Hot and Cold Warmth in Poetry Essay - 1234 Words

Hot and Cold: Warmth in Poetry Poetry is one of the more mysterious denizens of the literary world. A poem can be anything, from a three-lined poem known as a haiku to a giant epic poem like the â€Å"The Odyssey.† They can be rhyming or non-rhyming, long or short, sensible or nonsensical. Even lyrics in songs can be considered poetry, seeing as how they are rhyming and flow so well. The parameters for a poem are wide, the requirements few; but no matter what style or author you read, from Homer to Doctor Seuss, symbolism is the driving force behind it all. Symbolism is the reason for every piece of poetry written so far, even some of Doctor Seuss’s books. Countless words, thoughts, and ideas are used to convey symbolism. A flower, a tree, and†¦show more content†¦This encounter with the daffodils is not a current activity, but a memory upon which he thinks upon whenever he is dealing with the sadness and confusion of real life. The second poem, â€Å"Disabled,† is much darker than it s counterpart. Owen speaks rather of a war veteran sitting alone in a hospital room, who â€Å"shivered in his ghastly suit of gray / Legless, sewn short at elbow† (Owen 2-3). In this poem the reverse tactic of Wordsworth is used, with the depression of life coming to the forefront while the comforting memory follows the cold introduction. The warmth in this poem is not so much directly stated as implied, as the disabled veteran talks of the old days in which he was the town’s pride and joy, very handsome, and a soccer player to boot. The light of glow-lamps, the warmth of happiness and life itself pervade the middle of the writing. This character is full of warm, joyous life, but once he makes the decision to go to war all this is soon taken from him as Owen writes â€Å"half his lifetime lapsed in the hot race / And leap of purple spurted from his thigh.† (19-20). at the end the poem returns to reality, the veteran alone once more in a cold, dark room. No more cheering at football games, no more warm looks from girls, no more of the love of the woman he joined the army to impress in the first place. In short, theShow MoreRelatedThe Temperature of Poetry1199 Words   |  5 PagesThe Temperature of Poetry Poetry is one of the stranger parts of the literary world. A poem can be anything, from a three-lined poem known as a haiku to a giant epic poem like the â€Å"The Odyssey.† They can be rhyming or non-rhyming, long or short, sensible or nonsensical. Even lyrics in songs can be considered poetry, seeing as how they are rhyming and flow so well. The parameters for a poem are wide, the requirements few; but no matter what kind of poem you read, from Homer to Doctor Seuss to JohnRead MoreAnalysis Of When I Am Young And Cannot Tell1072 Words   |  5 Pagesaloud, â€Å"Though I Am Young and Cannot Tell†, touches on topics of love and death, and has a melody that brings upon feelings of curiosity and discovery. Ben Jonson wrote the play in a meter called iambic tetrameter, which is when a line of poetry consists of four iambic feet, and follows a pattern of a stressed syllable, preceded by an unstressed syllable. There are two octaves in the poem, and all of the lines, with the exception of line twelve and thirteen, contain eight syllables. The authorRead MoreA Close Reading Of Sonnet 181280 Words   |  6 Pagesbeginning with a volta, or turn in perspective. In the octet of Sonnet 18, Shakespeare poses the question â€Å"Shall I compare the to a summer’s day† and basically begins to describe all the bad qualities of summer. He says it’s too windy, too short, too hot, and too cloudy. Eventually fall is going to come and take away all the beauty because of the changes nature brings. In the sestet, however, his tone changes as he begins to talk about his beloved’s â€Å"eternal summer† (Shakespeare line 9). This is whereRead MoreThe Order Of The Wh ite Moon Goddess Gallery Presents1705 Words   |  7 PagesKildare, Bridget taught humans hot to gather and use herbs for their healing properties. She also taught humans hoe to care for their animals and livestock and how to forge iron into tools. This shrine is believed to have been an ancient college of priestesses who were committed to 30 years of service, after which they were free to leave and marry. As a Goddess of childbirth and the protector of all children, she is the patroness of midwifery. Bridget is the patroness of poetry, medicine, arts, and craftsRead MoreAnalysis Of The Poem Sharda 2036 Words   |  9 Pageshis birth. Neruda had two half siblings when growing up. Education He attended Temuco Boy’s School, where he published his first poems at the age of 13 under the name Pablo Neruda to the daily La Maà ±ana. This was because Neruda wished to hide his poetry from his father who was not in agreement with Neruda’s dream. Pablo Neruda choose this pseudonym as Jan Neruda (1834-1891) had inspired the young poet. Once Neruda graduated at the age of sixteen, he moved to Santiago to study Education and FrenchRead MoreThe Theme of Love in the Poems First Love, To His Coy Mistress, Porphyrias Lover, My Last Duchess and Shall I Compare Thee?1978 Words   |  8 PagesThe Theme of Love in the Poems First Love, To His Coy Mistress, Porphyrias Lover, My Last Duchess and Shall I Compare Thee? A reader of a love poem has a specific. Prejudiced view of love poetry. Generally, it is that love poetry is sentimental and flattering. It is supposed to talk about flowers and chocolates, romance and passion from one person to another. The reader expects imagery of harts and roses, and cliched similes and metaphors. An affectionate and caring toneRead MoreA Literary Comparison of Frosts The Road Not Taken and Rhys I Used to Live Here Once2917 Words   |  12 Pagesother, and concurrently within each stanza lines 2 5 rhyme with each other. The lines of the poem either consist of nine or eight syllables, though, predominantly the syllable count is nine. Frosts characters in his poetry are often wanderers of sorts. If the characters in his poetry are figures for himself and for any individual, then readers may infer that each individual is a sort of wanderer throughout his or her own life. He writes: Two roads diverged in a yellow wood, And sorry I could notRead MoreThe, Not All A Dream2326 Words   |  10 Pagesworld through a series of natural, social, and possibly supernatural events. The sad/dark, cold earth reduces/lessens for weeks or months, long enough for men to forget their strong emotions (line 7) and turn their hearts only to survival or feelings that there is no hope. To stop/hold back the darkness, they burn everything they can, including their homes. Both palaces and huts are burned to give light and warmth. Around the fires, men are at first glad to see other faces--but then they see in thoseRead More The Beginnings of Greek Philosophy Essay4211 Words   |  17 Pagesessential antagonism between their peculiar qualities. For the same reason, if the substratum were fire, the existence of fire could not be explained.. Therefore, Anaximander assumed a Boundless that was neither wet or dry, hot or cold, but rather indeterminately both wet and dry, cold and hot. Thus, the matter of the universe was Boundless, not merely because it extended throughout infinite space, but also, and mainly, because it was not bounded, limited, or defined by any quality. This original substanceRead MoreJourney by Patricia Grace3775 Words   |  16 PagesUNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level LITERATURE IN ENGLISH Paper 3 Poetry and Prose Additional Materials: *8973287783* 9695/31 October/November 2009 2 hours Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue

Plato s The Meno, A Greek Philosopher And The Wisest Of...

Alexis Evans Midterm Paper 11/4/14 Topic 1 In Plato’s The Meno, Socrates, who was a Greek philosopher and considered one of the wisest of all people expresses his views on the relationship between knowledge and virtue. In todays era, virtue is defined as having good morals as a human being. Knowledge is defined as factual information and skills that are acquired by a person through experience or education. Together Socrates makes a statement and or beliefs, that virtue is knowledge because if you know what is right, you will in fact do what is right. While in a conversation with Socrates, Meno then asks if virtue can ever be taught. Socrates answers his question in that they both have to discuss at that point if virtue can be taught because he is uncertain. They must first define clearly what virtue is to even answer Meno’s question of if virtue can even be taught or not. At the end of the debate, the final conclusion Socrates makes is that virtue is not something natural or can never be taught. Socrates then believes that it is just simply a â€Å"gift from god† that we all receive it without ever realizing. Through the process, Meno and Socrates go at it, Meno thinking he is getting close to the correct answer just to have Socrates shot it down. After a few times of Meno guessing, he doesn t have anything else to say and gives up. Socrates main argument responds with that learning is not discovering anything new but rather remembering something the soul knew before yourShow MoreRelatedSocrates : A Martyr Or Confessor Essay1346 Words   |  6 PagesIn 399 BC, he was arraigned on three different charges. He was accused of corrupting the youth of Athens. He was, also, indicted on charges of heresy and treason. As well, charged with being an atheist, not believing in the Gods. According to some people, Socrates deserved to die and to others his death made him a martyr. Using several sources, including The Apology, I will enlighten readers with the reasons behind some peopleâ €™s beliefs that he died a martyr, in addition to, the beliefs of othersRead MoreSocrates and Properties Essay3228 Words   |  13 Pages Socrates and Properties By Characterizing himself –Socrates- as both ignorant and wise, he presents us with one of the most striking paradoxes. Like so many of the other philosophers, is provocative in that its apparent self-contradiction hides an important idea for us readers to discover. Though out this text Socrates ignorance results from his belief that he has no knowledge of moral idea, or moral properties, such as justice, virtue, piety, and beauty. He asserts that, if only he knew the

Developing A Multicultural Environment Plan

Question: Discuss the multicultural relationships in educational organization? Answer: Introduction The multicultural education includes the theories as well as the practices that attempt to promote an equitable access and academic achievement for the students who are from the diverse groups. This is done so that the students can work together towards a social change. It is seen that in schools that are PK-12, and even in higher education, the multicultural form of education challenges the domination and the biasness that are there and try to acknowledge the identities that the students introduce to the learning (Banks and Banks, 1993). It is seen that diversity means that the people irrespective of their background as well as their personal characteristics, it was seen that the people are sharing the common space within the organization (Abramova, 2012). In the schools it is seen that the students of different diversities are experiencing the cultures of the other and are learning from the cultures of the others. It is seen that diversity is for all the people despite of the race, ethnicity and the social class of the people. The students learn to respect the as well as accept and give importance to the diversity and the diversified atmosphere that prevails within the schools. The school is the place where the students are exposed to the diversified culture and the students learn the value of diversification from an early age (Andersen, 2014). The aim of multicultural education Multi culture refers to the sharing of the different culture. The main aim of multicultural education is to help the children in recognizing the difference and the similarities that are there in the educational institutions. The children develop values and customs from the others and from their teachers. It was seen that the students often share the same characteristics from mingling with children from other backgrounds (Ayers, 2014). The realization that the child that people is different and at the same time unique will help to develop and will make them work together and get associated with other more easily (Elliott, 2009). It develops the self esteem of the children and they learn to accept the other people more easily (Gereluk, 2006). If the children of different backgrounds are given importance then they feel that they are accepted by other and they value the traditions as well as customs of the other students. Thus it is very essential that the children are given education in a multicultural environment right from their childhood. The teacher needs to have knowledge of the multicultural activities and the diverse culture and the background of the students and help in developing a healthy relation among all the students. The teacher must engage the students of different backgrounds, in activities so that they communicate and develop a liking for the other, which will make them comfortable (Jeevanantham, 2001). The goals of the schools It needs to be seen that the school work in a global setting where the teachers, staffs and the students coordinate and involve in an environment which facilitates a teaching-learning experience for both. The teacher and the students needs to understand the commonalities as well as the difference that are there in the cultures of different people. Thus the main aim of the school is to make a harmonious relation and a set up where all the stake holders will be benefitted. Thus the contribution to this form of education needs to have students, teachers, staffs, parents, and the involvement of the community and the collaboration of all the stakeholders (Jeevanantham, 2001). Multicultural education policy- the schools should try to eliminate the harassment of the individuals which are based in the race, disability, gender, religion and the background of the people (Lee, 2013). The members of the school need to develop a tolerance and eliminate the differences that are there so that a healthy system follows. The school will provide the values to all the students at all the levels from PK to 12. They should ensure that there is no discrimination based on religious, racial or sexual context. Thus it will create awareness and the students will learn from a young age. The policy of delivery of instructions- it needs to be seen that all the educational programmes and services should not be conflicting to the racial, cultural, ethnic, gender, language, and socioeconomic backgrounds of the students and they must respect the individuality of each student. Involvement of Parent and community- the school along with the staffs and the organizational units in the area must see there are involvement of the parents as well as the representatives of the community so that they can implement a multicultural initiative to the schools (Lobb, 2012). Professional development- it is seen that the development takes place for both the teachers and the students. The students must develop positive attitude, beliefs, and behaviours towards the other children (Macedo, 2000). More over it needs to be seen that there are certain instruction in the curriculum that looks after the individual needs, abilities and interest of the students. The professional development of the teachers and the staffs should be directed towards the promoting high teaching expectations as well as attitude and behaviours of the teachers so that they can assist the students (Mason, 2006). The teacher needs to add textbooks that are in link with the cultural activities of the students. More over the teacher need to have training so that they can adopt new strategy to teach the students. It will ensure that there is a positive relation among the students and the teachers. The training will allow the teacher to mitigate the conflict that arises among the students more effectively. Practice of grouping- the school must take the initiative to group the students heterogeneously so that there are students of all backgrounds in the group. The purpose of the heterogeneous group is that it will make the students to inter act with others. The homogenous grouping should not be made compulsory as it will create a stereotype among the students. More over there should not be any grouping based on the performance of the students. But the principal needs to see that the heterogeneous group performing well so, if it does not then changes needs to be implemented some that the standard of the school is maintained (McCarthy, Dolby and Valdivia, 1997). Parents-teacher meet- the teachers need to communicate with the parents so that they are able to assess the performance of the students. There must be ongoing discussion so as to ensure that the dignities of the students are maintained (Nganga, 2014). The curriculum- there must exist a multicultural curriculum in the school, so that the students are able to develop a sense of identity that is positive. The students need to have a sense of pride and self awareness in the heritage of the children and that they should be respected through the aspects that are incorporated curriculum. The children need to feel that they are important and are useful members of the society. The students must be taught in such a manner so that they feel that they can incorporate to the change in the society (Osborn, 2002). The curriculum needs to be free from the ethnic, racial and cultural biases. It must include the representation of the various racial, cultural and ethnic groups, so that it adds value to the students and develops the personality of the students. The students need to gather a wide range of experiences and opportunities so as to broaden their understanding. The suggestion that can create a multicultural environment in the schools The classroom environment It needs to be seen that there is a sense of well being among the children, so the stereotype books, materials need to be removed. There should pictures in the classroom of different background of children and people so that the children are able to know about them. More over there should be arrangement so that the children are able to sit together and learn the things (Park, 2013). The children should be associated with group activities and play games which will make them freer in communicating with others and they will embrace the cultures of the others. There are different word games and language modulation games that the children must be taught so that they are able to learn the different languages of the others (Parker, 2006). Books and arts There should be use of rich colors and the children in schools needs to do the art activities so that they are able to adopt all the colors that they have in their life. There must be magazines that will contain people from all the diverse groups of life. The children needs to use the different colored crayons which will high light the different type of skin color, so that they are able to understand that they are treated equally The schools must use books that are useful for the students as well as teach them about the other cultures from various countries and the lives of the people. More over the children needs to learn about the ethnic groups that are there in the class. The teacher needs to teach the students from the books and tell them stories about the different cultures so that they can relate. The books which reflect biasness needs to be removed from the curriculum. The books should not have pictures that will bias languages or pictures that are stereotypical. The school should add more books that will be beneficial to the cultures (Practitioner Research on Multicultural Education, 2006). Block play and activities The children must have activities that will allow them to associate with others. They must be sent to communities where there are people of other backgrounds and let them mingle with them so that they are able to get accustomed with them. The children must be given activities like interconnecting blocks which are representation of different countries so that they are able to identify the different countries of the world. The teacher needs to organize dramas and dance programmes where the children can participate and they develop a sense of inter dependence on the other. Cooking activities in the class The children should be encouraged to adopt the cooking in the class so that they get familiar with the cuisine of the different cultures. The children should be taught the use the chopsticks, spoons so that they are able to adopt to the eating habits of all the people. The children should be given assignments where they need to bring leaves, flowers, fruits of different countries either in real or pictures (Sleeter, 2013). The role of teachers The teacher needs to be trained so that they are able to deliver the right things to the children. The teacher should not make any biasness among the children of different cultures. The teacher needs to interact with all the children so that they do not feel left out. There should be centers of interest in the school where the students and the parents can add their pictures for everyone to see. This will allow the students to know all the people. The teachers need to arrange for the students some group time inside the class where the children will do assignments or perform activities (Spencer, 1998). There needs to have teachers from different backgrounds so that there develops a diversified culture within the school which will draw more students from various cultures. The children of the school can also relate to it and will feel more comfortable. The teachers need to learn the different languages so that they are able to communicate with the students and make the students to communicate with them. The critical ingredient for the success of a teacher lies inimplementing a diverse culture classroom where the ability toadd a perspective that is multicultural should be incorporated into the curriculum planningas well as skills of classroom management. This will require carefulconsideration of the children's cultures as well as traditions, andthe planning of necessitates helping the other children to have an experiencein learning centers and also in activities. The teacher as well the staffs need to have knowledge of the diverse culture and take time in understanding the background of the students. The teacher needs to know about the language, food, values, and customs if the students before dealing with the children .they must keeping mind that they do not hurt the sentiment of the student (Tellez, 2002). Some of the books that the school can refer to the students Native American Scientists Skin Again The Day Martin Luther King, Jr. was Shot Families are Different How People Live Black, White, Just Right The Aunt in our House The Island on Bird Street Some of the books that the school can refer to the teachers Confronting Racism, Poverty, and Power: Classroom Strategies to Change the World Teaching/Learning Anti-Racism Working with Children from Culturally Diverse Backgrounds The Affective Curriculum: Teaching the Anti-Bias Approach to Young Children Anti-Bias Curriculum: Tools for Empowering Young Children Pedagogy of the Oppressed Cultural Foundations of Education Planning of activities that the school can undertake Strategies Responsibility Date Assessments The children should be exposed to a variety of cultures and traditions The teachers or administration continuously The children will be able to embrace the cultures of other students The cultural aspect should be reflected in the music and arts classes and through the literatures The administration and the teachers Every week The school must see that there are art and dance classes and culture influences should be there in the dance and the art The school libraries are to be given funds so that they can add books, materials and films related to tolerance of religious, culture. The teachers, staffs and the members of the committee. Needs to be added annually The school needs to be updated so that they can add new materials of study and interest to the students The input of the employees need to valued The committee of the school needs to see that the employees are valued Every alternative year it needs to be evaluated. The school needs to assess the performance of the staff. The school should implement the submission of assignments that show that there are tolerance of culture as well as diversity The staffs as well as the administration and even the students need to do. This process needs to be ongoing The school needs to make sure that they present to the parents as well as the community at the end of each year. The school needs to see that the multicultural concepts are shared with in the community that is there in the neighborhood The administration and the staffs need to ensure that. The students also need to see that they are doing the same. The students need to stage dramas or activities that will reflect that there is a multicultural environment inside the school. Its needs to be done annually The school should representatives of other countries who will preside over the multicultural programmes organized by the school. The school should devise and plan schedule to include programmes The administration of the school Needs to be done annually The programme list needs to be provided at the end of each year. The school needs to arrange for the student field trips so that the students can relate to the diversity. The teachers as well as the administration needs to see to it The trips should be done annually The school should provide the list of the places that they have visited. Ensure that all the multicultural activities are incorporated in all the curriculum revisions that are made. Administration/ Teachers The process needs to be an ongoing one The final products will reflect that the efforts are put forth. The school needs to provide opportunities for the students to create art or mural works that will reflect the diversity and tolerance towards others. The teachers, administration as well as the community needs to participate The programme needs to be done annually The school will display the final products to the community The school needs to develop a local program based on history for the school students. The Administration, teachers and the Community The process needs to be an on-going one so that it is beneficial for the students. Local citizens will be asked to participate in the development of a living history of our county. Provide the students with the opportunity to get in touch with the people in different parts of the country or the world. The Administration as well as the Teachers The process needs to be dome continuously The school should incorporate writing activities like pen pals as well as letter writing into the writing curriculum of the school Conclusion Thus it can be concluded that the school need to adopt a multicultural environment in the school so that the children are able to learn the value of diversity right from their childhood. It is done so that the students are able to learn the things that are needed for the proper upbringing of the child (Tett and Fyfe, 2010). They children must be taught the value of diversity and the need to respect the culture of the others so that they are developed as humans. It will help each other and the community at large. The students will associate with the others and they will not differentiate them form the others. The teacher need to teach the students that they are all equal and they should cooperate with others and help the other students when they need. The family and the community should also cooperate with the students in order to teach them the value of diversity and the importance of the religious, culture, ethnicity, caste, so that respect all the people irrespective of the backgro unds of the people (Wright, 2003). References Abramova, I. (2012). A Review of Rethinking Multicultural Education: Teaching for Racial and Cultural Justice.Multicultural Perspectives,14(2), 109-113. doi:10.1080/15210960.2012.673370 Andersen, F. (2014). Multicultural Schools and New Demands on Leadership.Journal Of Education And Training Studies,2(3). doi:10.11114/jets.v2i3.349 Ayers, R. (2014). Crossing Borders: The Role of Discourse Diversity in Multicultural Education.Multicultural Education Studies,6(2), 53-79. doi:10.14328/mer.2014.09.30.53 Banks, J., Banks, C. (1993).Multicultural education. Boston: Allyn and Bacon. Banks, J., Banks, C. (2004).Handbook of research on multicultural education. San Francisco, CA: Jossey-Bass. Elliott, S. (2009). :Thriving in the Multicultural Classroom: Principles and Practices for Effective Teaching.Schools: Studies In Education,6(1), 143-150. doi:10.1086/597664 Gereluk, D. (2006).Education and community. London: Continuum. Jeevanantham, L. (2001). A New Focus for Multicultural Education.Multicultural Perspectives,3(2), 8-12. doi:10.1207/s15327892mcp0302_3 Jeevanantham, L. (2001). A New Focus for Multicultural Education.Multicultural Perspectives,3(2), 8-12. doi:10.1207/s15327892mcp0302_3 Lee, C. (2013). The Development of the Multicultural Sensitivity Scale for Measuring the Effectiveness of Multicultural Education Course.Multicultural Education Studies,6(3), 135-160. doi:10.14328/mes.2013.09.30.135 Lobb, P. (2012). Making Multicultural Education Personal.Multicultural Perspectives,14(4), 229-233. doi:10.1080/15210960.2012.725336 Macedo, S. (2000).Diversity and distrust. Cambridge, Mass.: Harvard University Press. Mason, K. (2006). Multicultural Education: Issues and Perspectives (Book).Multicultural Perspectives,8(1), 57-58. doi:10.1207/s15327892mcp0801_10 McCarthy, C., Dolby, N., Valdivia, A. (1997). The uses of culture: canon formation, postcolonial literature and the multicultural project.International Journal Of Inclusive Education,1(1), 89-100. doi:10.1080/1360311970010107 Nganga, L. (2014). Multicultural Curriculum in Rural Early Childhood Programs.Journal Of Praxis In Multicultural Education,9(1). doi:10.9741/2161-2978.1073 Osborn, T. (2002).The future of foreign language education in the United States. Westport, Conn.: Bergin Garvey. Park, J. (2013). Multicultural Experience and Intercultural Sensitivity among South Korean Adolescents.Multicultural Education Review,5(2), 108-138. doi:10.14328/mer.2013.09.30.108 Parker, E. (2006). Cultural Studies Meets Religious Education.Religious Education,101(4), 462-465. doi:10.1080/00344080600948639 Practitioner Research on Multicultural Education. (2006).Multicultural Perspectives,8(2), 66-66. doi:10.1207/s15327892mcp0802_12 Practitioner Research on Multicultural Education. (2006).Multicultural Perspectives,8(2), 66-66. doi:10.1207/s15327892mcp0802_12 Sleeter, C. (2013). Teaching for Social Justice in Multicultural Classrooms.Multicultural Education Review,5(2), 1-19. doi:10.14328/mer.2013.09.30.01 Spencer, M. (1998). Multicultural Child Care (Bilingual Education and Bilingualism, Vol. 9). By Paul Vedder, Ellen Bouwer, and Trees Pels. Series Editor: Colin Baker. Clevedon, England: Multicultural Matters, 1996. 136 pp.Children Schools,20(1), 76-77. doi:10.1093/cs/20.1.76 Tellez, K. (2002). Multicultural Education as Subtext.Multicultural Perspectives,4(2), 21-25. doi:10.1207/s15327892mcp0402_5

The Glass Menagerie By Tennessee Williams Essays -

The Glass Menagerie by Tennessee Williams The play The Glass Menagerie, by Tennessee Williams, Williams uses many symbols which represent many different things. Many of the symbols used in the play try to symbolize some form of escape or difference between reality and illusion. The first symbol, presented in the first scene, is the fire escape. This represents the "bridge" between the illusory world of the Wingfields and the world of reality. This "bridge" seems to be a one way passage. But the direction varies for each character. For Tom, the fire escape is the way out of the world of Amanda and Laura and an entrance into the world of reality. For Laura, the fire escape is a way into her world. A way to escape from reality. Both examples can readily be seen: Tom will stand outside on the fire escape to smoke, showing that he does not like to be inside, to be a part of the illusionary world. Laura, on the other hand, thinks of the fire escape as a way in and not a way out. This can be seen when Amanda sends Laura to go to the store: Laura trips on the fire escape. This also shows that Laura's fears and emotions greatly affect her physical condition, more so than normal people. Another symbol presented deals more with Tom than any of the other characters: Tom's habit of going to the movies shows us his longing to leave the apartment and head out into the world of reality. A place where one can find adventure. And Tom, being a poet, can understand the needs of man to long for adventure and romance. But he is kept from entering reality by Amanda, who criticizes him as being a "selfish dreamer." But, Tom has made steps to escape into reality by transferring the payment of a light bill to pay for his dues in the Merchant Seaman's Union. Another symbol, which deals with both Amanda and Laura, is Jim O'Connor. To Laura, Jim represents the one thing she fears and does not want to face, reality. Jim is a perfect example of "the common man." A person with no real outstanding quality. In fact, Jim is rather awkward, which can be seen when he dances with Laura. To Amanda, Jim represents the days of her youth, when she went frolicking about picking jonquils and supposedly having "seventeen gentlemen callers on one Sunday afternoon." Although Amanda desires to see Laura settled down with a nice young man, it is hard to tell whether she wanted a gentleman caller to be invited for Laura or for herself. One symbol which is rather obvious is Laura's glass menagerie. Her collection of glass represents her own private world. Set apart from reality, a place where she can hide and be safe. The events that happen to Laura's glass affects Laura's emotional state greatly. When Amanda tells Laura to practice typing, Laura instead plays with her glass. When Amanda is heard walking up the fire escape, she quickly hides her collection. She does this to hide her secret world from the others. When Tom leaves to go to the movies in an angered rush, he accidentally breaks some of Laura's glass. The shattered glass represents Laura's understanding of Tom's responsibilities to her. Also, the unicorn, which is important, represents Laura directly. Laura points out to Jim that the unicorn is different, just as she is different. She also points out that the unicorn does not complain of being different, as she does not complain either. And when Jim breaks the horn off the unicorn, Laura points out that now it is like the other horses, just as Laura has shed some of her shyness and become more normal. When she hands the broken unicorn to Jim, this might represent Laura handing over her broken love to Jim, as Jim has revealed that he is engaged to be married. As can be seen, there are quite a few symbols in this play. And a number of them have diverse meanings. Most of these symbols have a direct meaning in the author's own life. This is understandable seeing that the play is supposed to be "memory play." It is obvious that this memory play is based on Williams' own memories.