Friday, October 11, 2019

Difference Between character of Mr. Ramsay and Mrs. Ramsay



Difference Between character of Mr. Ramsay and Mrs. Ramsay  

Prepared by: Richa Pandya
           M.A. English Semester – 3
                 Roll no- 28
 Enrolment No: – 206910842019003
Batch: 2018- 20
Submitted to: S. B. Gardi Department of English, MKBU
 Paper no- 8 Modernist Literature
Topic: Difference Between character of Mr. Ramsay and Mrs. Ramsay  







Introduction
To the Lighthouse is a 1927 novel by Virginia Woolf. The novel centres on the Ramsay family and their visits to the Isle of Skye in Scotland between 1910 and 1920. The novel recalls childhood emotions and highlights adult relationships. Among the book's many tropes and themes are those of loss, subjectivity, the nature of art and the problem of perception. In 1998, the Modern Library named To the Lighthouse No. 15 on its list of the 100 best English-language novels of the 20th century.
Mrs. Ramsay
Mrs. Ramsay is a human being of great appeal, though the facts about her are symbolical as well s literal. She is an extremely beautiful woman of fifty, an inveterate matchmaker and the mother of eight children; she is very near-sighted; she exaggerated everything. She is a practical nurse and much concerned with the improvement of social conditions. She can create moments of unity that remain intact in the memory, ‘affecting  one almost like a work of are’.
Mr. Ramsay
Mr. Ramsay, her husband is eleven years older than his wife, and a teacher of philosophy possessed of a superb intellect. He is long-sighted, precisely factual and pessimistic. Certainly he is Mrs. Ramsay’s opposite but he ‘is not a figure of fun’ as many critics have thought him. He is suggestive of Leshe Stephen, notably in his habit of shouting out poetry to himself and his detestation of the long dinner parties at which his wife is so good a hostess.
The Sea and the Land
The essential difference between Mr. and Mrs. Ramsay is that whereas he identifies himself with the land and thinks the sea a destroyer, she like Briscoe believes that life is  the sea and not the land. Thus Mrs. Ramsay felt that community of feeling with other people which emotion gives as if the walls of partition had become so still that practically it was all one stream and chairs, table maps were hers, were theirs, it did not matter whose and would carry it on when she was dead. Mr. Ramsay on the other hand think of ‘the dark of human ignorance, how we know nothing and the sea eats away the ground we stand on’. Mr. Ramsay on the other hand thinks of the dark of human ignorance, how we know nothing and the sea eats away the ground we stand on. For him, and for James, loneliness.. was.. the truth about things. In the same way Mr. Ramsay is afraid that he will be forgot, that time will destroy his work; Mrs. Ramsay however since she does not draw a line around her individuality, does not fear time.
Factual Truth : Movement Towards Truth
To the Lighthouse was really the story of a contest between two kinds of truth Mr. Ramsay’s and Mrs. Ramsay’s. for his truth is factual truth; for her truth was the movement towards truth: since truth is always being made and never is made the struggle for truth is the truth itself. The form of this novel at once expresses and  verifies Mrs. Ramsay’s truth. According to Bergson, certainty can follow only from factual extension of knowledge resulting in scientific order; such is the order which Mr.Ramsay seeks. Mr. Ramsay spatializes knowledge : If thought was like the keyboard of a Piano divided into as many notes or like tge alphabet is ranged in twenty six letters all in order, then Mr. Ramsay’s Splendid mind had no sort of difficulty in running over those letters one by one firmly and accurately until it has reached say the letter Q. “ He reached Q.. but after ? What comes next? After reached but after ? What comes next? After Q there are a number letters, the last of which is scarcely visible to mortal eyes, but glim mere red in the distance. Z is only reached once by one man in generation. Still if he could reach R it would be something. Here a logical, scientific procedure toward truth.    
 Mrs. Ramsay, on the other hand, knows by intuition rather than by analysis and is therefore able to know reality which consists of mobility, qualitative rather than quantitative diversity, time instead of space. Matter has no duration  and so cannot last through any period of time or change it simply is in the present, it does not endure but is perpetually destroyed and recreated . Just as matter is absolute logical complexity memory is absolute creative duration whose ‘parts’ interpenetrate which , according to Bergson,  comes nearest to giving a satisfactory description of the actual fact directly known which is, for him the whole reality. Mr. Ramsay matter and lily Briscoe memory undergo such an ‘interpentetration’ in the novel’s close and by doing so given a satisfactory description of Mrs. Ramsay’s truth.
Emotional Truth : Disregard of factual Truth
The Window is a statement of that truth. This first part of the novel seems complete in itself. It begins : “yes, of course if it’s fine tomorrow” said Mrs. Ramsay and concludes again with Mrs. Ramsay speaking : Yes you were right. It’s going to be wet tomorrow You won’t be able to go. The conflict is projected as a question about the weather. It is a fact, stated by Mr. Ramsay will not accept it as truth, because it hurts james, who wants nothing more than to go out to the Lighthouse. Instead she says, ‘But it may be fine I expect it will be fine and calls her husband’s fact nonsense. At the conclusion of this part, when she agrees with her husband that it will rain tomorrow, it was not because she attaches importance to his truth but because she knows that he wishes her to say I love you and chooses to say it in this way. In neither case is the fact itself of any importance whatsoever to her. Her disregard of factual truth enrages Mr. Ramsay. After all, he is right. Mrs. Ramsay’s truth was one that must trample upon her husband’s however; but his truth factual truth was so short – lived that she can distort or deny it without compunction. Mr. Ramsay himself realized its fragility in a generation, he thinks he will be forgotten. Even Shakespeare was some day be forgotten. It was for this reason that his wife was not so essential to him  although he overemphasize her ignorance her simpleness, for he liked to think that she was not clever, not book-learned at all. He nevertheless wanted to be assured of his genius first of all and then to be taken within the circle of life, warmed and soothed to have his sense restored to him his barrenness made fertile and all the rooms of the house be made full of life . he must be assured that he too lived in the heart of life. Therefore he must from time to time leave off his metaphysical speculations and return to his wife to life itself, for sympathy Mrs. Ramsay can communication to her husband that if he put his implicit faith in her, nothing should hurt him however deep he buried himself or climbed high not for a second should he find him self without her. So boasting of her capacity to surround and protect there were scarcely shell of herself left for her to know herself by all is so lavish.
Certainty of intuition
Mrs. Ramsay apparent illogicality is actually the certainly of intuition. For her husband her truth, but without it he would perish. She knew then she knew without having learnt. Her simpleness fathomed what clever people falsified. Her singleness of mind made her drop plumb like a stone alight exact as a bird gave naturally this swoop and fall of the spirit upon truth which delighted eased sustained falsely perhaps. Falsely perhaps because her perception of  truth has not yet been proved correct. She has been saw only through the window and the reader have see her concept of truth with the lighthouse. There was coherence in things a stability something was immune from changed and shined out. In the face of flowing the fleeting the spectral like a ruby. This can be glimpsed at certain moments and of such moment she thought the thing was made that endured. Just as Mr. Ramsay’s glimmers red in the distance so the something that Mrs. Ramsay feel to be stable shine like ruby. Her way of meeting it was different from her husband’s way here being really an hurry an end, and his a means. Losing personality one lost the fret the hurry, the stir things came together in this peace this rest, this eternity and pausing there she looked out to meet that stroke of the lighthouse the long steady stroke the last of the three which is her stroke.  Seven times in this part of the novel, the perhaps some one had blundered is repeated. Either Mr. Ramsay or Mrs. Ramsay was wrong and the reminder of the novel show that it was Mr. Ramsay who had blundered.
The Testing of Mrs. Ramsay’s Truth
The short second part, Time Passes, has been praised by almost every critic of the novel s a masterpiece of description. According to Brewster and Burrell it would be hard to find anything in twentieth century English prose to surpass. Other join the above mentioned critics in ranking it; as one of the great passages of English prose. But Time Passes must not be thought of as a piece of impressionistic writing it was actually the testing of Mrs. Ramsay’s vision by Mr. Ramsay’s facts and the apparent triumph of those facts. Simply  it describes the effect of ten year’s time upon the little house, the books become mouldy ; Mrs. Ramsay’s beloved garden was choked with weed; toads; swallows and mice invade the rooms; the wood rots above all Mrs. Ramsay’s truth symbolized by the shawl she had wrapped around a frightening skull in the children’s bedroom falls victim to ‘the facts’. Gradually the folds of the shawl loosen, so that the skull emerges a skull and not the fairy garden she had called it when it annoyed cam and James. There was no eternity no permanence there were only dust, death and decay. Indeed Mrs. Ramsay herself dies during this ten year interval; her son Andrew was killed in the war; her daughter Prue died of childbirth. It would seem then that Mr. Ramsay is correct for the facts of this spatialzed time confirm his pessimism and prove his wife’s optimism illusory. When Mrs. McNab who has come now and then to dust the empty house is suddenly asked to have it ready for occupancy she labours for days with two other workers to repair the revages of time. Finally Mr.  Ramsay the remaining children, Lily and Mr. Charmichael return.
Triumph of her Illusions
However, the last part of the novel, The Lighthouse shows that it was Mrs. Ramsay who was right and not Mr. Ramsay. Mr. Ramsay’s ‘lies’ were here proved to have been and still to be the truth, capable of refuting Mr. Ramsay’s facts.  Time passes and yet true time does not pass. As Lily pointed Mrs. Ramsay’s illusions were ultimately proved to be the reality.
Conclusion
We see the both character Mr. Ramsay and Mrs. Ramsay they both are different from the each other. Their mind and the way of the life style different.  

Method and Approach



Method and Approach 
Prepared by: Richa Pandya
           M.A. English Semester – 3
                 Roll no- 28
 Enrolment No: – 206910842019003
Batch: 2018- 20
Submitted to: S. B. Gardi Department of English, MKBU
 Paper no- 12 English Language Teaching-1
Topic:  Method and Approach 






Introduction  
English Language Teaching (ELT) based on the idea of language acquisition is communicative competence. It adopts concepts, techniques and methods in classroom for recognizing and managing the communicative needs of the language learners. By the nineteenth century, this method was considered as a standard method of teaching language. The textbooks were divided into chapters. Each chapter contained a certain grammatical rule and rule was practices with a lot of written exercises. Method and Approach;
Grammar Translation Method

Direct Method

Audiolingual Method

Structural Approach

Total Physical Response

Grammar Translation Method

Grammar translation method was the most popular and widely used method for language teaching between the ages of 1840 to 1940. But this method was first used for teaching and learning Latin language which was not the language of common use at that time. Latin was considered as a classic language. The learners were made able to study the literature of Latin language through learning the grammatical rules of language and learning the vocabulary so that learners may translate the language in their first language and in the second language. Grammar translation method was criticized intensively in the nineteenth century because it was considered that this method cannot fulfill the demands of language learning in nineteenth century.

Advantages of grammar translation method.

Nazir (2002) narrated as “The structure of a foreign language is best learnt when compare and contrasted with that of the mother tongue.”
According to Ishtiaq (2005), the Grammar Translation Method is based on a system and is in a sequence because in this method all the grammatical rules are arranged into a sequence for the convenience of the students. This sequence starts from the simple rules and eventually leads to the complex rules. When a book is written by an author on grammatical rules keeping in view the sequence, he writes one lesson that is completely based on one rule of grammar. Each lesson is divided into certain rules and these rules dominate the lesson. Larson (1986) narrated importance of Grammar Translation Method as “in Grammar Translation Method, students are made to learn new words. Therefore, this method helps in improving vocabulary. Reading and writing are the two primary skills that are developed most so as to enable the students to read the literature in target language. Grammar is taught deductively and it makes use of students’ mother language.

Disadvantages of grammar translation method.

Neilson (2003) stated that in Grammar Translation Method, oral skills i.e. speaking and listening skills are totally neglected while the whole attention is given to just reading and writing skills. Through this method, the students become able to read the literature of the target language by translating it into their native language but cannot communicate into the target language and even cannot understand the target language spoken by any native speaker.In Grammar Translation Method, the authority of the classroom is totally in the hands of the teacher and teacher is at the centre of the classroom. The communication is just from teachers to students not from student to teacher and not even from students to students. The students are considered empty minded which have needed to be filled with all the possible vocabulary and grammatical structures that can be filled in their minds.
The main disadvantage of the Grammar Translation Method is that it is almost impossible to translate all the phrases and sentences into the target language because the main focus is the translation of this method so such students who have been taught through this method become fail to communicate well in the target language. In the Grammar Translation Method, accuracy is emphasized rather than fluency and students go on thinking to accurate the grammatical rules which actually hinder their fluency. In Grammar Translation Method, the teacher abruptly interferes and stops the students wherever they make the mistakes so they become conscious while speaking and communicating in the target language and become unable to be fluent .
Direct Method
The direct method was the outcome of the reaction against the grammar translation method. It was based on the assumption that the learners of foreign and second language should directly think in English. This method is against the translation of written and oral text and focuses on telling the meanings of the words through action, demonstration or real objects. This method focuses on directly thinking, doing discussion and conversation in second language (Richards and Rodgers, 2001).Purwarno (2006) described the aims of the direct method. He described that direct method is an attempt and effort to form a link between thought and expression and between experience and language.
Direct method was criticized due to the following reasons:
Direct method is successful in private language schools because this method can be applied only in small classes where all the learners can get individual attention. In Direct method, the teachers extravagantly excel in keeping the mother tongue of the learners away from them. Direct method demands the learners to do oral communication in the second language and it also demands the pronunciation and accent to be just like the native speakers so there is need for the language school to hire the native speakers which actually can be very expensive. The success of the direct method depends on the teacher’s skills and personality more than on the methodology.

Audiolingual Method

Audiolingual method is also known as ‘Army Method’ because after the outbreak of World War II, the army soldiers decided to be proficient in the languages of their enemies. So a new learning method of foreign languages was discovered which is known as audiolingual method. This method is based on a linguistic theory and behavioral psychology. The audiolingual method was widely used in the 1950s and 1960s and the emphasis was not on the understanding of the words rather on acquisition of structures and patterns in common everyday dialogues (Richards and Rodgers, 2001).
The teaching of the oral skills with accurate pronunciation, grammar and the ability to respond quickly and accurately is the main objective of audiolingual method. Reading and writing skills may be taught but they are dependent on the oral skills.

Total Physical Response

In Total Physical Response (TPR), the teacher gives the students instructions and the students follow the instructions by using whole body responses. James J. Asher, a professor, of psychology at San Jose State University developed the method Total Physical Response in late 1960s to help in learning second languages .
According to Asher (1977), “TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth including the sign language of the deaf”. We can see this process if we observe the language learning process of an infant. The communication between parents and the child consists of both verbal and physical aspects. When the child is not able to speak, at the time he/she is internalizing the language. This is the time when code breaking occurs. After this process the child becomes able to speak and reproduce language. In TPR, the teacher repeats the process in the class. Students respond to the commands of the teacher which require physical movement. TPR is most useful for beginners. TPR is also used for teaching students with dyslexia or related learning disabilities.

Structural Approach

The structural approach mainly employs the techniques of the direct method but the reading and writing skills are not wholly neglected. The structural approach is based on the sound principles of language learning. The structural approach says that the arrangement of the words in such a way as to form a suitable pattern and that pattern may make the meanings of the language clear to us. Any language has its own structure and skeleton which gives this language a decent appearance. A structure is a pattern and a particular arrangement of words which to indicate grammatical meanings. It may be a word, a phrase or a sentence.
Structural approach was criticized because it was only suitable for lower grades. Continuous teaching of structures and their repetition make the atmosphere dull and boring. It also neglected the reading and writing abilities and there was also a lack of skilled teachers
 Conclusion
Grammar translation method is the old method. All the method are used in the teaching English language. Grammar translation method, direct method, audio-lingual method all are easy to learn English language.

Work-sited
"Methods And Approaches Of English Language Teaching." UKEssays.com. 11 2018. All Answers Ltd. 10 2019 <https://www.ukessays.com/essays/english-language/methods-and-approaches-of-english-language-teaching-english-language-essay.php?vref=1>.


 



Theme of Black Skin White Mask





Theme of Black Skin and White Mask

Prepared by: Richa Pandya
M.A. English Semester – 3
Roll no- 28
Enrolment No: – 206910842019003
Batch: 2018- 20
Submitted to: S. B. Gardi Department of English, MKBU
Paper no- 11 Post Colonial Literature
Topic:  Theme of Black Skin and White Mask














Introduction
Black Skin, White Masks  is a 1952 book by Frantz Fanon, a psychiatrist and intellectual from Martinique. The book is written in the style of auto-theory,in which Fanon shares his own experiences in addition to presenting a historical critique of the effects of racism and dehumanization, inherent in situations of colonial domination, on the human psyche. The divided self-perception of the Black Subject who has lost his native cultural origin, and embraced the culture of the Mother Country, produces an inferiority complex in the mind of the Black Subject, who then will try to appropriate and imitate the culture of the colonizer. Such behavior is more readily evident in upwardly mobile and educated Black people who can afford to acquire status symbols within the world of the colonial ecumene, such as an education abroad and mastery of the language of the colonizer, the white masks.
Desire to the White
A major theme through Black Skin, White Masks is a desire on the part of Black people to be white. In Chapters 2 and 3, Fanon discusses this in relation to interracial relationships, where having a white lover seems to provide access to a formerly prohibited white world. For Fanon, the desire to be white derives from the power differential within a society. In other words, people see that white people have more opportunities and economic advantage, and they desire to become white in order to join that sphere of opportunity. However, Black people can’t actually become white. They will always be Black, according to Fanon, and so the desire to be white causes a psychological problem of losing a sense of one’s self.

Recognition by the Other
Fanon draws upon the philosophical work of Hegel and others in order to argue for the ways in which a sense of one’s self is produced by how one is seen by others. Black people, for instance, do not think of themselves as Black until someone who is white—“a white Other”—recognizes them as such and imposes a sense of inferiority upon them. This means identity categories are always produced through interaction and relationships that involved people with different social positions.

Racists Create Inferiority
An important argument to which Fanon returns more than once is that Black people don’t naturally feel inferior. Instead, their sense of inferiority is produced by racist societies. Because of the recognition involved in identity, white people create their own sense of superiority by saying Blacks are inferior. You can’t have superiority without inferiority, and Black people come to have this position. As a result, getting rid of an inferiority complex in Black people isn’t just a matter of correcting a neurosis in an individual. It requires the transformation of an entire society in which this hierarchy of inferiority and superiority is perpetuated.

Individual vs. Social Problem

Related to the previous theme, Fanon consistently critiques other philosophers and psychologists for casting a social problem as an individual problem. It is racist societies that produce neuroses in Black people, for instance, rather than these problems being “private” problems of one person or another. Psychologists who treat Black people in isolation from social context will provide bad advice; they can’t see that it is necessary to transform the entire social system in order for Black people to be able to flourish

Black as Biological

A theme throughout cultural representations of Black people, according to Fanon, is that they are a symbol for the biological. This means that they are not thought of as thinking or feeling people, but primarily as physical bodies like animals and beasts. One consequence of this is the over-sexualization of Black people. Reduced to their bodies, they are also reduced to the purely physical and sexual side of human life. In turn, Fanon argues, this is why Black people are feared in European society. They are seen as overly sexual and therefore dangerous.

The Future vs. the Past

Much of Black Skin, White Masks is a study of how colonization and slavery have produced a sense of inferiority in Black people that also supports a feeling of white supremacy. But Fanon cautions we should not dwell on the past too long. If we continue to be determined by the past, we will keep producing a racial hierarchy. Instead, Fanon says, we have to look to the future, and must realize the freedom we have to break from the past. That means demanding justice now and, for Black people, demanding recognition by whites of their essential humanity. Act only in a way that maximizes freedom, Fanon advises, instead of in a way that continues the wrongs of the past.

Knowing vs. Acting

Because Fanon’s ultimate goal is freedom, he values action more than knowledge. That means it is more important that people have the agency than it is that people know everything there is to know about racism and racist history. In other words, he doesn’t actually think everyone needs to read his book in order to be free. Knowledge isn’t a prerequisite for action. The important thing is enhancing people’s agency.

Symbol of Mask

The title of Fanon’s book, Black Skin, White Masks, refers to the ways in which black Antilleans strive to be seen as white—by emulating the tastes and behaviors of white people, having white romantic partners, and generally distancing themselves from anything or anyone regarded as being stereotypically black. This phenomenon—in which black people embrace whiteness as the ultimate signifier of a person’s basic value—is the main subject of Fanon’s investigation in Black Skin, White Masks. The book’s title provides an apt symbol for understanding the essence of Fanon’s thesis: he argues that the white “masks” that black people have fashioned for themselves have resulted in a profound and totalizing sense of alienation. Black Antilleans wear these masks not only in front of white people in a hopeless gambit to secure acceptance, but also in front of black people and themselves, thereby creating unbridgeable distances between themselves and their own racial identities and cultural heritage. In this way, masks function above all as a symbol of what Fanon sees as the most significant psychological impact of colonialism on colonized people: their alienation from other black people, from a cohesive sense of themselves, and even from their own bodies.
Conclusion
The black skin white mask based on the racism. All the theme and the symbol of mask talk about the black skin white masks racism.
Work cited

1. GradeSaver "Black Skin, White Masks Themes". GradeSaver, 11 October 2019. Web. 11 October 2019.
2. Seresin, Indiana. "Black Skin, White Masks Symbols: Masks." LitCharts. LitCharts LLC, 13 Nov 2017. Web. 10 Oct 2019.


















Themes of Mourning Becomes Electra




Themes of Mourning Becomes Electra

Prepared by: Richa Pandya
M.A. English Semester – 3
Roll no- 28
Enrolment No: – 206910842019003
Batch: 2018- 20
Submitted to: S. B. Gardi Department of English, MKBU
Paper no- 9 The American Literature
Topic:  Themes of Mourning Becomes Electra










Introduction
Mourning Becomes Electra is play Written by American Playwright Eugene O’Neil. Mourning Becomes Electra is divided into three plays with themes that correspond to the Oresteia trilogy. Much like Aeschylus' plays AgamemnonThe Libation Bearers and The Eumenides, these three plays by O'Neil are titled HomecomingThe Hunted, and The Haunted. However, these plays are normally not produced individually, but only as part of the larger trilogy. Each of these plays contains four to five acts, with only the first act of The Haunted being divided into actual scenes, and so Mourning Becomes Electra is extraordinarily lengthy  for a drama. In production, it is often cut down. Also, because of the large cast size, it is not performed as often as some of O'Neill's other major plays.
          
The Inner Conflict
In Mourning Becomes Electra, O’Neill leaves for a while war between God and Science and returns to the more limited conflict within the “suffering” individual. But the conflict and suffering were traceable more specifically than ever to the fixations upon father and mother, to the tension between Puritanism and freedom, pride and love, death and life. As before,  in most  of the plays since Desire Under the Elms all other masks and values stem from a fragmentary work Diary, O’Neill outline his purpose and method in Mourning Becomes Electra, emphasizing, repeatedly his equation of the complex with destiny. There were a  modern tragic interpretation of classic fate without benefit of gods for it must before everything. Remain modern psychological play fate springing out of the family.

Working out of the family Fate
As  with the original Atreidae, the family fate of the new England Mannon, father of Ezra and grandfather of lavinia and orin. Abe’s younger brother, David, has been involve in a liaison in her pregnancy. David married her, but Abe put them both out the house and then afterwards tore it down and built this one because he wouldn’t live where his brother had disgraced the family. The child of David and Marie was Adam Brant   the aegisthus of  the play, who returns to avenge his parents death in poverty and misery after their exile.
Pride as a source of Death
      The house of mannon, therefore is built upon outraged pride and Puritanism, leading, inevitability to death for the Mannon line. For the pride was the source of death and love was the source of  life.  Existence for the Mannons was life in death from which love, represented by Marie. Brantone, has been shut out. In their longing to escape the ugly reality of their actual lives the Mannons yearn for release in love untainted by pride and sin and in death itself. Christine’s acceptances of sexuality, have been embittered by Ezra’s Puritanism distorted into a possessive passion but to her husband, lover and children . she still represent release and sinlessness. Even to Lavinia, who hate her because she stole all love from me when I was born. Christine is still the longed for mother as well as the image of herself, Lavinia as giver and lover.
Shift and Emphasis
Since O’Neill has shifted the emphasis of the trilogy from Orestes to Electra the changes which take place in the character of  lavinia  provide a father complex. she struggle at once to realize and to escape from a self –image which was only a reflection of her soldier father. Her physical appearance tells the story tall like mother her boys are thin flat-breasted and angular, its unattractiveness was accentuated by her plain black dress. Her movement were stiff and she has a flat dry voice and a habit of snapping out her words like an officer giving order.  But in spite of these dissimilarties one is immediately struck by her facial the mother . this facial resemblance the mask of the mother in Lavinia.  Will have its moment of fulfillment, but only briefly, until god  the father lightning  strikes again.
Pride, Puritanism and vindictive justice
The father, Ezra embodies the characteristics of the Family which constitute their fate pride Puritanism and a strong sense of vindictive justice. Because of his ingrown egotism and his guilty attitude towards sex Ezra does not at the comradeship of other men on the battlefield and has seen death does he become aware of the significance of love and life death made me think of life. Before that life had only made me think of death … that’s always been the mannons way of thinking they went to the white meeting- house on Sabbaths and meditated on death. Life was  a  dying. Being born was starting to die death is being born Ironically his ability to love and his insight into life come to Ezra only when he returned home to Christine hatred and his own death.

Suicidal frustration
Christine has fallen in love with Adam Brant the son of Marie Brantome. When Ezra was in the throes of a  heart attack Christine deliberately with holds his medicine. To the outside world Ezra appears to have died from natural causes;  Lavinia however discover her mother’s guilt. She plans her vengeance driven not only by the mannon sense of justice and her loves for her father, but by her frustrated love for Adam and hatred and jealously of her mother. Since Christine has stolen the love of both men from lavinia the fitting relation for Lavinia was not to take her mother’s life but to take from her the love which is her life. At Lavinia’s instigation, Orin murders Adam Brant Christine takes her own life and after Christine’s suicide the spirit of vindictiveness and death in the Mannons seem to be temporarily  satisfied and Lavinia can come to life. She takes on all the attributes of her mother : she seems a mature women, sure of her feminine attractiveness. Her brown gold  hair is arranged as her mother’s has been. The movements of her body now have the feminie grace her mother had possessed. Now at perhaps her guiltiest, she has lost her sense of sin and death. Her father’s ghost in Lavinia has now been placated like him, she could find life only after experience of death.
Chained to Mannons
And as Lavinia assume the characteristics of the mother Orin takes on those of lose of his father. He even wears a beard and walks like a “tin Solider”. Together they take a trip to the EAST, stopping at the south sea Islands. Orin watches Lavinia’s new sexuality with puritanical disapproval and jealously. He feels that he and Lavinia have actually becomes their father and mother can’t you see I’m now in father’s place and you’re mother? I’m the mannon you’re chained to!
Symbolic Incest Pattern
To complete the symbolic incest pattern representing the lonely  mannons’ introversion and their narcissitic inability to love any but another Mannon, Orin falls in love with his sister. The Same duality of love and loathing for oneself and its reflection in another which have always dominated Mannon relationship now governs this one. Orin hates Lavinia as much as he desire her she has become to him what the furies were to Orestes, a constant reminder of guilt, diving him towards, madness. He wants become her lover in order to force her to share his guilt. How else can I be sure you won’t leave me? You would never dare to leave me thanyou would feel as guilty then as I do.  Lavinia both fascinated and repelled.  Shouts her hatred at him I have you! You’re too vile to live you’d kill yourself if you weren’t such a cowered.
Crumbling of the Illusion
With these words Lavinia has committed her last murder. When Orin shoots himself Lavinia’s last illusion of her own innocence begins to crumble. The puritan conscience from which she has found release in identification with the mother, now reasserts itself. She shouts defiance at the portraits of her ancestors, I’m mother’s daughter – not one of you! But even as she does so, the mannon pride claims its own. The feminine lavinia now squares her shoulders with a return of the abrupt military movement copied from her. Father which she had of old as if by the very act of disowning the Mannons she had returned to the fold and marches stiffly from the room.
Last Effort to Reach For Life.
Lavinia takes one more desperate effort to reach from behind her mask of death toward life. She begs her childhood sweetheart the innocent untempted and unsuspicious peter to marry her. Even as she pleads with him however she knows that the dead have not forgotten and will not rest until justice has been performed. She must pay for their lives with her own, not in the easy expiation of actua death that would be the living death which is the Mannon fate and which as always is to be accomplished by mannon pride. She tells peter goodbye, as seth, the gardener, sings the refrain of his “Shenandoah”.
The Trap of self Claims Its Pray
When Lavinia “pivots sharply on her heel and marches woodenly into the house, closing the door behind her”, the tension between love and pride, life and death is dissolved only pride and death remain. Violated order has been restored: the trap on self has finally and with finality claimed its inevitable pray.
Conclusion
The play Mourning Becomes Electra divided in three part. We see the theme of the play. How O’Neill describe the theme and use the element of the play.                                         

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