Education in Nazi Germany – History Change

Education in Nazi Germany – Change and Continuity Assessment When Hitler became Chancellor of Nazi Germany, in 1935, he proposed many changes in education and throughout the country. He believed that these changes would influence people and indigenise them of his beliefs and reforms that should happen in the country – to praise his glory and make Germany the most powerful country and its rule to continue forever. One of these integral changes was education.Hitler strongly believed that, younger minds were easier to infiltrate and indoctrinate, as they were developing and imposed this sudden change amongst schoolchildren to provoke stronger Nazism in the future generation of Germans. Older generations, could oppose and have opinions to disapprove Hitler’s ideas. So, the Nazis changed education drastically to mould these children for the future of Germany. However, some parts of education were vital for basic human needs and could not be changed.In contrast, they w ere continued but they were portrayed in such a way, which would influence the way a German child thought, in that time. They introduced a lot of changes to education, from the days of teaching to the subjects that had to be taught or taken out of the curriculum; which also had a lot of Nazi indoctrination in them. All of the changes that were introduced had a major impact on children, as Dr Bernhard Rust pointed out that, â€Å"The whole function of education is to create Nazis† which highlighted that indoctrination was a key fundamentality in education to induce Nazism.One major change was starting school at 8:00 am sharply and a higher emphasis on sport and keeping fit. This is because, Hitler wanted to create a future generations of tough and strong soldiers, that would fight for his country – so unfortunately for most boys, this would be the discipline in the army and Hitler exactly wanted then to be ‘trained for the army’. Hitler had always said that ,’ boys had to be as swift as a greyhound’ which highlights the idea of leadership, strength and power amongst boys. Moreover, boys had to play football, rugby, and boxing to toughen them up.PE was also heavily enforced upon girls, as they were the future mothers and wives of the future generation of soldiers. Also, they needed to be fertile and to be able to have the strength to give birth to healthy children. Furthermore, PE took up 15% of the education and boys who failed to pass fitness tests were to be expelled from schools and could be discriminated by the older students as a laughing stock. This attitude, inspired children to be tough and strong to serve their ‘Fatherland’ (Germany) and in a way frightened them. Also, it can be interpreted that this also invoked discrimination against the Jews.Further evidence to support the idea of keeping fit, is a line from a German newspaper which suggests that the ultimate aim of sport was to have enough men fi t for the army. This deploys the idea of that Hitler purely wanted the future generation to fight for him. We can trust the provenance of the source, as it’s from a German teacher’s newspaper and we know that, Hitler arranged teachers into the League of Teachers so this is a valid piece of evidence. Exceedingly, a picture from a children’s textbook in the 1930s from Nazi Germany denotes a sketch of children in army uniform with weapons.This is clearly a heavily signified indoctrination, as it connects with the sports and inspires children to become like that. It can be interpreted that, Hitler and the Nazi party knew that children could be infiltrated through play and education and visual learning; so included subliminal messages in their learning to become Nazi. In addition, another change that the Nazis introduced was a change to the lessons itself and the days of education to supply enough deployment of brainwashing that would mould their character. New lesso ns were introduced and lessons that were thought of unnecessary were removed.Eugenics, Race Studies, Ideology and P. E were some of the new lessons introduced. These lessons had a lot of Nazism in them, such as Eugenics and Race Studies which taught children that German (pseudo Aryan race) were superior than others, and how others were inferior – Jews, Gypsies, Black, Czech, Slavs etc. Moreover, R. E was removed and replaced by Ideology as Dr Rust and Hitler had pointed out that the main thing was to focus of patriotism and the ideas of Hitler, to be reinforced amongst students. Evidence to support this is, is a German speaking about her life story and said it was really boring to learn about Hitler’s ideals.This source is useful, as it supplies information of experiences; however it can be said that they may have difficulties remembering and often the German people don’t want to take the blame for Hitler’s tyranny, so this is a source worth considering. Also, to reiterate, religion amongst German children was changed as in a girls’ timetable singing is a lesson that is taught a lot. In singing, Dr Rust enforced prayers and songs of praise that highlighted Hitler’s glory. Also, the amount of time on religion was reduced and attendance at school prayers was optional.This suggests that, the sole purpose was to only strive for Hitler. These songs, such as a German man remembered, were praises to Hitler and gave a goal to the children to ultimately fight for Hitler. To point out, women were also considered inferior to men, as they couldn’t continue their further education to obtain jobs. Also, the girls’ timetable shows the attributes of a housewife – such as domestic science, hygiene, sex education, childcare – eugenics and biology were heavily taught for the purpose of selective breeding amongst all races – the perfect ‘Aryan’ match.Similarly, Dr Rust was called unstable as he used to immediately change school-days and curriculum to pressurise propaganda and Nazi attributes on children. For example, he made Saturday as a Youth Day, where children from the Hitler Youth went for school tests, army camping, and ‘fun activities’ where the main idea was to completely brainwash children to become robot-soldiers for Hitler. Moreover, some evidence suggests that children used to turn in their own parents if they said anything against Hitler.According to interpretations, this would more likely to be true as they were mostly propagandised by their education and became like soldiers – to fight for ‘justice. ’ Moreover, many teachers that opposed were sacked and others were in the League of Teachers. Some opposing teachers stood there in the silence; however, they couldn’t do anything. Dr Schuster, a geography teacher (1938) highlighted that he wanted to teach real geography and create non-Nazis with other similar teachers – however Nazi soldiers were in the way.He also said that they cannot have a newspaper or a conference. This denotes the tight security of the Nazis in the school as they didn’t want anything to get in their way. In my opinion, children would be heavily indoctrinated that they might not have the willingness to oppose or might be in the fear of persecution by the Nazis. Notwithstanding, not all lessons could not be changed but the way they were delivered had a lot of impact. Such as, the clip on indoctrination of Nazi Germany shows that Maths was taught by measuring the angles of shooting and had a lot of military twist.Similarly, chemistry and physics were taught constructing the efficiency of warfare weaponry and devising new guerrilla, military aviation science and chemicals. Also, geography and history talked more about Germany’s glorious past and it needed a lot of living space (Lebensraum) by conquering nearby countries as they were a superior race. This wo uld be conditioned in a child’s mind and they would think it is right to invade other countries for Germany; as they’re highest of all. This is source is more useful, as it is itself a recording from an actual lesson with photographs of textbooks.So, there was continuity in the lessons however, with a great impact of the way Hitler wanted it. Also, some lessons were taught more of – to reiterate the greatness of Nazism. In my opinion the questions to ask the pupils are- why were you against your parents and turned on them? Why didn’t you oppose and protest – you were the future generation, so your generation with the help of other voices could’ve protested. However, this was not possible, as children wanted to join the Hitler Youth as there were activities and enough influence was done, to mould them.Moreover, anti-Semitism, hatred towards Germany’s ‘infidels’ was forever show in textbooks. Further evidence suggests that, textbooks such as maths textbooks contained the right theory, but had a twist. For example, a question would be written to discriminate Jews and mentally ill people as a burden in society. In addition, textbooks would show these ‘infidels’ as sinners i. e. a German textbook of1935 showed Jews being laughed at and bullying the Aryans. This would gradually strengthen in a child’s mind to show hatred towards them and increase their dedication on Hitler and the Aryans.Moreover, a modern textbook on Nazi Germany explains that children having different opinions on Jews from home put a family in trouble. A quote – ‘My daddy says not all Jews are vile. His daddy was put into prison. ’ This was practiced to reinforce anti-Semitism in all and so that people notice this and are possibly in fear to support Hitler. This can be trusted, as we know that the Nazis were mentally dehumanised and so persistently cruel, that they would do this. The Jews wouldâ⠂¬â„¢ve been significantly affected, as there was a lot of adverse discrimination on them, and with the growing indoctrination of children, the hatred would increase.Finally, change and continuity of education in Nazi Germany aimed to literally create a sense of discrimination, an acceptance of Hitler’s ideas, and to create willing soldiers to fight for Hitler. From 1933-1945 Nazi Germany changed a lot, from increasing its empire and destroying Jews, to the loss of the war. This education had a big impact on how children thought, and how they would think. In my opinion, P. E. was not an issue that gave a major impact, as children are meant to be active and they have to play. However, the most significant change was the continuity with a lot of military impact and the way it was taught differently.Logical subjects such as maths and science, would already impact people to think logically, so the addition of Nazism would have a greater impact on the children making them think mo re about this. More to the point, the introduction of the new subjects would also massively impact the children, as they have not thoroughly studied the older ones so they couldn’t differentiate between fact and opinion or truth and false. The most significant evidence is of the textbooks as they were actually written and directed by Dr Rust and his quotes support the idea of Nazism so that is reliable. Also, the filming is actual evidence of what happened.Despite of the technology, we cannot always rely on the filming. The anti-Semitism indoctrinated people the most, and influenced them a lot having hatred and dehumanisation sense against the Jews to become blindly loyal towards Hitler and to fight for him. Germany's population at the beginning of WWII was approximately 70 million -, 12. 5 million served in the German Army. This just shows that, how many men were selected and joined the army after so much indoctrination. We can see the result of the teaching; which created G ermans with new inventions such as the Blitzkrieg, new weapons etc.

Fundamental Change of American Society

The American War for Independence was brought on due to the subconscious aversion to British control. Americans increasingly wanted nothing to do with Great Britain and developed different societal Ideas from them constantly. America was growing as a nation, but to grow even further, they needed liberation from the Crown. Patriots took supremacy over all Tories in favor of the Crown and the rest of those remaining impartial.They felt strongly about getting rid of British existence by he time the war had commenced, and in 1779, a newspaper stated, â€Å"Instantly banish every Tory from among you†¦ [And] send them to the Island of Britain† (Doc. B). Because of the war, American society was changed in numerous ways. American fundamentals were altered by the American Revolution in regard to class differences economically, the growing trend of a strong central government politically, and the granting of more freedoms socially.Before the war, America's economy was controlled by Britain's mercantilist system; therefore, America was comprised of farmers in the south and merchants in the orth. Without the mercantilist system, disputes arose on whether the new country should be based primarily on agriculture or manufacturing and trade. Those In favor of the Jeffersonian idea believed that farming was, indeed, a very important occupation (Doc. F). Thomas Jefferson, a Democratic-Republican, believed farmers were so virtuous because they were economically independent and were self- sustaining.Because of the new land ordinances, there was plentiful land for farming utilization, too. Alexander Hamilton, a Federalist and first Secretary of the Treasury, n the other hand, believed that imports and exports was the best way to better the economy and develop as a country. He also pressed for a national bank to stabilize and Improve the nation's credit, whereas Hamilton was strongly opposed as he sought a more stately-governed nation. The post-war economy gave the citiz ens many hardships, though, and there was serious civil unrest in some areas (Doc. G).The classes differed in America greatly due to the poor economy, making a huge gap between the rich and the poor. Rebellions arose, including the Shays Rebellion, hich took place In Massachusetts from 1786-1787. It occurred because of the financial diffculties the lower-class people were going through, the lack of credit in the new paper money, and harsh policies to decrease the debt. A militia had to be formed instantaneously and the government power eventually won, but It showed that a strong military was needed for the government to be successful and reduce the amount of rebellions.Under the Articles of Confederation, the American government had little success. Federalists and Anti-Federalists existed, where Federalists generally pursued a strong entral government as the Ann-Federalists wanted the opposite. The Articles of Confederation gave a state-supported government, but It wasnt successful In many ways. There were many rebellions arising due to the weak government as a new 1 OF3 nation, so tne Idea 0T a strong central government Degan to arlse . Ine reaerallst papers addressed many aspects of why the Constitution should be ratified.The main ideas included the following: including the fact that a strong government would better defeat the rising up of factions and other rebellions. The Annapolis Convention occurred in 1786 and resulted in a call for a Constitutional Convention. In September of 1787, the Convention took place to revise the Articles of Confederation, but Alexander Hamilton and James Madison schemed to propose a new government all together: the Constitution. James Madison's main idea resulted in the Virginia Plan with a very powerful, proportionate bicameral legislature, an executive, and a judiciary.After the Constitution, the paper Federalist No. 51 was published in February 1788 and created by Madison to get across to the people the structure of he gove rnment planned by the Constitution Convention. The main ideas were: dependency and encroachment to assert that each department should be as independent as possible, the legislature to assert that it is the strongest branch with equally powerful individual branches, usurpations and security to guard from usurpations because it is divided into distinct and separate departments, and factions to end any political uprisings.Basically, the Federalist Papers advocated a means by which checks and balances can be created and a separation of powers. The government had more power than the Articles of Confederation now, but Madison still feared the Constitution gave too limited of federal government power (Doc. l). Since the Constitution was implemented, the Federalists and Ann-Federalists were now disputing about loose and strict interpretations of the document. For example, if a law came about that wasn't specifically stated in the Constitution that the Federalists wanted, the Anti-Federalist s deemed it unconstitutional.The Federalists argued that if a law was not expressly stated against, the law was constitutional. From being a divided, state-governed nation under the Articles of Confederation, to a united nation under the U. S. Constitution, the United States was now under the control of a strong central government and on the road to being one of the most powerful countries in the world. During the American Revolution, many social changes were brought about. In the war, women were taking part in activities that men typically only performed.Deborah Sampson was one of the women that participated in the war to assert her importance as a woman. She disguised as a man in order to serve in the Continental Army. Other women who were said to participate in battles were given the nickname â€Å"Molly Pitcher. The phrase â€Å"Patriot Woman† came into existence, and before the war, both terms were always separated (Doc. A). Daughters of Liberty used their home skills t o create a home manufacturing system for all the soldiers to support the war. Molly Wallace stated her claim that since women were allowed to read, then they should be allowed to speak (Doc.J). She wanted for women's voices to be heard since they were just as educated and active as men in society. Unfortunately, this speech signified that, although women contributed very much in the war, women's rights were not significantly changed. As far as Native American relations, they were hoping to have peaceful relations with Americans since the King told them to â€Å"take [the Americans] by the hand as friends and brothers† (Doc. C). The Native Americans were not included in the Treaty of Paris of 1783, however, as the United States were making pollcles 0T separate treatles wltnln trlDes.I ne Natlves were quite apprenenslve, ana they stated, â€Å"we thought that [the treaty's] conclusion would have promoted a friendship between the United States and the Indians† (Doc. E). T he whites were moving west now, as the Proclamation Line of 1783 was eliminated (Doc. H). The Northwest Ordinance was declared to let the Americans move westerly as long as they did not bring any slavery into the areas with them. The Indians were in no place mentioned in the laws of the Northwest Ordinance and were again trying to be disregarded by the Americans.On the other hand, the northern slavery opposition started growing even more, which was a huge step in social change for the blacks. They were also accounted for in Congress due to the Three-fifths Compromise allowing the slave population to be represented in the southern states in the House. Religious freedom came about as well during the American Revolution as the Virginia Statutes stated, â€Å"no man shall be compelled to frequent or support any religious worship, place, or ministry whatsoever† (Doc. D).This promoted religious diversity in the United States; thus, encouraging the American Identity. The First Amend ment of the Bill of Rights also established freedom of religion, as well as freedom of speech, the right to assemble, and freedom of the press. These new freedoms escalated to the fundamental idea of a free country. The fundamentals of American society were changed by the American Revolution. Economic change in class differences, political change in the strong central government trend, and social change in the spreading idea of freedom.Egalitarianism was an overall change in the society, too, meaning everyone is equal. The main effect of the revolution was a new strong federal government brought about by the Constitution, which gave everyone equal rights. This is a main foundation for the United States of America's prospering. Without the ideal of equal rights for all, America would be a completely different society all together, without â€Å"life, liberty, or the pursuit of happiness. â€Å"

Released from prison Essay

Being released from prison and being free from the blame and the responsibility of a crime that one did not commit is supposed to be happy and relieving. Exonerated prisoners have this fleeting feeling of happiness and relief but after awhile it is replaced by frustration and grief over the lost years of his life as he is trying to rebuild the life and the identity that was taken from him. Because of social stigma placed on people behind bars, these exonerated prisoners are treated much the same as the other convicts. The psychological trauma that they have gone through inside the prison is replaced by the stress that they face when they try to rebuild their lives. Getting out of prison is one thing, living the life outside of prison when you have lived inside one is the more difficult part. Rebuilding his life has been hard for Scott Fappiano as he tells his story of finding it difficult to get identification cards that is needed for him to own his identity once again, and in the longer run give him a job to earn his living. Being an exonerated prisoner, he has no release papers to accompany his inmate ID. This created problems for him as institutions, particularly, the Department of Motor Vehicles, did not acknowledge his inmate ID, Social Security Card and newly issued credit card. The reentry of exonerated prisoners to the society is harder because of the social stigma that is associated with prison. Having a criminal background, though one is innocent and has been proven innocent of the alleged crime, causes people to shun them. This destabilizes the cultural values and norms of the individual causing psychological problems and turning to suicide or substance abuse as an escape from the stigma. This, in turn, makes them prisoners of the marred reputation that they have. The interaction and relationship between the individual and the society is based on the shared values and meanings placed on these values. This signifies that the social relationship of individuals and the different institutions of the society have different implications in the behavior and perspective of the individual and the society. Because of being institutionalized, living in a world in which there is no individuality and identity, the exonerated prisoners have stunted personal and social development. When they come out of prison, their values significantly change, thus, changing their perspectives and relationships with other people. The social stigma that is attached on their identities is difficult to erase and there is a need to counsel these individuals on social relationships outside of prison. This will ultimately prevent them from turning into what they have been exonerated from or committing other criminal acts or turning into substance abuse or suicide. Since socialization is the best way to reinforce behavior, it is important that these individuals be treated with the same respect and value as other individuals who have not been in prison. This will allow the exonerated prisoner time to adjust to his new environment. Within prison, they should have been prepared for their re-entry to the society, whether or not they will be able to get out. This will maintain social order and avoid deviance when they come out of prison since the destabilization of their identities and beliefs will go from being in an institution to becoming free men.

Analysis Of Dantes Inferno English Literature Essay

Analysis Of Dantes Inferno English Literature Essay Dante’s Inferno represents a microcosm of society; that is, laymen, clergy, lovers, wagers of war, politicians, and scholars are all collected into one place and punished for their worst ‘ and most human ‘ attributes. Hell, despite its otherworldly appearance and brutal, ugly nature, is somewhat humanized by the fact that those who are punished come from ‘every country’ (Dante 3.123) and every walk of life, regardless of age, race, sex, or creed. While Dante Alighieri did not invent the idea of Hell as a place of punishment for the wayward and sinful souls in the afterlife, he did create the most ‘powerful and enduring’ (Raffa 1) imagining of a concept which has received significant attention in biblical, classical, and medieval works. Dante’s Divine Comedy was written sometime between 1308 and 1321 and is considered â€Å"the supreme work of Italian literature† (Norwich 27). It is an epic poem divided into three separate se ctions: Inferno, Purgatorio, and Paradiso ‘ Hell, Purgatory, and Heaven, respectively. The personal element of the journey through Hell in Dante’s Inferno literally explores the descent of one man into sin; through the use of poetic justice, both contemporary and historical figures, and mythological figures, Dante crafts an immediate and enthralling work dealing with the nature of sin and its place in society. The concept of poetic justice is famously explored in Inferno, where it is put to ‘dramatic effect†¦ devising appropriate torments for each particular sin’ (Raffa 3). From Limbo to Treachery, Dante catalogues and documents the punishment of sinners both infamous and beloved, famous and unknown. In every case, the punishment fits the crime in a twisted and malignant fashion ‘ after all, the poem does discuss the realm of Satan, the Christian embodiment of evil. The nine circles of Hell described in Inferno are as follows: Limbo, Lust, Glutto ny, Avarice and Prodigality, Wrath and Sullenness, Heresy, Violence, Fraud, and Treachery. These nine circles are based off of the idea of the Seven Deadly Sins, with some additions ‘ such as Limbo ‘ created by Dante. The poem begins with Dante lost in a dark wood, assailed by three beasts he cannot evade, and unable to move ‘straight along’ (Dante 1.18) the road to salvation, represented by a mountain. A lion, a leopard, and a she-wolf ‘ symbolizing pride, envy, and avarice, respectively ‘ block Dante’s path to the top of the mountain, forcing him to descend into the depths of Hell with Virgil. The entire journey documented in the Divine Comedy is an allegory for man’s fall into sin before achieving redemption (represented by Purgatorio) and eventually salvation (represented by Paradiso). Before Dante even enters the gates of Hell, he is introduced to his guide for the first two realms of the afterlife, Inferno and Paradiso. For th is role, Dante chose Virgil (70-19 BCE), who lived under the rule of Julius Caesar and later Augustus during Rome’s transition from a republic into an empire, and is most famous for the Aeneid. Two episodes in Virgil’s work were of particular interest to Dante. Book IV tells the tale of Aeneas and Dido, the queen of Carthage, who kills herself when Aeneas ‘abandons her to continue his journey and†¦ [found] a new civilization in Italy’ (Raffa 8). Book VI recounts Aeneas’ journey into Hades to meet the shade of his father and learn of future events in his journey. Many elements in the Aeneid are present ‘ in heavily modified form ‘ in Dante’s Inferno. Many of Dante’s mythological elements are based on Book VI of Virgil’s Aeneid, which recounts Aeneas’ visit to the underworld. Virgil imbued his version of the underworld with a ‘fluid, dreamlike atmosphere’ (5), while Dante instead strives for gr eater realism, providing sharply drawn and tangible figures.

Human Rights Research Paper Example | Topics and Well Written Essays - 4500 words

Human Rights - Research Paper Example The constitutional right of liberty as an executive power in the UK carries the foundation of offering security and protection of freedom. This is expressed through The National Council for Civil Liberties, specifically which promotes human rights while creating better understanding of the liberties that are required in the UK. The committee that has been created in the UK is based on the Public Bodies Bill, which states that there is a fundamental right of every citizen to have liberty and protection of this liberty. The Bill that has been passed combines this with the fundamental right of every individual to have liberty and equal rights in any given circumstance, specifically which is supposed to comply with human rights standards that are within the UK . The protection of liberty that is now rising in the UK is one which questions the executive powers and the expectations of the new problems within society. The opposing viewpoints which are arising with the Constitutional right, expectations of basic human standards and the creation of the Public Bodies Bill has also created questions of what the limitations of power should be . The main conflict is based on the differences between security and liberty as well as liberty that oppose equality. The security measures which arise often create a sense of protection of human rights that comes from avoiding conflict and creating security measures for better monitoring of different public areas. However, there are many that believe this takes away freedom and liberty, specifically pertaining to privacy and the ability for individuals to have a sense of freedom while in society. The ideology of security is then one which arises because of the belief that executive powers to watch others takes away the sense of liberty and freedom3. The ideology of limited protection because of security and equality within the UK is followed by executive powers which show how protection of liberty becomes conflicting. Currently, the UK has a separation of powers by the powers of the Constitution, executive office forces, executive tools and agreements, legislation which supports different changes and marginalized actions of the legislative and judicial branches of the government. These five separations of powers also create conflicts with the main provisions of liberty and what this means when dividing the power among different sources. The question of balancing power with the different definitions of liberty, combined with the new needs in society, then combine with a sense of imbalance for the protection of liberty4. Even though there are divisions of power and expectations with security and human rights, there are still ways in which the protection of liberty works against the executi ve powers as a general constitutional right in the UK. The Constitutional culture is one of the aspects which continue to protect rights. If there is a high amount of security or different powers that create a different definition of liberty, then one can guarantee Constitutional rights toward the right of liberty5. The main values and principles which are associated with liberty can then be applied. A conflict which arises is based on the

Future of the Family readings Assignment Example | Topics and Well Written Essays - 1000 words

Future of the Family readings - Assignment Example The marriage education programs would only be theoretical as marriage skills, in my opinion, are an individual initiative. If an individual decided not to marry, it is extremely tasking to teach them to love the institution especially after nasty encounters. I agree with the con arguments against same-sex marriage that the father and mother figure will be lost. A good example is the gay and lesbian marriages. How would a young man and woman understand the responsibility of the females and males in the family and society generally? I agree with the pro opinion for same-sex marriage that individuals have a right to choice. Denying and discriminating same sex couples a chance to legal protection and other privileges is wrong (Masci, 2004). This article brings to mind that the next step for the marriage institution solely depends on the society. The fifth forecast is not plausible as the young generation is now more than ever getting involved in politics. Arguing that the seniors will be important voters holds less significance. The fourth forecast is plausible as the automakers will be forced to consider the older generation in car making. The first is also true as the services of the retired will be required, as many youth are half baked graduates (Ervin, 2000). My forecasts that seem plausible include; technology will take over everything in the society, and the society will shift to self employment as opposed to salaried employment. This article brings to mind the fact that women are becoming the head of households in USA and the numbers are likely to increase in the future. The automated fertility monitoring family planning technique in my opinion has made life easy for women in relation to their reproductive systems (Fertility Weekly, 2011). Computerized fertility monitoring will strengthen the family institution as individuals

Comparison between 17th & 18th centuries in France,England and America Term Paper

Comparison between 17th & 18th centuries in France,England and America - Term Paper Example The first concept that can be seen with the different pieces of architecture is the characteristics that are from each region. The first comparison which can be made is within England, specifically between the 17th and 18th centuries. In the 17th century, the style was based on the Baroque influences, which consisted of finding balance within each type of work. This was combined with the styles which were influenced by the political and cultural associations, inclusive of the Tudor monarch changing to a different political structure. The main concepts which were associated with the Baroque style began to change by the 18th century, specifically because of social and cultural associations. The political realms moved through revolutionary changes, specifically with an altered regime and order. This was combined with the Enlightenment and the Industrial Revolution, both which altered the materials used for architecture as well as the expectations of what should be included in the archit ectural styles. Many of the pieces of architecture began to change into experimentation with new materials, influences of structures that were romantic in style and which rebelled against the balance and form of the 17th century (Glennie, p 17). The examples of these changes show in the variety of architecture which was produced in England during the 17th and 18th century. The earlier work of the Hatfield House (1607) shows the Elizabethan style as well as how this related to the metaphor of the political and cultural structure, as seen in Figure 1. Figure 1: Hatfield House (1607) The architecture is one which is representative of the Elizabethan architecture first because of the distinct form of east and west wings as well as the central arches which remain even on both sides. The towers and the association with simplistic and ornate figures are also seen. The main concept was to keep an open region while offering a spacious area that represents the power of the political structure of the time. This was representative of the English time frame and the components which were associated with the 17th century balance and structure (Archer, 29). The changes in England can be seen with the progression of architecture, such as through the Chiswick House, (1725) seen in figure 2. Figure 2: Chiswick House (1725) The same references of balance are used with this, specifically with the association of columns and structure that was used. This is not only representative of the ideologies of the new political system and the thriving of the current status. Instead, there is a movement back to the ancient Greek structures for balance, seen through the columns and the dome that is used. The concept of architecture is one which combines several influences and uses experimentation of combining structures while keeping the balance as seen in the 17th century. The representation then shows the change in style with integration of different methods, specifically which is representa tive of the characteristics of the Industrial Revolution while keeping the same concept of balance and form as the central component of the time, which is specific to Neo – Classicism (Archer, 37). The movement from balance and into a sense of Romanticism was also seen in other regions, including France and Colonial America. The French had a similar alteration into the Enlightenment and Romanticism in the 18th century, specifically because