1818 Novel of Frankenstein by Mary Shelley - Essay Example

Frankenstein Mary Shelley’s early 1818 novel of Frankenstein is one of the books she declared for the free edition when she became an old woman. The content of this book is not what is depicted by Boris Karchoff in Hollywood’s horror story portraying Frankenstein monster. The horror Shelley presents in this book is about a man playing God’s role by creating a dangerous monster, and fails to take the responsibility to control it. He thus abandons it. There are several themes that are represented in this novel including its subject matter. Shelley relates various themes very informatively, while maintaining the central focus of the book. One of the most significant themes, in this book, is the scientific interests in the modern society, and its negative impacts on the nature and spirituality. This paper, therefore, analyzes the theme of Education Science, Religion and Ethics as represented by Paul in his Norton edition of Mary Shelley’s novel, Frankenstein. The main character in this book is Victor Frankenstein. He is extremely overwhelmed by his interests in scientific knowledge. This makes him undertake some facts that are beyond accepted physical limits, so he attempts to access the secrete life. His inner-most soul laments that’ “more, far more, will I achieve; treading in the steps of already marked, I will pioneer a new way, explore unknown powers and unfold to the world the deepest mysteries of creation” (Shelley 54). His ruthless pursuit for knowledge can be likened to that of Robert Walton, who wanted to outdo past human explorations, by attempting to reach the North Pole. For example, his wild pursuit for knowledge about light, eventually made him to lose everyone dear to him, and Walton, on the other hand, found himself mercilessly trapped between sheets of ice. Whereas Walton abandoned the mission after realizing the dangers for ruthless pursuit for knowledge, Frankenstein finally died having hated its monster (Shelley 199). Frankenstein was successful in acquiring enough knowledge of science and technology. This is evident from the monster, which he successfully created. The author frequently refers to this monster throughout the novel, and it is obvious it is the center of action. The whole society rejected this monster. Apart from its physical appearance, the society also rejected the manner in which it was created. It was created from strange chemicals and a mixture of stolen body parts. Its creation is not only from scientific knowledge, but also from dark, supernatural workings. Frankenstein himself can be perceived as the monster because its selflessness, secrecy and ambition eliminated him from the society. He is slowly and secretly killed by his obsessive hatred for the monster. Frankenstein’s ruthless pursuit for science knowledge is an issue that requires to be probed. His long term desire to create a monster remained a secret, and the obsession to kill and destroy it was also equally done in secrecy (Shelley 38). When his secrecy to create the monster was discovered, he referred to Krempe, a model scientist, as “an uncouth man, but deeply imbued in the secrets of his science” (Shelley 38). While Frankenstein secretly suffered from mental torture originating from guilt and shame, the society constantly pressurized him to destroy the monster because of its ugly look and the dark spiritual manner it was created. Walton represented the society in demanding the destruction of the creature, and this ended up the relationship between Frankenstein and him. He says narrates that, “You can blast my other passions, but revenge remains revenge, hence forth dearer than light of food… but my tyrant and tormentor, shall curse that sun that gazes on your misery (Shelley 153). Frankenstein finally dies before telling the society about his torturing secrets that ruined his life. The monster, on the other hand, wanted to forge human connection in the presence of Walton so that someone may sympathize with his miserable look and existence (Shelley 152). The natural world that was taken over by scientific developments of late eighteenth century to mid-nineteenth century, greatly relied on romanticism as the source of natural emotional experience for different individuals, provided spiritual renewal for the characters (Shelley 22). Mired in remorse and depression after the deaths of Justine and William, Frankenstein moved to the top of the mountains to lift his spirits, having realized he is responsible for the two deaths. The monster also feels its heart is enlightened by the arrival of summer after a long period of abandonment and winter (Shelley 97). The impacts of nature on mood is largely discussed throughout the novel, but for Frankenstein, the powers of the mother nature consulted him when he acknowledged that, the memories about the creature will haunt and torture him wherever he goes (Shelley 121). At the end of the story, Frankenstein obsessively chases the monster, nature, in the form of the arctic desert. This symbolizes his background primal struggle against the monster. The author narrates that, “from that moment he declared everlasting war against the species, and more than all that, against [Frankenstein] who had formed it, and sent him forth to this insupportable misery (Shelley 121). Frankenstein goes ahead to maintain that, “who believes his native town to be the world, is happier than one imbued with the thirst for knowledge” (Shelley 200). He claims he prefers simple and ordinary life, while at the same time it evident that he endeavors to appreciate extraordinary works through science technology. By using the word “belief”, Frankenstein portrays himself as an ignorant man. His knowledge is thus based on opinions rather than empirical evidences and facts. The use of the word, “primitive”, also indicates he is a primitive person. According to Shelley, the rate at which people utilize ignorance in research studies, during the time of the novel, is higher as compared to the modern world. Frankenstein is told to “seek happiness in tranquility and avoid ambition, even if it be the only apparently innocent one of distinguishing yourself in science and discoveries” (Shelley 200). Shelley’s story leaves an image of a largely uneducated and primitive man, in the minds of Nineteenth Century listeners. Frankenstein’s speech is rated within some scale as he claims to speak for a vast division of humanity. He purports to be representative of mankind who is aspiring to explore some ideas that are beyond “what nature will allow”, however; he cannot resist the desire to pursue this knowledge (Shelley 59). Shelley uses Frankenstein to show that knowledge about science and technology can be applied to explore some things that exceed what nature has created. Scientific discoveries such as electricity during Shelley’s time are the main facilitators of scientific advancements. Frankenstein says that “flash of light illuminated the object and discovered its shape plainly to me; it is a gigantic stature, and the deformity of its aspect….informed me that it was the wretch, the filthy demon who had given life” (Shelley 60). Frankenstein’s monster provides a warning against the irresistible curiosity to pursue and test some knowledge, however; it serves as an example of the scientific discoveries that were yet to come: discoveries made against mankind’s acceptable natural limits (Hoti 1). Ethics refers to both formal and unacceptable moral beliefs which can be modified to bioethics willing to address biotechnological advancements (Judd 2). Human beings perceive almost everything in different ways. Sometimes they end up fighting due to materialistic goals without considering the processes that led to their end results. Cloning is a process that was first tested in 1997 when a lamb was cloned in Scotland (Jones & Harding 1). This process received both support and critics; however, the unclear question in common was if the human beings were the next. Human cloning refers to the “production of genetically identical organisms via somatic cell nuclear transfer (Baker 1). Through cloning, scientists will be capable of discovering some ideas that will improve medication process. For example, born marrow and kidney transplant will be made possible, and damaged cells will be easily replaced by growing new cell. This process also has some disadvantages such as loss of genetic variation, unidentified psychosocial harms it may have on society and family, and the rise of dictators and some other people who will chose to clone themselves (Baker 1). Despite of the challenges this process has met, it can help in “raising the dead”, by creating clones of the dead. It will also help mothers who miscarry regularly to have babies. However, these processes should only be done in extreme situations. In Shelley’s novel Frankenstein, Victor, for example, is determined to go against the limits of nature, who took away his mother and dog, by creating a monster using scientific knowledge. Science and knowledge do not have limits, and this can lead to the creation of things that are uncontrollable and harmful to the society (Shelley 198). Frankenstein, for example, lost all that he had while trying to challenge death. In life, having humanism is the greatest thing one can ever have, as compared to materialistic things like money and power. It is, therefore, important for everyone to take good care of his/her life more than anything else before losing it, since life is irreversible. In summary, Mary Shelley wrote her novel during a period when scientific developments were rapidly gaining fame and applications. The advent of electricity during Shelley’s time facilitated researches to test and discover some truths that were earlier believed to be beyond nature limits. As from the earlier times, scientific advances have led to the discovery of several things in the current world. The modern society is fighting against artificial intelligence such as cloning, stem cells, DNA, neuroscience and genetics, whose applications in science have led to controversies due to their limitations and roles in the field of science. The novel is not presented as a reference material describing a period in history but it represents a continuous timeless question on the uses of science in human evolution, technology and progress. Works Cited Baker A. M. "The Role of Science in Frankenstein by Mary Shelley." British and Irish Literature (2011): 1. Print Hoti A. "The Ethics of Science: From Frankenstein to Cllonation." Ethics, Science and Technology (2011): 1. Print Jones & Harding. "Frankeinstein." Norton Critical Editions (2011): 1. Print Judd C. O. "Underestimated Classic." Norton Critical Editions (2008): 1-2. Print Shelley M. Frankenstein: Norton Edition. Ed. J. Paul Hunter. New York: Norton, 1996. Print Read More