CM220M1 READING AND RESOURCESCM220 - Developing Effective WilheminaRossi174
This document provides an overview of the CM220 course and introduces some key concepts around persuasive writing and rhetoric. The goal of the course is to develop persuasive communication skills that can be applied in various contexts. Students will focus on developing persuasive academic writing skills by crafting a clear thesis, researching to support an argument, and presenting a clear case for change. The readings for this week introduce the basics of persuasive academic writing and will lay the foundation for the rest of the course.
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
Artifact Analysis WorksheetAn artifact is something made by a hu.docxdavezstarr61655
Artifact Analysis Worksheet
An artifact is something made by a human.
It can be a form of art or a form of self-expression that has meaning to you. It can be anything that a human conceived of as art and deliberately crafted.
For this assignment, you are being asked to share your artifact with your classmates. Please consider this as you select your artifact by choosing something you are comfortable sharing and avoiding potentially offensive material.
In the Learning Resources area, there is also a document on “reading” images and text. It includes many questions which can guide deeper analysis of your artifact.
Share your artifact or a link to your artifact in the space below.
Include a description of the artifact and include research on the background of the artifact. For example, information about the artist involved.
*** Make sure to cite your sources by including a list of any outsides sources of information you are using to answer this question. Remember, research is always a good thing as it shows effort.
What does this artifact mean to you? Please explain.
To explore this, consider these additional questions:
How has it inspired or moved you? Has this artifact helped make your life or the life of others better? How does it connect to your life or to the educational journey you are starting along with your classmates?
Many people have artifacts displayed in their home; for example, a certain painting on their wall. In a way, we’ll be creating a virtual gallery of artifacts by sharing our choices as a class in the Class DocSharing area.
How does your artifact fit into our class gallery? How do you think your artifact communicates your life perspective to the class? How do you think others will interpret your choice of artifact?
Discuss in your own words, how technology has changed human art making and human art sharing. How do you, or could you, use technology in making your own art?
You will submit your completed worksheet as your Week 2 Assignment using the link at the bottom of the assignment page in the classroom.
Additionally, for Week 3, you will post your artifact in the DocSharing area. You will find instructions about how to do this on the next page. Only post the artifact, not the completed worksheet.
Again, you need to do both of these:
Submit for Week 2 AND post to DocSharing for Week 3.
As stated above, you will be asked to share your artifact in the Class DocSharing area to use for the Week 3 Assignment 1.
To do this, click on the DocSharing link in the left-hand navigational window (red arrow below):
Then, click on the Class DocSharing area to enter this space.
From here, you will click “Create Blog Entry” on the top towards to the left:
Then fill in the appropriate information and hit Post Entry at the bottom right.
(Please do NOT post your entire worksheet- post only your artifact)
You should now see your entry. Sometimes a larger link or f.
This document provides information about an English 208 personal and exploratory writing course at the University of Idaho for Fall 2019. The hybrid class will meet in person once a week and have online components. It will be taught by Brian Malone and focus on personal writing through journaling, essays, and a final portfolio assignment. Students will explore their experiences and different writing forms. The class aims to help students understand the role of writing in their lives and communicate their experiences to others.
This document discusses integrating new media into composition classrooms to foster collaboration and critical thinking. It provides examples of how blogs, wikis, social media, and virtual worlds like Second Life can be used for activities like discussion forums, peer reviews, research, and interactive projects. Two sample activities are described: a Second Life scavenger hunt to build literacy and teamwork, and a billboard creation/presentation assignment addressing visual rhetoric and audience. The document emphasizes planning, moderation, and reflecting on how new media activities link to course goals.
Artifact Analysis WorksheetAn artifact is something made by a hu.docxrossskuddershamus
Artifact Analysis Worksheet
An artifact is something made by a human.
It can be a form of art or a form of self-expression that has meaning to you. It can be anything that a human conceived of as art and deliberately crafted.
For this assignment, you are being asked to share your artifact with your classmates. Please consider this as you select your artifact by choosing something you are comfortable sharing and avoiding potentially offensive material.
In the Learning Resources area, there is also a document on “reading” images and text. It includes many questions which can guide deeper analysis of your artifact.
Share your artifact or a link to your artifact in the space below.
Include a description of the artifact and include research on the background of the artifact. For example, information about the artist involved.
*** Make sure to cite your sources by including a list of any outsides sources of information you are using to answer this question. Remember, research is always a good thing as it shows effort.
What does this artifact mean to you? Please explain.
To explore this, consider these additional questions:
How has it inspired or moved you? Has this artifact helped make your life or the life of others better? How does it connect to your life or to the educational journey you are starting along with your classmates?
Many people have artifacts displayed in their home; for example, a certain painting on their wall. In a way, we’ll be creating a virtual gallery of artifacts by sharing our choices as a class in the Class DocSharing area.
How does your artifact fit into our class gallery? How do you think your artifact communicates your life perspective to the class? How do you think others will interpret your choice of artifact?
Discuss in your own words, how technology has changed human art making and human art sharing. How do you, or could you, use technology in making your own art?
You will submit your completed worksheet as your Week 2 Assignment using the link at the bottom of the assignment page in the classroom.
Additionally, for Week 3, you will post your artifact in the DocSharing area. You will find instructions about how to do this on the next page. Only post the artifact, not the completed worksheet.
Again, you need to do both of these:
Submit for Week 2 AND post to DocSharing for Week 3.
As stated above, you will be asked to share your artifact in the Class DocSharing area to use for the Week 3 Assignment 1.
To do this, click on the DocSharing link in the left-hand navigational window (red arrow below):
Then, click on the Class DocSharing area to enter this space.
From here, you will click “Create Blog Entry” on the top towards to the left:
Then fill in the appropriate information and hit Post Entry at the bottom right.
(Please do NOT post your entire worksheet- post only your artifact)
You should now see your entry. Sometimes a larger link or file will take a little longer to upload..
This document summarizes the key topics covered in an English technical writing course. It discusses that technical communication involves conveying information across various platforms in an easy to understand manner. It also covers collaboration, cultural considerations, and ethics. Specifically, it discusses how the agile model of technical writing allows for greater communication. It emphasizes that collaboration, cooperation of all team members, and cultural awareness are vital for successful technical projects and communication. Ethics in sources and respecting others are also important guidelines.
The document provides an agenda for a teacher candidate class that includes a picture book lesson presentation, connecting writing expectations to current events, professional learning communities, and an example lesson. It also previews what will be covered the following week, including an online forum post and professional learning community activities. Students are asked to complete a survey for an educational research study on literacy beliefs that is optional and separate from course requirements.
CM220M1 READING AND RESOURCESCM220 - Developing Effective WilheminaRossi174
This document provides an overview of the CM220 course and introduces some key concepts around persuasive writing and rhetoric. The goal of the course is to develop persuasive communication skills that can be applied in various contexts. Students will focus on developing persuasive academic writing skills by crafting a clear thesis, researching to support an argument, and presenting a clear case for change. The readings for this week introduce the basics of persuasive academic writing and will lay the foundation for the rest of the course.
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
Artifact Analysis WorksheetAn artifact is something made by a hu.docxdavezstarr61655
Artifact Analysis Worksheet
An artifact is something made by a human.
It can be a form of art or a form of self-expression that has meaning to you. It can be anything that a human conceived of as art and deliberately crafted.
For this assignment, you are being asked to share your artifact with your classmates. Please consider this as you select your artifact by choosing something you are comfortable sharing and avoiding potentially offensive material.
In the Learning Resources area, there is also a document on “reading” images and text. It includes many questions which can guide deeper analysis of your artifact.
Share your artifact or a link to your artifact in the space below.
Include a description of the artifact and include research on the background of the artifact. For example, information about the artist involved.
*** Make sure to cite your sources by including a list of any outsides sources of information you are using to answer this question. Remember, research is always a good thing as it shows effort.
What does this artifact mean to you? Please explain.
To explore this, consider these additional questions:
How has it inspired or moved you? Has this artifact helped make your life or the life of others better? How does it connect to your life or to the educational journey you are starting along with your classmates?
Many people have artifacts displayed in their home; for example, a certain painting on their wall. In a way, we’ll be creating a virtual gallery of artifacts by sharing our choices as a class in the Class DocSharing area.
How does your artifact fit into our class gallery? How do you think your artifact communicates your life perspective to the class? How do you think others will interpret your choice of artifact?
Discuss in your own words, how technology has changed human art making and human art sharing. How do you, or could you, use technology in making your own art?
You will submit your completed worksheet as your Week 2 Assignment using the link at the bottom of the assignment page in the classroom.
Additionally, for Week 3, you will post your artifact in the DocSharing area. You will find instructions about how to do this on the next page. Only post the artifact, not the completed worksheet.
Again, you need to do both of these:
Submit for Week 2 AND post to DocSharing for Week 3.
As stated above, you will be asked to share your artifact in the Class DocSharing area to use for the Week 3 Assignment 1.
To do this, click on the DocSharing link in the left-hand navigational window (red arrow below):
Then, click on the Class DocSharing area to enter this space.
From here, you will click “Create Blog Entry” on the top towards to the left:
Then fill in the appropriate information and hit Post Entry at the bottom right.
(Please do NOT post your entire worksheet- post only your artifact)
You should now see your entry. Sometimes a larger link or f.
This document provides information about an English 208 personal and exploratory writing course at the University of Idaho for Fall 2019. The hybrid class will meet in person once a week and have online components. It will be taught by Brian Malone and focus on personal writing through journaling, essays, and a final portfolio assignment. Students will explore their experiences and different writing forms. The class aims to help students understand the role of writing in their lives and communicate their experiences to others.
This document discusses integrating new media into composition classrooms to foster collaboration and critical thinking. It provides examples of how blogs, wikis, social media, and virtual worlds like Second Life can be used for activities like discussion forums, peer reviews, research, and interactive projects. Two sample activities are described: a Second Life scavenger hunt to build literacy and teamwork, and a billboard creation/presentation assignment addressing visual rhetoric and audience. The document emphasizes planning, moderation, and reflecting on how new media activities link to course goals.
Artifact Analysis WorksheetAn artifact is something made by a hu.docxrossskuddershamus
Artifact Analysis Worksheet
An artifact is something made by a human.
It can be a form of art or a form of self-expression that has meaning to you. It can be anything that a human conceived of as art and deliberately crafted.
For this assignment, you are being asked to share your artifact with your classmates. Please consider this as you select your artifact by choosing something you are comfortable sharing and avoiding potentially offensive material.
In the Learning Resources area, there is also a document on “reading” images and text. It includes many questions which can guide deeper analysis of your artifact.
Share your artifact or a link to your artifact in the space below.
Include a description of the artifact and include research on the background of the artifact. For example, information about the artist involved.
*** Make sure to cite your sources by including a list of any outsides sources of information you are using to answer this question. Remember, research is always a good thing as it shows effort.
What does this artifact mean to you? Please explain.
To explore this, consider these additional questions:
How has it inspired or moved you? Has this artifact helped make your life or the life of others better? How does it connect to your life or to the educational journey you are starting along with your classmates?
Many people have artifacts displayed in their home; for example, a certain painting on their wall. In a way, we’ll be creating a virtual gallery of artifacts by sharing our choices as a class in the Class DocSharing area.
How does your artifact fit into our class gallery? How do you think your artifact communicates your life perspective to the class? How do you think others will interpret your choice of artifact?
Discuss in your own words, how technology has changed human art making and human art sharing. How do you, or could you, use technology in making your own art?
You will submit your completed worksheet as your Week 2 Assignment using the link at the bottom of the assignment page in the classroom.
Additionally, for Week 3, you will post your artifact in the DocSharing area. You will find instructions about how to do this on the next page. Only post the artifact, not the completed worksheet.
Again, you need to do both of these:
Submit for Week 2 AND post to DocSharing for Week 3.
As stated above, you will be asked to share your artifact in the Class DocSharing area to use for the Week 3 Assignment 1.
To do this, click on the DocSharing link in the left-hand navigational window (red arrow below):
Then, click on the Class DocSharing area to enter this space.
From here, you will click “Create Blog Entry” on the top towards to the left:
Then fill in the appropriate information and hit Post Entry at the bottom right.
(Please do NOT post your entire worksheet- post only your artifact)
You should now see your entry. Sometimes a larger link or file will take a little longer to upload..
This document summarizes the key topics covered in an English technical writing course. It discusses that technical communication involves conveying information across various platforms in an easy to understand manner. It also covers collaboration, cultural considerations, and ethics. Specifically, it discusses how the agile model of technical writing allows for greater communication. It emphasizes that collaboration, cooperation of all team members, and cultural awareness are vital for successful technical projects and communication. Ethics in sources and respecting others are also important guidelines.
The document provides an agenda for a teacher candidate class that includes a picture book lesson presentation, connecting writing expectations to current events, professional learning communities, and an example lesson. It also previews what will be covered the following week, including an online forum post and professional learning community activities. Students are asked to complete a survey for an educational research study on literacy beliefs that is optional and separate from course requirements.
This document discusses using passion-based learning to motivate students. It defines passion as a strong inclination toward an activity people like and invest time in. The document outlines using interest inventories to help students identify their passions. It then discusses designing learning experiences around those passions to foster engagement and having students create final projects reflecting their passions. Student surveys found passion increased commitment and few prior opportunities to explore passions in school.
Composition II Advocacy Assignment · Peer Review Essay III betLynellBull52
Composition II
Advocacy Assignment
· Peer Review Essay III between March 30th and 11:59 PM
I ask that you do not write about abortion and gun control or related topics in this assignment. Any paper on these topics will not be accepted for a grade.
All work submitted for this class must be specifically written for this class.
Skills you will learn/practice in this assignment include (but are not limited to):
1. Determining and narrowing down a research topic.
2. Find the appropriate tone to write for an academic audience.
3. Critical reading and thinking skills.
4. Conducting research on specific issues and aspects of a larger topic.
5. Synthesizing information from outside sources into your paper.
6. Using quotations from outside sources effectively.
7. Providing in text citations in proper MLA format.
8. Organizing a paper to clearly answer several aspects of a topic in a logical manner with each topic building on the previous one.
9. Using formal tone and diction (word choice).
10. Creating a Works Cited page in correct MLA format.
11. Using transitions for smooth flow.
12. Editing and proofreading.
Advocacy Proposal must be submitted and approved prior to submitting the paper. The paper will not be accepted, and you will not receive credit for it unless this proposal has been submitted and approved first.
Aim for 5 pages (double spaced using Times New Roman 12 font). You should have at least half a page (12 lines or more on the fifth page for the paper to meet the page length requirement. You should also have a Works Cited page in addition to the five pages. 5% will be deducted from papers which do not meet the page length requirement or are missing a Works Cited Page. 10% will be deducted if the paper does not meet the page length requirement and does not have a Works Cited page.
In this assignment, you will find a social issue that you find meaningful and relevant. This could be an issue that is affecting the world or our country or our state or even the local community you live in. This is not a strictly argumentative paper although you might use argument to show why this is a topic that is worthy of advocation.
Once you have identified the issue, you will write a paper advocating for this issue. Here are the points you must cover in your essay:
1. General introduction
2. What is advocacy?
3. What is the specific issue that you are advocating for?
4. Whom does this issue affect? Be specific in answering this question.
5. Why is it important to address this issue?
6. Are there programs/solutions that are already in place addressing this issue?
7. Which nonprofits are already advocating for this issue? Provide an overview of at least one nonprofit and their activities and accomplishments.
8. What do you want to persuade your audience to do (call to action)?
Your essay must go beyond informing your audience. You must also provide viable suggestions that you would like your audience, individually as well as a ...
Help with Writing Essay Questions: Types and Examples. How to guide (Answering an Essay Question L1 English). PPT - Essay Question PowerPoint Presentation, free download - ID:5809464. Examples Of Essay Questions And Answers. Examples Of Argumentative Essays 5Th Grade / Sample 5 Paragraph Essay ....
The document provides descriptions and examples of how to use various online tools and websites for educational purposes, including creating timelines, mind maps, word clouds, comics, and using tools like Google Images, Google Sets, Hyperlink, Screen Hunter, Voice Thread, Animoto, blogs, and bookmarks.
Here is an analysis of the theme of intense human emotion in "My Last Duchess" by Robert Browning, "Porphyria's Lover" by Robert Browning, and "Education for Leisure" by Carol Ann Duffy:
All three poems depict intense and disturbing human emotions. "My Last Duchess" portrays the possessive and jealous nature of the Duke towards his late wife. Through his controlling words and descriptions of her portrait, the reader senses his obsessive love and desire to own her completely.
Similarly, "Porphyria's Lover" shows an unhealthy obsession and madness in the lover's mind. After Porphyria shows him affection, he strangles her in a twisted moment of
With our rapidly increasing and instantaneous access to information, it can be difficult to help people slice through the “data smog” and become fluent with information while critically assessing its value and purpose. This webinar introduces a variety of technical resources and research tools, and provides tips to help make learning more meaningful, engaging, and relevant, with the ultimate goal of providing learners with opportunities to create something new and exciting. The end goal is to help learners enrich their lives by constructing a personal learning environment, online or face-to-face, that is conducive to information discovery, sharing, and lifelong learning.
The document discusses two ways to integrate technology in teaching - wikis and blogs. It provides examples of how wikis and blogs can be used in the classroom for collaboration, project work, communication and more. It addresses concerns about using technology and suggests starting small. Quotes from the past show how technologies evolve and how their educational potential has historically been underestimated.
This document discusses strategies for enhancing active learning communities. It provides examples of active learning techniques that can be used in both in-person and online courses. These include short writing exercises, clicker questions, and discussion forums to encourage collaboration and engagement with course material. The goals are to develop students' analytical skills, improve class participation and preparation, and make assessment more comprehensive with these interactive teaching methods.
Information technology provides many benefits like access to vast amounts of information, increased productivity and efficiency, and better communication. However, it also has drawbacks such as information overload, increased distraction and addiction to technology, as well as privacy and security risks. Overall, information technology drastically changes how people live, work and learn, with both advantages and disadvantages.
The document describes three statements about the development of the BC grade 10-12 curriculum. It asks the reader to identify which statement is a lie.
1) The Ministry of Education is planning curriculum development this spring.
2) The BCTF was not involved in writing the draft curriculum.
3) The implementation timeline is still to be determined.
1. The Ministry of Education is planning to begin writing the grade 10-12 curriculum this spring and the BCTF was not involved in the drafting of the curriculum.
2. The second statement is a lie - the BCTF was involved in the writing of the draft curriculum.
3. The curriculum implementation timeline is still to be determined.
The document provides examples that demonstrate each level of Bloom's Taxonomy:
1) Remember level examples include a visual dictionary app and math games to recall terms and times tables.
2) Understand level uses Wikipedia to summarize information about topics.
3) Apply level cites using software applications efficiently, like the format painter in Word.
4) Analyze level discusses structuring content in a way that aids comprehension.
5) Evaluate level examines book reviews and discussions on the Shelfari reading site.
6) Create level presents storyboarding as a way to design presentations, software, or business plans sequentially.
Coca Cola Mena Scholarship Essay. Online assignment writing service.Samantha Hall
The document provides instructions for using the HelpWriting.net service to have essays and assignments written. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The service uses a bidding system to match requests with qualified writers.
This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.
The document discusses principles and practices of learning-centered education. It outlines several key principles, including that learners' ideas should be valued and not ridiculed, learning involves thinking, emotions and doing, learners remember more when visuals support verbal presentations, the 20-40-80 rule of remembering based on hearing, seeing and doing, learning must be immediately applicable, involve discussion and learning from peers, allow two-way dialogue between learner and teacher, and draw on learners' own knowledge and experience. It also discusses assessing learners' needs and resources to effectively design learning.
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
One way to improve your verbal communication is to own your thoughts.docxjuliennehar
One way to improve your verbal communication is to own your thoughts and feelings.
You-language
is a way of speaking that projects responsibility onto another person and tends to be judgmental.
I-language
, on the other hand, is a way of speaking that owns responsibility and is descriptive rather than judgmental. Study the following example:
You-language statement
I-language statement
"You make me so mad!"
"I feel very angry when you interrupt me when I'm telling a story."
Complete the following two parts of your written assignment in one Word document. First, show your skill at translating You-language messages into I-language messages. Secondly, apply this skill to your own communication.
Part 1
Translate the following
You-language
statements into
I-language
messages.
Sentences to be translated:
You are so selfish.
You don't understand a word I'm saying.
You are too nosy; mind your own business.
You totally humiliated me in front of our friends.
You never help me around the house.
Part 2
Think of a You-language statement that you find yourself using when you communicate with a friend, family member, spouse, or romantic partner. Compose a paragraph that explains the situation in which you have used this You-language message. Consider how you would translate this You-language statement into an I-language message.
.
One paragraphHas your family experienced significant upward or .docxjuliennehar
One paragraph:
Has your family experienced significant upward or downward mobility over the past three or four generations? How do you think your values and behavior might differ had you experienced the opposite pattern of mobility? How might it have been different had your family been of a different ethnic or racial origin?
One para:
One of the more interesting topics of study is the area of deviance and social control. Choose a form of deviance with which you are familiar (not necessarily something you’ve done, but something someone you know did) and discuss why society views that behavior as deviant and whether perceptions of that behavior have changed over time. Explain which theory of deviance you think works best for understanding the deviant behavior you’ve chosen to discuss
.
one paragraph for each conceptoriginal workSocial Stratifica.docxjuliennehar
one paragraph for
each concept
original work
Social Stratification
What is social stratification? How is social class connected to social stratification? Summarize the four systems of stratification (provide examples of each). Which stratification system(s) is likely to be
open and/or closed
? Which systems reflect ascribed and/or achieved status? Explain.
Means of Production
For Karl Marx, what is the
means of production
and who owns the means of production (explain and give examples)? Distinguish among the bourgeoisie and the proletariat. What is their relationship to the means of production? Finally, describe and explain the following terms: class consciousness, dominant ideology and false consciousness.
Weber's Definitions of Class, Status Group & Party
Distinguish among Weber’s usage of the following terms: class, status group and party. Provide examples of each. Contrast Weber and Marx’s views of social class.
Cultural Capital
How is cultural capital linked to class differences? How is cultural capital linked to power differences? Explain. Discuss cultural capital in relation to material, social and cultural resources. How is cultural capital expressed in attire, housing, vacations, food and sport?
Note
: Review the following terms: relative poverty, absolute poverty, socioeconomic status (SES), prestige and esteem.
.
one pageExamine the importance of popular culture and technology.docxjuliennehar
one page
Examine the importance of popular culture and technology in the lives of all Americans, tracing thisgrowth since the 1870s.
Hint: There are two ways to organize the topics•Two topics: (1) popular culture and (2)
technology•Specific technologies and forms of culture•Automobiles•Movies•Electrical energy•Religion•Ethnic culturalism
.
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This document discusses using passion-based learning to motivate students. It defines passion as a strong inclination toward an activity people like and invest time in. The document outlines using interest inventories to help students identify their passions. It then discusses designing learning experiences around those passions to foster engagement and having students create final projects reflecting their passions. Student surveys found passion increased commitment and few prior opportunities to explore passions in school.
Composition II Advocacy Assignment · Peer Review Essay III betLynellBull52
Composition II
Advocacy Assignment
· Peer Review Essay III between March 30th and 11:59 PM
I ask that you do not write about abortion and gun control or related topics in this assignment. Any paper on these topics will not be accepted for a grade.
All work submitted for this class must be specifically written for this class.
Skills you will learn/practice in this assignment include (but are not limited to):
1. Determining and narrowing down a research topic.
2. Find the appropriate tone to write for an academic audience.
3. Critical reading and thinking skills.
4. Conducting research on specific issues and aspects of a larger topic.
5. Synthesizing information from outside sources into your paper.
6. Using quotations from outside sources effectively.
7. Providing in text citations in proper MLA format.
8. Organizing a paper to clearly answer several aspects of a topic in a logical manner with each topic building on the previous one.
9. Using formal tone and diction (word choice).
10. Creating a Works Cited page in correct MLA format.
11. Using transitions for smooth flow.
12. Editing and proofreading.
Advocacy Proposal must be submitted and approved prior to submitting the paper. The paper will not be accepted, and you will not receive credit for it unless this proposal has been submitted and approved first.
Aim for 5 pages (double spaced using Times New Roman 12 font). You should have at least half a page (12 lines or more on the fifth page for the paper to meet the page length requirement. You should also have a Works Cited page in addition to the five pages. 5% will be deducted from papers which do not meet the page length requirement or are missing a Works Cited Page. 10% will be deducted if the paper does not meet the page length requirement and does not have a Works Cited page.
In this assignment, you will find a social issue that you find meaningful and relevant. This could be an issue that is affecting the world or our country or our state or even the local community you live in. This is not a strictly argumentative paper although you might use argument to show why this is a topic that is worthy of advocation.
Once you have identified the issue, you will write a paper advocating for this issue. Here are the points you must cover in your essay:
1. General introduction
2. What is advocacy?
3. What is the specific issue that you are advocating for?
4. Whom does this issue affect? Be specific in answering this question.
5. Why is it important to address this issue?
6. Are there programs/solutions that are already in place addressing this issue?
7. Which nonprofits are already advocating for this issue? Provide an overview of at least one nonprofit and their activities and accomplishments.
8. What do you want to persuade your audience to do (call to action)?
Your essay must go beyond informing your audience. You must also provide viable suggestions that you would like your audience, individually as well as a ...
Help with Writing Essay Questions: Types and Examples. How to guide (Answering an Essay Question L1 English). PPT - Essay Question PowerPoint Presentation, free download - ID:5809464. Examples Of Essay Questions And Answers. Examples Of Argumentative Essays 5Th Grade / Sample 5 Paragraph Essay ....
The document provides descriptions and examples of how to use various online tools and websites for educational purposes, including creating timelines, mind maps, word clouds, comics, and using tools like Google Images, Google Sets, Hyperlink, Screen Hunter, Voice Thread, Animoto, blogs, and bookmarks.
Here is an analysis of the theme of intense human emotion in "My Last Duchess" by Robert Browning, "Porphyria's Lover" by Robert Browning, and "Education for Leisure" by Carol Ann Duffy:
All three poems depict intense and disturbing human emotions. "My Last Duchess" portrays the possessive and jealous nature of the Duke towards his late wife. Through his controlling words and descriptions of her portrait, the reader senses his obsessive love and desire to own her completely.
Similarly, "Porphyria's Lover" shows an unhealthy obsession and madness in the lover's mind. After Porphyria shows him affection, he strangles her in a twisted moment of
With our rapidly increasing and instantaneous access to information, it can be difficult to help people slice through the “data smog” and become fluent with information while critically assessing its value and purpose. This webinar introduces a variety of technical resources and research tools, and provides tips to help make learning more meaningful, engaging, and relevant, with the ultimate goal of providing learners with opportunities to create something new and exciting. The end goal is to help learners enrich their lives by constructing a personal learning environment, online or face-to-face, that is conducive to information discovery, sharing, and lifelong learning.
The document discusses two ways to integrate technology in teaching - wikis and blogs. It provides examples of how wikis and blogs can be used in the classroom for collaboration, project work, communication and more. It addresses concerns about using technology and suggests starting small. Quotes from the past show how technologies evolve and how their educational potential has historically been underestimated.
This document discusses strategies for enhancing active learning communities. It provides examples of active learning techniques that can be used in both in-person and online courses. These include short writing exercises, clicker questions, and discussion forums to encourage collaboration and engagement with course material. The goals are to develop students' analytical skills, improve class participation and preparation, and make assessment more comprehensive with these interactive teaching methods.
Information technology provides many benefits like access to vast amounts of information, increased productivity and efficiency, and better communication. However, it also has drawbacks such as information overload, increased distraction and addiction to technology, as well as privacy and security risks. Overall, information technology drastically changes how people live, work and learn, with both advantages and disadvantages.
The document describes three statements about the development of the BC grade 10-12 curriculum. It asks the reader to identify which statement is a lie.
1) The Ministry of Education is planning curriculum development this spring.
2) The BCTF was not involved in writing the draft curriculum.
3) The implementation timeline is still to be determined.
1. The Ministry of Education is planning to begin writing the grade 10-12 curriculum this spring and the BCTF was not involved in the drafting of the curriculum.
2. The second statement is a lie - the BCTF was involved in the writing of the draft curriculum.
3. The curriculum implementation timeline is still to be determined.
The document provides examples that demonstrate each level of Bloom's Taxonomy:
1) Remember level examples include a visual dictionary app and math games to recall terms and times tables.
2) Understand level uses Wikipedia to summarize information about topics.
3) Apply level cites using software applications efficiently, like the format painter in Word.
4) Analyze level discusses structuring content in a way that aids comprehension.
5) Evaluate level examines book reviews and discussions on the Shelfari reading site.
6) Create level presents storyboarding as a way to design presentations, software, or business plans sequentially.
Coca Cola Mena Scholarship Essay. Online assignment writing service.Samantha Hall
The document provides instructions for using the HelpWriting.net service to have essays and assignments written. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The service uses a bidding system to match requests with qualified writers.
This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.
The document discusses principles and practices of learning-centered education. It outlines several key principles, including that learners' ideas should be valued and not ridiculed, learning involves thinking, emotions and doing, learners remember more when visuals support verbal presentations, the 20-40-80 rule of remembering based on hearing, seeing and doing, learning must be immediately applicable, involve discussion and learning from peers, allow two-way dialogue between learner and teacher, and draw on learners' own knowledge and experience. It also discusses assessing learners' needs and resources to effectively design learning.
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
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One way to improve your verbal communication is to own your thoughts.docxjuliennehar
One way to improve your verbal communication is to own your thoughts and feelings.
You-language
is a way of speaking that projects responsibility onto another person and tends to be judgmental.
I-language
, on the other hand, is a way of speaking that owns responsibility and is descriptive rather than judgmental. Study the following example:
You-language statement
I-language statement
"You make me so mad!"
"I feel very angry when you interrupt me when I'm telling a story."
Complete the following two parts of your written assignment in one Word document. First, show your skill at translating You-language messages into I-language messages. Secondly, apply this skill to your own communication.
Part 1
Translate the following
You-language
statements into
I-language
messages.
Sentences to be translated:
You are so selfish.
You don't understand a word I'm saying.
You are too nosy; mind your own business.
You totally humiliated me in front of our friends.
You never help me around the house.
Part 2
Think of a You-language statement that you find yourself using when you communicate with a friend, family member, spouse, or romantic partner. Compose a paragraph that explains the situation in which you have used this You-language message. Consider how you would translate this You-language statement into an I-language message.
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One paragraphHas your family experienced significant upward or .docxjuliennehar
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One para:
One of the more interesting topics of study is the area of deviance and social control. Choose a form of deviance with which you are familiar (not necessarily something you’ve done, but something someone you know did) and discuss why society views that behavior as deviant and whether perceptions of that behavior have changed over time. Explain which theory of deviance you think works best for understanding the deviant behavior you’ve chosen to discuss
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one paragraph for each conceptoriginal workSocial Stratifica.docxjuliennehar
one paragraph for
each concept
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Social Stratification
What is social stratification? How is social class connected to social stratification? Summarize the four systems of stratification (provide examples of each). Which stratification system(s) is likely to be
open and/or closed
? Which systems reflect ascribed and/or achieved status? Explain.
Means of Production
For Karl Marx, what is the
means of production
and who owns the means of production (explain and give examples)? Distinguish among the bourgeoisie and the proletariat. What is their relationship to the means of production? Finally, describe and explain the following terms: class consciousness, dominant ideology and false consciousness.
Weber's Definitions of Class, Status Group & Party
Distinguish among Weber’s usage of the following terms: class, status group and party. Provide examples of each. Contrast Weber and Marx’s views of social class.
Cultural Capital
How is cultural capital linked to class differences? How is cultural capital linked to power differences? Explain. Discuss cultural capital in relation to material, social and cultural resources. How is cultural capital expressed in attire, housing, vacations, food and sport?
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: Review the following terms: relative poverty, absolute poverty, socioeconomic status (SES), prestige and esteem.
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one page
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One way chemists use to determine the molecular weight of large biom.docxjuliennehar
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One page paper answering following questions. Describe the charact.docxjuliennehar
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Describe the characteristics of behavioral problems and the importance of reducing and preventing problems in the preschool classroom
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One page on Applying Platos Allegory of the Cave in the light o.docxjuliennehar
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One page on one-page essay explaining Reid's critique of Hume's skepticism.
Plato
https://iep.utm.edu/plato/ (Links to an external site.)
Plato: The Republic: Allegory of the Cave (see Book VII)
https://iep.utm.edu/republic/
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One more source needs to be added to the ppt. There is a 5-6 min spe.docxjuliennehar
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Second, from the perspective of a private-sector correctional facility manager make 2 arguments for turning the correctional system over to the private correctional industry.
Briefly discuss the types of challenges that each sector—both public and private—may face.
Are there any legal issues, either criminal or civil, that need to be addressed before privatization can occur?
Support your viewpoints from your readings and other appropriate outside sources, in APA format.
5 pages. APA formet. 5 sources cited throughout the paper. Reference page and Abstract. Please no Plagerism.
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One of the most important functions (protocols) in a packet-switched network is
ROUTING.
An array of routing algorithms have been invented, and many of them implemented.
With respect to routing, the Internet is composed of inter-connected regions called autonomous systems (AS). There are 2 layers of routing in the Internet: interior and exterior routing. An interior routing protocol (IRP) operates within an AS. An exterior routing protocol (ERP) operates between AS's. IRP's and ERP's have evolved. Routing protocols may have serious security vulnerabilities that could potentially be exploited by hackers. CISCO has monopolized the router market, but is facing increasing foreign competition.
Discuss routing in
the Internet and other
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Answer must be atleast 300 words
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One of the main themes of this course has been culture as an on-goin.docxjuliennehar
One of the main themes of this course has been culture as an on-going process of adoption and adaptation. Give at least two examples of adoption and adaptation in pre-modern Korea and discuss the significance of those examples for the often-expressed view that pre-modern Korean culture is simply an imitation of Chinese culture.
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One of the main political separations that divide people today is Li.docxjuliennehar
One of the main political separations that divide people today is Liberal versus Conservative. These two sides have very distinct views on many educational issues. Based on your assigned group, listed below by last name, describe the liberal and conservative perspectives on your specific educational issue
Multiculturalism (Last name begins with A-L)
What roles have these views played in either creating or shaping current educational policy?
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One of the very first cases that caught Freud’s attention when he wa.docxjuliennehar
One of the very first cases that caught Freud’s attention when he was starting to develop his psychoanalytic theory was that of Anna O, a patient of fellow psychiatrist Josef Breuer. Although Freud did not directly treat her, he did thoroughly analyze her case as he was fascinated by the fact that her hysteria was “cured” by Breuer. It is her case that he believes was the beginning of the psychoanalytic approach.
Through your analysis of this case, you will not only look deeper into Freud’s psychoanalytic theory but also see how Jung’s neo-psychoanalytic theory compares and contrasts with Freud’s theory.
Review the following:
The Case of Anna O.
One of the first cases that inspired Freud in the development of what would eventually become the Psychoanalytic Theory was the case of Anna O. Anna O. was actually a patient of one of Freud’s colleagues Josef Breuer. Using Breuer’s case notes, Freud was able to analyze the key facts of Anna O’s case.
Anna O. first developed her symptoms while she was taking care of her very ill father with whom she was extremely close. Some of her initial symptoms were loss of appetite to the extent of not eating, weakness, anemia, and development a severe nervous cough. Eventually she developed a severe optic headache and lost the ability to move her head, which then progressed into paralysis of both arms. Her symptoms were not solely physical as she would vacillate between a normal, mental state and a manic-type state in which she would become extremely agitated. There was even a notation of a time for which she hallucinated that the ribbons in her hair were snakes.
Toward the end of her father’s life she stopped speaking her native language of German and instead only spoke in English. A little over a year after she began taking care of her father he passed away. After his passing her symptoms grew to affect her vision, a loss of ability to focus her attention, more extreme hallucinations, and a number of suicidal attempts (Hurst, 1982).
Both Freud and Jung would acknowledge that unconscious processes are at work in this woman's problems. However, they would come to different conclusions about the origin of these problems and the method by which she should be treated.
Research Freud’s and Jung’s theories of personality using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:
Compare and contrast Freud's view of the unconscious with Jung's view and apply this case example in your explanations.
On what specific points would they agree and disagree regarding the purpose and manifestation of the unconscious in the case of Anna?
How might they each approach the treatment of Anna? What might be those specific interventions? How might Anna experience these interventions considering her history?
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A.
One of the great benefits of the Apache web server is its wide range.docxjuliennehar
One of the great benefits of the Apache web server is its wide range of OS and platform support. Apache will run on any Unix-like OS (e.g. Linux, Unix, Mac, Solaris, and Berkeley Software Distribution (BSD) and most Windows OSs).
If you could pick any OS to run Apache on, which would you pick and why?
Once you select the OS, be sure to discuss the specifics in the steps you would take to install Apache on the operating system
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Criteria for grading
* Quality of Initial Posting
* Writing mechanics ( Spelling, Grammar, APA) and Information Literacy
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One of the most difficult components of effective .docxjuliennehar
One of the most difficult components of effective management and leadership is uncertainty. Uncertainty exists everywhere in an organization. Each of the four functions of
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organization are external to the organization itself. These cannot always be controlled, but they must be planned for when possible, and adapted to when planning is not possible.
This final week contains a culmination of the concepts introduced throughout the course and is designed to help you think about future challenges involved in management.
Review previous resources as needed to prepare for your Signature Assignment.
Activity Resources:
No Activity Resource available.
Activity Description:
In a paper, discuss the following points:
1. Present an overall description of what management entails and how it is properly implemented in today’s fast paced business environment.
2. Describe and give examples of how the challenges managers face in today’s world are characterized by uncertainty, ambiguity, and sudden changes or
threats from the environment.
3. Describe the skills that are important for managers to have to be successful under these existing conditions.
4. Illustrate the qualities that are important to managers today to function under these conditions.
5. Relate the issues above to a scenario and assessment of yourself as a manager in 5 years. Include a vision of the organization you will be in and the role
you would like to play. Also include a discussion of steps you need to take to strengthen your skills to be successful in your desired managerial role.
Support your paper with minimum of five scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older
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One of the high points of the campaign will be a look to the future .docxjuliennehar
One of the high points of the campaign will be a look to the future of Healing Hands Hospital. Mr. Wood asks you to help the public relations committee come up with some ideas that can be used in the campaign of community education.
Create a PowerPoint presentation
(4–6 slides)
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Future health care trends
Technologies
Innovations
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One of the most basic aims of human computer interaction has been sp.docxjuliennehar
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As speech-recognition technology becomes more mature, it has been increasingly applied in many areas.
Assignment Expectations (50 points total)
After reading the course materials, prepare a paper discussing the following topics.
Discuss why HCI is important and has evolved to ensure that the needs of different kinds of users are taken into account in computer systems. Discuss the application of speech recognition as a tool for Human Computer Interaction
In this paper, please consider both current major issues in the field, and major future developments that hold promise.
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Minimum 3–5 pages excluding cover page and references (since a page is about 300 words, this is approximately 900 –1,500 words).
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One of the most common workplace communication tools is a telephon.docxjuliennehar
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Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Anderson, L., & Bolt, S. (2011).
Professionalism: Skills for workplace success
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Time Management Tracking Table Name ___________________________.docx
1. Time Management Tracking Table
Name: ___________________________________ Date:
____________________
SUMMARY OF CURRENT ACTIVITIES
ACTIVITY
M
T
W
Th
F
S
Su
TOTAL
PERCENT
School Related
Class Online
Study,
academic
work
7. class in the Class DocSharing area.
How does your artifact fit into our class gallery? How do you
think your artifact communicates your life perspective to the
class? How do you think others will interpret your choice of
artifact?
Discuss in your own words, how technology has changed human
art making and human art sharing. How do you, or could you,
use technology in making your own art?
You will submit your completed worksheet as your Week 2
Assignment using the link at the bottom of the assignment page
in the classroom.
Additionally, for Week 3, you will post your artifact in the
DocSharing area. You will find instructions about how to do
this on the next page. Only post the artifact, not the completed
worksheet.
Again, you need to do both of these:
Submit for Week 2 AND post to DocSharing for Week 3.
As stated above, you will be asked to share your artifact in the
Class DocSharing area to use for the Week 3 Assignment 1.
To do this, click on the DocSharing link in the left-hand
navigational window (red arrow below):
Then, click on the Class DocSharing area to enter this space.
From here, you will click “Create Blog Entry” on the top
towards to the left:
10. you made in complete isolation. Your choice will impact many
parts of your life, and as adults, reflecting on how you will
reprioritize can be a painful topic. How will you make room, in
an already busy life, for your new role as a student?
Learning is an emotional process if you are doing it right.
Reading about the sometimes painful, often inspirational lives
and thoughts of other humans will stretch your mind and your
heart. When you are really learning in the Humanities, you find
yourself wanting to talk about your class to other people in your
life. For adults gaining an authentic education, it can sometimes
stretch you in directions you do not like. Sometimes, the ideas
you are exposed to in your classroom might cause you to make
real time decisions in your life. Finding a space where you can
learn with the fewest distractions possible is important.
You must be proactive and thoughtful in limiting distractions
and managing your time. Where you work, and how you define
your time can help. Keep in mind that you might be in your
classroom while working, at the library, or for some of you, on
a mobile device. Even if your space is just the right side of the
couch with a laptop perched on the end, turn off your TV, and
make sure that you are fully focused on the task at hand.
This week you will consider your personal work space, your
“seat” in your Walden courses. You will consider the possible
distractions in your work space and assess your time
management needs. With a focus on your educational goals, you
will switch into “academic mode” where writing style and
academic requirements might differ from what you do at work
or in other parts of your life. Walden’s Writing Center uses a
variety of technology supports can provide guidance, review,
and feedback as you begin your journey as a Walden student.
The Week 2 Notes and Readings will provide insights into the
technology’s “dark side” that you might not have considered in
the past.
11. Learning Objectives
Students will:
Compare and contrast how humans manage time and space in
virtual and non-virtual contexts
Identify how to apply time management techniques in virtual
context
Systematically evaluate how humans use images to create
virtual presence
Plan to acquire the supports needed for your success
Apply academic/professional writing skills
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Alternate Universe; Second Life is emerging as a powerful new
medium for social interactions of all sorts, from romance to
making money. It may be the internet's next big thing
Citation metadata
Authors: Jessica Bennett and Malcolm Beith
Date: July 30, 2007
From: Newsweek International
Publisher: Newsweek LLC
Document Type: Article
Length: 2,763 words
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12. Byline: Jessica Bennett and Malcolm Beith
It's 1 a.m., and the "Dublin" nightclub is packed. Women in
trendy ball gowns and men in miniskirts dance to Bon Jovi.
Simon Stevens spins his wheelchair across the room, then leaps
up and starts dancing, a move he can execute only here in
Second Life, a 3-D virtual world that Stevens roams on his PC
screen, using an avatar--a graphic rendering of himself,
liberated from his cerebral palsy. "I flourish in Second Life,"
says the 33-year-old, who heads a disability-consulting firm
called Enable Enterprises, out of his home in England. "It's no
game--it's a serious tool."
Rhonda Lillie and Paul Hawkins live thousands of miles apart--
she in California, he in Wales--and until this week, had never
met face to face. But they've been dating for more than two
years--in Second Life. The detachment of meeting through their
avatars allowed them to open up to one another in a way they
might never have done in the real world. "We felt like we could
go in and really be ourselves," Lillie says.
Anshe Chung is a virtual land baroness with a real-life fortune.
The woman behind the Anshe avatar is Ailin Graef, a former
language teacher living near Frankfurt, Germany. Three years
ago she started buying and developing virtual land in Second
Life to see whether its virtual economy could sustain a real life.
Turns out it can: Chung became Second Life's first millionaire
in 2006. Her business, Anshe Chung Studios, with a staff of 60,
buys virtual property and builds homes or other structures that
it rents or sells to other denizens of Second Life.
When San Francisco software developer Philip Rosedale
dreamed up the idea for Second Life in 1998, he never imagined
that it might have such an impact on the world at large. Just as
Google sexed up the way we search, and Instant Messaging
13. altered the way we interact, Second Life is fast becoming the
next red-hot tool on the Internet.
The numbers tell the story. Rosedale launched Second Life in
2001, but it got off to a slow start, reaching only 1.5 million
registered users in 2006. In the past year, membership has
soared to more than 8 million users--2 million having signed on
in the last two months alone. This hypergrowth, driven mainly
by word of mouth, is now attracting competitors. South Korea's
Cyworld started out as a social-networking site, but has evolved
into a two-dimensional equivalent of Second Life, claiming 20
million registered users from Asia to Latin America. Richard
Branson's Virgin recently announced plans to create its own 3-D
community called A World of My Own. By 2011, four of every
five people who use the Internet will actively participate in
Second Life or some similar medium, according to Gartner
Research, which recently did a study looking at the investment
potential of virtual worlds. If Gartner is to be believed (and it is
one of the most respected research firms in the field) this means
1.6 billion--out of a total 2 billion Internet users--will have
found new lives online.
The power of Second Life lies in its utility for the gamut of
human activities. It's a potent medium for socializing--it
provides people with a way to express, explore and experiment
with identity, vent their frustrations, reveal alter egos. The likes
of MySpace and Facebook have already created online
communities, but they lack the three-dimensional potential for
interaction that Second Life provides. The people who are
coming to this online universe aren't just socializing, however.
They're also doing business, collaborating on research, teaching
courses, dating and even having sex. More than 45 multinational
companies, including the likes of American Apparel, IBM,
General Motors and Dell are beginning to use the medium for
customer service, sales and marketing. Many people are
coupling the Second Life chat technology with Skype, the
14. popular audio Internet software, so they can talk out loud while
interacting inside the virtual world. Or they use live streaming
video to talk and see each other in real life (sitting in front of a
computer screen), as well as through their avatars inside Second
Life. "The unique thing about Second Life is that it's
immersive," says Michael Rowe, head of IBM's digital
convergence team. "There's a huge opportunity here, just as in
the early days of the Internet."
The medium sucks people in. A recent Dutch study found that
57 percent of Second Lifers spend more than 18 hours a week
there, and 33 percent spend more than 30 hours a week. On a
typical day, customers spend $1 million buying virtual clothes,
cars, houses and other goods for their avatars, and total sales
within this virtual economy are now growing at an annual rate
of 10 percent. As a result, the money flowing through Second
Life has attracted the attention of the U.S. tax authorities, who
are currently investigating profits made in online businesses.
And as it has evolved, those with ill intentions have apparently
discovered Second Life, too. FBI agents are investigating
possible gambling operations, and the German TV news
program "Report Mainz" recently revealed allegations of child
abuse in the virtual world. (Adults were purportedly using their
avatars to have sex with the avatars of minors; they were
expelled.)
Back in 1998, Rosedale simply hoped to create a vivid three-
dimensional landscape in which graphic designers could create
likenesses of their real-world ambitions--houses, cars, forests,
anything one might find in a virtual game like EverQuest or
World of Warcraft. Except Rosedale's creation wouldn't be a
game: Second Life had no rules, no levels, no dragons to slay. It
was open-ended, a digital landscape without regulations (much
like the Internet in its early days). It was created on software
that operates across multiple servers--a grid system that could
easily grow to accommodate a large, far-flung community. A
15. user in Germany could easily partner with a peer in Mexico to
form their own mini-community inside Second Life, based on
common interests--architectural designs, whatever. "It's
basically Tom Friedman's flat world," says Philip Evans, an
economist at Boston Consulting Group who studies the industry.
"It's the globalization of the virtual world."
At first, it was a world with no rules. Rosedale's company,
Linden Lab, oversaw the allotments of server space, which
translates into virtual real estate, but imposed no controls over
what went on inside the Garden of Eden it had created. A user's
representation in Second Life--his avatar--would be bound by
no social constraints. And anything could be built, as long as
you could write good enough code. The first pioneers--graphic
designers, for the most part--simply set up display spaces for
their technological projects. Then small communities with
common ideas and visions--much like an artistic community,
say, in the real world--sprang up. Since then, cities have grown,
with urban amenities from stores to clubs. Upon arrival, users
are given the PC commands that enable them to move around
(walk, run, fly), dress their avatar and communicate with others.
Newcomers agree to a list of several do's and don'ts, but within
the communities they form, residents can impose their own
codes of conduct. That laissez-faire attitude seems
unsustainable--as Second Life expands, eventually Linden Lab
will have to figure out a way to deal with the darker elements.
In one of the first troublesome incidents, residents reported last
year that "gangs" were forcing avatars out of public spaces.
Rosedale declined to intervene, saying his hope was that
residents would organize to police their own communities. They
are currently doing so successfully, with rare exceptions like
the recent alleged child-abuse incident.
For the moment, the social freedom is one of Second Life's big
draws. One can teleport to a nightclub like Dublin, find a
16. pristine beach on which to relax or start looking for business
opportunities right away. Crowded urban streets are lined with
clothing stores, car lots, supermarkets and nightclubs. Real
estate is the hot moneymaking market, with "islands"-- private
invitation-only plots of Second Life land--selling for as much as
$1,650.
Real-world entrepreneurs and businesses sense the opportunity.
With its large, densely settled population, which allows for
division of labor, and citizens universally armed with ownership
rights and the tools to produce just about anything, Second Life
is in some ways the ideal free market. Consider 40-year-old
Peter Lokke. Toiling away as a department manager at a
Pathmark supermarket, the New York native had dreamed of
opening his own design business, but "never pushed myself to
get into it professionally." Two and a half years ago, a friend
urged him to chase his goals in Second Life. So Lokke paid
$230 to Linden Lab to buy a 375-square-meter plot of Second
Life land, and opened up his own clothing shop.
Today his avatar--a woman, incidentally--earns nearly $300 a
day selling clothing he designs for users to drag and drop onto
their avatars--twice what Lokke earned at the supermarket. As
for the clothes, he can make "infinite copies of anything." Once
he's designed a T shirt, he can make millions of replicas at no
additional cost. "My supply is limitless," he says. "There's no
bottom line. The costs are only what I pay Linden Lab."
Linden Lab's "no control" policy allows for any income made
inside Second Life (the virtual world's currency is the Linden
dollar) to be cashed out through the company into U.S. dollars--
even deposited directly into your checking account (at an
exchange that has remained fairly stable at about 270 Linden
dollars per U.S. dollar). A product created in Second Life can
also be sold outside it--on eBay, for example, a private island
was recently listed for $1,395.
17. And unlike, say, Sony, which owns the rights to anything
created in EverQuest, Linden Lab has relinquished all
intellectual-property rights to creations in its world, spurring
entrepreneurship. Roughly 90 percent of Second Life's content
is created by the users themselves--Linden Lab built the basic
architecture, like "Orientation Island," where users first create
their avatar and learn about Second Life. Indeed, the barriers to
entry and to commerce are so low, it is hard to imagine a more
ideal business environment for entrepreneurs, which may prove
to be the biggest driver of Second Life's growth. Lokke is so
hooked, he says, "I'd rather panhandle on the street than leave
Second Life."
A kind of alternate global economy is emerging in Second Life.
Linden Lab keeps information on transactions within the virtual
world to itself, but economists who study it closely forecast that
by the end of the year users will have spent 125 billion Linden
dollars in Second Life (about $460 million). About 5 billion
Linden dollars were changed (through the official currency
exchange, the LindeX) into $19 million in 2006. So far this
year, they've converted $37 million, much of it earned in
virtual-world transactions.
The multinational companies are using Second Life in a
different way: some are holding staff meetings where avatars
representing employees can discuss ideas via instant message,
e-mail or Skype, in a souped-up virtual office. Others are using
it to connect to customers. For instance, IBM is working with
clients like Sears and Circuit City to enhance the shopping
experience: adviser avatars can walk customers through models
of, say, televisions, and actually show them how the product
might fit in the living room. The 3-D, real-time experience also
allows multiple customers, who might not be together in the real
world, to communicate while shopping. A husband and wife on
separate business trips can pick out a new couch "together,"
18. discussing the dimensions, color and material in real time.
"Second Life allows you to strike up a natural conversation that
you can't do on a two-dimensional Web site," says IBM's Rowe.
With face-to-face interaction on the decline in offices--where
it's easier to e-mail or videoconference than schedule a live
meeting--and companies increasingly use the Web for
everything from distribution to customer service, a virtual world
offers the potential to form relationships that are far more
personal than online forms or e-mail. Nissan, for instance, lets
customers talk to salespeople and even "test-drive" its new
Sentra on a virtual driving track in Second Life. The Dutch
bank ABN AMRO has financial advisers available as avatars.
That communication potential also makes Second Life attractive
as an educational and research tool. Architecture professor
Terry Beaubois began teaching a Montana State University
course in Second Life two years ago, remotely from his
California home. Now at MSU full time, he meets with classes
each week out of "University Island," a mock campus that his
students designed and built, with classrooms, workshops and an
oceanside gallery where they display their work. Rather than
using paper sketches and cardboard models, they build
interactive replicas of real buildings and neighborhood-
development projects, adhering to proper structure, gravity and
physics. The texture of these structures, though certainly
animated, is detailed to the point where even a reporter can find
herself lost in the arches and hallways of a virtual workshop.
The idea has caught on. Although Beaubois's colleagues
questioned his decision to teach through what they called a
"computer game," he's now head of MSU's Creative Research
Lab and has the backing of the university's president (who has
an avatar of his own). And more than 250 universities,
including Harvard and MIT, now operate distance-learning
programs in Second Life. Students meet in virtual classrooms to
19. discuss history and political science. Teachers give virtual
presentations, and lead virtual field trips. Guest lecturers visit
from all over the world.
At the University of California, Davis, psychiatrist Peter
Yellowlees has set up virtual simulations to show students what
happens in a schizophrenic episode. Students can walk through
a replica of his psychiatric ward, analyzing terrifying voices
and eerie laughs, and can even see simulated schizophrenic
hallucinations. Many students find the images disturbing, but
Second Life helps them comprehend the "lived experience" of
patients who "constantly complain" that doctors don't
understand them, says Yellowlees.
True to the unofficial Second Life mantra--by the people, for
the people--patients themselves are utilizing that clinical
potential, too. "Brigadoon," for instance, is a Second Life island
inhabited by a group of adults who suffer from Asperger's
syndrome, a form of autism characterized by awkward, eccentric
and obsessive behavior. Asperger's patients have trouble
interacting socially and don't perceive things that should come
naturally--how to introduce themselves or strike up a
conversation, for instance. But in Second Life, these patients
are learning to interact in ways that would be terrifying for
them in real life. One sufferer has re-created a favorite
restaurant, where the group regularly meets. Gradually, they are
leaving their private island to venture into the rest of Second
Life, integrating into the larger community. "The one thing that
really amazes me about Second Life is the way it empowers
people," says John Lester, the former Harvard Medical School
researcher who set up the group (and now works for Linden
Lab). "It frees them from the role of the biological device."
Not everyone is convinced that Second Life is a good thing.
Some critics are uneasy with the idea of people's getting more
and more of their social activity online. "No matter how you
20. beef it up with little icons or fancy colors, [virtual worlds] don't
have the nuance of face-to-face interaction," says Oxford
University's Susan Greenfield, who heads the U.K.'s Institute
for the Future of the Mind. It all depends, of course, on whether
you see Second Life's taking the place of ordinary social
interaction or supplementing it, or as just another kind of
diversion--like "the 21st-century version of the novel," says
Greenfield.
For diehard inhabitants, Second Life is a novel they won't put
down soon. Elizabeth Ward, who suffers from reflex
sympathetic dystrophy--a severe and chronic pain disorder that
now keeps her at home--says "the interaction goes one step
further than anything that could be achieved online." Ward, who
lives with her husband, a software engineer, in Rhode Island,
says her disability can make life "frustrating and lonely," but
Second Life "has opened up another world." It's allowed her to
continue working, to meet people, to visit her son, who lives in
Nevada, and her best friend in India. She's gone sky diving, ice-
skating--even played an eight-piece violin concerto with a
group of mermaids under the sea. "I told my husband when I
first started, 'I felt joy as I did when I was little, playing with
paper dolls'," Ward explains. "But now the paper dolls are
virtual and can interact with real people." Whether you think it's
a pale imitation of reality or a vivid world of the mind, it's
captivating the globe.
By Jessica Bennett and Malcolm Beith
Week 2 Notes and Readings
Last week, we explored how humanity is tied to technology. We
make tools and reshape the world in order to make our lives
more comfortable, safe, easy, and enjoyable. This week, we will
explore some of the ideas about how and why we do this.
21. Many times people consider technology to be “cold” and
impersonal. But in his classic book, Walden, Henry David
Thoreau discussed how we can view almost everything humans
do as a search for warmth. As you read the selection, consider
these questions: What does Thoreau mean by “warmth”? How
do the technologies you encounter help you feel warmer? Are
there uses of technology that are really cold, and if so, what
should we do about that?
Read: Walden, Chapter 1, by Henry David Thoreau
WHEN I WROTE the following pages, or rather the bulk
of them, I lived alone, in the woods, a mile from any neighbor,
in a house which I had built myself, on the shore of Walden
Pond, in Concord, Massachusetts, and earned my living by the
labor of my hands only.(1) I lived there two years and two
months. At present I am a sojourner in civilized life again.(2)
[2] I should not obtrude my affairs so much on the
notice of my readers if very particular inquiries had not been
made by my townsmen concerning my mode of life, which some
would call impertinent, though they do not appear to me at all
impertinent, but, considering the circumstances, very natural
and pertinent. Some have asked what I got to eat; if I did not
feel lonesome; if I was not afraid; and the like. Others have
been curious to learn what portion of my income I devoted to
charitable purposes; and some, who have large families, how
many poor children I maintained. I will therefore ask those of
my readers who feel no particular interest in me to pardon me if
I undertake to answer some of these questions in this book. In
most books, the I, or first person, is omitted; in this it will be
retained; that, in respect to egotism, is the main difference. We
commonly do not remember that it is, after all, always the first
person that is speaking. I should not talk so much about myself
if there were anybody else whom I knew as well. Unfortunately,
22. I am confined to this theme by the narrowness of my
experience. Moreover, I, on my side, require of every writer,
first or last, a simple and sincere account of his own life, and
not merely what he has heard of other men's lives; some such
account as he would send to his kindred from a distant land; for
if he has lived sincerely, it must have been in a distant land to
me. Perhaps these pages are more particularly addressed to poor
students. As for the rest of my readers, they will accept such
portions as apply to them. I trust that none will stretch the
seams in putting on the coat, for it may do good service to him
whom it fits.
[3] I would fain say something, not so much concerning
the Chinese and Sandwich Islanders (3) as you who read these
pages, who are said to live in New England; something about
your condition, especially your outward condition or
circumstances in this world, in this town, what it is, whether it
is necessary that it be as bad as it is, whether it cannot be
improved as well as not. I have travelled a good deal in
Concord; and everywhere, in shops, and offices, and fields, the
inhabitants have appeared to me to be doing penance in a
thousand remarkable ways. What I have heard of Bramins (4)
sitting exposed to four fires and looking in the face of the sun;
or hanging suspended, with their heads downward, over flames;
or looking at the heavens over their shoulders "until it becomes
impossible for them to resume their natural position, while from
the twist of the neck nothing but liquids can pass into the
stomach";(5) or dwelling, chained for life, at the foot of a tree;
or measuring with their bodies, like caterpillars, the breadth of
vast empires; or standing on one leg on the tops of pillars —
even these forms of conscious penance are hardly more
incredible and astonishing than the scenes which I daily
witness. The twelve labors of Hercules (6) were trifling in
comparison with those which my neighbors have undertaken; for
they were only twelve, and had an end; but I could never see
that these men slew or captured any monster or finished any
23. labor. They have no friend Iolaus (7) to burn with a hot iron the
root of the hydra's head, but as soon as one head is crushed, two
spring up.
[4] I see young men, my townsmen, whose misfortune it
is to have inherited farms, houses, barns, cattle, and farming
tools; for these are more easily acquired than got rid of. Better
if they had been born in the open pasture and suckled by a wolf,
that they might have seen with clearer eyes what field they were
called to labor in. Who made them serfs of the soil? Why should
they eat their sixty acres, when man is condemned to eat only
his peck of dirt?(8) Why should they begin digging their graves
as soon as they are born? They have got to live a man's life,
pushing all these things before them, and get on as well as they
can. How many a poor immortal soul have I met well-nigh
crushed and smothered under its load, creeping down the road
of life, pushing before it a barn seventy-five feet by forty, its
Augean stables (9) never cleansed, and one hundred acres of
land, tillage, mowing, pasture, and woodlot! The portionless,
who struggle with no such unnecessary inherited encumbrances,
find it labor enough to subdue and cultivate a few cubic feet of
flesh.
[5] But men labor under a mistake. The better part of the
man is soon plowed into the soil for compost. By a seeming
fate, commonly called necessity, they are employed, as it says
in an old book,(10) laying up treasures which moth and rust will
corrupt and thieves break through and steal. It is a fool's life, as
they will find when they get to the end of it, if not before. It is
said that Deucalion and Pyrrha (11) created men by throwing
stones over their heads behind them: —
Inde genus durum sumus, experiensque laborum,
Et documenta damus qua simus origine nati.(12)
Or, as Raleigh rhymes it in his sonorous way, —
24. "From thence our kind hard-hearted is, enduring pain
and care,
Approving that our bodies of a stony nature are."(13)
So much for a blind obedience to a blundering oracle,
throwing the stones over their heads behind them, and not
seeing where they fell.
[6] Most men, even in this comparatively free country,
through mere ignorance and mistake, are so occupied with the
factitious cares and superfluously coarse labors of life that its
finer fruits cannot be plucked by them. Their fingers, from
excessive toil, are too clumsy and tremble too much for that.
Actually, the laboring man has not leisure for a true integrity
day by day; he cannot afford to sustain the manliest relations to
men; his labor would be depreciated in the market. He has no
time to be anything but a machine. How can he remember well
his ignorance — which his growth requires — who has so often
to use his knowledge? We should feed and clothe him
gratuitously sometimes, and recruit him with our cordials,
before we judge of him. The finest qualities of our nature, like
the bloom on fruits, can be preserved only by the most delicate
handling. Yet we do not treat ourselves nor one another thus
tenderly.
[7] Some of you, we all know, are poor, find it hard to
live, are sometimes, as it were, gasping for breath. I have no
doubt that some of you who read this book are unable to pay for
all the dinners which you have actually eaten, or for the coats
and shoes which are fast wearing or are already worn out, and
have come to this page to spend borrowed or stolen time,
robbing your creditors of an hour. It is very evident what mean
and sneaking lives many of you live, for my sight has been
whetted by experience; always on the limits, trying to get into
business and trying to get out of debt, a very ancient
25. slough,(14) called by the Latins æs alienum, another's brass, for
some of their coins were made of brass; still living, and dying,
and buried by this other's brass; always promising to pay,
promising to pay, tomorrow, and dying today, insolvent;
seeking to curry favor, to get custom, by how many modes, only
not state-prison offenses;(15) lying, flattering, voting,
contracting yourselves into a nutshell (16) of civility or dilating
into an atmosphere of thin and vaporous generosity, that you
may persuade your neighbor to let you make his shoes, or his
hat, or his coat, or his carriage, or import his groceries for him;
making yourselves sick, that you may lay up something against
a sick day, something to be tucked away in an old chest, or in a
stocking behind the plastering, or, more safely, in the brick
bank; no matter where, no matter how much or how little.
[8] I sometimes wonder that we can be so frivolous, I
may almost say, as to attend to the gross but somewhat foreign
form of servitude called Negro Slavery, there are so many keen
and subtle masters that enslave both North and South. It is hard
to have a Southern overseer; it is worse to have a Northern one;
but worst of all when you are the slave-driver of yourself. Talk
of a divinity in man! Look at the teamster on the highway,
wending to market by day or night; does any divinity stir within
him? His highest duty to fodder and water his horses! What is
his destiny to him compared with the shipping interests? Does
not he drive for Squire Make-a-stir? How godlike, how
immortal, is he? See how he cowers and sneaks, how vaguely all
the day he fears, not being immortal nor divine, but the slave
and prisoner of his own opinion of himself, a fame won by his
own deeds. Public opinion is a weak tyrant compared with our
own private opinion. What a man thinks of himself, that it is
which determines, or rather indicates, his fate. Self-
emancipation even in the West Indian provinces of the fancy
and imagination — what Wilberforce (17) is there to bring that
about? Think, also, of the ladies of the land weaving toilet
cushions (18) against the last day, not to betray too green an
26. interest in their fates! As if you could kill time without injuring
eternity.
[9] The mass of men lead lives of quiet desperation.
What is called resignation is confirmed desperation. From the
desperate city you go into the desperate country, and have to
console yourself with the bravery of minks and muskrats. A
stereotyped but unconscious despair is concealed even under
what are called the games and amusements of mankind. There is
no play in them, for this comes after work. But it is a
characteristic of wisdom not to do desperate things.
[10] When we consider what, to use the words of the
catechism,(19) is the chief end of man, and what are the true
necessaries and means of life, it appears as if men had
deliberately chosen the common mode of living because they
preferred it to any other. Yet they honestly think there is no
choice left. But alert and healthy natures remember that the sun
rose clear. It is never too late to give up our prejudices. No way
of thinking or doing, however ancient, can be trusted without
proof. What everybody echoes or in silence passes by as true to-
day may turn out to be falsehood to-morrow, mere smoke of
opinion, which some had trusted for a cloud that would sprinkle
fertilizing rain on their fields. What old people say you cannot
do, you try and find that you can. Old deeds for old people, and
new deeds for new. Old people did not know enough once,
perchance, to fetch fresh fuel to keep the fire a-going; new
people put a little dry wood under a pot,(20) and are whirled
round the globe with the speed of birds, in a way to kill old
people, as the phrase is. Age is no better, hardly so well,
qualified for an instructor as youth, for it has not profited so
much as it has lost. One may almost doubt if the wisest man has
learned anything of absolute value by living. Practically, the old
have no very important advice to give the young, their own
experience has been so partial, and their lives have been such
miserable failures, for private reasons, as they must believe; and
27. it may be that they have some faith left which belies that
experience, and they are only less young than they were. I have
lived some thirty years on this planet, and I have yet to hear the
first syllable of valuable or even earnest advice from my
seniors. They have told me nothing, and probably cannot tell me
anything to the purpose. Here is life, an experiment to a great
extent untried by me; but it does not avail me that they have
tried it. If I have any experience which I think valuable, I am
sure to reflect that this my Mentors (21) said nothing about.
[11] One farmer says to me, "You cannot live on
vegetable food solely, for it furnishes nothing to make bones
with"; and so he religiously devotes a part of his day to
supplying his system with the raw material of bones; walking
all the while he talks behind his oxen, which, with vegetable-
made bones, jerk him and his lumbering plow along in spite of
every obstacle. Some things are really necessaries of life in
some circles, the most helpless and diseased, which in others
are luxuries merely, and in others still are entirely unknown.
[12] The whole ground of human life seems to some to
have been gone over by their predecessors, both the heights and
the valleys, and all things to have been cared for. According to
Evelyn,(22) "the wise Solomon prescribed ordinances for the
very distances of trees; and the Roman prætors have decided
how often you may go into your neighbor's land to gather the
acorns which fall on it without trespass, and what share belongs
to that neighbor."Hippocrates (23) has even left directions how
we should cut our nails; that is, even with the ends of the
fingers, neither shorter nor longer. Undoubtedly the very tedium
and ennui which presume to have exhausted the variety and the
joys of life are as old as Adam. But man's capacities have never
been measured; nor are we to judge of what he can do by any
precedents, so little has been tried. Whatever have been thy
failures hitherto, "be not afflicted, my child, for who shall
assign to thee what thou hast left undone?"
28. [13] We might try our lives by a thousand simple tests;
as, for instance, that the same sun which ripens my beans
illumines at once a system of earths like ours. If I had
remembered this it would have prevented some mistakes. This
was not the light in which I hoed them. The stars are the apexes
of what wonderful triangles! What distant and different beings
in the various mansions of the universe are contemplating the
same one at the same moment! Nature and human life are as
various as our several constitutions. Who shall say what
prospect life offers to another? Could a greater miracle take
place than for us to look through each other's eyes for an
instant? We should live in all the ages of the world in an hour;
ay, in all the worlds of the ages. History, Poetry, Mythology! —
I know of no reading of another's experience so startling and
informing as this would be.
[14] The greater part of what my neighbors call good I
believe in my soul to be bad, and if I repent of anything, it is
very likely to be my good behavior. What demon possessed me
that I behaved so well? You may say the wisest thing you can,
old man — you who have lived seventy years, not without honor
of a kind — I hear an irresistible voice which invites me away
from all that. One generation abandons the enterprises of
another like stranded vessels.
[15] I think that we may safely trust a good deal more
than we do. We may waive just so much care of ourselves as we
honestly bestow elsewhere. Nature is as well adapted to our
weakness as to our strength. The incessant anxiety and strain of
some is a well-nigh incurable form of disease. We are made to
exaggerate the importance of what work we do; and yet how
much is not done by us! or, what if we had been taken sick?
How vigilant we are! determined not to live by faith if we can
avoid it; all the day long on the alert, at night we unwillingly
say our prayers and commit ourselves to uncertainties. So
29. thoroughly and sincerely are we compelled to live, reverencing
our life, and denying the possibility of change. This is the only
way, we say; but there are as many ways as there can be drawn
radii from one centre. All change is a miracle to contemplate;
but it is a miracle which is taking place every instant. Confucius
(24) said, "To know that we know what we know, and that we
do not know what we do not know, that is true knowledge."
When one man has reduced a fact of the imagination to be a fact
to his understanding, I foresee that all men at length establish
their lives on that basis.
[16] Let us consider for a moment what most of the
trouble and anxiety which I have referred to is about, and how
much it is necessary that we be troubled, or at least careful. It
would be some advantage to live a primitive and frontier life,
though in the midst of an outward civilization, if only to learn
what are the gross necessaries of life and what methods have
been taken to obtain them; or even to look over the old day-
books of the merchants, to see what it was that men most
commonly bought at the stores, what they stored, that is, what
are the grossest groceries. For the improvements of ages have
had but little influence on the essential laws of man's existence;
as our skeletons, probably, are not to be distinguished from
those of our ancestors.
[17] By the words, necessary of life, I mean whatever, of
all that man obtains by his own exertions, has been from the
first, or from long use has become, so important to human life
that few, if any, whether from savageness, or poverty, or
philosophy, ever attempt to do without it. To many creatures
there is in this sense but one necessary of life, Food. To the
bison of the prairie it is a few inches of palatable grass, with
water to drink; unless he seeks the Shelter of the forest or the
mountain's shadow. None of the brute creation requires more
than Food and Shelter. The necessaries of life for man in this
30. climate may, accurately enough, be distributed under the several
heads of Food, Shelter, Clothing, and Fuel; for not till we have
secured these are we prepared to entertain the true problems of
life with freedom and a prospect of success. Man has invented,
not only houses, but clothes and cooked food; and possibly from
the accidental discovery of the warmth of fire, and the
consequent use of it, at first a luxury, arose the present
necessity to sit by it. We observe cats and dogs acquiring the
same second nature. By proper Shelter and Clothing we
legitimately retain our own internal heat; but with an excess of
these, or of Fuel, that is, with an external heat greater than our
own internal, may not cookery properly be said to begin?
Darwin,(25) the naturalist, says of the inhabitants of Tierra del
Fuego, that while his own party, who were well clothed and
sitting close to a fire, were far from too warm, these naked
savages, who were farther off, were observed, to his great
surprise, "to be streaming with perspiration at undergoing such
a roasting." So, we are told, the New Hollander (26) goes naked
with impunity, while the European shivers in his clothes. Is it
impossible to combine the hardiness of these savages with the
intellectualness of the civilized man? According to Liebig,(27)
man's body is a stove, and food the fuel which keeps up the
internal combustion in the lungs. In cold weather we eat more,
in warm less. The animal heat is the result of a slow
combustion, and disease and death take place when this is too
rapid; or for want of fuel, or from some defect in the draught,
the fire goes out. Of course the vital heat is not to be
confounded with fire; but so much for analogy. It appears,
therefore, from the above list, that the expression, animal life,
is nearly synonymous with the expression, animal heat; for
while Food may be regarded as the Fuel which keeps up the fire
within us — and Fuel serves only to prepare that Food or to
increase the warmth of our bodies by addition from without —
Shelter and Clothing also serve only to retain the heat thus
generated and absorbed.
31. [18] The grand necessity, then, for our bodies, is to keep
warm, to keep the vital heat in us. What pains we accordingly
take, not only with our Food, and Clothing, and Shelter, but
with our beds, which are our night-clothes, robbing the nests
and breasts of birds to prepare this shelter within a shelter, as
the mole has its bed of grass and leaves at the end of its burrow!
The poor man is wont to complain that this is a cold world; and
to cold, no less physical than social, we refer directly a great
part of our ails. The summer, in some climates, makes possible
to man a sort of Elysian life.(28) Fuel, except to cook his Food,
is then unnecessary; the sun is his fire, and many of the fruits
are sufficiently cooked by its rays; while Food generally is
more various, and more easily obtained, and Clothing and
Shelter are wholly or half unnecessary. At the present day, and
in this country, as I find by my own experience, a few
implements, a knife, an axe, a spade, a wheelbarrow, etc., and
for the studious, lamplight, stationery, and access to a few
books, rank next to necessaries, and can all be obtained at a
trifling cost. Yet some, not wise, go to the other side of the
globe, to barbarous and unhealthy regions, and devote
themselves to trade for ten or twenty years, in order that they
may live — that is, keep comfortably warm — and die in New
England at last. The luxuriously rich are not simply kept
comfortably warm, but unnaturally hot; as I implied before, they
are cooked, of course à la mode.(29)
[19] Most of the luxuries, and many of the so-called
comforts of life, are not only not indispensable, but positive
hindrances to the elevation of mankind. With respect to luxuries
and comforts, the wisest have ever lived a more simple and
meagre life than the poor. The ancient philosophers, Chinese,
Hindoo, Persian, and Greek, were a class than which none has
been poorer in outward riches, none so rich in inward. We know
not much about them. It is remarkable that we know so much of
them as we do. The same is true of the more modern reformers
and benefactors of their race. None can be an impartial or wise
32. observer of human life but from the vantage ground of what we
should call voluntary poverty. Of a life of luxury the fruit is
luxury, whether in agriculture, or commerce, or literature, or
art. There are nowadays professors of philosophy, but not
philosophers. Yet it is admirable to profess because it was once
admirable to live. To be a philosopher is not merely to have
subtle thoughts, nor even to found a school, but so to love
wisdom as to live according to its dictates, a life of simplicity,
independence, magnanimity, and trust. It is to solve some of the
problems of life, not only theoretically, but practically. The
success of great scholars and thinkers is commonly a courtier-
like success, not kingly, not manly. They make shift to live
merely by conformity, practically as their fathers did, and are in
no sense the progenitors of a noble race of men. But why do
men degenerate ever? What makes families run out? What is the
nature of the luxury which enervates and destroys nations? Are
we sure that there is none of it in our own lives? The
philosopher is in advance of his age even in the outward form of
his life. He is not fed, sheltered, clothed, warmed, like his
contemporaries. How can a man be a philosopher and not
maintain his vital heat by better methods than other men?
[20] When a man is warmed by the several modes which
I have described, what does he want next? Surely not more
warmth of the same kind, as more and richer food, larger and
more splendid houses, finer and more abundant clothing, more
numerous, incessant, and hotter fires, and the like. When he has
obtained those things which are necessary to life, there is
another alternative than to obtain the superfluities; and that is,
to adventure on life now, his vacation from humbler toil having
commenced. The soil, it appears, is suited to the seed, for it has
sent its radicle downward, and it may now send its shoot upward
also with confidence. Why has man rooted himself thus firmly
in the earth, but that he may rise in the same proportion into the
heavens above? — for the nobler plants are valued for the fruit
they bear at last in the air and light, far from the ground, and
33. are not treated like the humbler esculents, which, though they
may be biennials, are cultivated only till they have perfected
their root, and often cut down at top for this purpose, so that
most would not know them in their flowering season.
[21] I do not mean to prescribe rules to strong and
valiant natures, who will mind their own affairs whether in
heaven or hell, and perchance build more magnificently and
spend more lavishly than the richest, without ever
impoverishing themselves, not knowing how they live — if,
indeed, there are any such, as has been dreamed; nor to those
who find their encouragement and inspiration in precisely the
present condition of things, and cherish it with the fondness and
enthusiasm of lovers — and, to some extent, I reckon myself in
this number; I do not speak to those who are well employed, in
whatever circumstances, and they know whether they are well
employed or not; — but mainly to the mass of men who are
discontented, and idly complaining of the hardness of their lot
or of the times, when they might improve them. There are some
who complain most energetically and inconsolably of any,
because they are, as they say, doing their duty. I also have in
my mind that seemingly wealthy, but most terribly
impoverished class of all, who have accumulated dross, but
know not how to use it, or get rid of it, and thus have forged
their own golden or silver fetters.
If I should attempt to tell how I have desired to spend my
life in years past, it would probably surprise those of my
readers who are somewhat acquainted with its actual history; it
would certainly astonish those who know nothing about it. I will
only hint at some of the enterprises which I have cherished.
[2] In any weather, at any hour of the day or night, I
have been anxious to improve the nick of time, and notch it on
my stick too; to stand on the meeting of two eternities, the past
and future, which is precisely the present moment; to toe that
34. line. You will pardon some obscurities, for there are more
secrets in my trade than in most men's, and yet not voluntarily
kept, but inseparable from its very nature. I would gladly tell all
that I know about it, and never paint "No Admittance" on my
gate.
[3] I long ago lost a hound, a bay horse, and a turtle
dove, and am still on their trail. Many are the travellers I have
spoken concerning them, describing their tracks and what calls
they answered to. I have met one or two who had heard the
hound, and the tramp of the horse, and even seen the dove
disappear behind a cloud, and they seemed as anxious to recover
them as if they had lost them themselves.
Note: Since Walden was published, readers have
wondered about the hound, horse, and dove. An early reader
questioned Thoreau, and he responsd, "Well, sir, I suppose we
all have our losses." Some have assumed that the horse, hound
and dove are symbolic of specific losses, or of unfulfilled hopes
or dreams, but it may be most useful just to understand them as
symbols of personal loss.
[4] To anticipate, not the sunrise and the dawn merely,
but, if possible, Nature herself! How many mornings, summer
and winter, before yet any neighbor was stirring about his
business, have I been about mine! No doubt, many of my
townsmen have met me returning from this enterprise, farmers
starting for Boston in the twilight, or woodchoppers going to
their work. It is true, I never assisted the sun materially in his
rising, but, doubt not, it was of the last importance only to be
present at it.
[5] So many autumn, ay, and winter days, spent outside
35. the town, trying to hear what was in the wind, to hear and carry
it express! I well-nigh sunk all my capital in it, and lost my own
breath into the bargain, running in the face of it. If it had
concerned either of the political parties, depend upon it, it
would have appeared in the Gazette (1) with the earliest
intelligence. At other times watching from the observatory of
some cliff or tree, to telegraph any new arrival; or waiting at
evening on the hill-tops for the sky to fall, that I might catch
something, though I never caught much, and that, manna-wise,
would dissolve again in the sun.
[6] For a long time I was reporter to a journal,(2) of no
very wide circulation, whose editor has never yet seen fit to
print the bulk of my contributions, and, as is too common with
writers, I got only my labor for my pains. However, in this case
my pains were their own reward.
[7] For many years I was self-appointed inspector of
snow-storms and rain-storms, and did my duty faithfully;
surveyor, if not of highways, then of forest paths and all across-
lot routes, keeping them open, and ravines bridged and passable
at all seasons, where the public heel had testified to their
utility.
[8] I have looked after the wild stock of the town, which
give a faithful herdsman a good deal of trouble by leaping
fences; and I have had an eye to the unfrequented nooks and
corners of the farm; though I did not always know whether
Jonas or Solomon worked in a particular field to-day; that was
none of my business. I have watered the red huckleberry, the
sand cherry and the nettle-tree, the red pine and the black ash,
the white grape and the yellow violet, which might have
withered else in dry seasons.
[9] In short, I went on thus for a long time (I may say it
without boasting), faithfully minding my business, till it became
36. more and more evident that my townsmen would not after all
admit me into the list of town officers, nor make my place a
sinecure with a moderate allowance. My accounts, which I can
swear to have kept faithfully, I have, indeed, never got audited,
still less accepted, still less paid and settled. However, I have
not set my heart on that.
[10] Not long since, a strolling Indian went to sell
baskets at the house of a well-known lawyer in my
neighborhood. "Do you wish to buy any baskets?" he asked.
"No, we do not want any," was the reply. "What!" exclaimed the
Indian as he went out the gate, "do you mean to starve us?"
Having seen his industrious white neighbors so well off — that
the lawyer had only to weave arguments, and, by some magic,
wealth and standing followed — he had said to himself: I will
go into business; I will weave baskets; it is a thing which I can
do. Thinking that when he had made the baskets he would have
done his part, and then it would be the white man's to buy them.
He had not discovered that it was necessary for him to make it
worth the other's while to buy them, or at least make him think
that it was so, or to make something else which it would be
worth his while to buy. I too had woven a kind of basket of a
delicate texture, but I had not made it worth any one's while to
buy them. Yet not the less, in my case, did I think it worth my
while to weave them, and instead of studying how to make it
worth men's while to buy my baskets, I studied rather how to
avoid the necessity of selling them. The life which men praise
and regard as successful is but one kind. Why should we
exaggerate any one kind at the expense of the others?
[11] Finding that my fellow-citizens were not likely to
offer me any room in the court house, or any curacy (3) or
living anywhere else, but I must shift for myself, I turned my
face more exclusively than ever to the woods, where I was
better known. I determined to go into business at once, and not
wait to acquire the usual capital, using such slender means as I
37. had already got. My purpose in going to Walden Pond was not
to live cheaply nor to live dearly there, but to transact some
private business with the fewest obstacles; to be hindered from
accomplishing which for want of a little common sense, a little
enterprise and business talent, appeared not so sad as foolish.
[12] I have always endeavored to acquire strict business
habits; they are indispensable to every man. If your trade is
with the Celestial Empire,(4) then some small counting house
on the coast, in some Salem harbor,(5) will be fixture enough.
You will export such articles as the country affords, purely
native products, much ice and pine timber and a little granite,
always in native bottoms. These will be good ventures. To
oversee all the details yourself in person; to be at once pilot and
captain, and owner and underwriter; to buy and sell and keep
the accounts; to read every letter received, and write or read
every letter sent; to superintend the discharge of imports night
and day; to be upon many parts of the coast almost at the same
time — often the richest freight will be discharged upon a
Jersey shore; — to be your own telegraph, unweariedly
sweeping the horizon, speaking all passing vessels bound
coastwise; to keep up a steady despatch of commodities, for the
supply of such a distant and exorbitant market; to keep yourself
informed of the state of the markets, prospects of war and peace
everywhere, and anticipate the tendencies of trade and
civilization — taking advantage of the results of all exploring
expeditions, using new passages and all improvements in
navigation; — charts to be studied, the position of reefs and
new lights and buoys to be ascertained, and ever, and ever, the
logarithmic tables to be corrected, for by the error of some
calculator the vessel often splits upon a rock that should have
reached a friendly pier — there is the untold fate of La
Prouse;(6) — universal science to be kept pace with, studying
the lives of all great discoverers and navigators, great
adventurers and merchants, from Hanno (7) and the Phoenicians
(8) down to our day; in fine, account of stock to be taken from
38. time to time, to know how you stand. It is a labor to task the
faculties of a man — such problems of profit and loss, of
interest, of tare and tret,(9) and gauging of all kinds in it, as
demand a universal knowledge.
[13] I have thought that Walden Pond would be a good
place for business, not solely on account of the railroad and the
ice trade; it offers advantages which it may not be good policy
to divulge; it is a good port and a good foundation. No Neva
marshes (10) to be filled; though you must everywhere build on
piles of your own driving. It is said that a flood-tide, with a
westerly wind, and ice in the Neva, would sweep St. Petersburg
from the face of the earth.
[14] As this business was to be entered into without the
usual capital, it may not be easy to conjecture where those
means, that will still be indispensable to every such
undertaking, were to be obtained. As for Clothing, to come at
once to the practical part of the question, perhaps we are led
oftener by the love of novelty and a regard for the opinions of
men, in procuring it, than by a true utility. Let him who has
work to do recollect that the object of clothing is, first, to retain
the vital heat, and secondly, in this state of society, to cover
nakedness, and he may judge how much of any necessary or
important work may be accomplished without adding to his
wardrobe. Kings and queens who wear a suit but once, though
made by some tailor or dressmaker to their majesties, cannot
know the comfort of wearing a suit that fits. They are no better
than wooden horses to hang the clean clothes on. Every day our
garments become more assimilated to ourselves, receiving the
impress of the wearer's character, until we hesitate to lay them
aside without such delay and medical appliances and some such
solemnity even as our bodies. No man ever stood the lower in
my estimation for having a patch in his clothes; yet I am sure
39. that there is greater anxiety, commonly, to have fashionable, or
at least clean and unpatched clothes, than to have a sound
conscience. But even if the rent is not mended, perhaps the
worst vice betrayed is improvidence. I sometimes try my
acquaintances by such tests as this — Who could wear a patch,
or two extra seams only, over the knee? Most behave as if they
believed that their prospects for life would be ruined if they
should do it. It would be easier for them to hobble to town with
a broken leg than with a broken pantaloon. Often if an accident
happens to a gentleman's legs, they can be mended; but if a
similar accident happens to the legs of his pantaloons,(11) there
is no help for it; for he considers, not what is truly respectable,
but what is respected. We know but few men, a great many
coats and breeches. Dress a scarecrow in your last shift, you
standing shiftless by, who would not soonest salute the
scarecrow? Passing a cornfield the other day, close by a hat and
coat on a stake, I recognized the owner of the farm. He was only
a little more weather-beaten than when I saw him last. I have
heard of a dog that barked at every stranger who approached his
master's premises with clothes on, but was easilyIda Laura
Pfeiffer (1797-1858), quieted by a naked thief. It is an
interesting question how far men would retain their relative
rank if they were divested of their clothes. Could you, in such a
case, tell surely of any company of civilized men which
belonged to the most respected class? When Madam
Pfeiffer,(12) in her adventurous travels round the world, from
east to west, had got so near home as Asiatic Russia, she says
that she felt the necessity of wearing other than a travelling
dress, when she went to meet the authorities, for she "was now
in a civilized country, where ... people are judged of by their
clothes." Even in our democratic New England towns the
accidental possession of wealth, and its manifestation in dress
and equipage alone, obtain for the possessor almost universal
respect. But they who yield such respect, numerous as they are,
are so far heathen, and need to have a missionary sent to them.
Beside, clothes introduced sewing, a kind of work which you
40. may call endless; a woman's dress, at least, is never done.
(Above: Ida Laura Pfeiffer (1797-1858), Austrian traveler and
travel book author)
[15] A man who has at length found something to do
will not need to get a new suit to do it in; for him the old will
do, that has lain dusty in the garret for an indeterminate period.
Old shoes will serve a hero longer than they have served his
valet — if a hero ever has a valet — bare feet are older than
shoes, and he can make them do. Only they who go to soires and
legislative balls must have new coats, coats to change as often
as the man changes in them. But if my jacket and trousers, my
hat and shoes, are fit to worship God in, they will do; will they
not? Who ever saw his old clothes — his old coat, actually worn
out, resolved into its primitive elements, so that it was not a
deed of charity to bestow it on some poor boy, by him
perchance to be bestowed on some poorer still, or shall we say
richer, who could do with less? I say, beware of all enterprises
that require new clothes, and not rather a new wearer of clothes.
If there is not a new man, how can the new clothes be made to
fit? If you have any enterprise before you, try it in your old
clothes. All men want, not something to do with, but something
to do, or rather something to be. Perhaps we should never
procure a new suit, however ragged or dirty the old, until we
have so conducted, so enterprised or sailed in some way, that
we feel like new men in the old, and that to retain it would be
like keeping new wine in old bottles.(13) Our moulting season,
like that of the fowls, must be a crisis in our lives. The loon
retires to solitary ponds to spend it. Thus also the snake casts
its slough, and the caterpillar its wormy coat, by an internal
industry and expansion; for clothes are but our outmost cuticle
and mortal coil. Otherwise we shall be found sailing under false
colors, and be inevitably cashiered at last by our own opinion,
as well as that of mankind.
[16] We don garment after garment, as if we grew like
41. exogenous plants by addition without.(14) Our outside and often
thin and fanciful clothes are our epidermis, or false skin, which
partakes not of our life, and may be stripped off here and there
without fatal injury; our thicker garments, constantly worn, are
our cellular integument, or cortex; but our shirts are our liber,
or true bark, which cannot be removed without girdling and so
destroying the man. I believe that all races at some seasons
wear something equivalent to the shirt. It is desirable that a man
be clad so simply that he can lay his hands on himself in the
dark, and that he live in all respects so compactly and
preparedly that, if an enemy take the town, he can, like the old
philosopher, walk out the gate empty-handed without anxiety.
While one thick garment is, for most purposes, as good as three
thin ones, and cheap clothing can be obtained at prices really to
suit customers; while a thick coat can be bought for five dollars,
which will last as many years, thick pantaloons for two dollars,
cowhide boots for a dollar and a half a pair, a summer hat for a
quarter of a dollar, and a winter cap for sixty-two and a half
cents, or a better be made at home at a nominal cost, where is
he so poor that, clad in such a suit, of his own earning, there
will not be found wise men to do him reverence?
[17] When I ask for a garment of a particular form, my
tailoress tells me gravely, "They do not make them so now," not
emphasizing the "They" at all, as if she quoted an authority as
impersonal as the Fates,(15) and I find it difficult to get made
what I want, simply because she cannot believe that I mean
what I say, that I am so rash. When I hear this oracular
sentence, I am for a moment absorbed in thought, emphasizing
to myself each word separately that I may come at the meaning
of it, that I may find out by what degree of consanguinity They
are related to me, and what authority they may have in an affair
which affects me so nearly; and, finally, I am inclined to answer
her with equal mystery, and without any more emphasis of the
"they" — "It is true, they did not make them so recently, but
they do now." Of what use this measuring of me if she does not
42. measure my character, but only the breadth of my shoulders, as
it were a peg to bang the coat on? We worship not the
Graces,(16) nor the Parcæ,(17) but Fashion. She spins and
weaves and cuts with full authority. The head monkey at Paris
puts on a traveller's cap, and all the monkeys in America do the
same. I sometimes despair of getting anything quite simple and
honest done in this world by the help of men. They would have
to be passed through a powerful press first, to squeeze their old
notions out of them, so that they would not soon get upon their
legs again; and then there would be some one in the company
with a maggot in his head, hatched from an egg deposited there
nobody knows when, for not even fire kills these things, and
you would have lost your labor. Nevertheless, we will not forget
that some Egyptian wheat is said to have been handed down to
us by a mummy.
[18] On the whole, I think that it cannot be maintained
that dressing has in this or any country risen to the dignity of an
art. At present men make shift to wear what they can get. Like
shipwrecked sailors, they put on what they can find on the
beach, and at a little distance, whether of space or time, laugh
at each other's masquerade. Another HenryEvery generation
laughs at the old fashions, but follows religiously the new. We
are amused at beholding the costume of Henry VIII, or Queen
Elizabeth, as much as if it was that of the King and Queen of
the Cannibal Islands. All costume off a man is pitiful or
grotesque. It is only the serious eye peering from and the
sincere life passed within it which restrain laughter and
consecrate the costume of any people. Let Harlequin (18) be
taken with a fit of the colic and his trappings will have to serve
that mood too. When the soldier is hit by a cannonball, rags are
as becoming as purple.(19)
(left: King Henry VIII of England)
[19] The childish and savage taste of men and women
43. for new patterns keeps how many shaking and squinting through
kaleidoscopes that they may discover the particular figure
which this generation requires today. The manufacturers have
learned that this taste is merely whimsical. Of two patterns
which differ only by a few threads more or less of a particular
color, the one will be sold readily, the other lie on the shelf,
though it frequently happens that after the lapse of a season the
latter becomes the most fashionable. Comparatively, tattooing is
not the hideous custom which it is called. It is not barbarous
merely because the printing is skin-deep and unalterable.
[20] I cannot believe that our factory system is the best
mode by which men may get clothing. The condition of the
operatives is becoming every day more like that of the
English;(20) and it cannot be wondered at, since, as far as I
have heard or observed, the principal object is, not that mankind
may be well and honestly clad, but, unquestionably, that
corporations may be enriched. In the long run men hit only what
they aim at. Therefore, though they should fail immediately,
they had better aim at something high.
(Continued in part C)
Notes
1. common name for a newspaper - back
2. probably Thoreau's own personal journal - back
3. a curacy is the position of curate, who is a clergyman in
charge of a parish, or is serving as an assistant in a parish -
back
4. Massachusetts began trading with China in the 1780's -
back
5. Massachusetts seaport - back
6. Comte de La Pérouse (1741-1788) French navigator &
44. explorer; he and his crew were lost at sea - back
7. Hanno - Carthaginian explorer, statesman, ca. 400 B.C.
- back
8. eastern Mediterranean sailers of ancient Phoenicia,
ca.1200 B.C. - back
9. allowances for container weight and waste or damage -
back
10. St. Petersburg was built at the mouth of the Neva
River - back
11. close fitting trousers worn by men in the 19th century -
back
12. Ida Pfeiffer (1797-1858) Austrian writer, A Lady's
Voyage Around the World, about visits to Iceland, Sweden,
Norway, Brazil, Tahiti, China, India, Baghdad, and Moscow -
back
13. reference to the Bible, Matthew 9:17. In biblical times,
"bottles" were made from animal skins, and carried by pack
animals. Old skins became brittle, and if new wine was put into
old skins, it would ferment, expand, and destroy the old skins. -
back
14. plants that grow an annual layer of wood under the
bark - back
15. in classical mythology, the three goddesses of destiny
- back
16. in Greek mythology, three sister goddesses of charm
and beauty - back
17. Roman name for the Fates, three Goddesses of Destiny
and Fate - back
18. traditional Italian comic character - back
19. In medieval Europe, blue dyes were rare and
expensive, and purple was reserved for the powerful and
wealthy. - back
20. In the English Industrial Revolution, men and boys
worked long hours, six or seven days a week, on tightly
coordinated tasks paced by machinery. - back
45. If I should attempt to tell how I have desired to spend my
life in years past, it would probably surprise those of my
readers who are somewhat acquainted with its actual history; it
would certainly astonish those who know nothing about it. I will
only hint at some of the enterprises which I have cherished.
[2] In any weather, at any hour of the day or night, I
have been anxious to improve the nick of time, and notch it on
my stick too; to stand on the meeting of two eternities, the past
and future, which is precisely the present moment; to toe that
line. You will pardon some obscurities, for there are more
secrets in my trade than in most men's, and yet not voluntarily
kept, but inseparable from its very nature. I would gladly tell all
that I know about it, and never paint "No Admittance" on my
gate.
[3] I long ago lost a hound, a bay horse, and a turtle
dove, and am still on their trail. Many are the travellers I have
spoken concerning them, describing their tracks and what calls
they answered to. I have met one or two who had heard the
hound, and the tramp of the horse, and even seen the dove
disappear behind a cloud, and they seemed as anxious to recover
them as if they had lost them themselves.
Note: Since Walden was published, readers have
wondered about the hound, horse, and dove. An early reader
questioned Thoreau, and he responsd, "Well, sir, I suppose we
all have our losses." Some have assumed that the horse, hound
and dove are symbolic of specific losses, or of unfulfilled hopes
or dreams, but it may be most useful just to understand them as
symbols of personal loss.
[4] To anticipate, not the sunrise and the dawn merely,
46. but, if possible, Nature herself! How many mornings, summer
and winter, before yet any neighbor was stirring about his
business, have I been about mine! No doubt, many of my
townsmen have met me returning from this enterprise, farmers
starting for Boston in the twilight, or woodchoppers going to
their work. It is true, I never assisted the sun materially in his
rising, but, doubt not, it was of the last importance only to be
present at it.
[5] So many autumn, ay, and winter days, spent outside
the town, trying to hear what was in the wind, to hear and carry
it express! I well-nigh sunk all my capital in it, and lost my own
breath into the bargain, running in the face of it. If it had
concerned either of the political parties, depend upon it, it
would have appeared in the Gazette (1) with the earliest
intelligence. At other times watching from the observatory of
some cliff or tree, to telegraph any new arrival; or waiting at
evening on the hill-tops for the sky to fall, that I might catch
something, though I never caught much, and that, manna-wise,
would dissolve again in the sun.
[6] For a long time I was reporter to a journal,(2) of no
very wide circulation, whose editor has never yet seen fit to
print the bulk of my contributions, and, as is too common with
writers, I got only my labor for my pains. However, in this case
my pains were their own reward.
[7] For many years I was self-appointed inspector of
snow-storms and rain-storms, and did my duty faithfully;
surveyor, if not of highways, then of forest paths and all across-
lot routes, keeping them open, and ravines bridged and passable
at all seasons, where the public heel had testified to their
utility.
[8] I have looked after the wild stock of the town, which
give a faithful herdsman a good deal of trouble by leaping
47. fences; and I have had an eye to the unfrequented nooks and
corners of the farm; though I did not always know whether
Jonas or Solomon worked in a particular field to-day; that was
none of my business. I have watered the red huckleberry, the
sand cherry and the nettle-tree, the red pine and the black ash,
the white grape and the yellow violet, which might have
withered else in dry seasons.
[9] In short, I went on thus for a long time (I may say it
without boasting), faithfully minding my business, till it became
more and more evident that my townsmen would not after all
admit me into the list of town officers, nor make my place a
sinecure with a moderate allowance. My accounts, which I can
swear to have kept faithfully, I have, indeed, never got audited,
still less accepted, still less paid and settled. However, I have
not set my heart on that.
[10] Not long since, a strolling Indian went to sell
baskets at the house of a well-known lawyer in my
neighborhood. "Do you wish to buy any baskets?" he asked.
"No, we do not want any," was the reply. "What!" exclaimed the
Indian as he went out the gate, "do you mean to starve us?"
Having seen his industrious white neighbors so well off — that
the lawyer had only to weave arguments, and, by some magic,
wealth and standing followed — he had said to himself: I will
go into business; I will weave baskets; it is a thing which I can
do. Thinking that when he had made the baskets he would have
done his part, and then it would be the white man's to buy them.
He had not discovered that it was necessary for him to make it
worth the other's while to buy them, or at least make him think
that it was so, or to make something else which it would be
worth his while to buy. I too had woven a kind of basket of a
delicate texture, but I had not made it worth any one's while to
buy them. Yet not the less, in my case, did I think it worth my
while to weave them, and instead of studying how to make it
worth men's while to buy my baskets, I studied rather how to
48. avoid the necessity of selling them. The life which men praise
and regard as successful is but one kind. Why should we
exaggerate any one kind at the expense of the others?
[11] Finding that my fellow-citizens were not likely to
offer me any room in the court house, or any curacy (3) or
living anywhere else, but I must shift for myself, I turned my
face more exclusively than ever to the woods, where I was
better known. I determined to go into business at once, and not
wait to acquire the usual capital, using such slender means as I
had already got. My purpose in going to Walden Pond was not
to live cheaply nor to live dearly there, but to transact some
private business with the fewest obstacles; to be hindered from
accomplishing which for want of a little common sense, a little
enterprise and business talent, appeared not so sad as foolish.
[12] I have always endeavored to acquire strict business
habits; they are indispensable to every man. If your trade is
with the Celestial Empire,(4) then some small counting house
on the coast, in some Salem harbor,(5) will be fixture enough.
You will export such articles as the country affords, purely
native products, much ice and pine timber and a little granite,
always in native bottoms. These will be good ventures. To
oversee all the details yourself in person; to be at once pilot and
captain, and owner and underwriter; to buy and sell and keep
the accounts; to read every letter received, and write or read
every letter sent; to superintend the discharge of imports night
and day; to be upon many parts of the coast almost at the same
time — often the richest freight will be discharged upon a
Jersey shore; — to be your own telegraph, unweariedly
sweeping the horizon, speaking all passing vessels bound
coastwise; to keep up a steady despatch of commodities, for the
supply of such a distant and exorbitant market; to keep yourself
informed of the state of the markets, prospects of war and peace
everywhere, and anticipate the tendencies of trade and
civilization — taking advantage of the results of all exploring
49. expeditions, using new passages and all improvements in
navigation; — charts to be studied, the position of reefs and
new lights and buoys to be ascertained, and ever, and ever, the
logarithmic tables to be corrected, for by the error of some
calculator the vessel often splits upon a rock that should have
reached a friendly pier — there is the untold fate of La
Prouse;(6) — universal science to be kept pace with, studying
the lives of all great discoverers and navigators, great
adventurers and merchants, from Hanno (7) and the Phoenicians
(8) down to our day; in fine, account of stock to be taken from
time to time, to know how you stand. It is a labor to task the
faculties of a man — such problems of profit and loss, of
interest, of tare and tret,(9) and gauging of all kinds in it, as
demand a universal knowledge.
[13] I have thought that Walden Pond would be a good
place for business, not solely on account of the railroad and the
ice trade; it offers advantages which it may not be good policy
to divulge; it is a good port and a good foundation. No Neva
marshes (10) to be filled; though you must everywhere build on
piles of your own driving. It is said that a flood-tide, with a
westerly wind, and ice in the Neva, would sweep St. Petersburg
from the face of the earth.
[14] As this business was to be entered into without the
usual capital, it may not be easy to conjecture where those
means, that will still be indispensable to every such
undertaking, were to be obtained. As for Clothing, to come at
once to the practical part of the question, perhaps we are led
oftener by the love of novelty and a regard for the opinions of
men, in procuring it, than by a true utility. Let him who has
work to do recollect that the object of clothing is, first, to retain
the vital heat, and secondly, in this state of society, to cover
nakedness, and he may judge how much of any necessary or
50. important work may be accomplished without adding to his
wardrobe. Kings and queens who wear a suit but once, though
made by some tailor or dressmaker to their majesties, cannot
know the comfort of wearing a suit that fits. They are no better
than wooden horses to hang the clean clothes on. Every day our
garments become more assimilated to ourselves, receiving the
impress of the wearer's character, until we hesitate to lay them
aside without such delay and medical appliances and some such
solemnity even as our bodies. No man ever stood the lower in
my estimation for having a patch in his clothes; yet I am sure
that there is greater anxiety, commonly, to have fashionable, or
at least clean and unpatched clothes, than to have a sound
conscience. But even if the rent is not mended, perhaps the
worst vice betrayed is improvidence. I sometimes try my
acquaintances by such tests as this — Who could wear a patch,
or two extra seams only, over the knee? Most behave as if they
believed that their prospects for life would be ruined if they
should do it. It would be easier for them to hobble to town with
a broken leg than with a broken pantaloon. Often if an accident
happens to a gentleman's legs, they can be mended; but if a
similar accident happens to the legs of his pantaloons,(11) there
is no help for it; for he considers, not what is truly respectable,
but what is respected. We know but few men, a great many
coats and breeches. Dress a scarecrow in your last shift, you
standing shiftless by, who would not soonest salute the
scarecrow? Passing a cornfield the other day, close by a hat and
coat on a stake, I recognized the owner of the farm. He was only
a little more weather-beaten than when I saw him last. I have
heard of a dog that barked at every stranger who approached his
master's premises with clothes on, but was easilyIda Laura
Pfeiffer (1797-1858), quieted by a naked thief. It is an
interesting question how far men would retain their relative
rank if they were divested of their clothes. Could you, in such a
case, tell surely of any company of civilized men which
belonged to the most respected class? When Madam
Pfeiffer,(12) in her adventurous travels round the world, from
51. east to west, had got so near home as Asiatic Russia, she says
that she felt the necessity of wearing other than a travelling
dress, when she went to meet the authorities, for she "was now
in a civilized country, where ... people are judged of by their
clothes." Even in our democratic New England towns the
accidental possession of wealth, and its manifestation in dress
and equipage alone, obtain for the possessor almost universal
respect. But they who yield such respect, numerous as they are,
are so far heathen, and need to have a missionary sent to them.
Beside, clothes introduced sewing, a kind of work which you
may call endless; a woman's dress, at least, is never done.
(Above: Ida Laura Pfeiffer (1797-1858), Austrian traveler and
travel book author)
[15] A man who has at length found something to do
will not need to get a new suit to do it in; for him the old will
do, that has lain dusty in the garret for an indeterminate period.
Old shoes will serve a hero longer than they have served his
valet — if a hero ever has a valet — bare feet are older than
shoes, and he can make them do. Only they who go to soires and
legislative balls must have new coats, coats to change as often
as the man changes in them. But if my jacket and trousers, my
hat and shoes, are fit to worship God in, they will do; will they
not? Who ever saw his old clothes — his old coat, actually worn
out, resolved into its primitive elements, so that it was not a
deed of charity to bestow it on some poor boy, by him
perchance to be bestowed on some poorer still, or shall we say
richer, who could do with less? I say, beware of all enterprises
that require new clothes, and not rather a new wearer of clothes.
If there is not a new man, how can the new clothes be made to
fit? If you have any enterprise before you, try it in your old
clothes. All men want, not something to do with, but something
to do, or rather something to be. Perhaps we should never
procure a new suit, however ragged or dirty the old, until we
have so conducted, so enterprised or sailed in some way, that
we feel like new men in the old, and that to retain it would be
like keeping new wine in old bottles.(13) Our moulting season,
52. like that of the fowls, must be a crisis in our lives. The loon
retires to solitary ponds to spend it. Thus also the snake casts
its slough, and the caterpillar its wormy coat, by an internal
industry and expansion; for clothes are but our outmost cuticle
and mortal coil. Otherwise we shall be found sailing under false
colors, and be inevitably cashiered at last by our own opinion,
as well as that of mankind.
[16] We don garment after garment, as if we grew like
exogenous plants by addition without.(14) Our outside and often
thin and fanciful clothes are our epidermis, or false skin, which
partakes not of our life, and may be stripped off here and there
without fatal injury; our thicker garments, constantly worn, are
our cellular integument, or cortex; but our shirts are our liber,
or true bark, which cannot be removed without girdling and so
destroying the man. I believe that all races at some seasons
wear something equivalent to the shirt. It is desirable that a man
be clad so simply that he can lay his hands on himself in the
dark, and that he live in all respects so compactly and
preparedly that, if an enemy take the town, he can, like the old
philosopher, walk out the gate empty-handed without anxiety.
While one thick garment is, for most purposes, as good as three
thin ones, and cheap clothing can be obtained at prices really to
suit customers; while a thick coat can be bought for five dollars,
which will last as many years, thick pantaloons for two dollars,
cowhide boots for a dollar and a half a pair, a summer hat for a
quarter of a dollar, and a winter cap for sixty-two and a half
cents, or a better be made at home at a nominal cost, where is
he so poor that, clad in such a suit, of his own earning, there
will not be found wise men to do him reverence?
[17] When I ask for a garment of a particular form, my
tailoress tells me gravely, "They do not make them so now," not
emphasizing the "They" at all, as if she quoted an authority as
impersonal as the Fates,(15) and I find it difficult to get made
53. what I want, simply because she cannot believe that I mean
what I say, that I am so rash. When I hear this oracular
sentence, I am for a moment absorbed in thought, emphasizing
to myself each word separately that I may come at the meaning
of it, that I may find out by what degree of consanguinity They
are related to me, and what authority they may have in an affair
which affects me so nearly; and, finally, I am inclined to answer
her with equal mystery, and without any more emphasis of the
"they" — "It is true, they did not make them so recently, but
they do now." Of what use this measuring of me if she does not
measure my character, but only the breadth of my shoulders, as
it were a peg to bang the coat on? We worship not the
Graces,(16) nor the Parcæ,(17) but Fashion. She spins and
weaves and cuts with full authority. The head monkey at Paris
puts on a traveller's cap, and all the monkeys in America do the
same. I sometimes despair of getting anything quite simple and
honest done in this world by the help of men. They would have
to be passed through a powerful press first, to squeeze their old
notions out of them, so that they would not soon get upon their
legs again; and then there would be some one in the company
with a maggot in his head, hatched from an egg deposited there
nobody knows when, for not even fire kills these things, and
you would have lost your labor. Nevertheless, we will not forget
that some Egyptian wheat is said to have been handed down to
us by a mummy.
[18] On the whole, I think that it cannot be maintained
that dressing has in this or any country risen to the dignity of an
art. At present men make shift to wear what they can get. Like
shipwrecked sailors, they put on what they can find on the
beach, and at a little distance, whether of space or time, laugh
at each other's masquerade. Another HenryEvery generation
laughs at the old fashions, but follows religiously the new. We
are amused at beholding the costume of Henry VIII, or Queen
Elizabeth, as much as if it was that of the King and Queen of
the Cannibal Islands. All costume off a man is pitiful or
54. grotesque. It is only the serious eye peering from and the
sincere life passed within it which restrain laughter and
consecrate the costume of any people. Let Harlequin (18) be
taken with a fit of the colic and his trappings will have to serve
that mood too. When the soldier is hit by a cannonball, rags are
as becoming as purple.(19)
(left: King Henry VIII of England)
[19] The childish and savage taste of men and women
for new patterns keeps how many shaking and squinting through
kaleidoscopes that they may discover the particular figure
which this generation requires today. The manufacturers have
learned that this taste is merely whimsical. Of two patterns
which differ only by a few threads more or less of a particular
color, the one will be sold readily, the other lie on the shelf,
though it frequently happens that after the lapse of a season the
latter becomes the most fashionable. Comparatively, tattooing is
not the hideous custom which it is called. It is not barbarous
merely because the printing is skin-deep and unalterable.
[20] I cannot believe that our factory system is the best
mode by which men may get clothing. The condition of the
operatives is becoming every day more like that of the
English;(20) and it cannot be wondered at, since, as far as I
have heard or observed, the principal object is, not that mankind
may be well and honestly clad, but, unquestionably, that
corporations may be enriched. In the long run men hit only what
they aim at. Therefore, though they should fail immediately,
they had better aim at something high.
(Continued in part C)
Notes
55. 1. common name for a newspaper - back
2. probably Thoreau's own personal journal - back
3. a curacy is the position of curate, who is a clergyman in
charge of a parish, or is serving as an assistant in a parish -
back
4. Massachusetts began trading with China in the 1780's -
back
5. Massachusetts seaport - back
6. Comte de La Pérouse (1741-1788) French navigator &
explorer; he and his crew were lost at sea - back
7. Hanno - Carthaginian explorer, statesman, ca. 400 B.C.
- back
8. eastern Mediterranean sailers of ancient Phoenicia,
ca.1200 B.C. - back
9. allowances for container weight and waste or damage -
back
10. St. Petersburg was built at the mouth of the Neva
River - back
11. close fitting trousers worn by men in the 19th century -
back
12. Ida Pfeiffer (1797-1858) Austrian writer, A Lady's
Voyage Around the World, about visits to Iceland, Sweden,
Norway, Brazil, Tahiti, China, India, Baghdad, and Moscow -
back
13. reference to the Bible, Matthew 9:17. In biblical times,
"bottles" were made from animal skins, and carried by pack
animals. Old skins became brittle, and if new wine was put into
old skins, it would ferment, expand, and destroy the old skins. -
back
14. plants that grow an annual layer of wood under the
bark - back
15. in classical mythology, the three goddesses of destiny
- back
16. in Greek mythology, three sister goddesses of charm
and beauty - back
56. 17. Roman name for the Fates, three Goddesses of Destiny
and Fate - back
18. traditional Italian comic character - back
19. In medieval Europe, blue dyes were rare and
expensive, and purple was reserved for the powerful and
wealthy. - back
20. In the English Industrial Revolution, men and boys
worked long hours, six or seven days a week, on tightly
coordinated tasks paced by machinery. - back
If I should attempt to tell how I have desired to spend my
life in years past, it would probably surprise those of my
readers who are somewhat acquainted with its actual history; it
would certainly astonish those who know nothing about it. I will
only hint at some of the enterprises which I have cherished.
[2] In any weather, at any hour of the day or night, I
have been anxious to improve the nick of time, and notch it on
my stick too; to stand on the meeting of two eternities, the past
and future, which is precisely the present moment; to toe that
line. You will pardon some obscurities, for there are more
secrets in my trade than in most men's, and yet not voluntarily
kept, but inseparable from its very nature. I would gladly tell all
that I know about it, and never paint "No Admittance" on my
gate.
[3] I long ago lost a hound, a bay horse, and a turtle
dove, and am still on their trail. Many are the travellers I have
spoken concerning them, describing their tracks and what calls
they answered to. I have met one or two who had heard the
hound, and the tramp of the horse, and even seen the dove
disappear behind a cloud, and they seemed as anxious to recover
them as if they had lost them themselves.
Note: Since Walden was published, readers have
57. wondered about the hound, horse, and dove. An early reader
questioned Thoreau, and he responsd, "Well, sir, I suppose we
all have our losses." Some have assumed that the horse, hound
and dove are symbolic of specific losses, or of unfulfilled hopes
or dreams, but it may be most useful just to understand them as
symbols of personal loss.
[4] To anticipate, not the sunrise and the dawn merely,
but, if possible, Nature herself! How many mornings, summer
and winter, before yet any neighbor was stirring about his
business, have I been about mine! No doubt, many of my
townsmen have met me returning from this enterprise, farmers
starting for Boston in the twilight, or woodchoppers going to
their work. It is true, I never assisted the sun materially in his
rising, but, doubt not, it was of the last importance only to be
present at it.
[5] So many autumn, ay, and winter days, spent outside
the town, trying to hear what was in the wind, to hear and carry
it express! I well-nigh sunk all my capital in it, and lost my own
breath into the bargain, running in the face of it. If it had
concerned either of the political parties, depend upon it, it
would have appeared in the Gazette (1) with the earliest
intelligence. At other times watching from the observatory of
some cliff or tree, to telegraph any new arrival; or waiting at
evening on the hill-tops for the sky to fall, that I might catch
something, though I never caught much, and that, manna-wise,
would dissolve again in the sun.
[6] For a long time I was reporter to a journal,(2) of no
very wide circulation, whose editor has never yet seen fit to
print the bulk of my contributions, and, as is too common with
writers, I got only my labor for my pains. However, in this case
my pains were their own reward.
58. [7] For many years I was self-appointed inspector of
snow-storms and rain-storms, and did my duty faithfully;
surveyor, if not of highways, then of forest paths and all across-
lot routes, keeping them open, and ravines bridged and passable
at all seasons, where the public heel had testified to their
utility.
[8] I have looked after the wild stock of the town, which
give a faithful herdsman a good deal of trouble by leaping
fences; and I have had an eye to the unfrequented nooks and
corners of the farm; though I did not always know whether
Jonas or Solomon worked in a particular field to-day; that was
none of my business. I have watered the red huckleberry, the
sand cherry and the nettle-tree, the red pine and the black ash,
the white grape and the yellow violet, which might have
withered else in dry seasons.
[9] In short, I went on thus for a long time (I may say it
without boasting), faithfully minding my business, till it became
more and more evident that my townsmen would not after all
admit me into the list of town officers, nor make my place a
sinecure with a moderate allowance. My accounts, which I can
swear to have kept faithfully, I have, indeed, never got audited,
still less accepted, still less paid and settled. However, I have
not set my heart on that.
[10] Not long since, a strolling Indian went to sell
baskets at the house of a well-known lawyer in my
neighborhood. "Do you wish to buy any baskets?" he asked.
"No, we do not want any," was the reply. "What!" exclaimed the
Indian as he went out the gate, "do you mean to starve us?"
Having seen his industrious white neighbors so well off — that
the lawyer had only to weave arguments, and, by some magic,
wealth and standing followed — he had said to himself: I will
go into business; I will weave baskets; it is a thing which I can