Great Works II

In Franz Kafka’s The Metamorphosis, he starts off with a very descriptive introduction by describing the transformation of Gregor Samsa’s. I was surprised that Samsa was not worried why he transformed into a cockroach, but went back to sleep hoping that everything will be fine after he wakes up. He is more worried about oversleeping and being late for work. While reading the text, I was always asking myself why isn’t Gregor’s family members asking what happened. They are more worried about the money Gregor provided with his job and treated him as an actual insect. However, his mother and sister show some sympathy towards Gregor, but the father does not allow them to visit him. Throughout the text, Gregor learns more about himself and his family.

Kafka later describes how the life of a cockroach by writing about the daily tasks and what Gregor went through with his family. His family treated him indifferently and forced him to stay in his room. The transformation really changed Gregor as the text goes on. He starts losing his appetite for actual human food and starts feeling off of scraps and garbage. He also goes under the couch and hide from his parents while his sister Grete slips food under the couch. Throughout the text, I feel that there is a theme of loneliness, even before Gregor transformed into an insect. The mother tells his manager how Gregor is shy and not outgoing. After the transformation, everyone was afraid of him and didn’t want to interact with him at all.

Many desire to be loved for who they are. In reality, however, this could be difficult to achieve. This notion is primarily witnessed in Franz Kafka’s novella, The Metamorphosis. The text continuously posed the following questions to me: “How would I react when I discover that I transformed into a bug overnight? Would my parents and friends completely ignore me, or still treat me the same as before?” Answering them troubled me quite a bit, not only because of my emotions but also because of the absurdity of such imagination.

As we delve more into the text, we observe the changes not only in Gregor but his greedy family members as well. The scenes of Gregor trying to hide under the sofa from his mother reminds me of the nonfiction about severe child abuse, A Child Called “It”. Although Gregor’s act of concealing himself is out of concern for his mother, it resembles that of a child who wishes to escape from parents due to perpetual violence. The connection is more noticeable when his authoritarian father throws an apple at him and it becomes lodged in his back. Through the metamorphosis of his physical appearance, Gregor instantly becomes an inferior being from a significant financial support.

The hue that represents Gregor Samsa would be gray, as his solitude and isolation from others gradually unfold the sad, melancholy sensation. Furthermore, the color gray is an outcome of combination of two “opposite” shades: black and white. Despite the change in his appearance, his identity remains the same. However, both his appearance and identity come together to create who he is.

It seems ironic how Gregor is able to find his habit and amusement only after he turns into a “monstrous cockroach.” His new habit involves “crawling all over the walls and ceiling,” because “it [feels] very different from lying on the floor.” He could breathe more easily, enjoying “gentle thrumming vibration,” which is an “almost blissful distraction.” Before as a traveling salesman, he was always under the pressure of time and his responsibility as the family’s breadwinner. Only after a metamorphosis from a human being to a non-human entity is he capable of exploring his subjectivity and discovering his full potential. He learns what leads him to contentment in life – just like any other characters in great works we read in class so far.

Gregor Samsa’s major transformation into a cockroach in Franz Kafka’s “The Metamorphosis,” is vividly described in the first sentence. Kafka specifically uses expressive terms in the opening paragraph such as “armoured back” and “crescent-shaped ridges” to depict the idea of Gregor’s significant change into an insect. There is a sense of absurdity displayed in the beginning of the text. For example, even though Gregor noticed his transformation when he woke, he was still worried about other things going on in his life such as his job and paying back borrowed money to his family. In addition, Gregor didn’t even bother to look into a mirror when he noticed the change in his body. Instead, he thought that going back to sleep would solve his nightmare.

As the story continues, we learn more about Gregor’s life in detail. As a result, the theme of isolation and loneliness is constantly reoccurred. As readers, we can see that Gregor felt imprisoned and isolated in his own life. Kafka portrays Gregor as a lonely individual who is physically trapped inside his own bedroom and is fantasizing about his life. In fact, when Gregor turns into a cockroach, his life turns out even worse than what it already was. Gregor was already isolated before his transformation. For instance, Gregor’s mom tells his employer that he lacks friends and tends to not to go out at evenings. This explicitly suggests that Gregor predominantly lived in isolation. In the story, it is implied that Gregor’s family does not seem to appreciate him as a “human,” but more as an object. Rather, when his family discovers his change, Gregor’s parents worry about him losing his job and being unable to pay them back. Moreover, Gregor’s family does not seem to have any empathy to him. When Gregor’s family found out that he was a bug, they all screamed with grief rather than being sympathetic and showing concern. In fact, Gregor’s father blamed Gregor for not going to work and admonished him as being unproductive. Therefore, Gregor’s transformation not only alienated him from the real world, but also from his family as well.

The theme of isolation defined in Gregor’s life ultimately relates to Kafka’s. Kafka, in reality, was never satisfied with his past relationships, especially with women. Kafka was engaged three times, but ended all three of them. As a result, Kafka was a sexually frustrated individual. In addition, like Gregor, Kafka had a difficult relationship with his family members as well, most notably with his father. Kafka’s father did not support his literary works and did not take time to appreciate it.

While reading about Frederick Douglass’ hopes of becoming a free man, there was a great display of emotions and feelings. I feel that Douglass’ motivation and desire to learn allowed him to escape slavery. Even though slaves were brutally punished for trying to learn, Douglass decided to still educate himself. During the Christmas with Covey, Douglass thinks about why slaveholders allow slaves to drink and feel what having freedom is like. With knowledge, Douglass quickly figures out that slaveholders do this so slaves would think being free is unappealing. By valuing knowledge, he is able to express himself to fellow slaves and those who he comes across on his journey. Knowledge is portrayed as the path that slaves have to follow to gain freedom. By being educated, Douglass was able to think and plan out his route before actually going.

“Narrative of the Life of Frederick Douglass” is a great example of self-actualization. I believe that it started when Douglass decided to educate himself. It is impressive how he kept learning how to read and write, despite the threat of punishment. It is amazing that knowing how to read can influence the understanding of life: once Douglass became educated, he started to fully understand how unjustified slavery is. His desire to learn new things, to meet new people and to acquire new skills eventually led to a desire to be free.

What really stands out to me, is that Douglass doesn’t make spontaneous moves: once he decides to escape, he doesn’t rush in to this decision. He decides to think it through. Douglass’s hope and belief that one day he will be free truly helpes him to survive through all the terrible punishments and sufferings.

I believe that Douglass actually is a lucky person. Unlike many other slaves, he didn’t die from the hard work on plantation. The fortune loves him. First, he gets send to Baltimore, where he is lucky to work for Sophia. Even though she eventually becomes cruel, in the beginning she really helps out Douglass when she teaches him the alphabet. Then he is fortunate to hear that Mr. Auld was tells to his wife to stop teaching Douglass because once he learns how to read, “there will be no keeping him…He would at once become unmanageable, and of no value to his master” (250). Even though since then Mrs. Auld stopped teaching Douglass, this moment is a revelation to him since he understands the importance of education and realizes that he will do anything to learn how to read and write.

Another very important experience in Douglass’s life, I believe, is when he gets sent to Mr. Covey. Even though Douglass really suffers there from the hard work and punishments, and even starts to think of suicide, I think he still is fortunate that he lives at Covey’s because it helps him to overcome his inner fears. Faced with real cruelty and humiliation, Douglass eventually strengthens his belief in himself. He breaks down all the fears and fights back. I think that he was the first slave in Covey’s experience who fights back; Covey gets so scared that didn’t touch Douglass anymore.

Everything that happened with Douglass throughout his life as a slave, finally helps him to escape his terrible destiny and become free. But this happens only because Douglass is a very strong man who knows what he wants and does everything to get it, despite all the circumstances.

While reading the final chapters of “The Narrative of the Life of Frederick Douglass”, I was intrigued by the apparent blurred lines between good and bad, freedom and captivity, and power and weakness. We see the hypocrisy of a religious slave owner who uses religion to cover up his hateful actions. We also are told about Douglass’ changing feelings about freedom as he watches the boats pass him by. Also, there is a change in Douglass’ feelings of motivation and submission.

Douglass also ponders the differences between freedom and captivity, questioning why other people deserve to be free, yet he is held as a slave. These thoughts give us insight into Douglass’ ability to think outside of everyday social norms, and question the morality of the things happening around him. While other slaves may have felt compelled to accept their position as a slave, Douglass shows the strength to work through especially hard times and stay motivated.

Douglass’ ability to overcome feelings of helplessness in an effort to free himself and others was truly remarkable to me. It was interesting to have an inside look at his thoughts and emotions, and the way he reacted to different events, although there are certain events that leave Douglass somewhat speechless. Douglass admits that he has “never been able to answer the question” of how he felt upon entering a free State “with any satisfaction.” (p. 284)

Douglass’ subtle secrecy toward the end of the narrative really put the entire story in perspective for me. Reading his story as a historical text takes away some of the feelings of urgency and danger that Douglass must have felt. The fact that Douglass choose to keep the specific details of his escape a secret really speaks to the fact that although he was now a free man, his work was not done, and there was still a lot on the line. In a way, there is much more meaning in the things that Douglass lefts untold.

As I read Frederick Douglass’ account of his time at Mr. Covey’s farm, I was moved by his determination to escape slavery and become a free man. While he endured the harsh labor and punishments from his overseers, I was surprised by his continued desire to learn how to read despite the fact that severe punishments were given to slaves who were caught trying to educate themselves. The way he continues to value knowledge really stood out to me; Douglass uses the reading lessons he obtained as a child and builds on them as an adult to educate other slaves later on. His dissatisfaction in being a slave for his whole life drives him to oppose all of his masters, until he finally manages to escape the clutches of slavery. Although I was surprised to read that he disagreed with the methods of the “Underground Railroad”, his pursuit of knowledge and self actualization made it easier for me to understand why. Douglass believed that escaping slavery required both the physical escape from the South (which the Underground Railroad provides), but also a shift in mentality in the form of education.

Douglass’ transition from a slave to a free man living in the North was something that caught my attention towards the end of his narrative. While he notes that he felt the “highest excitement” upon arriving at a free state, he also felt “a feeling of great insecurity and loneliness” (284). Despite his initial sorrow, Douglass receives aid from many abolitionists while he briefly lives in New York and when he eventually moves into New England. I thought it was strange for a newly freed slave to receive as much goodwill and aid from white abolitionists as Douglass does during his lifetime.

Even though he receives greatly needed support from his fellow abolitionists, Douglass comments on the disparity between the Northern wharves described by his Southern masters and the real appearance of the wharves. Instead of seeing “dilapidated houses” with “poverty-stricken inmates” as he was told, Douglass notes that “everything [around the wharf] looked clean, new, and beautiful” (287). Douglass appreciates the grandeur of the North as he also removes the false mystification of impoverished life in the Northern states engraved from his time as a slave. By seeing the strength and wealth of a society without slavery, Douglass receives a final positive reinforcement towards his (now completed) desire to be a free man.

Reading this narrative made me realize how fortunate I am to have been raised in today’s society. Early into the narrative, I realize that Fredrick Douglass is trying to demonstrate how terrifying the life of slavery is, and how it works. Douglass begins by displaying how inhuman the whites treated the slaves during this time in comparison to other whites. What initially caught my attention was when he talks about how he or any other slave he knows actually knows their date of birth. He also begins by giving us a little information on his mother, Harriet Bailey before she eventually died on one of his master’s farm due to the terrible working conditions and hardships she encountered. It is interesting how in depth Douglass brings us to his circumstances. After everything Douglass has encountered at such a young age,

Furthermore, I find it interesting when Douglass explains how, when asked, slaves would always act as if they were satisfied with their master, when that is not the case. Then as human beings, they begin to turn this into a competition, arguing over who’s master is kinder, as if they are all not cruel.

After Douglass talks about his circumstances and displays how terrible slavery is, he then uses stories of others to support his “hidden argument” of the inhumanity of slavery. Through the detailed stories that Douglass brings up, one can envision the terrible conditions the slaves faced. During this time, slaves were essentially treated as animals; stripped of their identities, rights, and intellect.

In Douglass’ narrative, he seems to be grateful for meeting the Aldu’s family not only because Mrs.Aldu teaches him the alphabets and words, but because Mr.Aldu helps him encounter enlightenment. After Douglass overhears Mr.Aldu telling Mrs.Aldu not to teach him anymore and why, Douglass realizes that through education is his only way out.

From the very first paragraph, Frederick Douglass informs how unfair and cruel the whites treated the slaves. He starts by describing how lost and confused he is. He explains how he doesn’t even know his own birthday, comparing it to the white children. I feel that this takes away a slave’s identity of who they really are, making them more of a property than a human being. Douglass explains the slaves at the Great House Farm as a close society. They would sing songs together to complain about the unfair treatment of slaves. I feel that this is very helpful since they have no one to rely on but themselves. Singing songs are a form of relief that helps them get through their days.

Douglass appreciates Mrs. Auld’s view of the whole slavery policy. When he first moved in with Mrs. Auld, she taught him the alphabet and simple English. Although Hugh Auld prevents Mrs. Auld from further teaching Douglass, he is determined to learn how to read. He found a way to exchange food for lessons. I feel that the slave masters prohibit slaves from receiving an education because they may gain the knowledge to escape slavery. Receiving an education was a way for Douglass to cope with the troubles and hardships of slavery. Slavery restricts the slaves from being in contact with the public and outside world. Although he never learns his identity or his birthday, he was able to learn more about himself, the world, and current things that are happening in the world.

After reading the first part of Douglass’ biography, I was overcome with emotion.

This was one of the very few books that actually cut me to the core as I absorbed all the vivid detail of the cruelty Douglass faced when serving Colonel Lloyd and then the Aulds. I was surprised by his strength and will seeing that his innocence was broken from the day he was born (being separated from his mother and what not) to what was his present state when it was time to recall all those memories of his misadventures and misfortunes. However, I was taken aback to how he was hardly affected when his mother died when he was seven years old. I guess maybe it’s that he was never able to experience the bond between mother and child, but even so, this was his mother, the same mother that gave birth to him from her womb, the same mother who made the trek of 12 miles just to be there with him on those cold and hopeless nights.

Looking at his experiences with literacy, and his subsequent indirect interaction with Hugh Auld and his wife, Douglass realizes the foil of slavery: not having any knowledge. When he learns this lesson, he attains enlightenment and realizes that in order to be free, he would need to learn and seek knowledge to change his circumstances. I view this as the rebound of his life as he is finally given one chance to escape his life as a slave and live freely. He subsequently exploits his enlightenment to further improve ability to recognize the alphabet and his minute reading skills as his continues to practice them with the help of some local boys who he asks for lessons in exchange for bread. He does this for seven years.

When it came for him to learn how to write, he showed equal determination and continually as well as painstakingly learned how to write. Tragedy befalls him again having been threatened to go back to the plantation to work under Captain Andrews, but narrowly escapes with sheer luck. I can only say how remarkable it was for Frederick Douglass to withstand the horrors of slavery especially at such a young age. His perseverance for literacy is also remarkable considering how impassioned he was when it came to learning that there could be more ways than one to escape the miseries of slavery. It takes real courage and determination to push forward and fight the oppression that has bound him for so long.