J.G. Ballards texts Essay Example

J.G. Ballards texts Essay Empire of the Sun is a novel that takes the reader to the pre and post World War 11, and the repercussions of the detonation of the atom bomb over Hiroshima and Nagasaki, through the eyes of a very young British boy trapped in a war where there are no winners.The novel is a first hand description of most of the experiences of the author J.G. Ballard who was interned there from 1942 to 1945 in the same prison camps mentioned in the book. It is a profound and moving account of what it was like to be a boy in Japanese occupied Shanghai at wartime.J.G. Ballards texts have a great deal in common with each other. The Guardian said he is a writer who can be relied upon. He rarely writes much below his best, and if you develop a taste for his preoccupations you will find it satisfied by any of his earlier four books. Clearly this opinion gives the reader the impression that the novel is regarded as impressive and should be enjoyed by the reader. The Guardian went as far to say, indeed, it could be said that if there is still room for a masterpiece about the Second World War, then this is it. Like other masterpieces it gains its initial effect in standing at a slightly oblique and unexpected angle to its subject matter.Ballards heightened sensitivity to violence, as well as the corollary themes of isolation and social chaos, which permeate much of his work, may well have its roots in his childhood in wartime China. Ballards rich metaphoric prose and his emphasis on psychological and technological themes make him a somewhat unique and impressive figure in contemporary literature.Due to the theme being war, the reader can expect the language to be predominately harsh and somewhat vile, this use of language reflects the feelings people have towards war, and the feelings the characters would have felt towards the war. The text can be considered as somewhat surreal writing, that beguiles the reader with its gentleness, yet forces the reader to confront many atrocious episo des concerning the sick, the dying and the dead. The fact that the reader sees them from a childs perspective makes the descriptions even viler and explicitly shocking. His explicit use of language, and his crude descriptions of the events that occur, lead me to the conclusion that Ballard is unemotionally detached from this story, the events are his memories, yet he doesnt appear to put any feeling into the characters, this is especially the case within Jim. There are several occasions, where Jim witnesses brutal behaviour, yet no emotions of remorse or feelings of pity are apparent.Ballard conveys a sense of place, through his descriptions of the different nationalities that are present within the novel. The protagonist British characters are described as stoical throughout the war. The descriptions given presented of the Chinese give the setting of Shanghai. They are constantly described as insignificant people who only survive from the money that the British inject into the coun try. The Japanese, the nation whom instigated the war are seen as the people that give some of the characters hope. This is the case especially for Jim. Their bravery and stoicism impress him. The descriptions given of the Japanese convey a sense of atmosphere. The actions they take create the feelings of many of the characters.The American and Japanese planes are for Jim a symbolism of hope and freedom. Although he idolises the Japanese kamikaze pilots, the sites of the American planes symbolise and signify the end of the war.The novel begins prior to the attack on Pearl Harbour. The significance of the reader recognising this event is clear, as there are many references to the way in which this attack is publicised. To Jims dismay, even the Dean of Shanghai Cathedral had equipped himself with an antique projector. This shows the reader that war was a part of life for the people of Shanghai. This point is emphasised by the opening lines of the novel, Wars came early to Shanghai, ov ertaking each other like the tides that raced up the Yangtze. The dropping of the atom bomb is clearly another significant, event that the reader is supposed to recognise. The descriptions of the event given is complex and in thorough detail. But a flash of light filled the Stadium, flaring over the stands as if an immense American bomb had exploded somewhere to the northeast of Shanghai. Jim smiled at the Japanese, wishing that he could tell him that the light was a premonition of his death, the sight of his small soul joining the larger soul of the dying world. To Jim, the event of the atom bomb was symbolic for the death that was coming to him, and the death that had already reached many, his delirium had reached the stage that disallowed him to realise that the light he was seeing was literally a bomb sent from the Americans.Although Jim is a British boy of the wartime, he has distanced himself from the reality of the war. War as seen through the eyes of a child is an exhilarati ng and mysterious experience that rarely can be related to reality. The childlike disbelief that war will actually occur is evident many times throughout the novel, Sometimes the Pathe newsreels from England gave him the impression that, despite their unbroken series of defeats; the British people were thoroughly enjoying the war. It is clear that war to the British at this stage of the novel was considered a form of entertainment. The fact that whilst Jim was watching the newsreels, all he could think about was going to Dr. Lockwoods party, clearly shows the distance Jim has to the war.Shanghai during the time the novel was set, was inhabited by British, American and French people. These people were the upper class society of China. They were mainly there for their large firms that operated internationally. China was a colony of the British Empire, something, which greatly tormented the Japanese people as they felt they should be the owner of China. This great amount of upper class people had taken over China, and the local inhabitants had become almost inhuman and insignificant. This fact is clear throughout the novel. The opening paragraph demonstrates this sheer insignificance of this nationality of people. Wars came early to Shanghai, overtaking each other like the tides that raced up the Yangtze and returned to this gaudy city all the coffins cast adrift from the funeral piers of the Chinese Bund. The poverty of the Chinese is demonstrated here, the reader is aware that the Chinese cannot even afford to bury their dead. This description is symbolic for the majority of the Chinese race. Their bodies drift away in the wooden coffins, yet are always brought back by the tide, it is almost as if for the Chinese, there is no escape from this land that submises them so greatly. The imagery of the floating corpses introduces the theme of death and survival that pervades the novel.Jims attitude to the Chinese is demonstrated by one simple thing that he says, Ama h, dont touch it! Ill kill you! Clearly Jim has no respect for his Chinese slave, he assumes that he has enough power over her to order her death. The beggar outside Jims house demonstrates the social difference between the Chinese and Western European classes. Usually his mother would caution Yang to avoid the old beggar who lay at the end of the drive. But as Yang swung the heavy car through the gates, barely pausing before he accelerated along Amherst Avenue, Jim saw that the front wheel had crushed the mans foot. Even though the reader is aware that Jim has seen this happen to the old beggar, he doesnt appear to show any remorse or guilt towards the man, this lack of feelings is shown again when Jim witnesses the beheadings. The description given of the beheading is in great detail, but Jim doesnt demonstrate that he has any emotions about this public inhumane act. Usually Jim would have paused to observe the crowd, Jim watched the coolies and the pheasant women staring at the h eadless bodies. Jim is observing the situation in a manner that suggests to the reader that he is used to this sort of behaviour. This fact supports the stereotype that Ballard has as a detached and unemotional writer. Jims lack of emotion would appear almost abnormal to a reader, as a child would be usually upset and more respectful towards the dead, regardless of their nationality. Jims detachment from reality is once again demonstrated.Dr. Lockwoods party shows a strong contrast between the predominant nationalities within the novel. The British are indulging in extravagant parties, as a war is occurring. The party is full of British people dressed in bright exotic outfits, the entertainment consists of Cantonese acrobats climbing their comical ladders and pretending to disappear into the sky. The party is nothing short of what would be expected from the rich Westerners, but readers may regard it as somewhat insensitive to the war situation. The Chinese that are there are quietly removing a dead oriole from the deep end of the now drained swimming-pool. There are twenty Chinese women, dressed in black tunics and trousers, each on a miniature stool. They are sat shoulder-to-shoulder, weeding knives flashing at the grass, while keeping up an unstoppable chatter. Ironically, although the war is occurring, the Chinese people are still working as servants for the British; this shows the lack of importance of the Chinese in comparison to the British who are spending their time at a lavish party.It is during the party that Jims admiration of Japanese pilots first emerges. Whilst exploring an abandoned plane, Jim has his first encounter with the Japanese soldiers. He was about to jump from the blockhouse, when he noticed that a face was looking up at him from the trench. A fully armed Japanese soldier squatted by the broken earth wall, his rifle, webbing and ground sheet laid out beside him as if ready for inspection. An entire company of Japanese infantry was res ting in this old battlefield, as if re-equipping itself from the dead of an earlier war, ghosts of their former comrades risen from the grave and issued with fresh uniforms and rations. The Japanese appear to be like predators from this description, it is as if they are lying in wait for there pray, this is something that later in the novel Jim begins to admire. The descriptions given of the three nationalities, is a great contrast to what their lives are like within Lunghua Camp. There is almost a role reversal between the British and Chinese, and between the British and the Japanese.The Japanese, the instigators of the war, ironically are greatly admired by Jim, a boy from a nationality who would be considered one of their vast amount of enemies. This admiration comes in many forms throughout this novel. Jim was impressed by their bravery and stoicism, and their sadness which struck a curious chord with him, who was never sad. Although Jim deeply admired the Japanese, his admirati on for them grew stronger due to them having the things he didnt. Food the main attributer to life, was something that Jim lacked, and the Japanese had As they smoked their cigarettes the Japanese smiled to themselves, watching Jim devour the shreds of fatty rice. The Japanese soldier who had taken pity on Jim, recognising that this small boy was starving, began to laugh good-naturedly, and pulled the rubber plug from his metal water-bottle. Food is power within this period of time, it is therefore as if the Japanese are in control of all, they control Jim, but fortunately for him, they do not abuse this power. Due to the kindness of the Japanese soldiers, Jims admiration for them has grown. They have helped his survival. This relationship that Jim has with the Japanese occurs many times within the novel.Private Kimura is example of Jim bonding with a Japanese soldier. Private Kimuras kindness to Jim is clear within the form of many events that occur within the time that they know e ach other. Private Kimura had grown almost as much as Jim in his years at the camp. Jims admiration for the Japanese soldier had been noticed and this admiration was fed by Private Kimura often inviting Jim to the bungalow he shared with three other guards and allowed him to wear his kendo armour. This kindness to Jim is later contrasted by the brutal beating of the Chinese Coolie. Like many of Jims previously detailed and dispassionate descriptions of brutal behaviour, the coolies beating isnt described any differently. Private Kimura walked behind the rickshaw and kicked the wooden seat, hurling the vehicle against the coolies legs, raising their staves, they each struck him a blow on the head, then strolled away as if deep in thought. Jim whilst watching this horrid event appeared disconcerned he is described to be wondering whether to read an article about Winston Churchill. All of the British internees of the camp are described to be unconcerned and only sit and observe the eve nt, this demonstrates the differences of nationality status, although the Chinese and the British are both prisoners of war, under the Japanese authority, the Chinese are not given the right to be in a camp and to be looked after, even during times of war, they are inferior to the British and the Americans. The fact that no British internee would help the Chinese coolie shows their sheer unimportance within the eyes of the British. Jims upbringing is questionable here. Is he so disconcerned about the brutal event, as he has been hardened by war, or is he so disconcerned due to him being used to this kind of behaviour bestowed upon the Chinese. The most likely answer would be that he is used to this insignificance for Human life regardless of nationality.The Americans role within the novel is to bring hope. Jim is the predominant character that symbolises this hope. The first American characters to be introduced demonstrate this. Basie and Frank, appear to be using the war as a way t o make money, they appear to be disconcerned for their own safety. Frank says that Basie wants to stay in Shanghai now the Japs are here. He thinks we can make a pile of money once we get to the camps. Dr Ransome, someone whom isnt particularly fond of Basie tells Jim that its a good thing that youre friends with Basie. Hes a survivor, though survivors can be dangerous.Many internees consider the American blocks within the camp as the place to be, the place where everything is happening. Jim liked the Americans and approved of them in every way. Whenever he entered this enclave of irony and good humour his spirits rose. There they lay on their bunks and entertained a steady stream of adolescent girls, single British women and even a few wives drawn to them for reasons not very different from Jims. The Americans were clearly the idealised nationality within the camp that held a presence that made them appear to not have any cares in the world, this presence kept many people alive. Th e Americans symbolised hope, this hope for Jim, came within the shape of the American warplanes. Fearsome American planes emerged like pieces of the sun. Jim reflected that the prisoners ought to celebrate, throw their clogs in the air, seize the air raid siren and play it back at the incoming American planes. Although for the prisoners, this should have been a great moment, it wasnt. The repercussions of the war had taken its toll on many of the prisoners, and many like Jim were almost scared to leave the camp, for fear of what life without routine and rules would be like again.The British internees at Lunghua Camp, unlike the Americans refuse to take in the facts that they are prisoners of war, this is evident by due to the fact that they have named parts of the camp after British roads and places. The Vincents, the people whom Jim shared a room with, completely disregarded Jim, even though nationality wise he was one of there own. Mrs Vincent is described as treating Jim like her Number Two Coolie, and he was well aware that he tolerated this for reasons he barely understood. Ironically, the British who treat all Chinese with disrespect are treating Jim one of their own, in the same manner. The fact that Jim is only a child makes the situation even more callus. Mrs Vincent a woman who is already a mother, is pushing away a young boy, and not giving him any help what so ever. The curtain that the Vincents have up within the room is a clear indicator to Jim and to the audience that the Vincents do not want any part in Jims life. They do want to face the realities of war and work together, they want to remain a happy, private family.The British before the war, were described as being lavish and exotic people, they are now within the camp, shown to be the people who are the more feeble race. They are constantly described to be sat in their own excrement, something, which by many is considered to be degrading, and generally an embarrassing situation. The old wom en lay in the pools of urine at their husbands feet. The English brothers huddled against Basie while Mrs Hug leaned on her fathers knees. This description is a complete contrast to the previous way in which the British people were described, this description is somewhat similar to the constant way in which the Chinese people are thought of and said to be like.Mr Maxted and Dr Ransome two of the central British characters within the novel are separated from the typical British people. They are both characters that give the other internees hope. They both take on roles of responsibility within the camp. Dr Ransome is not only a doctor for the people, along with Basie; he is Jims tutor. He therefore provides medical help for internees and mental stimulation for Jim. He could therefore be considered as a person of power within the camp, he has to some extent the power to maintain peoples health, and with regards to Jim, he has the power of knowledge.Mr Maxted, towards the beginning of the novel, is described as a very easygoing man, Jim admired Mr Maxted, an architect turned entrepreneur who had designed the Metropole Theatre and numerous Shanghai nightclubs. Jim often tried to imitate his raffish manner, but soon found that being so relaxed was exhausting work, Mr Maxted was the perfect type of Englishman who had adapted himself to Shanghai. Mr Maxted is clearly an easygoing person, whom is adaptable to many situations. This attribute would help any person survive within the camp circumstances. Mr Maxted on many occasions assists Jim with getting food, making sure he is okay, tasks that an almost father figure would do. Mr Maxted can therefore be considered as a father figure to Jim that remains calm and collected, for the benefit of Jim and many others. Even with the foreboding events that lead to the death of Mr Maxted, he remains calm and gives Jim hope, in every situation possible. Good lad, Jamie you hang on. Mr Maxted is remaining hopeful for the sake of this young boy, whom without people to keep him occupied and hopeful, would more than likely be drawing near to his end.Jim although a British born character, adopts and idolises many other nationality traits. Jims dream is to become a Japanese pilot; this is ironic, as it is the Japanese who are keeping the British people within confinement. On numerous occasions, Jim tells the internees of Lunghua Camp, that he wishes to be a Japanese Kamikaze pilot, and how he admires their bravery and stoicism. Jims cultural upbringing and multicultural town, make him aware of cultural traits and differences between people from different nationalities. As he is only a young boy, Jim would be more inclined to adopt some of these multicultural traits and admire them; therefore his admiration for the Japanese isnt unexpected.Jims friendship with the young Japanese pilot makes the reader look upon the Japanese in a not so harsh light. The Japanese raised his wooden stake. Like a sleeper waking from a dream, he hurled it into the nettles. As Jim flinched, he reached into the waist-pocket of his flight overalls and drew out a small mango.Jim took the yellow fruit from the pilots calloused hand. The mango was still warm from his body. This act of kindness shown from the young Japanese pilot, shows the reader that the Japanese are not all cruel people, although they instigated this particular war, they are at war as well, things concerning food etc, are a problem for them to, and the fact that he has given Jim this exotic piece of fruit demonstrates the Japaneses kindness.The novels ends on a somewhat sombre note, although Shanghai has returned to the normal bustling city that it used to be, Jim has grown up and begun to notice the horrors of it, he has in many ways become aware of the horrors that the Chinese suffer from day to day. Jims confinement within the war has opened up his mind to what is right and wrong in respect to the way in which people are treated. When he witnesse s the British and American sailors urinating down the steps, this new awareness becomes evident. Fifty feet below them, the Chinese watched without comment as the arcs of urine formed a foaming stream that ran down the street. When it reached the pavement the Chinese stepped back, their faces expressionless. Jim glanced at the people around him, the clerks and coolies and peasant women, well aware of what they were thinking. One day China would punish the rest of the world, and take a frightening revenge. Jims time within the camp has made him realise that the Chinese are actually alive, their existence has actually become noticeable to Jim, and he now disagrees with the cruel treatment that he once issued onto them.The final paragraph of the novel is very similar to the beginning paragraph, except the mood is greatly different. The description unlike many in the book appears to have a sense of sadness and feeling to it. Previously when the Chinese coffins were described, a brief de scription was just given, whereas now, the description ends driven once again to the shores of this terrible city. This feeling added to the final description given of Shanghai, makes the ending of the book powerful. Ballard known not to include any feeling into his work, ends his story with an impact on the reader, they are aware that Jim feels a sense of sadness and possible hatred to the city that he once thought was a great place to be.This novel is a first hand description of a war experience, and is therefore considered by many as a masterpiece. This novel leaves nothing to the imagination, everything is described in great detail, and in a way that paints a picture in the readers mind. This effective use of detached unemotional memories makes the descriptions powerful and creates emotions within the reader.This novel is considered by the Guardian as above all, a book of triumph and truthfulness of tone. Ballards rich metaphoric prose and his emphasis on psychological and techn ological themes make him a somewhat unique and impressive figure in contemporary literature. Ballards work although considered by many as somewhat grotesque, is thoroughly enjoyed by many today as a great novel, I would agree with this, it is interesting to read, and every word and description grips the readers attention. J.G. Ballards texts Essay Example J.G. Ballards texts Essay Empire of the Sun is a novel that takes the reader to the pre and post World War 11, and the repercussions of the detonation of the atom bomb over Hiroshima and Nagasaki, through the eyes of a very young British boy trapped in a war where there are no winners.The novel is a first hand description of most of the experiences of the author J.G. Ballard who was interned there from 1942 to 1945 in the same prison camps mentioned in the book. It is a profound and moving account of what it was like to be a boy in Japanese occupied Shanghai at wartime.J.G. Ballards texts have a great deal in common with each other. The Guardian said he is a writer who can be relied upon. He rarely writes much below his best, and if you develop a taste for his preoccupations you will find it satisfied by any of his earlier four books. Clearly this opinion gives the reader the impression that the novel is regarded as impressive and should be enjoyed by the reader. The Guardian went as far to say, indeed, it could be said that if there is still room for a masterpiece about the Second World War, then this is it. Like other masterpieces it gains its initial effect in standing at a slightly oblique and unexpected angle to its subject matter.Ballards heightened sensitivity to violence, as well as the corollary themes of isolation and social chaos, which permeate much of his work, may well have its roots in his childhood in wartime China. Ballards rich metaphoric prose and his emphasis on psychological and technological themes make him a somewhat unique and impressive figure in contemporary literature.Due to the theme being war, the reader can expect the language to be predominately harsh and somewhat vile, this use of language reflects the feelings people have towards war, and the feelings the characters would have felt towards the war. The text can be considered as somewhat surreal writing, that beguiles the reader with its gentleness, yet forces the reader to confront many atrocious episo des concerning the sick, the dying and the dead. The fact that the reader sees them from a childs perspective makes the descriptions even viler and explicitly shocking. His explicit use of language, and his crude descriptions of the events that occur, lead me to the conclusion that Ballard is unemotionally detached from this story, the events are his memories, yet he doesnt appear to put any feeling into the characters, this is especially the case within Jim. There are several occasions, where Jim witnesses brutal behaviour, yet no emotions of remorse or feelings of pity are apparent.Ballard conveys a sense of place, through his descriptions of the different nationalities that are present within the novel. The protagonist British characters are described as stoical throughout the war. The descriptions given presented of the Chinese give the setting of Shanghai. They are constantly described as insignificant people who only survive from the money that the British inject into the coun try. The Japanese, the nation whom instigated the war are seen as the people that give some of the characters hope. This is the case especially for Jim. Their bravery and stoicism impress him. The descriptions given of the Japanese convey a sense of atmosphere. The actions they take create the feelings of many of the characters.The American and Japanese planes are for Jim a symbolism of hope and freedom. Although he idolises the Japanese kamikaze pilots, the sites of the American planes symbolise and signify the end of the war.The novel begins prior to the attack on Pearl Harbour. The significance of the reader recognising this event is clear, as there are many references to the way in which this attack is publicised. To Jims dismay, even the Dean of Shanghai Cathedral had equipped himself with an antique projector. This shows the reader that war was a part of life for the people of Shanghai. This point is emphasised by the opening lines of the novel, Wars came early to Shanghai, ov ertaking each other like the tides that raced up the Yangtze. The dropping of the atom bomb is clearly another significant, event that the reader is supposed to recognise. The descriptions of the event given is complex and in thorough detail. But a flash of light filled the Stadium, flaring over the stands as if an immense American bomb had exploded somewhere to the northeast of Shanghai. Jim smiled at the Japanese, wishing that he could tell him that the light was a premonition of his death, the sight of his small soul joining the larger soul of the dying world. To Jim, the event of the atom bomb was symbolic for the death that was coming to him, and the death that had already reached many, his delirium had reached the stage that disallowed him to realise that the light he was seeing was literally a bomb sent from the Americans.Although Jim is a British boy of the wartime, he has distanced himself from the reality of the war. War as seen through the eyes of a child is an exhilarati ng and mysterious experience that rarely can be related to reality. The childlike disbelief that war will actually occur is evident many times throughout the novel, Sometimes the Pathe newsreels from England gave him the impression that, despite their unbroken series of defeats; the British people were thoroughly enjoying the war. It is clear that war to the British at this stage of the novel was considered a form of entertainment. The fact that whilst Jim was watching the newsreels, all he could think about was going to Dr. Lockwoods party, clearly shows the distance Jim has to the war.Shanghai during the time the novel was set, was inhabited by British, American and French people. These people were the upper class society of China. They were mainly there for their large firms that operated internationally. China was a colony of the British Empire, something, which greatly tormented the Japanese people as they felt they should be the owner of China. This great amount of upper class people had taken over China, and the local inhabitants had become almost inhuman and insignificant. This fact is clear throughout the novel. The opening paragraph demonstrates this sheer insignificance of this nationality of people. Wars came early to Shanghai, overtaking each other like the tides that raced up the Yangtze and returned to this gaudy city all the coffins cast adrift from the funeral piers of the Chinese Bund. The poverty of the Chinese is demonstrated here, the reader is aware that the Chinese cannot even afford to bury their dead. This description is symbolic for the majority of the Chinese race. Their bodies drift away in the wooden coffins, yet are always brought back by the tide, it is almost as if for the Chinese, there is no escape from this land that submises them so greatly. The imagery of the floating corpses introduces the theme of death and survival that pervades the novel.Jims attitude to the Chinese is demonstrated by one simple thing that he says, Ama h, dont touch it! Ill kill you! Clearly Jim has no respect for his Chinese slave, he assumes that he has enough power over her to order her death. The beggar outside Jims house demonstrates the social difference between the Chinese and Western European classes. Usually his mother would caution Yang to avoid the old beggar who lay at the end of the drive. But as Yang swung the heavy car through the gates, barely pausing before he accelerated along Amherst Avenue, Jim saw that the front wheel had crushed the mans foot. Even though the reader is aware that Jim has seen this happen to the old beggar, he doesnt appear to show any remorse or guilt towards the man, this lack of feelings is shown again when Jim witnesses the beheadings. The description given of the beheading is in great detail, but Jim doesnt demonstrate that he has any emotions about this public inhumane act. Usually Jim would have paused to observe the crowd, Jim watched the coolies and the pheasant women staring at the h eadless bodies. Jim is observing the situation in a manner that suggests to the reader that he is used to this sort of behaviour. This fact supports the stereotype that Ballard has as a detached and unemotional writer. Jims lack of emotion would appear almost abnormal to a reader, as a child would be usually upset and more respectful towards the dead, regardless of their nationality. Jims detachment from reality is once again demonstrated.Dr. Lockwoods party shows a strong contrast between the predominant nationalities within the novel. The British are indulging in extravagant parties, as a war is occurring. The party is full of British people dressed in bright exotic outfits, the entertainment consists of Cantonese acrobats climbing their comical ladders and pretending to disappear into the sky. The party is nothing short of what would be expected from the rich Westerners, but readers may regard it as somewhat insensitive to the war situation. The Chinese that are there are quietly removing a dead oriole from the deep end of the now drained swimming-pool. There are twenty Chinese women, dressed in black tunics and trousers, each on a miniature stool. They are sat shoulder-to-shoulder, weeding knives flashing at the grass, while keeping up an unstoppable chatter. Ironically, although the war is occurring, the Chinese people are still working as servants for the British; this shows the lack of importance of the Chinese in comparison to the British who are spending their time at a lavish party.It is during the party that Jims admiration of Japanese pilots first emerges. Whilst exploring an abandoned plane, Jim has his first encounter with the Japanese soldiers. He was about to jump from the blockhouse, when he noticed that a face was looking up at him from the trench. A fully armed Japanese soldier squatted by the broken earth wall, his rifle, webbing and ground sheet laid out beside him as if ready for inspection. An entire company of Japanese infantry was res ting in this old battlefield, as if re-equipping itself from the dead of an earlier war, ghosts of their former comrades risen from the grave and issued with fresh uniforms and rations. The Japanese appear to be like predators from this description, it is as if they are lying in wait for there pray, this is something that later in the novel Jim begins to admire. The descriptions given of the three nationalities, is a great contrast to what their lives are like within Lunghua Camp. There is almost a role reversal between the British and Chinese, and between the British and the Japanese.The Japanese, the instigators of the war, ironically are greatly admired by Jim, a boy from a nationality who would be considered one of their vast amount of enemies. This admiration comes in many forms throughout this novel. Jim was impressed by their bravery and stoicism, and their sadness which struck a curious chord with him, who was never sad. Although Jim deeply admired the Japanese, his admirati on for them grew stronger due to them having the things he didnt. Food the main attributer to life, was something that Jim lacked, and the Japanese had As they smoked their cigarettes the Japanese smiled to themselves, watching Jim devour the shreds of fatty rice. The Japanese soldier who had taken pity on Jim, recognising that this small boy was starving, began to laugh good-naturedly, and pulled the rubber plug from his metal water-bottle. Food is power within this period of time, it is therefore as if the Japanese are in control of all, they control Jim, but fortunately for him, they do not abuse this power. Due to the kindness of the Japanese soldiers, Jims admiration for them has grown. They have helped his survival. This relationship that Jim has with the Japanese occurs many times within the novel.Private Kimura is example of Jim bonding with a Japanese soldier. Private Kimuras kindness to Jim is clear within the form of many events that occur within the time that they know e ach other. Private Kimura had grown almost as much as Jim in his years at the camp. Jims admiration for the Japanese soldier had been noticed and this admiration was fed by Private Kimura often inviting Jim to the bungalow he shared with three other guards and allowed him to wear his kendo armour. This kindness to Jim is later contrasted by the brutal beating of the Chinese Coolie. Like many of Jims previously detailed and dispassionate descriptions of brutal behaviour, the coolies beating isnt described any differently. Private Kimura walked behind the rickshaw and kicked the wooden seat, hurling the vehicle against the coolies legs, raising their staves, they each struck him a blow on the head, then strolled away as if deep in thought. Jim whilst watching this horrid event appeared disconcerned he is described to be wondering whether to read an article about Winston Churchill. All of the British internees of the camp are described to be unconcerned and only sit and observe the eve nt, this demonstrates the differences of nationality status, although the Chinese and the British are both prisoners of war, under the Japanese authority, the Chinese are not given the right to be in a camp and to be looked after, even during times of war, they are inferior to the British and the Americans. The fact that no British internee would help the Chinese coolie shows their sheer unimportance within the eyes of the British. Jims upbringing is questionable here. Is he so disconcerned about the brutal event, as he has been hardened by war, or is he so disconcerned due to him being used to this kind of behaviour bestowed upon the Chinese. The most likely answer would be that he is used to this insignificance for Human life regardless of nationality.The Americans role within the novel is to bring hope. Jim is the predominant character that symbolises this hope. The first American characters to be introduced demonstrate this. Basie and Frank, appear to be using the war as a way t o make money, they appear to be disconcerned for their own safety. Frank says that Basie wants to stay in Shanghai now the Japs are here. He thinks we can make a pile of money once we get to the camps. Dr Ransome, someone whom isnt particularly fond of Basie tells Jim that its a good thing that youre friends with Basie. Hes a survivor, though survivors can be dangerous.Many internees consider the American blocks within the camp as the place to be, the place where everything is happening. Jim liked the Americans and approved of them in every way. Whenever he entered this enclave of irony and good humour his spirits rose. There they lay on their bunks and entertained a steady stream of adolescent girls, single British women and even a few wives drawn to them for reasons not very different from Jims. The Americans were clearly the idealised nationality within the camp that held a presence that made them appear to not have any cares in the world, this presence kept many people alive. Th e Americans symbolised hope, this hope for Jim, came within the shape of the American warplanes. Fearsome American planes emerged like pieces of the sun. Jim reflected that the prisoners ought to celebrate, throw their clogs in the air, seize the air raid siren and play it back at the incoming American planes. Although for the prisoners, this should have been a great moment, it wasnt. The repercussions of the war had taken its toll on many of the prisoners, and many like Jim were almost scared to leave the camp, for fear of what life without routine and rules would be like again.The British internees at Lunghua Camp, unlike the Americans refuse to take in the facts that they are prisoners of war, this is evident by due to the fact that they have named parts of the camp after British roads and places. The Vincents, the people whom Jim shared a room with, completely disregarded Jim, even though nationality wise he was one of there own. Mrs Vincent is described as treating Jim like her Number Two Coolie, and he was well aware that he tolerated this for reasons he barely understood. Ironically, the British who treat all Chinese with disrespect are treating Jim one of their own, in the same manner. The fact that Jim is only a child makes the situation even more callus. Mrs Vincent a woman who is already a mother, is pushing away a young boy, and not giving him any help what so ever. The curtain that the Vincents have up within the room is a clear indicator to Jim and to the audience that the Vincents do not want any part in Jims life. They do want to face the realities of war and work together, they want to remain a happy, private family.The British before the war, were described as being lavish and exotic people, they are now within the camp, shown to be the people who are the more feeble race. They are constantly described to be sat in their own excrement, something, which by many is considered to be degrading, and generally an embarrassing situation. The old wom en lay in the pools of urine at their husbands feet. The English brothers huddled against Basie while Mrs Hug leaned on her fathers knees. This description is a complete contrast to the previous way in which the British people were described, this description is somewhat similar to the constant way in which the Chinese people are thought of and said to be like.Mr Maxted and Dr Ransome two of the central British characters within the novel are separated from the typical British people. They are both characters that give the other internees hope. They both take on roles of responsibility within the camp. Dr Ransome is not only a doctor for the people, along with Basie; he is Jims tutor. He therefore provides medical help for internees and mental stimulation for Jim. He could therefore be considered as a person of power within the camp, he has to some extent the power to maintain peoples health, and with regards to Jim, he has the power of knowledge.Mr Maxted, towards the beginning of the novel, is described as a very easygoing man, Jim admired Mr Maxted, an architect turned entrepreneur who had designed the Metropole Theatre and numerous Shanghai nightclubs. Jim often tried to imitate his raffish manner, but soon found that being so relaxed was exhausting work, Mr Maxted was the perfect type of Englishman who had adapted himself to Shanghai. Mr Maxted is clearly an easygoing person, whom is adaptable to many situations. This attribute would help any person survive within the camp circumstances. Mr Maxted on many occasions assists Jim with getting food, making sure he is okay, tasks that an almost father figure would do. Mr Maxted can therefore be considered as a father figure to Jim that remains calm and collected, for the benefit of Jim and many others. Even with the foreboding events that lead to the death of Mr Maxted, he remains calm and gives Jim hope, in every situation possible. Good lad, Jamie you hang on. Mr Maxted is remaining hopeful for the sake of this young boy, whom without people to keep him occupied and hopeful, would more than likely be drawing near to his end.Jim although a British born character, adopts and idolises many other nationality traits. Jims dream is to become a Japanese pilot; this is ironic, as it is the Japanese who are keeping the British people within confinement. On numerous occasions, Jim tells the internees of Lunghua Camp, that he wishes to be a Japanese Kamikaze pilot, and how he admires their bravery and stoicism. Jims cultural upbringing and multicultural town, make him aware of cultural traits and differences between people from different nationalities. As he is only a young boy, Jim would be more inclined to adopt some of these multicultural traits and admire them; therefore his admiration for the Japanese isnt unexpected.Jims friendship with the young Japanese pilot makes the reader look upon the Japanese in a not so harsh light. The Japanese raised his wooden stake. Like a sleeper waking from a dream, he hurled it into the nettles. As Jim flinched, he reached into the waist-pocket of his flight overalls and drew out a small mango.Jim took the yellow fruit from the pilots calloused hand. The mango was still warm from his body. This act of kindness shown from the young Japanese pilot, shows the reader that the Japanese are not all cruel people, although they instigated this particular war, they are at war as well, things concerning food etc, are a problem for them to, and the fact that he has given Jim this exotic piece of fruit demonstrates the Japaneses kindness.The novels ends on a somewhat sombre note, although Shanghai has returned to the normal bustling city that it used to be, Jim has grown up and begun to notice the horrors of it, he has in many ways become aware of the horrors that the Chinese suffer from day to day. Jims confinement within the war has opened up his mind to what is right and wrong in respect to the way in which people are treated. When he witnesse s the British and American sailors urinating down the steps, this new awareness becomes evident. Fifty feet below them, the Chinese watched without comment as the arcs of urine formed a foaming stream that ran down the street. When it reached the pavement the Chinese stepped back, their faces expressionless. Jim glanced at the people around him, the clerks and coolies and peasant women, well aware of what they were thinking. One day China would punish the rest of the world, and take a frightening revenge. Jims time within the camp has made him realise that the Chinese are actually alive, their existence has actually become noticeable to Jim, and he now disagrees with the cruel treatment that he once issued onto them.The final paragraph of the novel is very similar to the beginning paragraph, except the mood is greatly different. The description unlike many in the book appears to have a sense of sadness and feeling to it. Previously when the Chinese coffins were described, a brief de scription was just given, whereas now, the description ends driven once again to the shores of this terrible city. This feeling added to the final description given of Shanghai, makes the ending of the book powerful. Ballard known not to include any feeling into his work, ends his story with an impact on the reader, they are aware that Jim feels a sense of sadness and possible hatred to the city that he once thought was a great place to be.This novel is a first hand description of a war experience, and is therefore considered by many as a masterpiece. This novel leaves nothing to the imagination, everything is described in great detail, and in a way that paints a picture in the readers mind. This effective use of detached unemotional memories makes the descriptions powerful and creates emotions within the reader.This novel is considered by the Guardian as above all, a book of triumph and truthfulness of tone. Ballards rich metaphoric prose and his emphasis on psychological and techn ological themes make him a somewhat unique and impressive figure in contemporary literature. Ballards work although considered by many as somewhat grotesque, is thoroughly enjoyed by many today as a great novel, I would agree with this, it is interesting to read, and every word and description grips the readers attention.

The Choosen essays

The Choosen essays The Chosen, a novel written by Chaim Potok, revolves mainly around the lives of four people. They include Reuven Malter, Mr. Malter, Reb Saunders and Danny Saunders. It mainly details the friendship between Reuven Malter and Danny Saunders and not as much around their fathers, Mr. Malter and Reb Saunders. Because the story revolves around the friendship of Reuven and Danny, I will focus on Reuven. The story takes place in Brooklyn around the time of World War II. Reuven Malter lives with his father in an apartment in Brooklyn. They live in a Hasidic and Orthodox area, with some Irish, German, and Spanish families. Most of the buildings around were three or four story brownstones. According to the book, only a few stores in the area were owned by Orthodox Jews. The rest were run by gentiles. Reuven lives in a world that is just out of the depression and World War II, and we, up until September eleventh, lived in a world which was different than his world. We were in a peaceful and prosperous time, while Reuven was in a world where the economy was only beginning to recover and the war was only just ending. Now we are at a time where our economy is not booming and we are gearing up for war. Reuven attended a yeshiva, which is a Jewish parochial school. Reuvens father Mr. Malter taught in the yeshiva that Reuven attended. This school was looked down upon by other schools because of the fact that it taught its Jewish subjects in Hebrew and not Yiddish, and it also offered more subjects in English than the minimum requirement. Reuven played baseball on his schools varsity softball team and he was a good second basemen and pitcher. His team was number one in their league, partly because of the coaching of their gym instructor, Mr. Galanter. Reuven along with the other members of his softball team wondered why their gym instructor was not fighting in a war somewhere because he would constantly ta ...

Criticizing an Argument by Analogy Essay Example | Topics and Well Written Essays - 250 words

Criticizing an Argument by Analogy - Essay Example ion, articulating that they feel as if a friend has been lost, and demonstrate the signs of opiate-withdrawal, augmented anxiety, aggravation, and misery. Drugs make individuals behave this way too, and these are the typical indicators of an addict in refutation. The recent experiments in the USA that illustrate that the typical American watches over 4 hours of TV each day, as well as 49% of those, persist to watch despite confessing to doing it exceptionally reflects the threat that TV has on human beings. Very many individuals do not realize that they are addicted to a drug called TV. This is because literally all they do revolves around them coming back to watch it, after whatever task. Drugs have the capacity to get one hooked and he or she thinks about is getting to use them; this is exactly what TV does to people. Addicts recognize they are doing damage to themselves, but go on to utilize the drug regardless. Human beings should recognize that the TV works as an ultra-modern drug delivery method, and it is just as damaging to the brain as each other drug, and they should just say

War and Terrorism Essay Example | Topics and Well Written Essays - 500 words

War and Terrorism - Essay Example These are some of the factors that the US could have put into consideration before making the decision to get into war with these two countries. The decision to get into war in Afghanistan and Iraq was a reactionary move rather than one that was based on a plan. As a result, United States committed many mistakes which gave the enemies an upper hand in the fight. This explains the reason why there were very many casualties among the US soldiers, an aspect that was not anticipated when the decision was being made. After the September 11 attack, the US was under intense pressure to apprehend the people behind the attack (Boss, 2010). However, the planners never took into consideration the experience of the local fighters in the hostile terrain. Instead, they based their decision on the military power. Furthermore, the US used force rather than intelligence. This made it hard for the US to win the war in both countries. According to Just War Theory, taking human life is wrong and states have a duty to defend their citizens and justice. However, going to war against Iraq and Afghanistan was not the right thing because it led to a war of religions (Boss, 2010). It led to massive killing of innocent people especially women and children, an aspect that increased hatred between people emanating from different religious backgrounds. Initially, people used to exist freely without taking into consideration the religion affiliation of others. However, since the insurgence, the Muslims have taken it upon themselves to protect their religion. Although the war against the two countries was not meant to divide Christians and Muslims, the terrorist groups have been able to win the hearts of some of their fellow Muslim brothers and sisters. As a result, they have been able to use the religion issue to attract more followers and fighters to these groups. Therefore, poor planning by the US escalated the war, an asp ect that explains why the

Effects of gps on human life

Effects of gps on human life Effects of GPS on Human Life Part 1: Introduction and Background to issue or subject of discussion Global Positioning System (GPS) is a satellite guided navigational system. The system by itself allows user/ devices to calculate their latitude, longitude and altitude of their current location no matter where they are situated in the globe. To think back, before the GPS came into existence, dead reckoning and pilotage was utilized to get around and locate airports. Pilotage is the use of sectionals (air maps/charts) and physical landmarks along the route to keep you on course. An example would be following a highway or railroad track or pipeline. Additionally the Government began to simply paint names of towns on roofs of barns, buildings, water towers, gas storage tanks, and hangers. But all this technique lacked accuracy and were not considered reliable. A pilot can completely be off track as of a heavy weather change as his visibility can be negligible. The idea of GPS can be traced back to centuries where a person might have asked the question of Where am i. GPS came into existence on the year 1978, when Russia launched Sputnik into space. MIT researchers noticed that radio signals from sputnik could determine distinct positions on the ground as the radio signal was at its peak when satellite was over MIT and gradually weakened as it moved away. Thereby they were able to calculate the orbit of satellite which was the foremost important step towards GPS system. Between 1978 and 1985, eleven satellites were launched into space and put into position. In 1983, the GPS ceased being solely a military system and was made available for public use. To be able to locate position down to almost 30 metres of a GPS unit, at least 3 satellites will be required. More the number of satellites more are the accuracy. Each satellites revolving around earth has its own unique signal broadcast. All these signals are stored within a GPS unit. The signal has enough data for the unit to know the satellites current location and also it calculates the time that signal (radio wave) took to travel from satellite to the unit. By repeating this with minimum 2 more satellites, the unit is able to triangulate the position of GPS unit. By communicating with more satellites it can give much more accurate position, which can be as close as 1 or 2 metres. Hereafter I shall provide as much examples and incidents to bring out the positive effects of GPS technology into our life than rather a privacy killer of our society. Part 2: Identification of why you choose this issue/subject to study The reason for choosing GPS as my subject to study is as my final year project also involves GPS related technology. Therefore researching on for this subject will surely benefit my final year project as well. Additionally my friends experience with GPS also made me to finalize on the area of subject. He never left home country for anything and when he finally did leave for working to United States, upon returning back to home country after 4 years he was completely lost and not able to even get to his house. Initially i found it just as a funny story but later when thought on it i began to see future public depending blindly on GPS that they forget to think using their common sense. This was really disturbing on my behalf and decided i should take this opportunity to at least make my friends be aware of what is happening around them. Part3: What the implications may be for a post modern industrial society? Public Transport Only through the discovery of GPS technology has travelling feel safer to public. GPS made it easier for public and public transport. This is because before GPS, flights/ ships did lose their way and the world did witness such tragedies. It is very clear that without the invention of GPS, human technology as it is would not have been so easy and reliable. This is only as there is no other technology which is as reliable, accurate and cheap like that of GPS. In todays post modern society with computing flourishing and being a part of basic necessity, GPS has its own crucial role. For instance even though computers are used everywhere even in aircrafts, they would not be able to use autopilot if its not for the GPS satellite feeds. GPS as it is provides absolute convenience to humans since the world is becoming smaller and smaller as of technological advancement is made. Before GPS was open to the public for free usage, people were depending on rather non reliable and non accurate methods to travel around. As the famous quote goes, Necessity is the mother of invention, humans realised and needed a cheap and reliable alternative to the traditional methods of calculating latitude, longitude and altitude. There is no doubt when saying society benefits from this technology in many ways, including safer, more reliable travel and an increase in human safety. Control of GPS by U.S In todays advanced world GPS is one among the most relied technologies. Whether it is to locate/ track or find your way to a new place, it all requires satellites. GPS satellites which are always revolving around the earth in and around 12 hours are not replaceable as of today. At present almost all such satellites or rather artificial moon is owned by U.S military. Which means they have un-denied access to these technology. With the United States having such control over one of the most relied technology in todays world comes good and bad. This means that they have the capability to everything, from reducing the accuracy to shutting down GPS facility in areas around globe whenever they want. If there is to be another world war, United States clearly has a very powerful position over the world. They can not only keep track of their soldiers but get a complete overview of everything and thereby a tactical advantage. With the use of absolute accuracy of GPS satellites they can easily guide unmanned long range missiles to drop exactly where they want. This is only as the world is becoming increasingly reliant on GPS technology. Part4: What the implications may be for the IT industry? Tracking It is clear of the impact of GPS on our industry. It has changed the way people communicate and live. GPS has made our environment a safer and easier place to live. GPS has provided people with many solutions to their problems. Today different industries utilize GPS to develop new innovative solutions to human problems. It is currently being used to help parents find and keep track of their childrens. Devices are also on pet collars that can help you track your pets if they are stolen or lost. Additionally it is also used to keep track of dangerous criminals activities and thereby keep public safe from these criminals who could harm anyone. GPS device is available almost all new cell phones released which is able to provide assistance to people in mapping and getting directions. It can even help rescuers help you easily as they will know were exactly you are. Truck drivers in the UK are now being made aware of upcoming low bridges using GPS and digital maps. This combined with awareness of traffic jams, and suggestions of alternative routes allows for the cheaper delivery of goods. These are just some of the main things that GPS has added to our society by the industry. Warfare Technology GPS technologies accuracy and reliability has its own drawbacks too. With satellites being able to accurately target devices to as close as few inches, modern warfare has drastically changed around us. GPS greatly contributes to the effectiveness of warfare. With its endless applications such as being able to track a soldier, determine his used path to developing highly effective long/ short range missiles, GPS has a deadly side of its own too. In the case of missiles, GPS technology aids in an increased chance of hitting the desired target. GPS also allows for accurate tracking of military units which increases the effectiveness and level of tactical control during combat. Conclusion: Computers have been the most revolutionizing technology that humans developed to help in their tasks. Literally today there is no place or field that computers have not touched. The computers which are available and being used in transportation whether its an Airbus or a small car driving off road, without the GPS satellites feed the onboard computers will not be able to guide you through or prevent an accident. As Dr. Gerhard Schmidt, Fords Chief Technical Officer and Vice President, Research and Advanced Engineering says A satellite orbiting the earth could someday prevent an auto accident. We applaud the Auburn team for these advancements and look forward to working together on the next phase of this research, including developing prototype vehicles. GPS has become an integral part of our society, affecting our lives in many ways. The great range of applications of this technology has an impact on many aspects of society. GPS is becoming more widely used and more important in society. The importance of GPS is further stressed by the absence of a successful alternative. Even though few might point out that dependency on GPS is going to lead to unbalanced levels of political power, which if abused could lead to adverse effects on society. I strongly believe that GPS is a marvellous technology, revolutionizing navigation in virtually every industry that it touches from large corporate mass transportation to a family on a road trip. It is very safe to conclude that GPS has done well to human race than drawbacks. The drawback as it is seen can easily be overcome if the humans are taught to utilize GPS for their good and not in any way to harm them.

Analyzing Mr. Keating’s Teaching Concept in Dead Poets Society from Progressivism Essay

â…   Introduction 1.1 Brief Introduction of Dead Poets Society In 1959, Welton Academy is respected by the people for its dignified style at that time. The education mode there is fixed, not only monotonous but ideology shackled. However it all changed in the hands of a new teacher. John Keating’s educational method against tradition brought vitality to this school: in his classroom, he encouraged the students to stand upon the desk, to observe the world around with a different perspective; he introduced thoughtful poetry to students; the free divergent thinking philosophy he advocated caused great repercussions among students. Gradually, some people accepted him, began to bravely face every day and grasp their own life. Charlie is eager to find the real self, renamed Nuwanda. He takes advantage of being one of the proofers, seeks chance of expressing self-independent thought. Knox behaves uncharacteristically, be brave to pursue his love, finally get a gleam of hope. With the help of Mr. Keating and Neil, the autistic Todd breaks out infinite potential, walks out of shadow and becomes confident and gregarious. Under the edification of the Poetry Society, Neil listens to inner voice and found his real ideal. In spite of his father’s opposition, he successfully starred in the play A Midsummer Night’s Dream. 1.2 Overseas and Domestic Research Status According to the document literature, there are not many domestic scholars study on education through Dead Poets Society. The articles one-sidedly analyze the teaching methods, teaching concept or teacher-student relationship of this film, which still help the analysis of several aspects in this thesis. For example The Teaching Paradigm Thinking Triggered by ‘Dead Poets Society’ written by Long Qixiang, it has explained the changes in teaching purpose in this film; and Discussion on Mr. Keating’ Teaching Concept in ‘Dead Poets Society’ written by Liu Weixing, it has analyzed teaching concept of Mr.Keating. Western scholars have fully analyzed Progressivism. They have put forward their own views from the meaning, thought and influence of Chinese and western education reform. The writer collates and selects the useful materials, by combining Progressive theory with this film will let readers understand how to reasonably teach in theory, and properly apply theory into practice better. â… ¡ Background Knowledge of Progressivism Progressive Education is an educational philosophical thought populated in the United States in first half of 20th century. It has a considerable impact on education at American schools. 2.1 Definition At the end of 19th century and the early 20th century, with the emergency of ‘Progressive Education’ movement in United States, the solid status of Western Absolutism which was completed by Herbart was shaken. Progressive education is an extensive educational trend based on progressive ideas. Its core idea is to promote the transformation of society and the update of human, so as to promote successive progress of human society through education and educational reform. This educational trend originated from 17, 18 century, its influence has continued to present day. 2.2 Theoretical Basis Progressive Education is the education experiment under the guidance of Dewey’s Pragmatism educational thinking. People strongly criticized the old traditional theories and methods led by Herbart, then its opposite ‘Children Centered’ theory put forward. Brief Introduction of Content about Dewey’s Pragmatism Educational Thought: (1) Education namely is Life, Growth and Experience Transformation Education is the process children are now living but not the preparation of future life. The best education is ‘learn from life’, ‘learn from experience’. Due to personal contact with people in social life, individual influences each other, and then we can gradually expand and improve experience, acquire knowledge and develop moral character. (2) School namely is Society. Dewey proposed, ‘I believe school primarily a social organization. Now that education is a social process, the school is a form of social life’. (3) Learning from Doing. The knowledge children gain from listening and reading is not real. The primal and impressive knowledge was gain from doing something like experiment. When we engaged in activities that are meaningful to us, our study effect will be magically revealed. So the study from doing will never be replaced by textbooks. (4) ‘Children Centered’ Theory Proponents of this theory take a child’s development as a natural process that teachers can not dominate, but being a ‘natural servant’. Take children’s interest as the center, emphasize children’s personal development and growth and put students in central point of teaching. Promote new forms, content, methods of education. 2.3 Influences to American Education Due to the establishment of guiding ideology based on people (children, learners), it would inevitably lead to the overall changes which are related to this aspect in education system. That is this whole education reform, at the end of 19th century, early 20th century American society really needs. In this sense, the first contribution of Progressive Education to American education is that, it powerfully promotes American education from agricultural age to industrial age, from modern to contemporary. The Progressive Education constitutes an important beginning of modern American education. Another critical contribution of Progressive Education to the development of American education in 20th century is that, it has had profound impact in forming the basic characteristics of school education in U.S.A. In contemporary American education, progressive educators have strongly advocated the importance of children’s needs and personality differences; emphasized providing more space for children; encouraged inquiry and creative development; respect for the rights of children and so on. All these have become a widespread reality. To some extent, Progressive Education fundamentally changed the atmosphere of American schools and classrooms. Though the ‘Children Centered’ theory advocated by Progressive Education was criticized, the authoritarianism educators opposed could no longer rule the American schools. â… ¢ Analyzing Mr. Keating’s Teaching Concept from the Perspectives of Progressivism In this chapter, the writer will analyze Mr. Keating’s teaching from the Teaching Purpose, Teaching Principles and Teacher-student Relationship of Progressivism; point out the advantages and hidden problems in his teaching. 3.1 Teaching Purpose Progressivism considered there is no ultimate, stable or universal goal preplanning for education. Education should promote children’s continuous growth and development, and this kind of growth and development will contribute to the follow-up. That is the purpose of education. In Welton Academy which filled with dogma and stuffy atmosphere, great courage and boldness is needed to be faithful to one’s personality. But Mr. Keating dares to use a unique way, visually warn students ‘to find your own road, to find your own walk, do not care what others say’. He uses’ Seize the Day’ to alert students to find themselves, to do what they want to do, ‘to make your life extraordinary’. He is a maverick. He is brave to lead the students to get rid of the shackles of tradition and discipline, to arouse the passion and desire in their hearts. In his view, paying attention to students’ creative thinking and self-expression of personality is more valuable than inheriting tradition. The traditional education starts from imparting knowledge and skills, the students’ task is to accept and store knowledge as much as possible in order to succeed at all levels of exam. This kind of education leads to the consequence that study is for knowledge and exams not for students themselves or their ideal life. So during the teaching process, Mr. Keating not only emphasizes students’ acquirement about knowledge and skills, but the training of the way they thinking and the cultivation of healthy personality. 3.2 Teaching Principles The principles of Progressive Education like methods, content and materials being adopted in the teaching process are all included. These are concrete steps to achieve the teaching purpose of Progressivism, and these are also the steps Mr. Keating always keeps on doing. Basic principles of ‘progressive education’ is: express and cultivate personality, oppose to instill from outside; behave freely, protest compulsory discipline; learn from experience not from the textbooks; oppose to obtain isolated skills and techniques through training; make full use of opportunities in real life, against fixed target and materials. To be more specific, principles can be divided into 10 points: (1) Attention to all abilities and power of a child. Student is considered to be a total organism which contains intellectual, social, emotional, physical, spiritual and other aspects. Students should not only develop intelligence but social, emotional, physical and other aspects should also be developed. This point is thought to be one of basics of ‘Children Centered’ theory. It doesn’t set a specific goal or inclined to develop the important aspect for children, but to grow up comprehensively. However, Welton as an educational institution, it likes a machine without heat and emotional coloring which only focuses on enrolment rate, processes each student into qualified product with its powerful deterrent and imprisoned force. The arrival of Mr. Keating injects fresh blood for them, so that they see the human instinct. The instinctive impulse, repressed desires, emotions and intentions deep in their unconscious begin to stir. (2) The role of a teacher is to encourage but not to supervise. This point is related to teacher-student relationship. In traditional teaching, the role of teacher is not only to teach students knowledge but a supervisor to assure students would not do the things which are out of discipline or influence their study. One pillar of Welton is discipline. What school should do is to assure enrollment rate, eradicate every activity that would influence students’ score, teachers always put heavy study pressure on students’ shoulder. Students there are not people but learning machine. In Progressivism, Teacher is a person who uses his rich and right experience to help students analyze and deal with different situations. He is important to be a guide or a leader in teaching, but he is not the only authority. In Mr. Keating’s teaching, he teaches book knowledge and life philosophy through normal daily activities and his own experience. He doesn’t limit students’ freedom and to encourage them to seize the day, to find things people really stay alive for. But it also shows that if students lack proper supervision, it will have negative impacts. (3) School should be positive and active to solve problems then enhance, but not be negative or passive in teaching through memories. Analysis and reconstruction of facts is indispensable for an increase of knowledge, explanatory power and the ability to correctly classified. If people want to find something new, they must do something to the object. It is necessary to jump out of the environment which has been set previously. A usual way of teaching is to remember and recite the book knowledge like formulas, equations and poems then repeat practicing. Welton only uses traditional ways to teach while sometimes not suitable for students, for example students learn Latin by reading after teacher; they learn science by doing much homework. While Mr. Keating encourages students try to look at things from different perspectives when they are learning, even though it may seem silly or wrong. He regards the way to rate and determine a poem great or not by the rational coordinate in textbook is excrement. He let students rip out entire introduction. (4) Friendly, enthusiastic and humanitarian classroom atmosphere. Class is the main place for teaching, the quality of teaching hinges on the atmosphere in class more or less. A teacher of profound learning should have the ability to make his students actively participate in the learning process, students have interest to learn then even profound knowledge could be understood. In other teachers’ classroom, students are silent and indiscriminate, teachers are authoritative and rigorous and the atmosphere is always tense. Students should follow and comply with teachers’ requirements otherwise they would get a low score in their exams. Mr. Keating’s class is on the contrary, no bondage is in the classroom. He does not adopt the way that teacher stands seriously on platform and students sit properly below. He walks among students and uses approachable ways imparting knowledge. (5) More space. This point likes the second point, which is to provide more space for children in learning and private daily life. In this film, students are under the control of authority; their inner desires are bound by reality. Space is namely freedom, it is required to learn, to live. People are instinctive to chase happiness, but it always restricts by reality, so we need to find a compromising way to chase happiness. They release repressed sentiment by reading poems in the cave, by reading a meaningful sentence before kicking football. The things they cannot achieve in real life can be got in poetic imagination. Under the suppression of Welton’s educational concept, Mr. Keating also harshly criticized school’s management system with his own practical action. (6) The curriculum should be adapted to each child’s level of maturity, and based on children’s interest, creativity, self-expression and personal development to achieve individualized. Children were born in their own way, but through the struggle with reality their individual character would be obliterated, from a pentagon to a round shape. Though Welton always cultivates only one type of person, which is qualified graduate. It is hard to implement this kind of curriculum even in today’s society, what we could do is to keep our pure personality from changing by our surroundings. (7) To provide children with a wealth of teaching materials, facilitate students to explore, to operate, to apply. Teaching is not limited in classroom, not limited in the required materials. Learning can in everywhere. In the first class of Mr. Keating, he whistled and led students to the school history exhibition room, let them stop their impetuous pace and face the age-old yellow photos, to listen to the silent advice’ Carpe Diem’, to comprehend the short time and demise of life. In gym class, he was playing vibrant Baroque music, while let students line up single file and read an incentive poetry before kicking the ball. These are not the ways traditional teachers would adopt but by which encourage students most. In headmaster’s eyes, students should sit in the classroom and absorb traditional materials which have been tested by practice. There is no need for them clapping and marching in the courtyard or doing anything which does not help with their study. (8) Establish organization to promote cooperation and make common experience. The knowledge and experience work out together by learners themselves will be more impressive than the one by force-feeding. In this film, students firstly organize study groups to help each other with their homework. Afterwards, they reorganize The Dead Poets—a community devotes to ‘suck out all the marrow of life’. They transfer the way to release repressed emotion to this literary society. Students rally in a cave at night, they recite the works of Byron, Whitman and even the one creates by them, feel the meaning and value of life. (9) Oppose to the concept of education is preparation for life. Advocate education is a constituent part of actual production process. This point is the same as Dewey’s Pragmatism. Progressivism sides on the idea that education is to enhance personal development in real life; rather than let children adapt to education, but let education adapt to children. Mr. Keating never urges students to get a high score or be the top of ranks, he just wants his children to acquire right values and grow up comprehensively through education. However, headmaster insists that the duty of school is to prepare students for college, because a best enrolment means bright future for students and reputation for school. The development of student’s rest aspects will take care of itself. It cannot say which one is absolutely right, but the two contradictions will cultivate entirely different students. (10) Against compulsory and strict punishment. This is the common rewards and penalties system even in today’s school. Students with good grades will receive many rewards, and others behave badly will be published differently due to their behaviors. In Welton Academy which takes enrolment rate as the ultimate goal. Mr. Keating as an English teacher, he abandons the stereotype and dogma and teaches without pointer and corporal punishment, but in the form of poetry, music and sports, inspires students to pursue the truth of life by applying his unique insights towards art . But when Charlie slipped an article in school paper, received a phone call from ‘God’ demanding girls be admitted to Welton, he was published by headmaster; he has to bow his head and look for forgiveness. 3.3 Teacher-student Relationship Progressivism inherited and developed the educational philosophy of Dewey’s Pragmatism. They think that children should be in accordance with their own needs and interests. Therefore, teachers should act as a mentor or advisor rather than an authoritative figure. The responsibility of the teacher is not to command relying on the authority but to provide advices. Children should determine their own things by the interest, and they plan their own development, teachers are just learning guide. (1) The role of students: they turn from ‘knowledge passive receptacles’ to ‘positive constructors’. Mr. Keating always thought the idea of education was to learn to think for yourself. He encouraged students to be a free thinker and told them the dangers of conformity. ‘Suck out the marrow of life in my own way. And not, when I had come to die, discover that I had not lived’. Obviously, Mr. Keating asked students to break the reality that passively accept tradition and authority, trying to require them to acquire knowledge through active thinking then resulting in the growth of life. Student is a total organism which is autonomous and developmental. They are not affected by external factors and continuously feel, experience the meaning and value of life in growing process. Thus teachers should not to control students’ behavior but to respect their self-awareness; pay attention to the needs of student’s physical, emotional and other aspects. Make the learning process becoming the process of students’ growth. Furthermore, knowledge is not granted by others, but discover and invent by learner themselves. The learning materials were chose, understood and reformed by learners’ own experience, then constructed their own new knowledge system. So students should not be the passive receptacles to store knowledge but active constructors. (2) The role of teachers: They change from ‘knowledge porters’ to ‘wisdom enlighteners’. Mr. Keating has vividly showed how to be a guide and enlighteners through his teaching methods and behavior. Teachers should create teaching situation, lead students to use prior knowledge and skills to delve into learning. In his class, Mr. Keating would start from the book learning or a shallow action into a deep life lesson. ‘Seize the day!’, ‘Talking about poetry is not laying pipe.’, ‘See everything in a different way, seek for your own voice’, ‘Find your own pace, swim against stream.’ Teachers should be aware of the importance of letting students know how to acquire knowledge rather than directly give them knowledge. To encourage students to be good at thinking, be daring to innovate, be brave to explore. It is sure if without Mr. Keating’s enforcement, Todd would not make his excellent verse and still be an obedient child; keep his desire deep in mind forever. From this point we can see, teacher and student are both living individual. They have their own emotions, personality, values and ways of thinking. They also have their own views and experience towards teaching. The teacher cannot be a substitute for his students to perceive or understand knowledge. Therefore, teacher cannot be the one controlling teaching; student should not comply with it. Teachers should walk down from the superior central authority; eliminate cold, nervous, hostile atmosphere in the classroom; return the classroom to students and regard students as individual life; respect their personality and equally talk with them. 3.4 Advantages of Mr. Keating’s Teaching 3.4.1 Mr. Keating set a model for teacher about Happy Teaching. He takes ease and freedom as standard to create a casual learning environment. Mr. Keating broke the ‘force-feeding’ teaching mode and built an interactive platform between teacher and students. He respected students and concerned about their real needs, made them happily grow up in a free, casual teaching environment. He taught students to have a pair of eyes to discover beauty, to feel the wonderful in discipline with their heart. Be good at observing and discovering; let all students to become the master of their own ideas. E.g. Mr. Keating encouraged them to look at things in different ways, to seek for own voice. This free divergent thinking form leaves students more space for positive thinking; another example is telling students lifetime is short, if you want to make your life extraordinary you have to seize the day. 3.4.2 Mr. Keating taught students to Learn to Think. He let students to learn thinking freely and independently. Have your own voice not to follow indiscriminately. Learning in the classroom is always dead and mechanical; the knowledge while we chat outside of the classroom is alive and vivid. The former is specialized knowledge; the latter ‘liberal’ education. E.g. Mr. Keating let students walk freely in the courtyard to experience that it is easy to follow the pace of others while walking behind them and it is difficult to adhere to their own pace and personality. 3.4.3 Mr. Keating helped students to Establish Confidence and Keep Faith. Mr. Keating introduced thoughtful poems to students, let them gradually comprehend the connotation of poem; learn to focus on reality and love life and to cultivate students’ self-confident, optimistic and tough characters. Students can play their potential ability by reciting poetry. E.g. Todd is an introverted and sensitive student, Mr. Keating saw his cowardice but he did not condone it. He forced Todd to yawn to compose a verse thus to release his repressed emotions. Mr. Keating makes students know the meaning of life through his poems. 3.4.4 Mr. Keating encouraged students to develop freely and show their personality. In the whole teaching process, Mr. Keating always encouraged students to develop personality. He thought teaching is not purely imparting knowledge but also deeply cultivating one’s personality. It is a process to let students think freely and explore independently. He let me know success is not unary. Some students study in reputable schools like Welton are carrying too much pressure from family and society, most of times what surroundings force them to do are not they really dream of. Like Neil, Todd and others, they all under the pressure of outside, so they have to hide their inner desire and abide to requirements. In the end, Neil found his dream, Todd overcame his cowardice, and Overstreet was brave to pursue his girl. These are all successes, they all develop without limitation. 3.5 Hidden Problems of Mr. Keating’s Teaching and the Solutions The most touching picture was on the football field: With the melody of Beethoven’s ‘Ode to joy’ and under the encouragement of Mr. Keating, the students wearing red sweatshirt enjoy running, chasing and frolicking. They simply carry Mr. Keating on their shoulders and run hilariously around the playground. In the golden sunset, the immortal melody that shines forever on the concept of human seems to have a new tone. However, the result of a movie is not always a happy ending. Neil’s death is really a tragedy. The hidden problems in Mr. Keating’s teaching have emerged. 3.5.1 ‘Children Centered’ Theory should work in its moderate otherwise it will gradually become an indulgent behavior. It is really a good thing that Mr. Keating changes the monotonous atmosphere for his students, to help them to find their inner desire and tell them many life philosophies. It is obvious that everyone hopes to meet a teacher like Mr. Keating. But it still needs supervision. At their meeting in cave, except a few good poems the students occasionally recited, practically accompanied by smoking and drinking. When Charlie did wrong, Mr. Keating just told him not to be blatant. But there is no need to excessively against nature like Welton. In my view, both teachers’ guidance and students’ interest should take into consideration in teaching. By combining both of them, students, teachers and school will be in a harmonious relationship. 3.5.2 The education concept of Mr. Keating seems to be too ideal. He said, ‘Medicine, law, business, engineering: these are noble pursuit and necessary to sustain life; but poetry, beauty, romance, love: these are what we stay alive for’. He tried to let students be aware of the importance of individual growth and the meaning of life. His words inspired students. They want to seek for dream at the same time they are trammeled by reality. But Neil is too concerned with his ideal to make necessary compromise with reality. He puts himself into an impasse and he kills himself in order to make his body free. This is the character of Progressivism: it focuses on personal development. However, it would be better if we balance personal needs and social needs; ideal and reality. Education should be the integration of these four parts. Blind pursuit of ideal is extremely dangerous because it would make us defeated by the cruel reality. Thus we must look for the most appropriate method to seek for dreams and try our best to keep the balance between ideal and reality. 3.5.3 Progressivism education ignores imparting system knowledge. In this film, Mr. Keating also emphasizes more on telling students about life philosophies rather than imparting system knowledge. He skips around the chapter in textbook which is not beneficial for students. To realize inner desire needs to put into action, systematic knowledge is the basis of practice. Understanding life philosophies is important for mental development while systematic knowledge is also indispensable for intellectual development. â… £ Conclusion After analyzing Mr. Keating’s teaching concept, educators can apply some useful points in Chinese education. There are some unreasonable status quos in Chinese education, like it highly required technicality of subject knowledge but ambiguously required for all-round capability of mastering and applying knowledge; most of disciplines which are self-contained do not communicate with each other and the learning content is away from reality and its practicality is poor. By combining useful points in the analysis, solutions could be put forward to improve status quo: As for Teaching Purpose, except focusing on high scores, there are many other things they should learn and experience like moral values. Personal growth and social purpose of education should in a balanced state. This is complete and correct purpose. As for Teaching Content, practical skills like fostering creativity, teamwork and logical reasoning could be increased, at the same time we should not neglect students’ learning about basic knowledge. Another important thing is that we should led students know how to apply them to practice, especially by using the examples in real life. After all, education is to help us to be able to deal with problems in many fields. As for Teaching Method, funds and advanced technology has been applying to teaching facilities nowadays, teaching methods become diverse and we should make full use of existing facilities. Teachers can combine their teaching content with appropriate method and facility, by doing so students will be more engaged in teaching process. By analyzing Mr. Keating’s teaching purpose, teaching principles and teacher-student relationship in Dead Poets Society from perspectives of Progressivism. Readers can firstly have a general understanding about this western educational philosophy, and then they can comprehend the theoretical foundation of Mr. Keating’s teaching behaviors, which is really commendable in Chinese education. Progressivism breaks through the fetter of traditional education, advocates the importance of children’s interests and free space to develop. But everything should be in a moderate, so that can avoid the issues because of extreme. The analysis of unreasonable status quo of Chinese high school education will attract people’s attention to problems of educational practice and education itself. That is we have to eliminate exam-oriented education which only focuses on students’ grades and neglects the development of other respects. As for the solutions of these problems are writer’s desired methods to solve them. The reform and healthy growth of Chinese education system will keep going through trial and error. Works Cited [1].è ° ¢Ã¥ ¦ ®Ã¥ ¦ ®. è ¿ Ã§â€ ¨Ã¥ ¼â€"æ ´â€ºÃ¤ ¼Å Ã¥ ¾ ·Ã§ ² ¾Ã§ ¥Å¾Ã¥Ë†â€ Ã¦Å¾ Ã¦â€° ¹Ã¨ ¯â€žÃ¢â‚¬â€Ã¢â‚¬â€Ã¨ ¯â€žÃ¦Å¾ Ã£â‚¬Å Ã¦ ­ »Ã¤ º ¡Ã¨ ¯â€"ç ¤ ¾Ã£â‚¬â€¹[J]ï ¼Å'Ã¥ » ¶Ã¥ ®â€°Ã¨ Å'ä ¸Å¡Ã¦Å â‚¬Ã¦Å" ¯Ã¥ ­ ¦Ã©â„¢ ¢Ã¯ ¼Å' 2011ï ¼Ë†03ï ¼â€° [2].刘å  «Ã¦ËœÅ¸Ã¯ ¼Å'Ã¥ ½ ­Ã¥Å  ²Ã¦  ¾. æ µâ€¦Ã¨ ® ®Ã£â‚¬Å Ã¦ ­ »Ã¤ º ¡Ã¨ ¯â€"ç ¤ ¾Ã£â‚¬â€¹Ã¤ ¸ ­Ã¥Å¸ ºÃ¥ » ·Ã¨â‚¬ Ã¥ ¸Ë†Ã§Å¡â€žÃ¦â€¢â„¢Ã¥ ­ ¦Ã§ â€ Ã¥ ¿ µ[J]ï ¼Å'ç §â€˜Ã¦â€¢â„¢Ã¦â€"‡æ ±â€¡Ã¯ ¼Ë†Ã¤ ¸ ­Ã¦â€" ¬Ã¥Ë†Å Ã¯ ¼â€°Ã¯ ¼Å' 2010ï ¼Ë†02ï ¼â€° [3].é ¾â„¢Ã¨ µ ·Ã© ¦â„¢. 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Chapter 15 The Quidditch Final

â€Å"He sent me this,† Hermione said, holding out the letter. Harry took it. The parchment was damp, and enormous teardrops had smudged the ink so badly in places that it was very difficult to read. Dear Hermione, We lost. I'm allowed to bring him back to Hogwarts. Execution date to be fixed. Beaky has enjoyed London. I won't forget all the help you gave us. Hagrid â€Å"They can't do this,† said Harry. â€Å"They can't. Buckbeak isn't dangerous.† â€Å"Malfoy's dad's frightened the Committee into it,† said Hermione, wiping her eyes. â€Å"You know what he's like. They're a bunch of doddery old fools, and they were scared. There'll be an appeal, though, there always is. Only I can't see any hope†¦Nothing will have changed.† â€Å"Yeah, it will,† said Ron fiercely. â€Å"You won't have to do all the work alone this time, Hermione. I'll help.† â€Å"Oh, Ron!† Hermione flung her arms around Ron's neck and broke down completely. Ron, looking quite terrified, patted her very awkwardly on the top of the head. Finally, Hermione drew away. â€Å"Ron, I'm really, really sorry about Scabbers†¦Ã¢â‚¬  she sobbed. â€Å"Oh — well — he was old,† said Ron, looking thoroughly relieved that she had let go of him. â€Å"And he was a bit useless. You never know, Mum and Dad might get me an owl now.† The safety measures imposed on the students since Black's second break-in made it impossible for Harry, Ron, and Hermione to go and visit Hagrid in the evenings. Their only chance of talking to him was during Care of Magical Creatures lessons. He seemed numb with shock at the verdict. â€Å"S'all my fault. Got all tongue-tied. They was all sittin' there in black robes an' I kep' droppin' me notes and forgettin' all them dates yeh looked up fer me, Hermione. An' then Lucius Malfoy stood up an' said his bit, and the Committee jus' did exac'ly what he told 'em†¦Ã¢â‚¬  â€Å"There's still the appeal!† said Ron fiercely. â€Å"Don't give up yet, we're working on it!† They were walking back up to the castle with the rest of the class. Ahead they could see Malfoy, who was walking with Crabbe and Goyle, and kept looking back, laughing derisively. â€Å"S'no good, Ron,† said Hagrid sadly as they reached the castle steps. â€Å"That Committee's in Lucius Malfoy's pocket. I'm jus' gonna make sure the rest o' Beaky's time is the happiest he's ever had. I owe him that†¦.† Hagrid turned around and hurried back toward his cabin, his face buried in his handkerchief. â€Å"Look at him blubber!† Malfoy, Crabbe, and Goyle had been standing just inside the castle doors, listening. â€Å"Have you ever seen anything quite as pathetic?† said Malfoy. â€Å"And he's supposed to be our teacher!† Harry and Ron both made furious moves toward Malfoy, but Hermione got there first — SMACK! She had slapped Malfoy across the face with all the strength she could muster. Malfoy staggered. Harry, Ron, Crabbe, and Goyle stood flabbergasted as Hermione raised her hand again. â€Å"Don't you dare call Hagrid pathetic, you foul — you evil –â€Å" â€Å"Hermione!† said Ron weakly, and he tried to grab her hand as she swung it back. â€Å"Get off, Ron!† Hermione pulled out her wand. Malfoy stepped backward. Crabbe and Goyle looked at him for instructions, thoroughly bewildered. â€Å"C'mon.† Malfoy muttered, and in a moment, all three of them had disappeared into the passageway to the dungeons. â€Å"Hermione!† Ron said again, sounding both stunned and impressed. â€Å"Harry, you'd better beat him in the Quidditch final!† Hermione said shrilly. â€Å"You just better had, because I can't stand it if Slytherin wins!† â€Å"We're due in Charms,† said Ron, still goggling at Hermione. â€Å"We'd better go.† They hurried up the marble staircase toward Professor Flitwick's classroom. â€Å"You're late, boys!† said Professor Flitwick reprovingly as Harry opened the classroom door. â€Å"Come along, quickly, wands out, we're experimenting with Cheering Charms today, we've already divided into pairs –â€Å" Harry and Ron hurried to a desk at the back and opened their bags. Ron looked behind him. â€Å"Where's Hermione gone?† Harry looked around too. Hermione hadn't entered the classroom, yet Harry knew she had been right next to him when he had opened the door. â€Å"That's weird,† said Harry, staring at Ron. â€Å"Maybe — maybe she went to the bathroom or something?† But Hermione didn't turn up all lesson. â€Å"She could've done with a Cheering Charm on her too,† said Ron as the class left for lunch, all grinning broadly — the Cheering Charms had left them with a feeling of great contentment. Hermione wasn't at lunch either. By the time they had finished their apple pie, the after-effects of the Cheering Charms were wearing off, and Harry and Ron had started to get slightly worried. â€Å"You don't think Malfoy did something to her?† Ron said anxiously as they hurried upstairs toward Gryffindor Tower. They passed the security trolls, gave the Fat Lady the password (â€Å"Flibbertigibbet†), and scrambled through the portrait hole into the common room. Hermione was sitting at a table, fast asleep, her head resting on an open Arithmancy book. They went to sit down on either side of her. Harry prodded her awake. â€Å"Wh — what?† said Hermione, waking with a start and staring wildly around. â€Å"Is it time to go? W — which lesson have we got now?† â€Å"Divination, but it's not for another twenty minutes,† said Harry. â€Å"Hermione, why didn't you come to Charms?† â€Å"What? Oh no!† Hermione squeaked. â€Å"I forgot to go to Charms!† â€Å"But how could you forget?† said Harry. â€Å"You were with us till we were right outside the classroom!† â€Å"I don't believe it!† Hermione wailed. â€Å"Was Professor Flitwick angry? Oh, it was Malfoy, I was thinking about him and I lost track of things!† â€Å"You know what, Hermione?† said Ron, looking down at the enormous Arithmancy book Hermione had been using as a pillow. â€Å"I reckon you're cracking up. You're trying to do too much.† â€Å"No, I'm not!† said Hermione, brushing her hair out of her eyes and staring hopelessly around for her bag. â€Å"I just made a mistake, that's all! I'd better go and see Professor Flitwick and say sorry †¦ I'll see you in Divination!† Hermione joined them at the foot of the ladder to Professor Trelawney's classroom twenty minutes later, looking extremely harassed. â€Å"I can't believe I missed Cheering Charms! And I bet they come up in our exams; Professor Flitwick hinted they might!† Together they climbed the ladder into the dim, stifling tower room. Glowing on every little table was a crystal ball full of pearly white mist. Harry, Ron, and Hermione sat down together at the same rickety table. â€Å"I thought we weren't starting crystal balls until next term,† Ron muttered, casting a wary eye around for Professor Trelawney, in case she was lurking nearby. â€Å"Don't complain, this means we've finished palmistry,† Harry muttered back. â€Å"I was getting sick of her flinching every time she looked at my hands.† â€Å"Good day to you!† said the familiar, misty voice, and Professor Trelawney made her usual dramatic entrance out of the shadows. Parvati and Lavender quivered with excitement, their faces lit by the milky glow of their crystal ball. â€Å"I have decided to introduce the crystal ball a little earlier than I had planned,† said Professor Trelawney, sitting with her back to the fire and gazing around. â€Å"The fates have informed me that your examination in June will concern the Orb, and I am anxious to give you sufficient practice.† Hermione snorted. â€Å"Well, honestly†¦'the fates have informed her'. Who sets the exam? She does! What an amazing prediction!† she said, not troubling to keep her voice low. Harry and Ron choked back laughs. It was hard to tell whether Professor Trelawney had heard them as her face was hidden in shadow. She continued, however, as though she had not. â€Å"Crystal gazing is a particularly refined art,† she said dreamily. â€Å"I do not expect any of you to See when first you peer into the Orb's infinite depths. We shall start by practicing relaxing the conscious mind and external eyes –† Ron began to snigger uncontrollably and had to stuff his fist in his mouth to stifle the noise — â€Å"so as to clear the Inner Eye and the superconscious. Perhaps, if we are lucky, some of you will see before the end of the class.† And so they began. Harry, at least, felt extremely foolish, staring blankly at the crystal ball, trying to keep his mind empty when thoughts such as â€Å"this is stupid† kept drifting across it. It didn't help that Ron kept breaking into silent giggles and Hermione kept tutting. â€Å"Seen anything yet?† Harry asked them after a quarter of an hour's quiet crystal gazing. â€Å"Yeah, there's a burn on this table,† said Ron, pointing. â€Å"Someone's spilled their candle.† â€Å"This is such a waste of time,† Hermione hissed. â€Å"I could be practicing something useful. I could be catching up on Cheering Charms –â€Å" Professor Trelawney rustled past. â€Å"Would anyone like me to help them interpret the shadowy portents within their Orb?† she murmured over the clinking of her bangles. â€Å"I don't need help,† Ron whispered. â€Å"It's obvious what this means. There's going to be loads of fog tonight.† Both Harry and Hermione burst out laughing. â€Å"Now, really!† said Professor Trelawney as everyone's heads turned in their direction. Parvati and Lavender were looking scandalized. â€Å"You are disturbing the clairvoyant vibrations!† She approached their table and peered into their crystal ball. Harry felt his heart sinking. He was sure he knew what was coming — â€Å"There is something here!† Professor Trelawney whispered, lowering her face to the ball, so that it was reflected twice in her huge glasses. â€Å"Something moving†¦ but what is it?† Harry was prepared to bet everything he owned, Including his Firebolt, that it wasn't good news, whatever it was. And sure enough — â€Å"My dear,† Professor Trelawney breathed, gazing up at Harry. â€Å"It is here, plainer than ever before†¦ my dear, stalking toward you, growing ever closer†¦ the Gr –â€Å" â€Å"Oh, for goodness' sake!† said Hermione loudly. â€Å"Not that ridiculous Grim again!† Professor Trelawney raised her enormous eyes to Hermione's face. Parvati whispered something to Lavender, and they both glared at Hermione too. Professor Trelawney stood up, surveying Hermione with unmistakable anger. â€Å"I am sorry to say that from the moment you have arrived in this class my dear, it has been apparent that you do not have what the noble art of Divination requires. Indeed, I don't remember ever meeting a student whose mind was so hopelessly mundane.† There was a moment's silence. Then — â€Å"Fine!† said Hermione suddenly, getting up and cramming Unfogging the Future back into her bag. â€Å"Fine!† she repeated, swinging the bag over her shoulder and almost knocking Ron off his chair. â€Å"I give up! I'm leaving!† And to the whole class's amazement, Hermione strode over to the trapdoor, kicked it open, and climbed down the ladder out of sight. It took a few minutes for the class to settle down again. Professor Trelawney seemed to have forgotten all about the Grim. She turned abruptly from Harry and Ron's table, breathing rather heavily as she tugged her gauzy shawl more closely to her. â€Å"Ooooo!† said Lavender suddenly, making everyone start. â€Å"Ooooo, Professor Trelawney, I've just remembered! You saw her leaving, didn't you? Didn't you, Professor? ‘Around Easter, one of our number will leave us forever!' You said it ages ago, Professor!† Professor Trelawney gave her a dewy smile. â€Å"Yes, my dear, I did indeed know that Miss Granger would be leaving us. One hopes, however, that one might have mistaken the Signs†¦The Inner Eye can be a burden, you know†¦Ã¢â‚¬  Lavender and Parvati looked deeply impressed, and moved over so that Professor Trelawney could join their table instead. â€Å"Some day Hermione's having, eh?† Ron muttered to Harry, looking awed. â€Å"Yeah†¦Ã¢â‚¬  Harry glanced into the crystal ball but saw nothing but swirling white mist. Had Professor Trelawney really seen the Grim again? Would he? The last thing he needed was another near-fatal accident, with the Quidditch final drawing ever nearer. The Easter holidays were not exactly relaxing. The third years had never had so much homework. Neville Longbottom seemed close to a nervous collapse, and he wasn't the only one. â€Å"Call this a holiday!† Seamus Finnigan roared at the common room one afternoon. â€Å"The exams are ages away, what're they playing at?† But nobody had as much to do as Hermione. Even without Divination, she was taking more subjects than anybody else. She was usually last to leave the common room at night, first to arrive at the library the next morning; she had shadows like Lupin's under her eyes, and seemed constantly close to tears. Ron had taken over responsibility for Buckbeak's appeal. When he wasn't doing his own work, he was poring over enormously thick volumes with names like The Handbook of Hippogriff Psychology and Fowl or Foul? A Study of Hippogriff Brutality. He was so absorbed, he even forgot to be horrible to Crookshanks. Harry, meanwhile, had to fit in his homework around Quidditch practice every day, not to mention endless discussions of tactics with Wood. The Gryffindor-Slytherin match would take place on the first Saturday after the Easter holidays. Slytherin was leading the tournament by exactly two hundred points. This meant (as Wood constantly reminded his team) that they needed to win the match by more than that amount to win the Cup. It also meant that the burden of winning fell largely on Harry, because capturing the Snitch was worth one hundred and fifty points. â€Å"So you must catch it only if we're more than fifty points up,† Wood told Harry constantly. â€Å"Only if we're more than fifty points up, Harry, or we win the match but lose the Cup. You've got that, Haven't you? You must catch the Snitch only if we're –â€Å" â€Å"I KNOW, OLIVER!† Harry yelled. The whole of Gryffindor House was obsessed with the coming match. Gryffindor hadn't won the Quidditch Cup since the legendary Charlie Weasley (Ron's second oldest brother) had been Seeker. But Harry doubted whether any of them, even Wood, wanted to win as much as he did. The enmity between Harry and Malfoy was at its highest point ever. Malfoy was still smarting about the mud-throwing incident in Hogsmeade and was even more furious that Harry had somehow wormed his way out of punishment. Harry hadn't forgotten Malfoy's attempt to sabotage him in the match against Ravenclaw, but it was the matter of Buckbeak that made him most determined to beat Malfoy in front of the entire school. Never, in anyone's memory, had a match approached in such a highly charged atmosphere. By the time the holidays were over, tension between the two teams and their Houses was at the breaking point. A number of small scuffles broke out in the corridors, culminating in a nasty incident in which a Gryffindor fourth year and a Slytherin sixth year ended up in the hospital wing with leeks sprouting out of their ears. Harry was having a particularly bad time of it. He couldn't walk to class without Slytherins sticking out their legs and trying to trip him up; Crabbe and Goyle kept popping up wherever he went, and slouching away looking disappointed when they saw him surrounded by people. Wood had given instructions that Harry should be accompanied everywhere he went, in case the Slytherins tried to put him out of action. The whole of Gryffindor House took up the challenge enthusiastically, so that it was impossible for Harry to get to classes on time because he was surrounded by a vast, chattering crowd. Harry was more concerned for his Firebolt's safety than his own. When he wasn't flying it, he locked it securely in his trunk and frequently dashed back up to Gryffindor Tower at break times to check that it was still there. All usual pursuits were abandoned in the Gryffindor common room the night before the match. Even Hermione had put down her books. â€Å"I can't work, I can't concentrate,† she said nervously. There was a great deal of noise. Fred and George Weasley were dealing with the pressure by being louder and more exuberant than ever. Oliver Wood was crouched over a model of a Quidditch field in the corner, prodding little figures across it with his wand and muttering to himself Angelina, Alicia, and Katie were laughing at Fred's and George's jokes. Harry was sitting with Ron and Hermione, removed from the center of things, trying not to think about the next day, because every time he did, he had the horrible sensation that something very large was fighting to get out of his stomach. â€Å"You're going to be fine,† Hermione told him, though she looked positively terrified. â€Å"You've got a Firebolt!† said Ron. â€Å"Yeah †¦Ã¢â‚¬  said Harry, his stomach writhing. It came as a relief when Wood suddenly stood up and yelled, â€Å"Team! Bed!† Harry slept badly. First he dreamed that he had overslept, and that Wood was yelling, â€Å"Where were you? We had to use Neville instead!† Then he dreamed that Malfoy and the rest of the Slytherin team arrived for the match riding dragons. He was flying at breakneck speed, trying to avoid a spurt of flames from Malfoy's steed's mouth, when he realized he had forgotten his Firebolt. He fell through the air and woke with a start. It was a few seconds before Harry remembered that the match hadn't taken place yet, that he was safe in bed, and that the Slytherin team definitely wouldn't be allowed to play on dragons. He was feeling very thirsty. Quietly as he could, he got out of his four-poster and went to pour himself some water from the silver jug beneath the window. The grounds were still and quiet. No breath of wind disturbed the treetops in the Forbidden Forest; the Whomping Willow was motionless and innocent-looking. It looked as though the conditions for the match would be perfect. Harry set down his goblet and was about to turn back to his bed when something caught his eye. An animal of some kind was prowling across the silvery lawn. Harry dashed to his bedside table, snatched up his glasses, and put them on, then hurried back to the window. It couldn't be the Grim — not now — not right before the match — He peered out at the grounds again and, after a minute's frantic searching, spotted it. It was skirting the edge of the forest now†¦It wasn't the Grim at all †¦ it was a cat †¦ Harry clutched the window ledge in relief as he recognized the bottlebrush tail. It was only Crookshanks†¦ Or was it only Crookshanks? Harry squinted, pressing his nose flat against the glass. Crookshanks seemed to have come to a halt. Harry was sure he could see something else moving in the shadow of the trees too. And just then, it emerged — a gigantic, shaggy black dog, moving stealthily across the lawn, Crookshanks trotting at its side. Harry stared. What did this mean? If Crookshanks could see the dog as well, how could it be an omen of Harry's death? â€Å"Ron!† Harry hissed. â€Å"Ron! Wake up!† â€Å"Huh?† â€Å"I need you to tell me if you can see something!† â€Å"S'all dark, Harry,† Ron muttered thickly. â€Å"What're you on about?† â€Å"Down here –â€Å" Harry looked quickly back out of the window. Crookshanks and the dog had vanished. Harry climbed onto the windowsill to look right down into the shadows of the castle, but they weren't there. Where had they gone? A loud snore told him Ron had fallen asleep again. Harry and the rest of the Gryffindor team entered the Great Hall the next day to enormous applause. Harry couldn't help grinning broadly as he saw that both the Ravenclaw and Hufflepuff tables were applauding them too. The Slytherin table hissed loudly as they passed. Harry noticed that Malfoy looked even paler than usual. Wood spent the whole of breakfast urging his team to eat, while touching nothing himself. Then he hurried them off to the field before anyone else had finished, so they could get an idea of the conditions. As they left the Great Hall, everyone applauded again. â€Å"Good luck, Harry!† called Cho. Harry felt himself blushing. â€Å"Okay — no wind to speak of — sun's a bit bright, that could impair your vision, watch out for it — ground's fairly hard, good, that'll give us a fast kickoff –â€Å" Wood paced the field, staring around with the team behind him. Finally, they saw the front doors of the castle open in the distance and the rest of the school spilling onto the lawn. â€Å"Locker rooms,† said Wood tersely. None of them spoke as they changed into their scarlet robes. Harry wondered if they were feeling like he was: as though he'd eaten something extremely wriggly for breakfast. In what seemed like no time at all, Wood was saying, â€Å"Okay, it's time, let's go –â€Å" They walked out onto the field to a tidal wave of noise. Three quarters of the crowd was wearing scarlet rosettes, waving scarlet flags with the Gryffindor lion upon them, or brandishing banners with slogans like â€Å"GO GRYFFINDOR!† and â€Å"LIONS FOR THE CUP† Behind the Slytherin goal posts, however, two hundred people were wearing green; the silver serpent of Slytherin glittered on their flags, and Professor Snape sat in the very front row, wearing green like everyone else, and a very grim smile. â€Å"And here are the Gryffindors!† yelled Lee Jordan, who was acting as commentator as usual. â€Å"Potter, Bell, Johnson, Spinnet, Weasley, Weasley, and Wood. Widely acknowledged as the best team Hogwarts has seen in a good few years –â€Å" Lee's comments were drowned by a tide of ‘boos' from the Slytherin end. â€Å"And here come the Slytherin team, led by Captain Flint. He's made some changes in the lineup and seems to be going for size rather than skill –â€Å" More boos from the Slytherin crowd. Harry, however, thought Lee had a point. Malfoy was easily the smallest person On the Slytherin team; the rest of them were enormous. â€Å"Captains, shake hands!† said Madam Hooch. Flint and Wood approached each other and grasped each other's hand very tightly; it looked as though each was trying to break the other's fingers. â€Å"Mount your brooms!† said Madam Hooch. â€Å"Three†¦two†¦one†¦Ã¢â‚¬  The sound of her whistle was lost in the roar from the crowd as fourteen brooms rose into the air. Harry felt his hair fly back off his forehead; his nerves left him in the thrill of the flight; he glanced around, saw Malfoy on his tail, and sped off in search of the Snitch. â€Å"And it's Gryffindor in possession, Alicia Spinner of Gryffindor with the Quaffle, heading straight for the Slytherin goal posts, looking good, Alicia! Argh, no — Quaffle intercepted by Warrington, Warrington of Slytherin tearing UP the field — WHAM! — nice Bludger work there by George Weasley, Warrington drops the Quaffle, it's caught by — Johnson, Gryffindor back in possession, come on, Angelina — nice swerve around Montague — duck, Angelina, that's a Bludger!?C SHE SCORES! TEN-ZERO TO GRYFFINDOR!† Angelina punched the air as she soared around the end of the field; the sea of scarlet below was screaming its delight â€Å"OUCH!† Angelina was nearly thrown from her broom as Marcus Flint went smashing into her. â€Å"Sorry!† said Flint as the crowd below booed. â€Å"Sorry, didn't see her!† A moment later, Fred Weasley chucked his Beater's club at the back of Flint's head. Flint's nose smashed into the handle of his broom and began to bleed. â€Å"That will do!† shrieked Madam Hooch, zooming between then. â€Å"Penalty shot to Gryffindor for an unprovoked attack on their Chaser! Penalty shot to Slytherin for deliberate damage to their Chaser!† â€Å"Come off it, Miss!† howled Fred, but Madam Hooch blew her whistle and Alicia flew forward to take the penalty. â€Å"Come on, Alicia!† yelled Lee into the silence that had descended on the crowd. â€Å"YES! SHE'S BEATEN THE KEEPER! TWENTY-ZERO TO GRYFFINDOR!† Harry turned the Firebolt sharply to watch Flint, still bleeding freely, fly forward to take the Slytherin penalty. Wood was hovering in front of the Gryffindor goal posts, his jaw clenched. â€Å"‘Course, Wood's a superb Keeper!† Lee Jordan told the crowd as Flint waited for Madam Hooch's whistle. â€Å"Superb! Very difficult to pass — very difficult indeed — YES! I DON'T BELIEVE IT! HE'S SAVED IT!† Relieved, Harry zoomed away, gazing around for the Snitch, but still making sure he caught every word of Lee's commentary. It was essential that he hold Malfoy off the Snitch until Gryffindor was more than fifty points up — â€Å"Gryffindor in possession, no, Slytherin in possession — no! Gryffindor back in possession and it's Katie Bell, Katie Bell for Gryffindor with the Quaffle, she's streaking up the field — THAT WAS DELIBERATE!† Montague, a Slytherin Chaser, had swerved in front of Katie, and instead of seizing the Quaffle had grabbed her head. Katie cart-wheeled in the air, managed to stay on her broom, but dropped the Quaffle. Madam Hooch's whistle rang out again as she soared over to Montague and began shouting at him. A minute later, Katie had put another penalty past the Slytherin Seeker. â€Å"THIRTY-ZERO! TAKE THAT, YOU DIRTY, CHEATING –â€Å" â€Å"Jordan, if you can't commentate in an unbiased way –â€Å" â€Å"I'm telling it like it is, Professor!† Harry felt a huge jolt of excitement. He had seen the Snitch — it was shimmering at the foot of one of the Gryffindor goal posts — but he mustn't catch it yet — and if Malfoy saw it — Faking a look of sudden concentration, Harry pulled his Firebolt around and sped off toward the Slytherin end — it worked. Malfoy went haring after him, clearly thinking Harry had seen the Snitch there†¦ WHOOSH. One of the Bludgers came streaking past Harry's right ear, hit by the gigantic Slytherin Beater, Derrick. Then again†¦ WHOOSH. The second Bludger grazed Harry's elbow. The other Beater, Bole, was closing in. Harry had a fleeting glimpse of Bole and Derrick zooming toward him, clubs raised — He turned the Firebolt upward at the last second, and Bole and Derrick collided with a sickening crunch. â€Å"Ha haaa!† yelled Lee Jordan as the Slytherin Beaters lurched away from each other, clutching their heads. â€Å"Too bad, boys! You'll need to get up earlier than that to beat a Firebolt! And it's Gryffindor in possession again, as Johnson takes the Quaffle — Flint alongside her — poke him in the eye, Angelina! — it was a joke, Professor, it was a joke — oh no — Flint in possession, Flint flying toward the Gryffindor goal posts, come on now, Wood, save –!† But Flint had scored; there was an eruption of cheers from the Slytherin end, and Lee swore so badly that Professor McGonagall tried to tug the magical megaphone away from him. â€Å"Sorry, Professor, sorry! Won't happen again! So, Gryffindor in the lead, thirty points to ten, and Gryffindor in possession –â€Å" It was turning into the dirtiest game Harry had ever played in. Enraged that Gryffindor had taken such an early lead, the Slytherins were rapidly resorting to any means to take the Quaffle. Bole hit Alicia with his club and tried to say he'd thought she was a Bludger. George Weasley elbowed Bole in the face in retaliation. Madam Hooch awarded both teams penalties, and Wood pulled off another spectacular save, making the score forty-ten to Gryffindor. The Snitch had disappeared again. Malfoy was still keeping close to Harry as he soared over the match, looking around for it once Gryffindor was fifty points ahead — Katie scored. Fifty-ten. Fred and George Weasley were swooping around her, clubs raised, in case any of the Slytherins were thinking of revenge. Bole and Derrick took advantage of Fred's and George's absence to aim both Bludgers at Wood; they caught him in the stomach, one after the other, and he rolled over in the air, clutching his broom, completely winded. Madam Hooch was beside herself — â€Å"YOU DO NOT ATTACK THE KEEPER UNLESS THE QUAFFLE IS WITHIN THE SCORING AREA!† she shrieked at Bole and Derrick. â€Å"Gryffindor penalty!† And Angelina scored. Sixty-ten. Moments later, Fred Weasley pelted a Bludger at Warrington, knocking the Quaffle out of his hands; Alicia seized it and put it through the Slytherin goal — seventy-ten. The Gryffindor crowd below was screaming itself hoarse — Gryffindor was sixty points in the lead, and if Harry caught the Snitch now, the Cup was theirs. Harry could almost feel hundreds of eyes following him as he soared around the field, high above the rest of the game, with Malfoy speeding along behind him. And then he saw it. The Snitch was sparkling twenty feet above him. Harry put on a huge burst of speed; the wind was roaring in his ears; he stretched out his hand, but suddenly, the Firebolt was slowing down — Horrified, he looked around. Malfoy had thrown himself forward, grabbed hold of the Firebolt's tail, and was pulling it back. â€Å"You –â€Å" Harry was angry enough to hit Malfoy, but couldn't reach — Malfoy was panting with the effort of holding onto the Firebolt, but his eyes were sparkling maliciously. He had achieved what he'd wanted to do — the Snitch had disappeared again. â€Å"Penalty! Penalty to Gryffindor! I've never seen such tactics.† Madam Hooch screeched, shooting up to where Malfoy was sliding back onto his Nimbus Two Thousand and One. â€Å"YOU CHEATING SCUM!† Lee Jordan was howling into the megaphone, dancing out of Professor McGonagall's reach. â€Å"YOU FILTHY, CHEATING B –â€Å" Professor McGonagall didn't even bother to tell him off She was actually shaking her finger in Malfoy's direction, her hat had fallen off, and she too was shouting furiously. Alicia took Gryffindor's penalty, but she was so angry she missed by several feet. The Gryffindor team was losing concentration and the Slytherins, delighted by Malfoy's foul on Harry, were being spurred on to greater heights. â€Å"Slytherin in possession, Slytherin heading for goal — Montague scores –† Lee groaned. â€Å"Seventy-twenty to Gryffindor†¦Ã¢â‚¬  Harry was now marking Malfoy so closely their knees kept hitting each other. Harry wasn't going to let Malfoy anywhere near the Snitch†¦. â€Å"Get out of it, Potter!† Malfoy yelled in frustration as he tried to turn and found Harry blocking him. â€Å"Angelina Johnson gets the Quaffle for Gryffindor, come on, Angelina, COME ON!† Harry looked around. Every single Slytherin player apart from Malfoy was streaking up the pitch toward Angelina, including the Slytherin Keeper — they were all going to block her — Harry wheeled the Firebolt around, bent so low he was lying flat along the handle, and kicked it forward. Like a bullet, he shot toward the Slytherins. â€Å"AAAAAAARRRGH!† They scattered as the Firebolt zoomed toward them; Angelina's way was clear. â€Å"SHE SCORES! SHE SCORES! Gryffindor leads by eighty Points to twenty!† Harry, who had almost pelted headlong into the stands, skidded to a halt in midair, reversed, and zoomed back into the middle of the field. And then he saw something to make his heart stand still. Malfoy was diving, a look of triumph on his face — there, a few feet above the grass below, was a tiny, golden glimmer — Harry urged the Firebolt downward, but Malfoy was miles ahead — â€Å"Go! Go! Go!† Harry urged his broom. He was gaining on Malfoy — Harry flattened himself to the broom handle as Bole sent a Bludger at him — he was at Malfoy's ankles — he was level — Harry threw himself forward, took both hands off his broom. He knocked Malfoy's arm out of the way and — â€Å"YES!† He pulled out of his dive, his hand in the air, and the stadium exploded. Harry soared above the crowd, an odd ringing in his ears. The tiny golden ball was held tight in his fist, beating its wings hopelessly against his fingers. Then Wood was speeding toward him, half-blinded by tears; he seized Harry around the neck and sobbed unrestrainedly into his shoulder. Harry felt two large thumps as Fred and George hit them; then Angelina's, Alicia's, and Katie's voices, â€Å"We've won the Cup! We've won the Cup!† Tangled together in a many-armed hug, the Gryffindor team sank, yelling hoarsely, back to earth. Wave upon wave of crimson supporters was pouring over the barriers onto the field. Hands were raining down on their backs. Harry had a confused impression of noise and bodies pressing in on him. Then he, and the rest of the team, were hoisted onto the shoulders of the crowd. Thrust into the light, he saw Hagrid, Plastered with crimson rosettes — â€Å"Yeh beat 'em, Harry, yeh beat 'em! Wait till I tell Buckbeak!† There was Percy, jumping up and down like a maniac, all dignity forgotten. Professor McGonagall was sobbing harder even than Wood, wiping her eyes with an enormous Gryffindor flag; and there, fighting their way toward Harry, were Ron and Hermione. Words failed them. They simply beamed as Harry was borne toward the stands, where Dumbledore stood waiting with the enormous Quidditch Cup. If only there had been a Dementor around†¦As a sobbing Wood passed Harry the Cup, as he lifted it into the air, Harry felt he could have produced the world's best Patronus.