Theme Of Hector And Irruin In The History Boys

As time goes on and new generations come about, many of the ideals of former generations seem to become irrelevant. Scott LaBarge, a professor of philosophy, elaborates on this idea and others in his essay. “Why Heroes Are Important” is LaBarge’s pursuit to persuade others of his idea of heroes in today’s society. He claims that many of our youth do not know what a proper hero is and that former generations should be educating them. LaBarge begins his persuasion by describing his personal experience and credibility; then, he briefly describes the history of heroes to tie in his opinion on the definition; finally, he uses Aristotle’s idea of Kairos to explain how his opinion proves true according to current events.

However, when it comes to the anti-hero, the audience is rooting for them anyway. That’s because they do the right thing, but maybe not for the right reasons” (Owen). Establishing that an anti-hero has the support of a reader, despite their actions because of their motives; having good intentions, but fulfilling them in a way that might not be socially acceptable. If this play is taught, Tiburcio can be seen as an anti-hero to many students because many agree with his motivation for rebelling against the injustice against

Finally, Irwin is, from my point of view, the main and the most important character of this play, since he is the “narrator” of this story. He has a completely different view of education than Hector, we could almost say they are opposite. One of the first thing we learn about him is that he studied in Oxford, which is probably one of the reasons why the headmaster hired him as the new history teacher for the boys. He seems very intelligent and cultivated despite his very young age since when being introduced to the students during their French improvisation, he uses a French word that even Hector doesn’t know: “Il est commotionné, peut-être?”. Unlike Hector, he really prepares his pupils for their exam, and teaches the boys to approach history in a way which can be seen as a game – taking an original approach by simply arguing the opposite to what the normal belief is. They take it as a game, seeing an opportunity to show off the facts which Mrs Lintott has taught them. But Irwin believes it can lead to greater truth, in that it forces them to think more deeply. During the lesson he shares with Hector, we really see the contrast between the two characters. For Hector, the Holocaust is a subject that cannot be argued, but Irwin sees there an opportunity to, once more, see history from a

Hector is a very important character he is one that thinks that children should not only be taught the syllabus that the government gives but they should be learning how to be well-round beings and have the knowledge to go throw life and be successful in everything they do this is shown in this quote "[Hector during his general studies class with the

In the novel ‘Heroes’ it is shown that there is no such thing as a real hero, because everyone has a weakness, Cormier uses Larry LaSalle, Francis Cassavannt and the veterans as a way to convey this message. The protagonist Francis is portrayed as having both heroic and cowardly personality; this forces the reader to consider what makes a real hero. To some people a hero might be someone with great strength or ability. Perhaps someone admired for their great achievements or great qualities. But in this case it is someone who is admired for their great courage and nobility a man in contrast to Francis Cassavant.

All fictional heroes share the fact that their mindset changes through adversities in order to reach fulfillment. For example, Odysseus is considered an unconventional hero because he killed and or scarred many creatures that prevented him from going home. On the other hand, Rainsford is also considered an unconventional hero, but he didn’t have powers like Odysseus to kill his hunter (General Zaroff) instead he used his intellect. In addition, the archetype heroes of war are portrayed in Odysseus and Rainsford because yet endure hardships through creatures and or people. Although Odysseus and Rainsford share their differences in the development and growth of their mindset, they eventually find their destiny as becoming altruistic. In summary, methods and approaches taken by the heroes based on their obstacles can help us identify comparing key points as well as contrasting in fictional heroes. At the end of the day, all heroes fictional or not will be portrayed as being selfless through their change of

Consider the alternative dramatic functions of the role of Hector in The History Boys and his contribution to the comic impact of the play, with close reference to a key scene. Alan Bennett’s play The History Boys, is set in the 1980s and centres on his own sixth form experience. The protagonist (or arguably, antagonist) Hector, is first presented as ‘A figure in motorcycle leathers’, giving the brief impression that he is a fashionable character. However, once he takes off his jacket revealing that ‘he wears a bow tie’, it becomes apparent that Hector is merely an old man trying, but clearly failing to fit in with the younger crowd.

Bastard, a child born out of wedlock, an illegitimate descendant that "deserves to be slapped." Don John, coined as “Shakespeare’s most passive villain” is plagued by the society of Messina that rejected him from the very moment of birth. Looking through the idea of predetermined roles in life, we can come to realize the roots of Don John’s agitation arises from his illegitimacy, stacking him at the bottom of the social hierarchy. Here he feels obliged to act the part of the villain, delegated by his very own blood. What exactly determines the words written on this label of hero vs villain? How much comes from inner predisposition, from personal destiny, from mere interpretation? Is someone obliged to become a hero or villain by virtue of their existence, or are heroes and villains molded over time with

The famous scene in Homer’s Iliad when Achilles presents the mangled dead body of the Trojan Hector to his lover/cousin Patroclus is one of intense emotion: revenge, despair, and an angrily passionate loss of love. The French artist Jean-Joseph Taillasson presents the scene in the form of a painting (Achilles Displaying the Body of Hector at the Feet of Patroclus, 1769) in an interesting way. At this point in the historical timeline of art Rococo was giving way to a new Classical style. Caught between these two styles this painting manages to aptly and amply achieve both.

Of all the books read throughout the school year, the three people, who classify as either venerable, victim, or villain, are Henry from Stephen Crane’s, Red Badge of Courage, Winston Smith from George Orwell’s, 1984, and Lady Macbeth from Shakespeare’s play, Macbeth. Henry is the most venerable character from his courage at the end of the book, Winston Smith is the biggest victim from all of his suffering from Big Brother, and Lady Macbeth is the most malicious villain for encouraging and pushing Macbeth to commit regicide. These three characters all show in their situations either confliction, deceit, or an audacious characteristic, which proves whether they are evil, good, or a victim.

The passage to be studied is from Act 3, scene1, from the play, ‘The Duchess of Malfi’. The importance of this passage, and where it fits into the play, is explained in the first paragraph. The following paragraph will highlight some of the distinctive features of its language, starting with the beginning of the passage and comparing it to the end of the passage. The analysis of the text will cover rhythm, sounds, punctuation, repetition, alliteration, enjambment and caesura. Using these techniques Webster helps the reader to extract meaning, characterisation and the themes of the play. Finally, the third paragraph will show how the distinctive features of the language can be translated into performance using lighting, tone of voice, props, costume, sound and space. The language used in the text of the play is the source to its meaning and performance.

Lastly, a Byronic hero has genuine guilt. This requires more action than contemplating, and continuously reiterating that a tragedy by his hand occurred. Manfred possesses all of these traits; however, Victor lacks true remorse and retention of his independence.

In Alan Bennett’s, The History Boys, the Holocaust Scene is vital to the development of drama in the play. Bennett uses the conflict in this scene to develop the significance of inter-character relationships. It is a significant moment because it forms a climax to the antagonism between Hector and Irwin, influencing the boys to take sides, and it is dramatic because of the uncomfortable and impermissible topic chosen.

According to John Steinbeck, "Heroes are innocent; villains are cunning." This statement likely regards the internal aspects of characters, such as intellect, reasoning/motivation, and morality/responsibility, as indicated by consistency in action and/or articulation, as in direct speech or soliloquy. An examination of the heroes and villains in Measure for Measure, Othello, and Hamlet can determine whether Steinbeck's generalization is applicable.

To be able to understand this concept fully, the 2nd graders will pair up in groups of three and list what activities they could do they are considered as an act of civil virtue and which activities are not. Hero and Villain is an activity in which students will group into three members per group and will perform 2-3 of the civil virtue and 2-3 non civil virtue activities. For example, they can volunteer at an animal shelter, food bank, at home, etc. For the non civil virtue part, they will have to perform these activity under adult supervision; such as watching an elder citizen crossing the road, not picking up litters, throwing the trash outside of the can,etc. Each member of the group will then write a reflection based on their experiences