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The Influence Of Childhood In Frankenstein, By Mary Shelley

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There is no denying that one’s adolescence is key in the formation of their identity. Youth brings new people, challenges, and developments, all resulting in pieces of who someone eventually becomes. Frankenstein, by Mary Shelley, demonstrates the tragic path one can take if led to do so in their adolescence. Three of the novel’s main characters, the creature, Frankenstein, and Elizabeth, all underwent formative events early in life. These events served as a crossroads or a possibility to change for the better or worse and unfortunately, all three took the path towards disaster. Shelley shows the downfall of these characters, all varying in levels of pity and innocence, to show no matter who you are the events of your childhood can negatively impact your adult identity. …show more content…

Despite all of her features, including eyes, brow, and lips, “being heaven-sent and bearing a celestial stamp,” Elizabeth did not have the ideal childhood (33). Her mother passed away giving birth and her father either “died or still lingered in the dungeons of Austria” (33). Until the Frankenstein family adopted her, she lived desperate to survive each day, begging for whatever food their hodge-podge family could receive. Therefore, when she was adopted into Frankenstein’s family, it is not surprising she developed an extremely dependent relationship with Frankenstein himself. She was chosen to be a “pretty present for Victor” and could only live up to what was expected of her. Even in Caroline’s, Victor’s mother, final moments alive she makes Elizabeth’s purpose and identity in the family very

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1281 Words | 6 Pages

Parents need to love their children and show them right from wrong. Without care from a parent, children may feel lost or lonely like the monster did in Mary Shelley’s novel, Frankenstein. Shelley analyzes the psychology of parenting through Victor Frankenstein and his creation, the monster, by comparing their behavioral and psychological development as a result of the parenting they receive in their childhood. Because Victor was loved and had a great childhood, he was able to grow as a person, psychologically and emotionally. As though Victor had a good childhood,

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1617 Words | 7 Pages

By using a metaphorical child, foreshadowing torment that will result from abandonment, and telling a story within a story to show the importance of parenting Mary Shelley presents

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1309 Words | 6 Pages

Since the monster looked up towards both Victor and the De Laceys, they can both assume a parental role. The monster describes the De Lacey family as “‘perfect forms’” and is entranced by “‘their grace, beauty, and delicate complexions!” (Shelley 121). The monster becomes more civil and empathetic by studying the De Laceys. He reflects on the kindness that the family members show to one-another and applies that to his own actions.

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578 Words | 3 Pages

In Mary Shelley’s novel, Frankenstein, Victor Frankenstein creates an intelligent monster with no name. The creature is thrust into the world to fend for itself when Victor leaves it alone in his lab. The creature has childlike tendencies because he has recently been “born”. If the creature is viewed as a child, then Victor is essentially his father. There are many times in the book where the author elluded to Victor and the creature being like father and son.

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987 Words | 4 Pages

An unsatisfied need for a sense of belonging transforms Frankenstein’s creature into the monster it ultimately becomes. Therefore, I argue that the predominant theme in Mary Shelley’s Frankenstein is the need for social belonging

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395 Words | 2 Pages

Childhood is a time in a person’s life where the most growing occurs, not only physically but also mentally. The human brain is nourished and maintained by the love and affection children receive from both parents and it continues to do so for the rest of their lives. The creature’s inability to build up courage and try to interact with society as well as his constant questioning of his existence is a direct result of an inexistent childhood as well as the absence of a loving family. Frankenstein’s mother and Elizabeth were both orphans so he was well aware of the importance of love and nurturing for people of all ages, yet he denied the creature the opportunity to receive affection of any sort. “No father had watched my infant days, no mother had blessed me with smiles

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1606 Words | 7 Pages

Frankenstein : Psychology of Parenting When a child is created and brought into this world, it is the parent’s responsibility to nurture, guide, and teach he/she how to develop and strive socially, mentally, and emotionally in this world. Human beings have to be taught everything. Without someone teaching them right from wrong and how to survive, they could end up feral. It is the parent’s responsibility to teach their child socially and morally to help them survive.

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1191 Words | 5 Pages

Numerous research has concluded that several emotional bonds exist between humanity and nature that can impact everything from attitude to anxiety. Novels of the romanticism period, a significant literary era that encompassed most European works written in the early 1800’s, are most known for describing the impacts that nature has on people and implying that unexpected consequences can arise out of this relationship; Mary Shelley’s Frankenstein is a prime example of such a novel. The prime conflict of this 1818 science-fiction story occurs between the titular character, Victor Frankenstein, and a monster he creates through his own scientific innovations. Because of Victor’s abandonment of the monster, it becomes intent on destroying the scientist’s

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1363 Words | 6 Pages

Victor Frankenstein, who describes his surrounding in great detail, based on physical appearance. Shelley reflects Victor’s judgement on physical representation based on the environment he is in. Using his situation in the cold and treacherous mountains to a negative and almost deathly environment, conicondently the place where he meets and speaks to the monster, and the beauty and calamity of home, a place where Elizabeth is often located. There is a major contrast in how he describes his lover, Elizabeth, and the monster he created, in which he relates their appearance to their innocence or evilness. When speaking about characters like Elizabeth and Justine, Victor often relates their physical appearance to their innocent behaviours.

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The fictional horror novel of Mary Shelley’s Frankenstein is driven by the accentuation of humanity’s flaws. Even at the very mention of her work an archetypal monster fills one’s imagination, coupled with visions of a crazed scientist to boot. Opening her novel with Robert Walton, the conduit of the story, he also serves as a character to parallel the protagonist’s in many ways. As the ‘protagonist’ of the story, Victor Frankenstein, takes on the mantle of the deluded scientist, his nameless creation becomes the embodiment of a truly abandoned child – one left to fend for itself against the harsh reality posed by society. On the other hand, Walton also serves as a foil to Victor – he is not compulsive enough to risk what would be almost

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879 Words | 4 Pages

Mary Shelley’s Frankenstein examines how the presence of a mother, negatively or positively, affects the development of a child. Victor’s mother, Caroline Frankenstein, dies while Victor is still a young man (he is about 17 years old), breaking their relationship between mother and son. Because Victor loses his bond with his mother, he is unable to act as a mother would when he creates his creature. Caroline Frankenstein’s absence in Victor’s life creates a disunion between the mother and child bond, which is evident in Victor’s creation and his fragmented relationship with the creature. Caroline Frankenstein, Victor’s mother, portrayed a traditional mother in the Frankenstein household, until her death.

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938 Words | 4 Pages

Parents are everyone 's first role models. Regardless of biological relation, those who raise us have a profound influence on the way we perceive and interpret life. Parents lay the foundation of our first sense of morality and empathy, and usher us to the path of our development of social skills. No matter how consciously one may attempt to have no resemblance to their parents, it is an inevitability of life that we will harness aspects of their influence and carry them through our lifetime. In Mary Shelley’s, “Frankenstein”, the influence of parental figures is displayed by the morals and values instilled in the monster.

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1420 Words | 6 Pages

ENG-3U0 November 20 2015 Frankenstein: The Pursuit of Knowledge Throughout the course of their individual journeys, Victor Frankenstein’s extreme passion for gaining knowledge about creating life, Robert Walton’s curiosity to discover land beyond the North Pole and the monster’s eagerness to obtain knowledge about humans was the principal cause of each of their suffering. As such, In Mary Shelley’s Frankenstein, the pursuit of knowledge is a dangerous path which leads to suffering. Victor Frankenstein develops a keen interest in discovering knowledge about living beings which ultimately results in his personal suffering as well as others suffering. To begin with, Victor embarks on an assignment through combining body parts and following various

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723 Words | 3 Pages

The goal of this activity was to compare and contrast two main characters of Frankenstein whom are Victor Frankenstein and Elizabeth Lavenza. Some of their similarities is their thirst for knowledge, and they are both very caring. Their differences include, how they approach and deal with problems, and their personalities (explained later). Both are very similar and barley have any differences but, the ones that they do have are very distinctable. Starting with similarities, Elizabeth and Victor share many such as their thirst for knowledge.

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883 Words | 4 Pages

Mary Shelley’s Frankenstein Critical Analysis About the author Naomi Hetherington is a member of the University of Sheffield, the department of lifelong learning. She is an early researcher in sexuality, religious culture, the 19th-century literature, and gender. She holds a BA in Theology and religious studies, an MA and a Ph.D. in Victorian Literature. She currently teaches four-year pathway literature degree at Sheffield University for students who have already attained foundation degrees. Among the books, she has written the critique of Frankenstein.

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