societhf Adventures Of Huckleberry Finn And Society :: Adventures Huckleberry Huck Finn Essays

Adventures Of Huckleberry Finn And Society   All modern Ameri sack up literature comes from champion book by Mark Twain called Huckleberry Finn, according to Ernest Hemingway. Along with Ernest, many others count that Huckleberry Finn is a great book, but is the new(a) subversive? Since this question is frequently asked, people have begun to look deeper into the question to see if this novel is acceptable for students in schools to read. First off subversive means something is trying to overthrow or destroy something established or to corrupt (as in morals). According to Lionel Trilling, No one who reads thoughtfully the dialectic of Hucks great moral crisis will ever again be wholly able to accept without some question and some caustic remark the assumptions of the respectable morality by which he lives, or will ever again be certain that what he considers the clear dictates of moral reason ar not merely the engrained customary beliefs of his time and place. Trilling feels that Huck Finn is such a subversive character that this will not make people weigh in something all told again, because they will fear being wrong like the society in Huckleberry Finn was. I believe this and I think the subversion in the novel is established when Mark Twain begins to question the acceptable morality of society. Twain uses humor and effective writing to make Huckleberry Finn a subversive novel about society in the 19th century. Huck Finn, a boy referred to as white trash, is a boy that has grown up believing totally what society as taught him. This passage shows an example of how society teaches him. ...And keep them till theyre ransomed. Ransomed? Whats that? I dont know. But thats what they do. Ive seen it in the books, and so of course thats what weve got to do. Well how can we do it if we dont know what it is? Why, blame it all, weve got to do it. Dont I tell you its in the books? Do you want to go to doing different from whats in th e books, and get things all wooly up? (8-9) This is a conversation between Tom Sawyer and his gang of robbers. This shows how the boys are influenced by society and believe they most follow exactly what is in the books, because that is the right way to do things.

Shakespeares Hamlet - Between Pagan and Christian Essay -- GCSE Engl

Hamlet Between Pagan and Christian Hamlet explores the borders between madness and sanity. It is also located, like King Lear, in a frontier area between a pagan revenge ethic and Christian compassion, and between a ruthless, power-hungry adult world and a younger coevals with gentler and more conciliatory aspirations. Hamlets father, who now torments him, was himself a sinner, otherwise he would not have to return to earth as a ghost, demanding revenge. Hamlet is well conscious of his fathers crimes (III.3.81). Inviting his son to avenge his death is tantamount to turning the clock back, thereby perpetuating a pagan code of honour that seems outdated in Hamlets own time. For - in contrast to Lear - Hamlet is a Christian of sorts, a fact that hampers rather than helps him in his mission. His Christianity is one of several reasons why he hesitates to carry out the ghosts instruction manual - and why, in the most famous of his seven soliloquies, he refrains from turning his weapon on himself. He worries that the spirit he has seen may be a devil. ostensibly Christian in its origin is...

Free Essay - Power of Guilt in Nathaniel Hawthornes The Scarlet Letter :: Scarlet Letter essays

Power of Guilt in The Scarlet Letter   If a tree falls in the woods and no one is there to hear it, did it make a sound? This saying brings me to my thesis of Guilt Without Confession leads to not bad(p) Consequences in The Scarlet Letter.   If a character does something wrong but no one knows, that character can both gain and lose from what they stimulate done. This happens multiple times in The Scaret Letter. Characters commit evil deeds, some are caught, some are not. For those that arent caught, they have a decision to make. To turn themselves in or to live their lives as if it never happened. For those that choose to live on as if it never happened they are faced with a tough road ahead. They have to make do with the guilt of what theyve done. All the while, they must watch to see if anyone is on to them or suspects them of the crime they have commited. However they are rewarded. They get to live on as a regular member of society rather than be imprisoned or even w orse, put to death. These are examples of characters who have commited crimes without confessing.   Arthur Dimmesdale is a minister, a father, a sinner and a man who feels incredible guilt. He commits adultery with Hester before the book begins. As the book begins it is revealed he is the true father of Hesters child Pearl. Dimmesdale, algophobic of losing his status and being humiliated , does not confess his crime. For this this he is rewarded and greatly punished. He is rewarded by keeping his status in the community. He continues to preach to his flock, for which he gains great acclaim. He is able to see Hester and Pearl whenever he wants. He is as well free to leave anytime he wants. He has his freedom and his reputation. However, he also has something he doesnt want, his conscience. How unfortunate it is a person can get away from being caught for a crime. A crime that is punishable by death. Yet, he cant get laid it. Most people would leave town, sorry for that theyve done, but ecstatic they got away to start a new life. Not Dimmesdale, not Reverend Arthur Dimmesdale. He beat generation himself up over it. Usually thats an analogy, but not this time.

Emily Dickinson :: essays research papers fc

Emily DickinsonThe life of Emily Dickinson figurems to be whiz of simplicity. After all, she only lived in 2 houses her entire life. Even though her life might have seemed plain, her mind was fully understanding to a multitude of ideas and feelings. In her poetry you can see her dealing with many concepts and how she feels about certain things in her life. A couple themes I found particularly interesting were expiration and nature.Death can be a complicated issue for many people. However, for Dickinson it seemed to consume her, and therefore is evident several times within her poetry. A clear example of this is in her numbers 280 when she writes, I felt a Funeral, in my Brain,/ And Mourners to and fro/ Kept treading-treading-till it seemed/ That Sense was breaking through- (Dickinson 176). The whole poem goes on referring to what I believe her to be talking about, is her accept funeral. Reading only that poem alone would make Dickinson seem to be depressed, but I think it is m ore that she is scared senseless about her ending. In the end of the poem she writes, And the a Plank in Reason, broke,/ And I dropped down, and down-/ And hit a World, at every plunge,/ And finished knowing-then- (Dickinson 176). Dickinson seems to be afraid of what will legislate after death, and that when the end comes she expects it to be a horrible ending to what could have been a great life. Contrary to this however Dickinson may want to embrace death since it seems inevitable. In a critical essay by Ralph Joly he writes, On one hand, she seems nearly to celebrate it as an anodyne to life, as in Because I could not stop for Death, where death appears in the guise of a suitor and the grave is a House in the ground (Emily Dickinson). Dickinson seems to think about death a lot, and because of this it would seem ignorant for her not to look at it in other ways besides negative. Death is a thought provoking subject, and for Dickinson it was one that was far from being overlooked. While Dickinson might have overly agonized about the issue of death, it is still a subject that we should address within ourselves, and to familiarise ourselves with our feelings on death.Nature is a subject that deserves glorification, and Dickinson made sure of this in many of her poems.

Essay Comparing Louise of Story of an Hour and Nora of A Dolls House

Comparing Louise of The Story of an Hour and Nora of A Dolls endure In Kate Chopins The Story of an Hour, the main character is a woman who has been controlled and conformed to the norms of society. Louise Mallard has apparently given her entire spirit to assuring her husbands happiness while forfeiting her own. This truth is also apparent in Henrik Ibsens A Dolls House. In this story, Nora Helmer has also given her manner to a man who has very little concern for her feelings or beliefs. Both of these characters live very lonely lives, and both have a desire to convey out who they really are and also what they are capable of becoming. Although the characters of Nora and Louise are very much alike in many ways, their personalities differ greatly when it comes to fashioning decisions regarding the direction of their lives. Both Nora and Louises lives have been shaped and molded to conform to their husbands wishes. At the time these stories took place, it was basically unheard of for women to assert their beliefs or to act upon their ideas. As a result, Louise was forced to succumb to the role of an obedient wife, in order to abide by the norms of society. This is apparent because of the way she reacts when she learns of a false rumor regarding her husbands sudden death. while in deep thought, and staring out the window by herself, she has a sudden realization of complete happiness and total freedom. As she tries hard to mortify these fresh, new feelings, she speaks the words, free, free, free (23) These words help the audience to understand the repression she has been forced to withstand for many years. She feels sudden exhilaration as she reflects on what her new life will bring her. She speaks of the treatmen... ...ay. Freedom and Desire The Theme of Awakening in the Works of Kate Chopin. Critical Interpretations Kate Chopin. Ed. Harold Blooming. New York Chelsea House, 1989. 14-32. Chopin, Kate. The Story of an Hour. Introduction to Literature Re ading, Analyzing, and Writing.2nd ed. Ed. Dorothy U. Seyler and Richard A. Wilan. Englewood Cliffs Prentice, 1990. Durbach, Errol. A Dolls House Ibsens Myth of Transformation. Boston Twayne, 1991. Ibsen, Henrik. A Dolls House. Introduction to Literature Reading, Analyzing, and Writing.2nd ed. Ed. Dorothy U. Seyler and Richard A. Wilan. Englewood Cliffs Prentice, 1990. Salom, Lou. Ibsens Heroines. Ed. and trans. Siegfried Mandel. Redding Ridge Black Swan, 1985. Templeton, Joan. The Doll House Backlash Criticism, Feminism,and Ibsen. PMLA (January 1989) 28-40.

Essay Comparing Louise of Story of an Hour and Nora of A Dolls House

Comparing Louise of The Story of an Hour and Nora of A Dolls ingleside In Kate Chopins The Story of an Hour, the main character is a woman who has been controlled and conformed to the norms of society. Louise Mallard has obviously given her entire alivenessspan to assuring her husbands happiness while forfeiting her own. This truth is also apparent in Henrik Ibsens A Dolls House. In this story, Nora Helmer has also given her life to a man who has very little concern for her feelings or beliefs. Both of these characters live very lonely lives, and both have a desire to have out who they really are and also what they are capable of becoming. Although the characters of Nora and Louise are very much alike in many ways, their personalities differ greatly when it comes to fashioning decisions regarding the direction of their lives. Both Nora and Louises lives have been shaped and molded to conform to their husbands wishes. At the time these stories took place, it was basically un heard of for women to assert their beliefs or to act upon their ideas. As a result, Louise was forced to succumb to the role of an obedient wife, in order to abide by the norms of society. This is apparent because of the way she reacts when she learns of a false rumor regarding her husbands sudden death. mend in deep thought, and staring out the window by herself, she has a sudden realization of complete happiness and total freedom. As she tries hard to cut these fresh, new feelings, she speaks the words, free, free, free (23) These words help the audience to understand the repression she has been forced to withstand for many years. She feels sudden exhilaration as she reflects on what her new life will bring her. She speaks of the treatmen... ...ay. Freedom and Desire The Theme of Awakening in the Works of Kate Chopin. Critical Interpretations Kate Chopin. Ed. Harold Blooming. New York Chelsea House, 1989. 14-32. Chopin, Kate. The Story of an Hour. Introduction to Literature Re ading, Analyzing, and Writing.2nd ed. Ed. Dorothy U. Seyler and Richard A. Wilan. Englewood Cliffs Prentice, 1990. Durbach, Errol. A Dolls House Ibsens Myth of Transformation. Boston Twayne, 1991. Ibsen, Henrik. A Dolls House. Introduction to Literature Reading, Analyzing, and Writing.2nd ed. Ed. Dorothy U. Seyler and Richard A. Wilan. Englewood Cliffs Prentice, 1990. Salom, Lou. Ibsens Heroines. Ed. and trans. Siegfried Mandel. Redding Ridge Black Swan, 1985. Templeton, Joan. The Doll House Backlash Criticism, Feminism,and Ibsen. PMLA (January 1989) 28-40.

Feminization of Poverty Essay

Poverty has been going through a feminization process in the recent decades. The overwhelming majority of those in meagerness and those affected by poverty have been women recently. The trend has been set by the thousand of rifleing women that head a single parent household. These women work and work and still are barely able to support their family.There are also other things impacting the feminization of poverty. One issue that has had a enormous impact is the mass incarceration across the country. The men that would otherwise be working to help support a family are in prison, and when they get expose of prison, they either bay windowt get a job or they cant find a place to live. This causes poverty to become plane more feminized by taking away a large amount of male help, and not allowing the families that are reunited to get welfare.Another issue associated with the feminization of poverty is the simple fact that women get payed less for the same jobs as a man would. Purely on the basis of their sex, the women are doomed to make 77 cents to every mans dollar. In addition to their gender, if a woman is of color, any color other than white, she will make even less. Hispanics for example can make as low as 72 cents to every mans dollar.With the combination of all of these issues, women are continually held back by regulations and by circumstances that they cant avoid. These are not all of the issues associated with the feminization of poverty, but these are several of the main ones.

Kath Walker’s We Are Gloing

Basically the theme of the poem is the Aboriginals oppression. The fact they have had to give up on their old musical mode of life and let go of the world that used to be theirs. The Aboriginals knew We belong here, we be of the old ways but eventually through s straightaway-white purification and development this life is Gone and scattered, everything is gone and now they had to leave. In summary, the theme of this poem is the oppression experienced by the Indigenous population that caseed in a loss of culture and life for the Indigenous now gone and scattered. One example of a technique in the poem includes repetition such as that of the word gone. The word gone typifies the themes of loss and its repetition enforces this concept. Other techniques include alliteration such as unruffled and subdued, similes such as Where now the many a(prenominal) white men hurry about like ants, capitalisation of the word Thunder, six stanza structure, first person narration etc. Good luck The unadorned technique is slow deliberate repetition. This reinforces the ancient sigh of a people dispossessed. All that is sacred has been violated.A history is being expunged. Alliteration subdued and silent ( we even faintly hear the shush) Simile white men hurry about like ants There are metaphors used by the naive talker in this poem. They are the land, the elements, the fauna, the flora and the history. The warning is all this heart will be gone if the white man has his way. Kath Walker was right. Her warning was not heard. And they are gone 1. Explain wherefore they are silent and subdued. 2. How are white men represented? Why? 3. What is a bora ring and explain why it is so central to this poem. 4.Explain their reaction in line 8. 5. Lines 9-17 begin a litany. What is the effect produced? 6. acknowledge on the significance of metaphors used in the poem. 7. Comment on the structure and form of this poem. 8. Why does Thunder have a capital letter? 9. Comment on the mood a nd atmosphere created here. 10. Combine comments on its theme, title and conclusion. Answers 1. They were silent and subdued because little remained of their tribe and many strangers were meddling at work like ants. 2. The white men were represented as ants because they were busy at work and hurrying around. 3.A bora ring is where an initiation is performed and is hardened earth done by foot which is surrounded by raised embankments in a formation of a circle and it is central because the bora ring is not being respected as a sign says, Rubbish maybe atilt here. 4. Their reaction meant that to the white men they are strangers and are treated like they dont belong in Australia but the Aboriginals feel that the white men are the strangers and are in their land. 5. It gives an effect of showing their side of really byword that they are the real natives of Australia and not the white men and that now that they are the past. 6.It compares and shows how the Aboriginals feel. 7. It has six stanzas and has no rhyming pattern. 8. The emphasis the word as thunder is really the loud terrifying sound as a result of lightning. 9. They are in the fresh air of Australia near the Bora Ring and the mood is of sadness and subduedness because of how the Bora Ring is being mistreated. 10. We are going are the triad words in the title, conclusion and theme and portrays how the life of the Aboriginals would be as the Aboriginals are not welcome to their own homeland therefore they are saying that they will leave their old ways and be cast upon a low unwanted class forever.

Inft Adult Learning Theory

inft big(a) Learning opening Dustin Stamey Adult Learning Theory Summary Non Traditional college students make up a intumescent percent of the total population. There argon a few categories that they spend into. The first category is peeers. Non-traditional students might have either lost their job or are doing training to move up the ladder from their current position. The second category is military veterans. After years in the service, their professional education took a back seat. All they k like a shot is military service. For them, it will be really hard to acclimate into civilian life.The third category is braggart(a)s that just received their GED and are now pursuing a life in higher education. It is fundamental to provide for the self-aggrandising bookmans so that they can thrive. M. S. Knowles said that there are four principles that characterize adult learners. 1. They are self directed, take responsibility for their own actions, and resist having information arbi trarily imposed on them. 2. They have an extensive skill of experience, which serves as a critical component in the foundation of their self identity. 3. They are ready to learn.As most adult learners return to college voluntarily, they are likely to actively engage in the scholarship process. 4. They are task motivated. Adult students returning to college attend for a specific finishing and the primary component of their motivational scram tends to be internal (Knowles, 1984) According to Schraw and Moshman there are three Metacognitive Frameworks that help people build their own learning theories. These would include Tacit, Informal, and Formal. Some of the metacognitive skills are create over time, such is the case with tacit and informal theory.These are made from educators and very repetitive jobs that do not require critical thinking. One of the biggest problems with adult learners is their gap in education. The adult has learned practical education instead of learning ac ademic knowledge. Practical knowledge can be used in everyday tasks like at work. Academic knowledge is not. There are ways to help the individual bridge the gap and make connections between the two. For example, an front writing class might show differences in practical and academic. The adult learners will also need a comminuted syllabus. A set of book of instructions are very important.Adult learners are very goal oriented and need to see a uncontaminating at the end of the tunnel. Educators need to use strategies to befool the adult learner to want to learn. Using these strategies make it easier to adapt to a cognitive and critical thinking mindset. Article 2 Adult learning Theory for the Twenty-First Century Educators want to help facilitate learning. They must learn more about their students in order to do this through embodied learning, spirituality, and narrative. (Merriam, pg 93) Adult learning is a very complex problem and cannot be boiled down to something simple.It is forever changing. There have been many advances since Mezirows idea of transformational learning. (Merriam, pg 94) A bigger value has been placed on exactly where the education is taking place like work, home, and school. There are numerous factors that can affect apiece place like size, lighting, and background activities. There has been an increased attention to learning context. There finally has been an acknowledgment that learning is a multidimensional Phenomenon. (Merriam, pg 95) It used to be that learning was taking in facts and converting it to knowledge.Now it is said that learning involves the body, mind, spirit, and emotions. The mind (brain) changes when it is in learning mode. There is a mind body connection. There is also a connection between life experiences and mental capacity. Reflection I have read both articles completely. For the most part, I feel that they adequately describe the adult learner. There are many options that one could use to apply this to the ir own lives. Personally, the article Adult Learning Theory Applications to Non-Traditional College Students really hit home. I fall into almost all of their categories.I have a full time job and even though I havent lost my job yet, I feel that a college education can help me further my career. From the working standpoint, repetitiveness of my daily tasks does not contribute to a higher standard of learning. I also fall into the category for veterans. I was in the Air force for 7 years. I can relate to military veterans. Most of them are deployed a long time and school is not an option. Most of them choose to wait till they get out to start school. I had to wait from 2003 till now to get started in school and the gap in education is killing me.Liberty University has a fantastic grasp on what I need personally to provide in school. The articles touch base on starting school with the right mind set and environment. With the gap in education that I have it was important to see the co rrelation between beginning (starter) classes and making the connection between practical knowledge and academic knowledge. This will really help me. A detailed syllabus helps me keep track of whats due and when I need to turn it in. I took it a step further and made a schedule of assignments and turn in dates.My wife has also been enlisted in keeping me on the right path and on time. One of the articles spoke about adults being goal oriented. This is absolutely right in my case, and is a product of my own design. I need to see an end to a means. There has to be a light at the end of the tunnel for me. The article gives the impression that goal orientation is a downside to learning and I do not agree. The second article aboveboard was a bad choice. There was not a lot of information on how I can improve on my adult learning. It was more of a generalization about another publication than actual facts.Having said that, we will see if there is anything that I can use The article stat es that adult learning is very complex. I could not agree with them more. In an average day, I work 9 hours at my job, come home, start dinner, run errands, and spend bore time with my son. It is hard to find time for studying and course work. The thing that it is not just the time constraints that get me. My environment does not help in any way. Its dimly lit and has a loud surrounding. This makes it a little hard to concentrate. If I had a bad day at work then I probably wont be in the right mood to study.Over all, both articles were helpful in understanding the dilemmas that an adult learner faces. Institutions of higher learning have a grasp on how to cater to these individuals. Although each person is different, instituting the best practices works well for adult learners. Dustin Stamey References Kenner, C & Weinerman J, (Spring 2011). Adult Learning Theory Applications to Non-Traditional College Students. (41. 2), pp. 87-96 Merriam B, S. , (2008). Adult Learning Theory for t he Twenty-First Century. . 2008 (Issue 119), pp. 93-98

Ordeal by Fire Essay

When Contrasting and comparing the two tidingss Ordeal by Fire and George B. McClellan and Civil War level even though they ar basically on the same subjects Thomas Rowlands book deals with one subject exclusively, George B. McClellan. James McPherson is more of a chronological history of the Civil War that discusses McClellans efforts during the war. There is some mention of mental problems and indications of other problems he had, but most focused on the leading and events of the war. Some of the problems with McClellan both books do address are his dumbness and his problem with exaggeration.To at a lower placestand where both authors are coming from and to understand George B. McClellan I first precious to discuss his career and his abilities in the Civil War and to find out wherefore he became known historically, as Rowlands puts it deranged and paranoiac (Rowland, 1998 p. ix). keen what the man went through will help to understand possibly why he is everydayly con caser ed a failure as a general. Lets begin with the first campaign of the Civil War even though it was a minor battle it was the first win for the Union and these troops were under the command of George B. McClellan.This battle under McClellans leadership successfully drove confederate troops out of the Kanawha Valley of western Virginia during May and June of 1861 (McPherson, 1982 p. 159). McClellans conquest gave this region a firm grip for the Union side and kept it from becoming in control of the confederates and eventually became West Virginia. But the first study battle was a different story. The battle at Bull Run Creek was a disaster and this is where McClellan was able to come in for his gleaming morsel and save the day. This was where McClellan replaced McDowell who had been the General during Bull Run Creek.McClellan then later became general in chief (Rowland, 1998 p. 86). McClellan spent the fall and winter drilling his troops and brisk them into shape. This became the f irst incident that showed clearly McClellans contempt for capital of Nebraska and probably began the rumors that spread about McClellan, I believe. President Lincoln couldnt understand why McClellan was taking so long and to go into the field he began to express how he thought the general was being slow ordered the host into action. McClellans slowness is discussed many times in both books, some citing it as cautious or meticulous.Then even more bad decisions made by McClellan happened. Union forces in the West had won some very important victories in advance McClellan could make a move to aid those troops. Successes around the edge of the federation did not help to relieve northern frustration at the inactivity or failure of the Union forces on the eastern front and this helped to reinforce the general attitude towards McClellans generalship. Lincoln, because of this, relieved McClellan of his supreme command and ordered him to take the offensive command at the head of the Army of the Potomac and forced McClellan to begin run (McPherson, 1982 p.211). The overland route to Richmond was difficult so instead he moved his forces by water to the peninsula southeast of the confederate capital. After landing at Fort Monroe, a Union post, McClellan began moving up the peninsula in early April 1862. For months he was stallight-emitting diode at Yorktown which he chose to besiege rather than attack, another(prenominal) scar of slowness and stagnation (Rowland, 1998 p. 107). After the fall of Yorktown he pushed ahead to a point twenty miles from Richmond and waited for troops he had expected Lincoln to send but that didnt happen.Lincoln instead had decided the troops were needed to defend Washington instead. Many conceptualize that if McClellan had moved more boldly and decisively he probably could make captured Richmond with the forces he had. But a combination of faulty intelligence reports and his own natural caution had led him to make the wrong decision in w hat he wrongly believed to be outnumbered by superior numbers (McPherson, 1982 p. 234). By the end of May the Confederates discovered that McClellans array were divided on each side of the Chickahominy River and attacked.In this battle named Seven Pines McClellan was barely able to hold his ground until corps from the other side crossed and saved the day. During this battle was when General Lee took command of the confederate army. At the end of June Lee began an all out effort to expel McClellan from his lieu on the outskirts of Richmond. In a series of battles that lasted seven days McClellan warded off Lees final assaults at Malvera hill and decided to retreat downcast the peninsula to a more secure point. In doing so it convinced Lincoln that the peninsula campaign was a wasted battle (Rowland, 1998 p.66-67). On July 11th Lincoln positive General Henry W. Halleck who had been in command of the western theater, to be the new general in chief. Halleck was ordered by Lincoln to order McClellan to withdrawal his army from the peninsula and join forces under General Pope that was preparing to move on Richmond by the overland route. As usual McClellan was slow in responding and the confederates got to Pope before he did. Pope was badly beaten before McClellan did arrive. McClellan was ordered back to Washington where he was stripped of command.But Lincoln desperate re constitute him to head the army of the Potomac (McPherson, 1982 p. 255-2160). Meanwhile Lee and his excited troops went on to invade Maryland in hopes o f isolating Washington from the rest of the North. But McClellan caught up with him near Sharpsburg and the bloodiest one day battle of the war happened. At Antietam on September 17th almost five thousand solders were killed on both sides and another eighteen thousand were wounded. The battle ended in a draw and Lee was forced to withdraw south of the Potomac River to protect his low supplies.McClellan was again slow in persuit6 and Lincoln bla med him for letting the enemy escape (Rowland 1998, p. 176-177). Lincoln believing he needed a stronger general because McClellan was so slow appointed Ambrose B. Burnside commander of the Army of the Potomac. A huge mistake on Lincolns part because Rowland put it he was Replacing someone slow with someone considered unintelligible (Rowland 1998 p. 223). Rowland argues the war could be divided into two parts and each had demands on the commanders that fought them.In Rowlands book McClellan is overly cautious, proud, psychologically impaired and an aristocratic officer that was brought up against very formidable commanders Lee and Jackson. With the battle of Seven Pines and Antietam campaign he had to face is what Rowland ordinates, gave McClellan every reason for caution. Other reasons Rowland gave were that McClellan commanded a new in haste thrown together army in the beginnings of the war when the nation was expectations were huge and fast victories was wanted. Because of McC lellans slowness I believe that is was not possible.Both books relied severely on historical documents, letters and diaries to defend their thesis but Rowlands book does give a lot more weight to the writing by other professors that wrote controversial books on the subject. But then again the type of book Rowland wrote needs those types of sources to make the valid stand he was taking. McPhersons book uses a huge amount of historical documents, letters and diaries. His reference and bibliography totally impressed me. Rowland introduces more feeling into his book than concentrating on facts.But in my fuck when using personal letters and notes, I believe, there is too much room for interpretation unless you know the author. Many letter were used that were between McClellan and his wife and granted they are useful, but I think we still have to keep in mind that unless the author or recipient of these letters are alive, it would almost be impossible to know the intent and unconscious meaning in them. If I was to choose which book that I would rely more of facts it would have to be McPhersons book. Like I mentioned before it wasnt filled with emotional feelings as Rowlands book and to me used more reliable sources. traffic with the Civil War and the historical documents can be a huge job and McPherson did an excellent job of using the mounds and mounds of documentation available. One thing I think both authors do agree upon was that McClellan, even though he wasnt the best, he wasnt the worst of commanders. One thing I did think was different in the authors accounting of the general was that McPherson did discuss a problem McClellan had with chronic exaggeration (McPherson, 1982 p. 212). And this attribute was mentioned many times when he discussed McClellan and opposing forces.McClellan would say he was waiting for more troops to arrive citing the numbers of the opposing force as the reason. This caution was seen as slowness. I do side with Rowland when he wrot e that he wanted to give a balanced look at McClellan and recognition for his achievements. He did a good job of giving reason and opening to McClellans actions. Rowlands statement, McClellans strategy, though reflective of the unrealistic war aims of the years 1861-1862 was cogent, reasoned, and consistent with conventional military wisdom and his personal views of the nature of the conflict.It was not hallucinatory or deranged it mirrored the views of the administration and of a sizeable, if not shrinking, majority (Rowland, 1998 p. 237). The only thing that didnt make him bully was his inability for great wins.References McPherson, J. M. (1982). Ordeal by fire The Civil War and reconstruction. New York Knopf. Rowland, T. J. (1998). George B. McClellan and Civil War history In the shadow of Grant and Sherman. Kent, Ohio Kent State University Press.Similar inter-group communicationhttps//studymoose.com/road-safety-essay