Loss Of Innocence In Mary Shelley's Frankenstein

The desire to belong is natural in most humans. Even though we understand the struggle of belonging, we, as humans still persecute others who are different. This exclusion is, in itself, a form of bullying. In her novel Frankenstein, Mary Shelley exemplifies this phenomenon of human behavior when she shows the maltreatment Frankenstein’s monster receives for his unattractive physical features and how he attempts to communicate with others in order to put an end to his isolation. Despite the monster’s benevolent nature, he is still alienated because he is different. Through the use of the monster and his discrimination, Mary Shelley shows that humans are not that different from the monster in the way we seek others; and those that persecute others are the real monsters.

The unwavering desire for knowledge may cause the decay of relationships. This idea is displayed as Victor Frankenstein, the protagonist, continually desires to create human life from inanimate materials, which leads to the destruction of many of his relationships. Frankenstein, by Mary Shelley, exhibits how the constant desire for information may cause the deterioration of relationships through the decayed relationships Victor has with himself, his family, and society.

   Frankenstein can be read as a tale of what happens when a man tries to create a child without a woman. It can, however, also be read as an account of a woman's anxieties and insecurities about her own creative and reproductive capabilities. The story of Frankenstein is the first articulation of a woman's experience of pregnancy and related fears. Mary Shelley, in the development and education of the monster, discusses child development and education and how the nurturing of a loving parent is extremely important in the moral development of an individual. Thus, in Frankenstein, Mary Shelley examines her own fears and thoughts about pregnancy, childbirth, and child development.

The young man in the poem loses his identity as he develops into the ruthless world of adulthood with its dehumanizing competition of ‘money-hungry, back-stabbing’ and ‘so-and-so.’ These exaggerated words and clichés

The creature was more human because it craved love and support from civilians. The creature says, “The more I saw them, the greater became my desire to claim their protection and kindness; my heart yearned to be known and loved by these amiable creatures,” which shows that he developed feelings and emotions towards people (Chapter 15, page 5). In the story, the creature finds a family of cottagers, which he watches from a distance. As he watches the family, he develops and understands the emotions of happiness, sadness, caring, and love. The creature’s development of emotions makes him more human because Dr. Frankenstein never seemed to care about anyone other than himself. Today, the creature would have the same emotions and feelings as other

At the beginning of the poem, the speaker, a twelve-year-old girl, is instantly gripped by a strong feeling of lust toward this mysterious seventeen-year-old boy: the paperboy. She even goes on to describe him as a “gift. A fluke from God” as if she believes that she and this boy are destined to be together (2). From her vantage point, the girl instantly notices the boy’s physical characteristics, traits which the young girl appears to admire when she describes the boy’s “bicep in the twilight” (3). This intense, love-at-first-sight reaction to the boy’s arm shows how irrational the girl’s feelings are. She seems to simply lust after the idea of him. The girl has “no memory of language” from their nightly encounters, further showing how this “relationship” was merely visual and very one-sided (6). The boy, potentially, never even notices the girl; and if he does, he does not acknowledge her presence, let alone her strong emotions. The only memories the girl has are from “loitering, lingering far past curfew,” times in which she merely stares at the boy while he completes his daily paper route (7). The girl's depictions of her mother "lost in steam, stirring" and her father "asleep beside his Manhattan, the half-read mail" almost puts the reader directly into the house. The girl, meanwhile, lost her in her emotions, wanders around her yard "without knowing what I longed for" (16). The parents, both focused on other activities, leave the twelve-year-old speaker to do as she pleases in the night.

For Frankenstein there are a plethora of motifs that can ideally fit into every plot point of Frankenstein but most notably lost innocence. As fictional as Frankenstein can get, there is a lesson to be learned in terms of how Frankenstein was raised by the wild and by the sheer brutal upbringing of nature and being judged everywhere he goes. In chapter 12 there was an incident where The Creature runs into a small little cottage house and when he approaches it to check it out the owner sights the Creature and runs away in fear and although the monster is unaware of why, it all accumulates with people seeing him and running away and when The Creature finally sees himself it all hits him. (Shelley 48) As well as when he saw his

any better, he went for it.  He was then met by a mob of angry villagers,

As people gain new experiences different losses of innocence come along with that, this is shown in Mary Shelley’s Frankenstein. Throughout the book innocence plays a big role in the characterization of Frankenstein, the monster and most of the other characters in the book. But, as tragedies in the book occur they also symbolize losses of innocence in both the monster and Frankenstein. As these losses of innocence occur the reader begins to realize that each of them also seems to symbolize another loss of innocence but one that is just under the surface of literal meanings. One of the common double losses of innocence is all of the deaths that occur in the book. While examining the characterization and the deaths of Elizabeth and Justine, the reader comes to realize that all of those deaths symbolize the loss of innocence. Through these deaths, it is shown that Frankenstein and the monster continued to lose their innocence until it is nonexistent.

Every person is born with a clean slate. While each child has a different personality, no infant is born with malicious intentions. The morals of a person are determined by their upbringing and the experiences they face. The Creature that Victor Frankenstein created was, as all young minds are, innocent and naive, until the wicked acts of humanity transformed him into a depraved, hateful being. If he would have been welcomed into the world, instead of being abolished and isolated, he would not have turned into the monster that everyone assumed him to be.

When a child is born they are greatly affected by their expectations around them like sights, feelings, and the things they hear. According to Locke a child is a blank slate that is formed through experiences. The monster from the book Frankenstein is a prime example of what happens when they experience a bunch of negative events, and how experiences affect a child's life. The monster experienced seeing through the people he watched in the village, hearing through people's disgusted words about him, and feeling through not have a family or someone to love him.

Curiosity and lack of self control create an incredibly dangerous combination. Many experiments should not be undertaken. Some questions should be left unposed. However, more often than not, humanity ignores the line of prudence, pursuing their interests to treacherous depths, leading to disastrous results. But no matter the depth of the error, those responsible become obligated to ameliorate the situation, just as companies putting out a faulty product become obligated to recall it, to secure the situation by any means necessary.

In the Romance novel Frankenstein by Mary Shelley she illustrates themes of innocence and revenge. The book focuses on a wild scientist named Victor Frankenstein. The novel goes through many stories and perspectives on the life of Frankenstein's creation. Throughout the novel the monster tries to prove to the society that he is not a horrible creature and that his physical attributes do not represent him. Although he tries hard to accomplish this goal, society does not believe him so the monster decides to get revenge on Frankenstein. The society is responsible for the deaths that occurred in the novel because they assumed he was a certain way based on his looks, their violent towards him, and they mentally hurt him with their words which turn him evil and make him obsessed with revenge.

The author, in this poem, uses figurative language to grab a reader's interest and curiosity:

Mary Shelley’s Frankenstein has become a classic in modern literature. Her tale is full of moral lessons that encompass a wide variety of subjects but one of the most prevalent is the theme of knowledge and its pursuit. Frankenstein, Walton, and the Monster all have an appetite for acquiring knowledge and actively pursue their perspective interests, but it soon turns to the obsessive and proves to be dangerous. Each of the character’s desires demonstrates to be detrimental to them when no boundaries are established. Through the use of consequences, Shelley’s Frankenstein shows that the relentless and obsessive pursuit of knowledge can lead to dangerous and disastrous situations.