you? Why didn’t you shave?” were only the
beginning of it. One nice thing about
teaching two very different grades, Pre-K and third, is that you get to see a real
difference and progression in what the kids feel, think, and act. But no matter what grade, they all have a
desire to learn about almost everything, if they can sit still long enough to
listen. The differences in what we can
teach the young ones compared to the older is hugely drastic. Pre-K we work on simple activities like
skipping and playing with a parachute.
Then for the third grade they are able to comprehend and organize much
more complex activities, even games. Although
gym class is a different type of knowledge to learn, it is almost a favorite of
all theirs as it is a hands on class that we try to keep interesting. I myself have learnt much in two simple
weeks, the most useful of which would have to be how to supervise child as
young as Pre-K which is a new experience for me. So far I feel as if the kids are extremely
excited to learn more, and judging from all the hugs I get, just as excited as
I am for me to help them in that process.
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