Ida B. Wells-Barnett Fought Against Racism and Lynching

Ida B. Wells-Barnett, known for much of her public career as Ida B. Wells, was an anti-lynching activist, a muckraking journalist, a lecturer, and a militant activist for racial justice. She lived from July 16, 1862 to March 25, 1931. Born into slavery, Wells-Barnett went to work as a teacher when she had to support her family after her parents died in an epidemic. She wrote on racial justice for Memphis newspapers as a reporter and newspaper owner. She was forced to leave town when a mob attacked her offices in retaliation for writing against an 1892 lynching. After briefly living in New York, she moved to Chicago, where she married and became involved in local racial justice reporting and organizing. She maintained her militancy and activism throughout her life. Early Life Ida B. Wells was enslaved at birth. She was born  in Holly Springs, Mississippi, six months before the Emancipation Proclamation. Her father, James Wells, was a carpenter who was the son of the man who enslaved him and his mother. Her mother, Elizabeth, was a cook and was enslaved by the same man as her husband was. Both kept working for him after emancipation. Her father got involved in politics and became a trustee of Rust College, a freedmans school, which Ida attended. A yellow fever epidemic orphaned Wells at 16 when her parents and some of her brothers and sisters died. To support her surviving brothers and sisters, she became a teacher for $25 a month, leading the school to believe that she was already 18 in order to obtain the job. Education and Early Career In 1880, after seeing her brothers placed as apprentices, she moved with her two younger sisters to live with a relative in Memphis. There, she obtained a teaching position at a black school, and began taking classes at Fisk University in Nashville during summers. Wells also began writing for the Negro Press Association. She became editor of a weekly, Evening Star, and then of Living Way, writing under the pen name Iola. Her articles were reprinted in other black newspapers around the country. In 1884, while riding in the ladies car on a trip to Nashville, Wells was forcibly removed from that car and forced into a colored-only car, even though she had a first class ticket. She sued the railroad, the Chesapeake and Ohio, and won a settlement of $500. In 1887, the Tennessee Supreme Court overturned the verdict, and Wells had to pay court costs of $200. Wells began writing more on racial injustice and she became a reporter for, and part owner of, Memphis Free Speech. She was particularly outspoken on issues involving the school system, which still employed her. In 1891, after one particular series, in which she had been particularly critical (including of a white school board member she alleged was involved in an affair with a black woman), her teaching contract was not renewed. Wells increased her efforts in writing, editing, and promoting the newspaper. She continued her outspoken criticism of racism. She created a new stir when she endorsed violence as a means of self-protection and retaliation. Lynching in Memphis Lynching in that time had become one common means by which African Americans were intimidated. Nationally, in about 200 lynchings each year, about two-thirds of the victims were black men, but the percentage was much higher in the South. In Memphis in 1892, three black businessmen established a new grocery store, cutting into the business of white-owned businesses nearby. After increasing harassment, there was an incident where the business owners fired on some people breaking into the store. The three men were jailed, and nine self-appointed deputies took them from the jail and lynched them. Anti-Lynching Crusade One of the lynched men, Tom Moss, was the father of Ida B. Wells goddaughter, and Wells knew him and his partners to be upstanding citizens. She used the paper to denounce the lynching, and to endorse economic retaliation by the black community against white-owned businesses as well as the segregated public transportation system. She also promoted the idea that African Americans should leave Memphis for the newly-opened Oklahoma territory, visiting and writing about Oklahoma in her paper. She bought herself a pistol for self-defense. She also wrote against lynching in general. In particular, the white community became incensed when she published an editorial denouncing the myth that black men raped white women, and her allusion to the idea that white women might consent to a relationship with black men was particularly offensive to the white community. Wells was out of town when a mob invaded the papers offices and destroyed the presses, responding to a call in a white-owned paper. Wells heard that her life was threatened if she returned, and so she went to New York, self-styled as a journalist in exile. Anti-Lynching Journalist in Exile Ida B. Wells continued writing newspaper articles at New York Age, where she exchanged the subscription list of Memphis Free Speech for a part ownership in the paper. She also wrote pamphlets and spoke widely against lynching. In 1893, Wells went to Great Britain, returning again the next year. There, she spoke about lynching in America, found significant support for anti-lynching efforts, and saw the organization of the British Anti-Lynching Society.  She was able to debate Frances Willard during her 1894 trip; Wells had been denouncing a statement of Willards that tried to gain support for the temperance movement by asserting that the black community was opposed to temperance, a statement that raised the image of drunken black mobs threatening white women -- a theme that played into lynching defense. Move to Chicago On returning from her first British trip, Wells moved to Chicago. There, she worked with Frederick Douglass and a local lawyer and editor, Frederick Barnett, in writing an 81-page booklet about the exclusion of black participants from most of the events around the Colmbian Exposition. She met and married Frederick Barnett who was  a widower. Together they had four children, born in 1896, 1897, 1901 and 1904, and she helped raise his two children from his first marriage. She also wrote for his newspaper, the Chicago Conservator. In 1895 Wells-Barnett published A Red Record: Tabulated Statistics and Alleged Causes of Lynchings in the United States 1892 - 1893 - 1894. She documented that lynchings were not, indeed, caused by black men raping white women. From 1898-1902, Wells-Barnett served as secretary of the National Afro-American Council. In 1898, she was part of a delegation to President William McKinley to seek justice after the lynching in South Carolina of a black postman. In 1900, she spoke for woman suffrage, and worked with another Chicago woman, Jane Addams, to defeat an attempt to segregate Chicagos public school system. In 1901, the Barnetts bought the first house east of State Street to be owned by a black family. Despite harassment and threats, they continued to live in the neighborhood. Wells-Barnett was a founding member of the NAACP in 1909, but withdrew her membership, criticizing the organization for not being militant enough. In her writing and lectures, she often criticized middle-class blacks including ministers for not being active enough in helping the poor in the black community. In 1910, Wells-Barnett helped found and became president of the Negro Fellowship League, which established a settlement house in Chicago to serve the many African Americans newly arrived from the South. She worked for the city as a probation officer from 1913-1916, donating most of her salary to the organization. But with competition from other groups, the election of an unfriendly city administration, and Wells-Barnetts poor health, the League closed its doors in 1920. Woman Suffrage In 1913, Wells-Barnett organized the Alpha Suffrage League, an organization of African American women supporting woman suffrage.  She was active in protesting the strategy of the  National American Woman Suffrage Association, the largest pro-suffrage group, on participation of African Americans and how they treated racial issues.  The NAWSA generally made participation of African Americans invisible -- even while claiming that no African American women had applied for membership -- so as to try to win votes for suffrage in the South.  By forming the Alpha Suffrage League, Wells-Barnett made clear that the exclusion was deliberate, and that African American women and men did support woman suffrage, even knowing that other laws and practices that barred African American men from voting would also affect women. A major suffrage demonstration in Washington, DC, timed to align with the presidential inauguration of Woodrow Wilson, asked that African American supporters march at the back of the line.  Many African American suffragists, like Mary Church Terrell, agreed, for strategic reasons after initial attempts to change the minds of the leadership -- but not Ida B. Wells-Barnett. She inserted herself into the march with the Illinois delegation, after the march started, and the delegation welcomed her.  The leadership of the march simply ignored her action. Wider Equality Efforts Also in 1913, Ida B. Wells-Barnett was part of a delegation to see President Wilson to urge non-discrimination in federal jobs. She was elected as chair of the Chicago Equal Rights League in 1915, and in 1918 organized legal aid for victims of the Chicago race riots of 1918. In 1915, she was part of the successful election campaign that led to Oscar Stanton De Priest becoming the first African American alderman in the city. She was also part of founding the first kindergarten for black children in Chicago. Later Years and Legacy In 1924, Wells-Barnett failed in a bid to win election as president of the National Association of Colored Women, defeated by Mary McLeod Bethune. In 1930, she failed in a bid to be elected to the Illinois State Senate as an independent. Ida B. Wells-Barnett died in 1931, largely unappreciated and unknown, but the city later recognized her activism by naming a housing project in her honor.  The Ida B. Wells Homes, in the Bronzeville neighborhood on the South Side of Chicago, included rowhouses, mid-rise apartments, and some high-rise apartments.  Because of the housing patterns of the city, these were occupied primarily by African Americans.  Completed in 1939 to 1941, and initially a successful program, over time neglect and other urban problems led to their decay including gang problems.  They were torn down between 2002 and 2011, to be replaced by a mixed-income development project. Although anti-lynching was her main focus, and she did achieve considerable visibility of the problem, she never achieved her goal of federal anti-lynching legislation.  Her lasting success was in the area of organizing black women. Her autobiography Crusade for Justice, on which she worked in her later years, was published in 1970, edited by her daughter Alfreda M. Wells-Barnett. Her home in Chicago is a National HIstoric Landmark, and is under private ownership.

Life Os Freud Essay - 1077 Words

Sigmund Freud is a name that to most of us sounds familiar. To many, he is known as the father of Psychology. He was one of the most influential figures in the twentieth century (B: 430). His theories revolutionized the world, and he founded his own school of Psychology. Although some regarded his work with hostility and disbelieve, many people still follows his believes and teachings until this day (A). But what about the man himself, his life, his family, his work and his studies? Next will find a brief story about him. Sigismund Scholomo Freud was born on May 6, 1856 in Freiberg, Moravia (this day it’s called Pribor in the Czech Republic) (A). Son of Jacob Freud and his third wife Amalia (which was 20 years younger), he was the†¦show more content†¦His studies were influenced a lot by a very respected physician called Joseph Breuer. They will later publish a book of their findings called Studies on Hysteria, in 1895. This marked the beginning of psychoanalysis (A, B: 431). nbsp;nbsp;nbsp;nbsp;nbsp;In that same year Freud was able to analyze one of his dreams for the first time. This was later known as The Dream of Irma’s Injection. Also, he wrote one hundred pages of draft manuscript that were later published after his death, under the name of Project for a Scientific Psychology (1950)(A). nbsp;nbsp;nbsp;nbsp;nbsp;For the next five years, Freud will develop many of the concepts that were later included in the theory and the practice of psychoanalysis. He came up with that term (that means â€Å"free association†) in 1896 after breaking with Breuer. During this year his father died, and left him devastated. He started self-analyzing in 1897, with the aid of a close friend, Wilhelm Fliess (A, C). nbsp;nbsp;nbsp;nbsp;nbsp;In 1900, he published what many considered his best and most important work, The Interpretation of Dreams. In here he interpreted dreams and explained what was their meaning. This work attracted the attention of many people, and at the same time he was gaining international recognition (D: 542). In the years to come, heShow MoreRelatedAnalysing Gender Roles in Billy Elliot1306 Words   |  6 Pagesof male roles in society. His Curiel 2 identity as a miner of North England during the miners strike and ex-champion boxer already reverberates the fact that he holds very traditionalistic male values. He literally cannot perceive life outside of the mining industry Why would I want to go to London? there are no mines in London In effect, when Jackie sees his son Billy in dancing school behind his back for the first time, there is major repercussion, You, out, now! HeRead MorePsychoanalytical Study of A Streetcar Named Desire Essays2039 Words   |  9 Pagespela qual os textos liter#225;rios se formam, e revelar alguma coisa sobre o significado dessa forma#231;#227;o. 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Leadership Distinctive Project Free Essays

Most of us start out on life’s journey full of optimism and high hopes.   Life is magical; everyday is an exciting new adventure.   We get up everyday and go about our daily businesses, yet many times we do this without understanding why we are here, and what we were created for. We will write a custom essay sample on Leadership Distinctive Project or any similar topic only for you Order Now This is because instead of leading our life, our life leads us.   We live life as it comes without a real plan, without clear thought and without purposeful direction.   And when we function this way life controls and ultimately overcomes us. Having a deep devotion to Christianity and commitment to Godly values helps us discover the things that give real meaning to life.   It also helps to develop the vital attitudes that will enable you to live it with joy and fulfillment and we can also lead others along that path.   Life may not be easy or without challenges but God has promised that in Christ we can have â€Å"life †¦..to the full†(John10:10 Niv).   Think, you can impact or influence those that you work with whether in offices, business associates or in sports etc.   When you have a purpose driven life i.e.(Mathew 28:18-20) this is what life is all about; leading others to Christ. Someone once said â€Å"life is what happens to you as you are making other plans†.  Ã‚   We are here for a reason, God has not yet finished with us. Life has to be engaged, not avoided yet it is also a choice to live a life of sacrifice and self-denial for this is a mandatory condition for those who claim to follow Christ (Luke 9:23) saying ‘No’ to self and ‘Yes’ to Jesus.   It is so easy to live life on a shallow level, lacking in discipline, exerting more energy and putting more emphasis on worldly accomplishment that would not count for eternity.   The scripture teaches us that all these are nothing compared to knowing Christ and living for the sake of Christ (Phillipians 3:8).   Only the things connected to Christ will live forever, all others will vanish like smoke. God did not create us and left us to figure out life for ourselves but he has given us instructions through his word the Bible.   Unfortunately although we know better, many of us try to figure out life for ourselves rather than go by the instructions written by the maker; â€Å"All scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the man of God may be thoroughly equipped for every good work.(2Timothy3:16-17 )   The Bible is the original owner’s manual, telling us all we need to know so that life will run well, and broadens our understanding of God. In order to lead others, we need to commit ourselves to the scripture that it may guide and help us develop the grounding values of life and be able to help others in our society solve problems.   In many areas of our life, God tells us exactly what we should do, in other areas there are no specific laws or commands for every detail but there are principles to guide our actions and attitudes.   Study the scriptures, be analytical and learn from examples, good or bad of biblical leadership qualities.   Above all, Imitate Jesus who lived out before us the ultimate example of how to please God and how to live a truly fulfilling life.(1John2:6) There is no way you can broaden your knowledge or deepen your skill without letting other people in your life or collaborating with others in the community or those whom have the same values as you do.   We can be successful in other things, but unless we have people in our lives who are close to us, know us and tell us what we need to hear and not what we want to hear then our lives will be very empty. We need people to share with, learn from and give ourselves to or we will be lonely and unfulfilled (remember the immortal words of the poet John Donne, â€Å"No man is an island†).   You have to genuinely decide to like people and know that you need them in your life i.e. (Proverbs 17:17 a friend loves at all times).   You need the encouragement and wisdom of other people (Hebrews 3:13) if not so life will loose its meaning, sparkle and joy. In a Readers Digest (Sept.2002 pp.112-7) article, â€Å"Friends the secret to a longer life† by Katherine griffin writes of a number of studies attesting to the health benefits of friendship.   She states that people with strong social network are shown to boost their chances of surviving life-threatening illnesses, have stronger more resilient immune systems, improve their mental health and live longer than people without social support.   We need people in our lives and God has programmed us this way.   We are made to need the love, support and companionship of other people.   Therefore, living a purpose driven life helps you find fresh hope, direction and inspiration to continue your journey on a glorious and triumphant note. Reference: The Holy Bible NIV Griffin K.,Readers Digest(2002) How to cite Leadership Distinctive Project, Essay examples

Discuss the use and effect of the child narrator in To Kill a Mockingbird and Jane Eyre Essay Example For Students

Discuss the use and effect of the child narrator in To Kill a Mockingbird and Jane Eyre Essay Child narration gives a naive view of events, within a text which is highlighted by the readers better understanding of events than that of the narrator. This paper will deal with To Kill a Mockingbird and Jane Eyre, giving insight into how the texts are affected by a child narration. To Kill a Mocking Bird is narrated by a young child named Scout. Scout is an excellent example of how child narration can emphasise a characters significant growth as a person throughout a text. However, it must be noted that there are two children in this text; both maintain a significantly different outlook on the world. We can assume that this was the authors intention and that Jem, who is Scouts older brother, is being used to emphasise Scouts childish presence in the text. Jane Eyre is significantly different to that of To Kill a Mockingbird as the text appears to be narrated from the perspective of an adult looking back on her experience as a child. However, we must also notice that there is a significant change in narration after chapter ten, almost to give the impression that the child narrator of the previous ten chapters was being replaced by the presence of an adult narrator. Firstly we can look at a specific event in To Kill a Mockingbird and view the affect that Scout, a child narrator, has on the situation. In chapter fifteen, Atticus, Scouts father, is sitting outside the jailhouse in which Tom Robinson resides, who has been accused of rape and awaits his trial. Atticus is unaware that he is being watched by his children. A mob appears from four dusty cars p166 and Scout runs across to Atticus unaware of the danger she has placed herself in. Scout senses her fathers fears but is childishly unaware of the situation. However, in contrast, we notice Jem who is fully aware of what was going on and refuses to leave against his fathers orders. Scout begins to innocently talk to a familiar face in the crowd who she identifies as Mr Cunningham; however she is unaware that he has come with a mob to attack Tom Robinson. Scout begins to wonder why Mr Cunningham was ignoring her but eventually receives a response due to her childish comments about his son Walter but more importantly his entailments p169. The culmination of people around her began staring and she curiously mentions that she is unaware of what idiocy p170 she had committed. The mob is then disbanded by Mr Cunningham after realising they could not commit an act on Tom Robinson in the presence of Scout and the other children. Scout also noticed the flash of plain fear p167 when she approached Atticus but could not process this information to interpret the situation, from this we must notice the innocence of Scouts views but also, how child narration gives the impression of the narrator being oblivious to the actions and perception of the adult world. This chapter serves two purposes, the first showing us how realistic the effect of child narration can be, emphasised by the reader knowing more than the narrator but also how Jem perceives events differently than Scout despite a very minor age difference which will be analysed later in this paper. In this instance, we can look at Jane Eyre and analyse how the narration affects the text. Chapter nine and ten are important as they represent a change in narrator. From chapters one to nine, we can assume that there is a child narrator, however it must be stated that at times the narrator seems more adult than child. .uf651f82b33ad2bf66e9411022d116c00 , .uf651f82b33ad2bf66e9411022d116c00 .postImageUrl , .uf651f82b33ad2bf66e9411022d116c00 .centered-text-area { min-height: 80px; position: relative; } .uf651f82b33ad2bf66e9411022d116c00 , .uf651f82b33ad2bf66e9411022d116c00:hover , .uf651f82b33ad2bf66e9411022d116c00:visited , .uf651f82b33ad2bf66e9411022d116c00:active { border:0!important; } .uf651f82b33ad2bf66e9411022d116c00 .clearfix:after { content: ""; display: table; clear: both; } .uf651f82b33ad2bf66e9411022d116c00 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf651f82b33ad2bf66e9411022d116c00:active , .uf651f82b33ad2bf66e9411022d116c00:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf651f82b33ad2bf66e9411022d116c00 .centered-text-area { width: 100%; position: relative ; } .uf651f82b33ad2bf66e9411022d116c00 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf651f82b33ad2bf66e9411022d116c00 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf651f82b33ad2bf66e9411022d116c00 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf651f82b33ad2bf66e9411022d116c00:hover .ctaButton { background-color: #34495E!important; } .uf651f82b33ad2bf66e9411022d116c00 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf651f82b33ad2bf66e9411022d116c00 .uf651f82b33ad2bf66e9411022d116c00-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf651f82b33ad2bf66e9411022d116c00:after { content: ""; display: block; clear: both; } READ: Child abuse EssayWhile looking at the effect of child narration on this text I believe it must be noted that there may not in fact be a child narrator as such. However the change in narration after chapter ten may not in fact be from child to adult, but rather, it may have been the author creating the illusion of a child narrator and then revealing the adult behind this narration. While trying to make this distinction, we can look at chapter 9, in which we see Janes good friend Helen Burns die. In analysing this chapter, we can see that Jane seems to be enjoying a period of happiness due to the other girls illness. This seems to be due to a selfish nature in which a child would not care how they obtain something, and its these actions that gives the sense of a child narrator. However Jane does feel a sense of compassion and sadness for her ill friend Helen Burns, but we notice that Jane adapts a very adult outlook on the world and maintains a far broader understanding of events than a child should. This skewed form of child narration accompanied by adult understanding gives this text an incredible realistic form, in which the reader is engulfed and consumed. We can maintain that the feelings that overcome Jane in her discovery that Helen is dying are not entirely childish, a child would not understand life and death fully and also wouldnt express emotions in the way Jane experienced a shock of horror, then a strong thrill of grief, then a desire p95. The adult presence within the child narration emphasises the effect on the reader, which gives a better insight into the text as we can see how the events in Jane Eyre would affect both adult and child alike. In light of the above, we can look at both To Kill a Mockingbird and Jane Eyre in context of both the same and different narration styles in both. We can see that there is almost a twin narration in Jane Eyre in which there seems to be both child and adult present in the narration, but also we can argue that there is also a twin narration present in To Kill a Mockingbird. As mentioned above, we can see that it may have been the intention of Harper to incorporate both Scout and Jem closely in the text to emphasise the effect of the child narrator Scout. If we look at various events in To Kill a Mockingbird, we can see that Jem has a greater understanding of events the child narrator Scout. It could have been Harpers intention to use Scout to portray her view of events as a child and Jem to convey her views looking back while composing the text. If we take chapter eight, in which Miss Maudies house catches fire, we can see that Jem understands that Boo Radley had put the blanket on Scout. However, we can see that Scout is bewildered by this, also we may look at the trial of Tom Robinson, both Scout and Jem clearly view this series of events in different ways. Atticus informs Scout that Jem needs to forget about the trial for a while, during which the reader understands that Jem has been discouraged by the overwhelming sense of injustice that he has witnessed. From these two events it seems obvious and apparent that it was indeed Harpers intention to use Scout and Jem as twin narrators with Jem almost silent in the process; however it is only his presence that makes a distinct affect on the narration. If we turn to Jane Eyre, chapter ten represents a significant change in narration that is directly linked with the age of Jane at the time. .u986164219e765dc0724b6de27a3e1870 , .u986164219e765dc0724b6de27a3e1870 .postImageUrl , .u986164219e765dc0724b6de27a3e1870 .centered-text-area { min-height: 80px; position: relative; } .u986164219e765dc0724b6de27a3e1870 , .u986164219e765dc0724b6de27a3e1870:hover , .u986164219e765dc0724b6de27a3e1870:visited , .u986164219e765dc0724b6de27a3e1870:active { border:0!important; } .u986164219e765dc0724b6de27a3e1870 .clearfix:after { content: ""; display: table; clear: both; } .u986164219e765dc0724b6de27a3e1870 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u986164219e765dc0724b6de27a3e1870:active , .u986164219e765dc0724b6de27a3e1870:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u986164219e765dc0724b6de27a3e1870 .centered-text-area { width: 100%; position: relative ; } .u986164219e765dc0724b6de27a3e1870 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u986164219e765dc0724b6de27a3e1870 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u986164219e765dc0724b6de27a3e1870 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u986164219e765dc0724b6de27a3e1870:hover .ctaButton { background-color: #34495E!important; } .u986164219e765dc0724b6de27a3e1870 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u986164219e765dc0724b6de27a3e1870 .u986164219e765dc0724b6de27a3e1870-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u986164219e765dc0724b6de27a3e1870:after { content: ""; display: block; clear: both; } READ: Alan Bennett - talking heads Comparing A Lady of the Letters and Bed Amoung the lentils EssayJane mentions at the beginning of this chapter that see has presented the first ten years of her life in early as many chapters, however the author skipping the next eight years is extremely significant to the change in narration. Jane after this time has passed is now an adult therefore it seems obvious that the narration should change. It would seem ridiculous to have a child narrating an adult life, in which case the author describes how Lowood has been taken over by kinder people and Jane has continued there to becoming a teacher. In conclusion, both To Kill a Mockingbird and Jane Eyre contained a distinctive form of child narration that enhanced these texts and had astounding effects. The child narration in these texts allowed the reader to participate in text and also to have a greater understanding than the narrator. This creates interest in the reader and allows them to think about important themes in great depth while exploring the world of the text through the eyes of a child. To Kill a Mockingbird gives us an unjust an immoral world, but more interestingly, this world lay unaware to the narrator Scout. However Harper used Jem to allow us to see the impact this world would have on a child, being only slightly older than our child narrator. Jane Eyre presents an astounding depiction of child narration, with the form of a child and the mind of both child and adult. It is clear that this text modulates between child and adult but still manages to give an interesting form of child narration as did To Kill a Mockingbird.