Discovering the Occupations of Your Ancestors

Do you know what your ancestors did for a living? Researching ancestral jobs and occupations can teach you a great deal about the people who make up your family tree, and what life was like for them. An individuals occupation may give insight into their social status or to their place of origin. Occupations can also be used to distinguish between two individuals of the same name, often an essential requirement in genealogy research. Certain skilled occupations or trades may have been passed down from father to son, providing indirect evidence of a family relationship. Its even possible that your surname derives from the occupation of a distant ancestor. Finding An Ancestors Occupation When researching your family tree, it is usually fairly easy to discover what your ancestors did for a living, as work has often been something used to define the individual. As such, occupation is an often listed entry in birth, marriage and death records, as well as census records, voter lists, tax records, obituaries and many other types of records. Sources for information on your ancestors occupations include: Census Records - A good first stop for information on your ancestors job history, census records in many countries—including the U.S. census, British census, Canadian census, and even French census—list the primary occupation of at least the head of household. Since censuses are usually taken every 5-10 years, depending upon the location, they may also reveal changes in working status over time. If youre U.S. ancestor was a farmer, the U.S. agricultural census schedules will tell you what crops he grew, what livestock and tools he owned, and what his farm  produced.   City Directories - If your ancestors lived in an urban location or larger community, city directories are a possible source for occupational information. Copies of many older  city directories can be found online on subscription-based  websites such as Ancestry.com and  Fold3.com. Some free sources of digitized historical books such as  Internet Archive also may have copies online. Those that cant be found online may be  available on microfilm or through libraries in the area of interest. Tombstone, Obituary and other Death Records  - Since many people define themselves by what they do for a living, obituaries generally mention the individuals former occupation and, sometimes, where they worked. Obituaries may also indicate membership in occupational or fraternal organizations. Tombstone inscriptions, while more brief, may also include clues to occupation or fraternal memberships.   Social Security Administration - SS-5 Application RecordsIn the United States, the Social Security Administration keeps track of employers and employment status, and this information can generally be found in the SS-5 application form that your ancestor filled out when applying for a Social Security Number. This is a good source for the employers name and address of a deceased ancestor. U.S. Military Draft RecordsAll males in the United States  between the ages of 18  and 45  were required by law to register for the World War One draft throughout 1917 and 1918, making WWI draft records a rich source of  information on millions of American males born between about 1872 and 1900, including occupation and employment information. Occupation and employer can also be found in World War II draft registration records, completed by millions of men living in America between 1940 and 1943. Wills and  probate records, military pension records, such as Civil War union pension records, and death certificates are other good sources for occupational information.   What is an Aurifaber? Occupation Terminology Once you find a record of your ancestors occupation, you may be puzzled by the terminology used to describe it. Headswoman and hewer, for instance, are not occupations you commonly come across today. When you run across an unfamiliar term, look it up in the Glossary of Old Occupations Trades. Keep in mind, that some terms may be associated with more than one occupation, depending upon the country. Oh, and in case you are wondering, an aurifaber is an old term for goldsmith.   What Made My Ancestor Choose This Occupation? Now that youve determined what your ancestor did for a living, learning more about that occupation may provide you with additional insight into your ancestors life. Begin by trying to determine what might have influenced your ancestors choice of occupation. Historical events and immigration often shaped the occupational choices of our ancestors. My great-grandfather, along with many other unskilled European immigrants looking to leave behind a life of poverty with no promise of upward mobility, immigrated to western Pennsylvania from Poland in the early 20th century, and found employment in the steel mills and, later, the coal mines.   What Was Work Like for My Ancestors? Finally, to learn more about your ancestors day-to-day work life, you have a variety of resources available to you: Search the Web by occupation name and location. You may find other genealogists or historians who have created engaging Web pages full of facts, pictures, stories and other information on that particular occupation. Old newspapers may include stories, ads, and other information of interest. If your ancestor was a teacher you may find descriptions of the school or reports from the school board. If your ancestor was a coal miner, you may find descriptions of the mining town, pictures of the mines and miners, etc. Thousands of different historical newspapers  from around the world can be accessed online. Fairs, festivals, and museums often afford the opportunity to watch history in action through historical reenactments. Watch a lady churn butter, a blacksmith shoe a horse, or a soldier recreate a military skirmish. Take a tour of a coal mine or a ride a historic railroad and experience the life of your ancestor first hand. How to Learn Your Ancestors Occupation Visit your ancestors hometown. Especially in cases where a lot of residents of a town held the same job (a coal mining town, for example), a visit to the town can offer the chance to interview older residents and learn some great stories about day-to-day life. Follow up with the local historical or genealogical society for even more information, and look for local museums and displays. I learned much about what life was probably like for my great-grandfather through a visit to the Frank Sylvia Pasquerilla Heritage Discover Center in Johnstown, PA, which re-creates what life was like for the Eastern European immigrants who settled the area between 1880 and 1914. Look for professional membership societies, unions, or other trade organizations related to your ancestors occupation. Current members can be a great source of historical information, and they may also maintain records on the occupation, and even past members.

The Rocking-Horse Winner by D.H. Lawrence Essay - 652 Words

The Rocking-Horse Winner by D.H. Lawrence The Rocking-Horse Winner is a complex story that is best understood if one examines it through the 5 Elements of Fiction: setting, character, plot, point of view and theme. This story is about a little boy named Paul who is trying to gain love and affection from his greedy mother. One day he told his mother that he had luck and he knew his mother did not believe him. This compelled him to go out and find luck on his own. He set off on his rocking horse on a journey to find luck. When Paul would come back from his journeys the horse would tell him who the winners of the horse races would be. By this he won money and thought if he gave a large amount to his mother that she could finally be†¦show more content†¦The main character in this story is a little boy named Paul. Paul is a bonny child with dark hair and big close-set blue eyes. Through out the story Paul seeks for love and affection from his greedy mother but never truly finds it. He bends over backwards to find luck ju st to please his unhappy mother. Paul loves to ride on his rocking horse and go off on adventures. His rocking horse would tell him the winner of the horse races and Paul would win thousands of dollars by betting on that horse. The point of view of the story is told by D.H.Lawrence, the author. The story was reliable because Lawrence gives you a sense of what was really happening in that house and the adventures that Paul went on. The moment of choice was when Paul won 10,000 dollars on a horse race and wanted to give 5,000 of it to his mother for his birthday hoping she would get the hint. When she opened the card she acted as if it were just another birthday card with no emotion on her face. That same day, to show how greedy she really was, she went to her lawyers to see if she could get the 5,000 in advance. Paul gave it to her and received to gratitude or love in return. Finally the last element is Theme. Money isn?t everything. Be thankful for what you have before it?s gone forever. A person?s life is more important than material things. Clearly by following the 5 step method of fictional elements it is much easier to understand The Rocking-Horse Winner.Show MoreRelatedThe Rocking Horse Winner by D.H. Lawrence Essay1000 Words   |  4 Pagesmoney and consumerism. Families provide their household’s financial needs, but neglect the emotional aspects. The overpowering need for money takes a toll on families. D.H Lawrence’s short story explores the dynamics of money and its psychological toll. The story’s unhappy family in D.H Lawrence’s short story, â€Å"The Rocking-Horse Winner†, demonstrates the adverse psychological effects that derive from the insatiable desire of money and mindless consumerism. The stories dissatisfied family demonstratesRead More The Rocking Horse Winner by D.H. Lawrence Essay1083 Words   |  5 PagesThe Rocking Horse Winner by D.H. Lawrence Written in 1933, D.H. Lawrences short story The Rocking Horse Winner illustrates the consumptive nature of materialism. Through authors use of characterization, symbolism, and language in The Rocking Horse Winner, Lawrence successfully portrays a greedy and cold hearted mother, Hester, who attempts to fulfill the dissatisfaction in her life using wealth and material comfort. Lawrence uses Hester as an example to convey to the readers that materialismRead MoreConformity in The Rocking-Horse Winner by D.H. Lawrence Essay821 Words   |  4 PagesIn The Rocking-Horse Winner by D.H. Lawrence, the family was unable to see what they really had going for them. Corrupted Conformity Many times, people believe that they must achieve a certain social status within a community due to the need of acceptance, or perhaps, simply the fear of being rejected. Communities normally demonstrate a positive atmosphere. They are supposed to be places where everyone knows and is kind to one another; one where people feel comfortable with each otherRead MoreAnalysis of The Rocking Horse Winner by D.H. Lawrence1723 Words   |  7 PagesJust Keep Rocking Individuals have struggled with ignorance time and time again, and this ignorance can penetrate every aspect of their lives. In the short story by D. H. Lawrence, â€Å"The Rocking-Horse Winnerâ€Å", young Paul has to encounter a series of misfortunate events, due to the fact that his beloved ambitious mother is unworthy of the what she has and each circumstance leads him and his family to great distress. With a burden on his shoulders, he will not stop until he gets what his mother desperatelyRead MoreAn Abrupt and Surprising Ending in The Rocking Horse Winner by D.H. Lawrence753 Words   |  3 PagesThe Rocking Pig (An analysis of Abrupt, Surprising Endings) Life is a sudden gift, that is bestowed upon us in a magnificent way, with people all around us mostly for guidance and help, but with all of these gifts, there are tragedies. Even more sudden they come out of nowhere with enough malice to cause the death of thousands of people a day. This has become a very great trend for authors, the act of sudden disasters that will slap you in the face as you read them. In the story, â€Å"The Rocking-HorseRead More Sacrifice in The Lottery by Shirley Jackson and Rocking Horse Winner by D.H. Lawrence957 Words   |  4 Pagesof view of materialism in the Rocking Horse Winner by D.H. Lawrence is the seen from inside the mind of child in the story, Paul. â€Å"He went off by himself, vaguely, in a childish way, seeking for the clue to â€Å"luck,† Absorbed, taking no heed of other people, he went about with a sort stealth, seeking inwardly for luck. He wanted luck, he wanted it, he wanted it.† (Kennedy Gioia, 2013, pp. 237). By r iding his rocking horse Paul is able to predict the winner of horse races at the track. He uses thisRead More Money, Luck, Love in Rocking-Horse Winner by D.H. Lawrence Essay2471 Words   |  10 PagesMoney, Luck, Love in Rocking-Horse Winner by D.H. Lawrence The Rocking-Horse Winner by D.H. Lawrence is a story, which emphasizes the battered relationship between a mother and her child. The authors work is known for its explorations of human nature and illustrates the nature of materialism. The author employs techniques of the fairy tale to moralize on the value of love and the dangers of the money. D.H. Lawrence presents an upper class family that is destroyed by greed because they alwaysRead MoreSummary Of The Rocking Horse Winner 813 Words   |  4 PagesBP Rocking and LS 1261 1-4 A Shocking Accident and LS 1268 1-4 The Soldier and LS 1275 1-4 Wires and Ls Anthem and LS 1277 1-3 1296-1297 BP Demon Lover and LS 1305 1-4 1306 1-10 1307 Vocab Writing Assignments: Write: Three messages from Rocking Thesis: â€Å"The Rocking-Horse Winner† by D.H. Lawrence, represents three messages. POV #1: Lawrence, wrote â€Å"The Rocking-Horse Winner,† and brought forth the message that greed is a curse. POV #2: â€Å"The Rocking-Horse Winner†, by D.H. LawrenceRead MoreAnalysis Of The Rocking Horse Winner By Shirley Jackson1043 Words   |  5 Pagesâ€Å"The Rocking-Horse Winner† by D.H. Lawrence and â€Å"The Lottery† by Shirley Jackson Michael Jason Flowers Liberty University Outline 1. Introduction a. Thesis Statement: â€Å"The Rocking-Horse Winner† by D.H. Lawrence and â€Å"The Lottery† by Shirley Jackson are both short stories that present a conflict of society against its characters, but conversely depict very distinctive characters that trigger varying levels of sympathy from the readers. 2. Conflicts a. â€Å"The Rocking-Horse Winner† by D.H. Lawrence i.Read MoreThe, By Graham Greene And The Rocking Horse Winner1097 Words   |  5 PagesThe two stories â€Å"The Destructors† by Graham Greene and â€Å"The Rocking Horse Winner† by D.H. Lawrence are being analyzed through literary devices on how they demonstrate the shared theme. Greene and Lawrence both use setting, symbolism, and like-minded characters to demonstrate the theme of the destruction and effects of war are long lasting in the stories â€Å"The Destructors† and â€Å"The Rocking Horse Winner†. Both Graham Greene and D. H. Lawrence set their stories in London, England, after major world wars

Impact of Party Drugs on the Youth Culture free essay sample

Adolescence refers to the age group from 14 to 26 years. Ten percent of this age group use party drugs (Bennett, 2003). According to Arnett (2004) , this period of development is distinguished by five characteristics: identity exploration, instability, self-focus, a feeling of in-between and possibilities (Arnett, 2004, pg. 14). It is against these five characteristics that the impact of party drugs on the youth culture will be assessed. This essay will explore how the characteristics of adolescence place teenagers at risk from drug experimentation and how the perception of policy makers will influence the community’s response to the problem. The exploration of identity involves having a range of experiences that provides the adolescent with the means to assess the possibilities for the purpose of formulating a distinctive self-image. To do this requires that the teenager have a range of experiences that seem distinct from those experienced through their parents. This journey of exploration results in an introverted focus on self and a sense of becoming, of being caught in the middle. In the individualised cultures of western societies, this transition involves a separation from parents and the construction of an independent self-sufficient identity (Arnett, 2004). The instability can often manifest in ‘risky behaviours’. Although adolescence is a time for the construction of a unique self identity, it is also a time when a sense of belonging is engendered through common cultural construction. One subset of this cultural construction is the rave party scene that is a global phenomenon of the youth subculture (Shapiro, 1999). A rave party is often a large gathering of young people in an atmosphere where there is music and laser lights. This sub-culture is linked to the drug culture through party drugs such as ecstasy and ketamine. The effect of these drugs is to create a sense of wellbeing and a feeling of lightness. The choice to take drugs is an individual one and is part of the desire to escape from the pressures of adolescence. The rave party by its very nature is essentially a form of escape. What then are adolescences escaping from? The very nature of adolescence: the sense of being without identity, the lack of a mental framework to manage the adult world and the pressures of identity construction, create tensions in the person. This escapism is not confined to adolescences as many adults abuse alcohol and amphetamines as a means of escaping the pressures of the adult world. For many users, taking the drug is part of the risk behaviour of adolescence that has the pay-off of feelings of well-being. They do not se themselves as drug users as they do not view their use of party drugs as being a problem. This normalises drug use and makes it difficult for agencies to intervene (Duff, 2003). It is wrong however to assume that all users are escaping from something. One of the features of adolescence is the search for identity and self meaning. This search behaviour creates a heightened sense of curiosity in adolescents as they seek to make sense of self. This curiosity can evolve unconsciously to drug abuse through prolonged use as a result of the uplifting effects of the first experience. The need to fund the regular purchase of the drug can lead into dealing. Bad experiences often will not cause a rejection of the drug as these pale against the many pleasures that the individual has experienced. The chain of events can have dire consequences for the individual as a health problem becomes a criminal problem. The long term destruction that criminalisation of drugs causes to young people is good reason to see drug abuse as a health problem. Within party drug users there are the same segments that are feature of any drug user cross section. Some users abuse the drug and are at risk from overdose and dehydration. Others are more controlled and cautious in their use. This group is at risk from being unable to identify the ingredients of the drug that they are purchasing. One of the key problems with party drugs is the inability for the buyer to know the ingredients contained in the drug that they are purchasing (VAAD, 2003). Users of party drugs will tend to repeat their use on a regular basis. According to Baxter (2003) users are concerned that there is no means of determining the purity and reducing the level of risk. Males tend to use party drugs more frequently than females. This tends to indicate that there is greater gender difference where males are less risk averse. This trend is declining as more and more females are using party drugs. This trend reflects the emancipation of women and a stronger sense of independence amongst adolescent women. The traditional delineation of the rite of passage for the male and the female have become blurred in modern society. Women will often use drugs to challenge the traditional perceptions of their role in society. Within the community, there are people that see drug abuse as being criminal while others see it as a social and health problem. The criminal perspective adopts a punishment solution with rehabilitation. Such a position can have a long term effect on the individual due to problems faced with travel and employment. Community response is to increase policing and to use strategies such as sniffer dogs in public and undercover police at venues to catch the suppliers and users. Police raids will be conducted on rave parties. Such an approach marginalises the rave culture and runs the risk of impairing the social development of the individual. The perspective that sees the issue as a health issue seeks to develop preventative programmes that educate people. Greater understanding is sought for the motivation of young people for taking drugs through social research. Strategies for assisting at risk people are developed that provides for free, readily available access to health care and treatment. The health professional will often argue for the decriminalisation of the drug so that it can be obtained in a controlled manner and the purity of the product guaranteed. When considered against the characteristics of adolescence as provided by Arnett (2004), this approach appears to be the least detrimental to the social and personal development of the adolescent. Government programs, such as Ravesafe, adopt this approach. One of the prime reasons that this approach should prevail is that party drugs are seen by the user as being catalysts for self reflection and construction of identity. Their sense of self and social relationships results in a positive self-image which may be in contradiction to how they feel when in the adult world. The party drug tends to alleviate insecurity and doubt. Research has shown that there might be some overflow from the atmosphere of the rave party to real life. The need for early intervention arises from the research findings that drug abuse is often a precursor for youth suicide, crime and metal illness (VAAD, 2003). Interventionist strategies will view drug use as a problem which immediately places the interventionist in opposition to the youth culture. The clash between the pleasures of the drug and the potential harm of the drug creates a generational clash (Duff, 2003). To deal with the issue it is necessary to accept the reality of use and work on fostering environments that support safe use. If this is provided then it will reduce the ‘trial and error’ approach that is a feature of the risk behaviour of adolescents. VAAD (2003) found that the problem can be best solved through drug education that must resist seeing the youth culture as a homogeneous group. Adolescents involved in the rave scene come from a wide variety of backgrounds (Shapiro, 1999). Because there is little understanding of the attitudes of youth subgroups within the rave scene it is necessary for more research to be done (Baxter, 2003). In this way the content and approach of the drug education programme can directly appeal to the target segment. This will help in a more receptive response from the target group. In conclusion, the developmental characteristics of adolescence creates a natural disposition towards drug experimentation amongst some segments of teenagers. Party drugs are often seen as being part of the scene that assist in the integration of the individual with both self and the group that they belong to. Drug use can be used by the female gender to reconstruct identity. Given these features, the perspective that drug use should be a criminal offence resulting in punishment and long term consequences for the individual seems self defeating. The view that drug abuse has the potential to be a health problem will result in a community response that is more supportive to the individual. The safety of the drug can be established and the social stigma placed on adolescents can be removed. Social policy needs to consider the developmental characteristics of adolescence in its construction.

To What Extent Is Shakespeare’s ‘King Lear’, a Tragedy Essay Example

To What Extent Is Shakespeare’s ‘King Lear’, a Tragedy? Paper Shakespeare’s ‘King Lear’ Undoubtedly ‘King Lear’ is considered to be one of the most tragic of Shakespearean plays. Shakespeare explores the boundaries of human nature and the extent. At the time the play was set, Lear would have been absolute monarch. At the beginning of the play Lear is at his zenith and a powerful character within the play. From very early on, Lear reveals a fatal flaw, making him a tragic character. Aristotle defines tragedy upon whether the downfall of a character is internal or external. In the case of Lear, it is an internal downfall, which is first realised as Lear divides his Kingdom. This creates the possibility of civil war. The consequences of this action are developed through the Characters; Goneril, Regan, and Edmund, all of whom are Machiavellian villains. It is traditional in Shakespearian plays that if the main character is not introduced immediately, his death is inevitable. King Lear is not instantaneously present in the first scene and so due to Shakespearean conventionalism his downfall is foreseeable. Shakespeare creates a mirroring effect; whereby a plot and a subplot reflect events. The characters Lear and Edmund both begin as controlled characters, whom appear to be the instigators of their own fate. This suggests that their arrogance entitles them to believe that they are above the natural order: ‘Thou nature art my goddess’ (1. 2. 310) This suggests that Edmund adheres to his own rule and refuses to conform to the social status that is imposed upon him. Shakespeare creates a similar effect when presenting the character King Lear: ‘Come not between the dragon and his wrath! ’ (1. 1. 123) We will write a custom essay sample on To What Extent Is Shakespeare’s ‘King Lear’, a Tragedy? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on To What Extent Is Shakespeare’s ‘King Lear’, a Tragedy? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on To What Extent Is Shakespeare’s ‘King Lear’, a Tragedy? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At the beginning of the play, Lear is subject to sycophancy when conducting a love test in which a competition for the largest portion of land is initiated when Lear is dividing his Kingdom between his three daughters; Cordelia, Goneril and Regan. The falsity of Goneril and Regan’s hyperbolic expressions of love reveals Lear’s fatal flaw as blindness to the truth. By suggesting this flaw, Shakespeare clearly follows the conventions of Aristotelian tragedy: ‘I do love you more than word can wield the matter’ (1. 1. 55) This is further reinforced at a latter stage: He always loved our sister most, and with what poor judgement he hath now cast her off’ (1. 1. 292) This suggests that their language was an exaggeration in order to gain a significant ‘dowry’. By casting aside his most faithful daughter, it is suggestive that his two other daughters will treat him neglectfully. This reinforces the tragic genre, as the inevitable ill-treatment of Lear will be the beginning of his downfall. This reinforces Lear’s metaphorical blindness; a theme that runs throughout the play and is the flaw that instigates tragedy. Shakespeare builds tension as it seems as if Goneril and Regan will discard their father now that they have inherited a considerable portion of land. From the outset of the play, Shakespeare makes broad statements about the characters personas and roles within the play. By creating such contrasting characters, tragedy is inevitable. By doing this it seems as if Shakespeare attempts to heighten the audiences emotional involvement in the play. The characters are made up of a network of biological relations. However, Shakespeare does not introduce a mother-figure into the play at any stage. This seems ironic in that Shakespeare is attempting to exclude a theme that is repeated throughout the play. Women as mothers have represented nature, the Earth and its bounty since prehistoric times. Without the presence of a mother who at her bosom feeds plants, animals and men (Larousse 428) it is inevitable that the immorality of society will breed anarchy and therefore broaden the depths of tragedy. Within the play, the character Cordelia takes the role of the child. Without guidance from a mother or father-figure in the play, it seems inevitable that Cordelias idealistic approach to life will lead to her downfall. Cordelia and Edgar represent justice and as Shakespeare removes this theme from the play, it is apparent that villainy and treachery will prevail. The villainy takes form in the character Edmund, whom appears to take an opposing opinion of society, and their standing on legitimacy: ‘As to the legitimate. Fine word—â€Å"legitimate†! ’ (1. 2. 18) As the play progresses, his malevolency towards other characters lead them to have a nihilistic perception of life. This is reinforced as Gloucester is overcome with turmoil and wishes to end his life. The tragic genre becomes more apparent as both Gloucester and Lear, discount hope and quite literally cast it aside: As flies to wanton boys are we to the gods, they kill us for their sport. (4. 1. 38) Furthermore, the inauguration of Edmund’s plot begins to unfold as he warns his half-brother Edgar that he had ‘offended’ Gloucester and so should flee ‘abroad’, ‘armed’. This of course is artificial and a ploy to inherit a valuable dowry from his father Gloucester. Both Edgar and Gloucester, as the ‘father and a noble brother’ of Edmund were ‘foolish’ in believing his word. Edmund’s animosity towards both characters is well presented as he prepares them both for a synthetic betrayal. Within the main plot, similar under-handedness is brought upon King Lear, whereby Goneril and Regan deceive him in order to gain themselves. As the play progresses the outcome of conspiracy appears to cohere with typical Greek tragedy, whereby the heroic character within the play will undergo a transition either from their nadir to their zenith or from their zenith to their nadir. Aristotle argued that a conversion from a characters zenith to their nadir is more effective, as it invokes pity and sympathy for the character. As the play progresses, Goneril and Regan’s loathing of Lear becomes more and more apparent. As they disregard his previous authority, they revel in his newly stated nothingness. Goneril and Regan reduce Lear to madness and therefore reverse his position. ‘Give me patience, patience I need! ’ (2. 2. 460) However, though the downfall of Lear reduces him to madness, it evokes a personal transition, and he evolves as a man. Shakespeare defies the regulations of a typical tragedy, as though he reduced a character from a state of integrity and importance to a condition of madness, with this Lear develops a unity with nature. The degradation of King Lear alludes to the fall of man. Shakespeare explores spiritualism as he replicates the allegory of the fallen man. King Lear represented absolute monarchy and importance: ‘Does any here know me? Why, this is not Lear. ’ (1. 4. 217) Like the fallen man, Lear was lead by his sensual desires and had lost management of his inner self. With union of him and nature, Lear gains a sense of humility. Furthermore, the tragedy of King Lear is somewhat initiated by Lear himself. A constant want for puissance, recognition and monarchy suppresses Lears ability to acknowledge the people around him and their actions. By doing so he drives himself to anger. Lear is adamant that the reason he requires one hundred knights is not the need, but a representation of his power. By depriving Lear of any reflection of his being his position in society is officially degraded to that of a beast. His inability to compromise his knights leads to Goneril and Regans dismissal of him and his spiral into madness. Goneril and Regan dismiss their father as a person in power and their treatment of him is far worse than he deserves. Lear states that he is a man more sinned against than sinning. This is ironic because the instigator of the tragedy was Lears first act. Lears development into lunacy becomes apparent as he loses patience and an uncontrollable rage sends him into an irrational fit of empty threats: I will do such things what they are yet I know not (2. 2. 469) Shakespeare uses pathetic fallacy in the form of a storm and tempest in order to express Lears anger as a physical force. The storm and tempest also emphasises how the natural order, as well as the social order has taken a radical turn in favour of evil. The change replicates the image of Lear moving from his zenith to his nadir. It seems as if Shakespeare is attempting to invoke pity upon Lear in order to reinforce the tragedy of the play. Though the madness of Lear seems to be the peak of his downfall, his spiral into lunacy develops a relationship between himself and nature. Ironically, Lear is physically at his nadir, but his inner self has regained union with morality and appreciation of the natural world. Lears appreciation of others indicates that humanity enslaves Lear: Come on, my boy. How dost my boy? Art cold? (3. 2. 68) As a slave to nature, he stands at this point in the play as a poor, infirm, weak and despised old man. As he is tortured by the storm he attempts to torture it back. It is somewhat humorous for Lear to assume that he can affect the natural order. It seems as if Shakespeare intends a fate for each character, and Lear attempts to defy this fate: Let the great Gods that keep this dreadful pudder oer our heads (3. 2. 49) Alternatively, it is suggestible in terms of fate, that the extent of the tragedy of King Lear is not as immense as it should appear to be. Throughout the play, Shakespeare heightens and flattens tension. By breaking the tension in the play, Shakespeare allows the audience to understand the purpose of events. Lear begins to understand the purpose of kingship after his crown had been taken from him. As he begins to experience the epitome of the social order it exposes him to feel what wretches feel, it seems as if he understands the prophecy which the fool proclaims later in the play (3. . 80-95). As Lear explains the importance of aiding and considering others, it is apparent that Goneril and Regan have not reached an equal sense of realisation as they instigate civil war with the cause of a love feud: I had rather lose the battle than that sister should loosen him and me (5. 1. 18) The repercussions of Goneril and Regan casting Lear aside and neglecting to care for him spurred Lear to realise his own faults in neglecting a society that depends on him. ‘O, I have ta’en too little care of this’ (3. 4. 32) If Shakespeare had cast Lear as King with great consideration for his people, it may not have been possible to reduce him to nothing. This is another concept to be considered when understanding Lears fatal flaw. Moreover, after stripping Lear of his social standing and subjecting him to a life as cheap as beasts, his future, though unclear at the beginning of the play, seems now inevitably to lead to death. The uniqueness of Shakespeares tragedy is that for a state of catharsis to be reached, along with the death of immoral and amoral characters, moral characters must die also. Despite much critique, the ending of King Lear is an effective portrayal of realism. The reunion of Lear and Cordelia spurs an emotional link between the audience and the characters. Cordelias reaction to her fathers state is one of pity as she fails to recognise his face to be a face to be opposed against the warring winds. This reinforces his close proximity to death, and invokes sympathy upon him. The union of father and daughter is a seemingly perfect scene as Cordelia appears before Lear as a spirit. The play appears so tragic because just as the relationship between Cordelia and Lear is replenished, they both reach their end. Lear understands that the turmoil of recent events disallows his restoration to the throne or even sanity: I should evn die with pity to see another thus (4. 7. 53) However, Cordelia is reintroduced to the play as a saviour. Shakespeare may be alluding to Pandoras Box, whereby hope is desperately attempting to balance the effects of evil, treachery, betrayal, jealousy and greed. Her efforts to regain Lears sensibility and his ability to walk are successful, however, still with the understanding that he is old and foolish. Shakespeare increases tension prior to the significant tragedy of Cordelias and Lears death. Edmund gives orders to hang both Lear and Cordelia. Shakespeare prolongs the tragedy as the character Edmund fails to act with immediacy when revealing where Cordelia was being held captive. It seems as if Shakespeare prolongs the tragedy in order to create dramatic tension whereby the audience empathises with Cordelia. The build up of tension is essential to reach a state of catharsis at the end of the play, and to result in a dramatic impact and an emotional response from the audience. Hope is restored as Edmund almost rejects the malignancy of his previous self and reveals the location of Cordelia and Lear: To the castle, for my writ is on the life of Lear and on Cordelia (5. 3. 243) Shakespeare allows the audience to believe that as characters with good intent, Lear and Cordelia will survive and the natural order will be restored. However, in order to reach a state of catharsis, there must be an equal hope in the world, as there is malignancy and evil. With Edmunds death, Goneril’s, and Regan’s; evil is extinguished from the play. However with this, comes the death of Cordelia. In order to understand the full extent of the tragedy, Shakespeare brings moral characters to their death in order to reach a state of equilibrium. However, the manner in which her death is conducted reinforces the uniqueness of the tragedy. A hanging may appear quite brutal for a female. Traditionally women are cast to die with the aid of a toxin. Moreover, as Lear enters the stage with the corpse of his recently deceased daughter, the tragedy comes to a climax. As hope is sacrificed, Lear deteriorates further into death and despair as he gains a sense of realisation over his loss. Shakespeare exaggerates the degree of tragedy that is suggested to have brought great turmoil to the natural order; encouraging characters to question, is this the end? ’ Though the blindness of Lear leads to the subsequent death of his entire family, and himself, the fool takes the role of a seer when suggesting that there is a prophecy in the name of Merlin. This suggests that the tragedy of many deaths and the deterioration of Lear was a sacrifice intended to restore catharsis. The restoration entitles equality amongst the social order, whereby No squire in debt, nor no poor knights, where bawds and whores do churches build. From this it can be understood that Shakespeare is relating his play to the monarch at the time, in an attempt to indicate their faults in rule over the Albion. The extent of tragedy is therefore arguably not as great as it primarily seemed. It seems as if Shakespeare is attempting to make statement about the social order, and the tragedy of the play is purposely used to convert England to the realm of Albion and an age of chivalry. Furthermore, as Lear clutches Cordelia with an overwhelming state of grief and confusion as at first he believes she lives. Lear then turns to anger at the world as he understands that she is deceased: A plague upon you murderers, traitors all; Within a short period at the end of Lear’s life, he experiences many emotions. However, Shakespeare ends Lears life with the indisputable belief that Cordelias life had been restored. Lear directs attention to her lips his excitement is clear as he indicates with emphasis to Look there, look there! Lears death breeds purification and the rebirth of the social order. The tense emotive events leading to the deaths of Lear and Cordelia strengthen the effects of the tragedy. As the characters reach the end of their lives, the play climaxes and all tension is released. This was described by Aristotle as a state of catharsis. Shakespeares King Lear replicates this state. This reinforces the extent to which ‘King Lear’ is a tragedy. However, though it adheres to the typical factors of an Aristotelian tragedy, there are some boundaries in which it exceeds, emphasising its uniqueness as a Shakespearean tragedy. Though it seems Shakespeare attempts to reach a state of equilibrium, whereby equal good and evil exists together, characters that remain at the end of the play alive are both moral characters. This is typical of Greek tragedy. Though Shakespeare coincides with the conventions of Aristotelian tragedy, the moral characters left in the play, are two of weak importance. This suggests that in order for strong, moral goodness to thrive, so must the immoralities within a society.