The Creature And Frankenstein Essay

1367 WordsMar 8, 20126 Pages
Derek Gibbins The Creature Completes Frankenstein Frankenstein, speaking of himself as a boy in his father’s home, points out that he believes he is nothing like Elizabeth. He decides to pursue the knowledge of the “world” through investigation and experience, while Elizabeth is more poetry oriented, if you will. As the novel progresses, it is clear that the meaning of the word “world” for Frankenstein is very close-minded. He is hungry for knowledge of the physical world and if he believes an idea is unrealized within society, he attempts to expand the idea in order to give it a better-known existence. He creates the creature, which he then rejects, because its physical body did not end up as he had imagined. Tossed into the world with no help and while still young in the brain, the creature begins his own journey to discover the meanings hidden in human language/society. Throughout this essay, I will discuss how the creature can be regarded as another half of Frankenstein, like a multi-headed beast, completing him almost. I will do so through an examination of the schooling, from books and from humans, and experiences each has as it grows. In some ways, the creature’s gain in knowledge is very similar Frankenstein’s. But in other ways, their experiences differ drastically, and the main reason for this is the organized style of learning that is only available to Frankenstein, and not the creature. Frankenstein talks of his youth with reminiscence. His parents’ policy in the education of their children was that there should be neither punishment nor someone telling them what to do every step of the way. Instead, they encouraged their children to pursue their studies with determination by showing them the end result, and by having them understand how to reach the end and not by making them learn repetitive, tedious lessons. Frankenstein’s proof of his parents’
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