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Posted: Wed Sep 22, 2010 10:19 am
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Posted: Wed Sep 22, 2010 10:34 am
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Posted: Wed Sep 22, 2010 11:01 am
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Posted: Wed Sep 22, 2010 10:05 pm
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Posted: Wed Sep 22, 2010 10:10 pm
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Posted: Wed Sep 22, 2010 10:11 pm
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Posted: Wed Sep 22, 2010 10:12 pm
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Posted: Wed Sep 22, 2010 10:15 pm
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Posted: Wed Sep 22, 2010 10:20 pm
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Posted: Wed Sep 22, 2010 10:23 pm
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Posted: Wed Sep 22, 2010 10:27 pm
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Quote: Another issue that arose in the text was the author’s indiscriminate attitude to put thoughts and emotions in Darwin’s head. Using the same example of Annie’s death, how does the author know that Darwin was struck down by grief? She states that while his letter was “calmed and composed. He [Darwin] had been anything but” (151). Discounting the possibility that the author has the ability to time travel, I do not see how she can accurately depict the level of emotion that Darwin was experiencing at the time of his daughter’s death. One can imagine it was a stressing time, but the author adds too much conjecture in this portrayal.
And how do you know, fellow classmate, on what Darwin's true feelings are? Have you seen all of the letters that were written that the author looked at? Probably not.
This brings me to the letter aspect. Many letters were missing or destroyed, so the only accounts of most events came from outside letters from family and friends or very brief notes in journals. With that being said, the author may have had to take her own interpretation of events as she pieced bits and parts together. So, yeah, there is a likelihood of false portrayal. But this novel seems more like a non-fictional biography than a strict, hard-core biography. With that being said, there might be some fictional spin to it.
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Posted: Wed Sep 22, 2010 10:29 pm
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Quote: Earlier in the book this same mistake is made in the death of Charles and Emma’s baby. Despite the only written record that is given in the book about the death of this child given by Emma, the author describes the reactions of Charles. Emma writes to her sister “Our sorrow is nothing to what it would have been if she had lived longer and suffered more” (Heiligman 117). This letter does not match the description given of Charles being devastated (117). How is Heiligman able to inform the reader, based on the note from Emma, that Charles was devastated by this event? As mentioned before, older children were mourned for what they were and for what they could have been. Young infants were treated in a different light. Infants and younger children did not typically receive the same amount of grief as older children, as they were typically mourned for what they could have been (Pollock 141). Applying this to Charles and Emma, it does not discount the possibility of extreme grief, it merely questions how the author can know how Charles and Emma felt.
The letters aren't the only resources she looked at, mate. There were other resources she mentions that she used. You just needed to do some research - outside of the book! - to learn that.
And once again, just because the author quoted certain letters, doesn't mean she got more information from other letters not mentioned. So, the author may have been able to piece together the emotions that took place. *shrugs*
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Posted: Wed Sep 22, 2010 10:38 pm
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Quote: It was frustrating to read the simple recount of Darwin’s theory on the origin of species, which failed to even address Darwin’s frustration with peacocks, which would lead to an adaptation of his theory in regards to sexual selection. Darwin himself was reported to have said “The sight of a feather in a peacock’s tail, whenever I gaze at it makes me sick” (Buss 6). While this text is meant for young adults, it doesn’t seem that providing Darwin’s own doubts/difficulties with his theory, outside offending his religious wife and using actual scientific problems, would be a difficult concept to grasp.
This book is meant for young adult readers. Most of them are just learning about evolution. If they were suggested to read this book, they would want something to enjoy reading. Not a typical boring history or science book that they read in school.
Also, there is absolutely no way that the author is going to incorporate every single detail into this small novel. The goal of this book was to portray the relationship between Charles and Emma (and family). Not another summarized version of Charles' theory - even though it is mentioned. But it's only mentioned because his family is involved - Emma reads the drafts, the kids become observation experiments, the family gets involved with the worm observation, etc. If you want all of the facts, just read the actual Origin of Species book!
Having doubts about his own theories is concept that isn't too hard to grasp? For us older folks who have gone through countless educational classes - yeah, it's not too hard to grasp. But what about these Young Adults? We're not just talking about high schoolers here. We're also talking about middle schoolers. The concept might be a bit harder to understand. Especially when they live in a different world that Darwin did. Darwin had to live in fear of going against the religion, because that was the time. Now a days... you can go against the religion all you want and have no major consequences... well, for the U.S. and Europe mostly. Other countries might not be so acceptive - but that's beside the point.
Finally, what is the importance of this peacock? Is it really important that the author include that tidbit? I ask even more - did Emma or any of Darwin's family take part in it? Ah... there's the point that should be really addressed. Remember, fellow classmate, this book is about Charles and Emma's relationship. So unless there is some evidence that the family, especially Emma, was involved in this peacock observation or whatever, then I see no reason to include it.
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Posted: Wed Sep 22, 2010 10:44 pm
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Posted: Wed Sep 22, 2010 10:45 pm
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