Enlightment of Education in Pygmalion and Educating Rita Essay Example

Enlightment of Education in Pygmalion and Educating Rita Essay That’s why the importance of learning and propagating of this language| | |was paid attention by the President of the Republic of Uzbekistan I. A. Karimov. In his| | |speech in Samarkand on November 12, 2010 he pointed out the importance of learning and | | |teaching English and gave priority to the learning of it. It is not for nothing. Today | | |it is well known that knowing this language may bring only favour and not harm. | |English language developed in the course of time in its birthplace – England and later | | |in such countries as the USA, Australia, New Zealand. The development of a language is | | |determined by the development of literature. All the positive (and negative) features | | |of a language can find their reflection in literature.Thus language is influencing the| | |literature. In this point we can say that literature and language are intertwined and | | |the learning of one demands the learning of the other one. | | |English literature has passed great and complicated way of development. It gave to the | | |treasure of world literature such great names as Shakespeare, Chaucer, Byron, Shaw, | | |Hemingway, Twain and so many others. | |The theme of my course paper sounds as following: â€Å"Literary analysis of the play | | |Pygmalion by George Bernard Shaw†. In this work, I investigated life and creative | | |activity of George Bernard Shaw and especially his famous play Pygmalion: the | | |characters of the play and their spiritual philosophy, conflict and social background | | |of the play, writing style of Pygmalion and the origin of its title. | |Bernard Shaw occupies a conspicuous place in the historical development of the English | | |and the world literature. In his books Shaw could realistically describe the social | | |life of people. He considered language a lot and tried to reform English and make it | | |easier to read and to learn. This point of Shaw’s creative activity determines the | | |actualit y of my course paper. | |Shaw entered drama area as the original innovator. He established a new type of a drama| | |at the English theatre – an intellectual drama in which the basic place belongs neither| | |to an intrigue, nor to a fascinating plot but to those intense disputes, witty verbal | | |duels which are conducted by its heroes.Shaw called his plays plays-discussions. | | |They grasped the depth of problems, the extraordinary form of their resolution; they | | |excited consciousness of the spectator, forced him to reflect tensely over an event and| | |to laugh together with the playwright at the absurd of existing laws, orders and | | |customs.In this assignment I intend to analyze the play  «Pygmalion » of Bernard Shaw | | |and show its peculiarities to the reader. | | |   | | | | | |   | | |1.Social conditions in England in the beginning of the 20th  century | | |The Edwardian era or Edwardian period in the United Kingdom is the period covering the | | | reign of King Edward VII, 1901 to 1910. | | |The death of Queen Victoria in January 1901 and the succession of her son, Edward, | | |marked the start of a new century and the end of the Victorian era.While Victoria had | | |shunned society, Edward was the leader of fashionable elite which set a style | | |influenced by the art and fashions of continental Europe—perhaps because of the Kings | | |fondness for travel. The era was marked by significant shifts in politics as sections | | |of society which had been largely excluded from wielding power in the past, such as | | |common labourers and women, became increasingly politicised. | |The Edwardian period is frequently extended beyond Edwards death in 1910 to include | | |the years up to the sinking of the RMS Titanic in 1912, the start of World War I in | | |1914, the end of hostilities with Germany on November 11, 1918, or the signing of the | | |Treaty of Versailles on June 28, 1919. By the end of the war, the Edwardian way of | | |life, with its inherent imbalance of wealth and power, had ecome increasingly | | |anachronistic in the eyes of a population who had suffered in the face of war and who | | |were exposed to elements of new mass media which decried the injustice of class | | |division. | | |Socially, the Edwardian era was a period during which the British class system was very| | |rigid.It is seen, as the last period of the English country house. Economic and social| | |changes created an environment in which there was more social mobility. Such changes | | |included rising interest in socialism, attention to the plight of the poor and the | | |status of women, including the issue of womens suffrage, together with increased | | |economic opportunities as a result of rapid industrialization.These changes were to be| | |hastened in the aftermath of the First World War. | | |The society of that time can be divided into three categories: the upper class, the | | |middle class and the working cla ss. | | |The Edwardian Upper Class consisted of the King and the Queen, Aristocrats, Nobles, | | |Dukes, Viscounts and other wealthy families working in the Victorian courts.A | | |distinguishing factor of the Upper Class was that the nature of their work was such | | |that it held them in a powerful position giving authority, better living conditions and| | |other facilities which was out of the reach of the other two classes.Due to the | | |changing nature of the basic standard of living of the people, the traditional | | |aristocratic class was now slowing disappearing and instead a new combination of nobles| | |and the steadily growing wealthy class comprised of the Upper section of the society. | |The Upper Class was by inheritance a Royal Class which was completely different from | | |the Middle class or the Working Class. Thus, they were never short of money. In terms | | |of education also those belonging to the rich families got the best tutors to provide | | |education.The fact that they represented the royal class gave these people an | | |advantage at everything. They could buy expensive clothes imported from Europe, or | | |afford other riches of life that was beyond the scope of others. | | |Middle class was the next in social ranking as many of them only lacked in title of | | |being a duke or other royals.Most of the professionals like doctors or teachers | | |comprised of the middle class. | | |Middle class people also owned and managed vast business empires and were very rich. At| | |times, the rich were equated with the middle class if they had nothing to promote their| | |royalty and richness. Thus, those having their own businesses were regarded as rich and| | |wealthy. | | | | |  The Lower/ Working Class: the lowest among the social hierarchy were those who | | |belonged to this section of the society. Like the middle class, those belonging to this| | |class very large in number. The working class remained aloof to the political progres s | | |of the country and was hostile to the other two classes.For some working families the | | |living conditions were so pathetic that they required their children to work in order | | |to bring home some extra home to survive. The death of their father meant that there is| | |no income to the family and they eventually were forced to live on streets or some | | |public housing. | | |All these conditions had a negative impact on their lives.Many of them lost out | | |opportunity to get education and better their living status as their entire life right | | |from the age of five or six years was spent on working in a factory. They thus ended up| | |doing dangerous and dirty jobs. Another class that existed was the paupers. They were | | |ranked below the working class since they lived in abject poverty. | |Surveys showed that at the beginning of the 20th  century 25% of the population were | | |living in poverty. They found that at least 15% were living at subsistence level. The y | | |had just enough money for food, rent, fuel and clothes. They could not afford | | |luxuries such as newspapers or public transport.About 10% were living in below | | |subsistence level and could not afford an adequate diet. | | |The main cause of poverty was low wages. The main cause of extreme poverty was the loss| | |of the main breadwinner. If father was dead, ill or unemployed it was a disaster. | | |Mother might get a job but women were paid much lower wages than men. | |The children of the poor were expected to help towards the family budget, often working| | |long hours in dangerous jobs for low wages. Agile boys were employed by the chimney | | |sweeps; small children were employed to scramble under machinery to retrieve cotton | | |bobbins; and children were also employed to work in coal mines, crawling through | | |tunnels too narrow and low for adults.Children also worked as errand boys, crossing | | |sweepers, or shoe blacks, or selling matches, flowers, and other cheap goods. Some | | |children undertook work as apprentices to respectable trades, such as building, or as | | |domestic servants (there were over 120,000 domestic servants in London in the mid 18th | | |century).Working hours were long: builders might work 64 hours a week in summer and 52| | |in winter, while domestic servants worked 80 hour weeks. Many young people worked as | | |prostitutes. | | | | | |   | | |2.Shaw’s biography and his place in the development of the English literature | | |George Bernard Shaw (26 July 1856 – 2 November 1950) was an Irish playwright and a | | |co-founder of the London School of Economics. Although his first profitable writing was| | |music and literary criticism, in which capacity he wrote many highly articulate pieces | | |of journalism, his main talent was for drama, and he wrote more than 60 plays.Nearly | | |all his writings deal sternly with prevailing social problems, but have a vein of | | |comedy to make their stark th emes more palatable. Shaw examined education, marriage, | | |religion, government, health care, and class privilege. | | |He was most angered by what he perceived as the exploitation of the working class, and | | |most of his writings censure that abuse.An ardent socialist, Shaw wrote many brochures| | |and speeches for the Fabian Society. He became an accomplished orator in the | | |furtherance of its causes, which included gaining equal rights for men and women, | | |alleviating abuses of the working class, rescinding private ownership of productive | | |land, and promoting healthy lifestyles. | |George Bernard Shaw ranks next to Shakespeare among English playwrights, and yet he did| | |not begin to write drama until he was middle-aged. He made up for lost time with an | | |amazing output of more than 60 plays during a creative life that spanned the Victorian | | |and modern eras.A brilliant and opinionated man, Shaw was essentially self-educated, | | |and he did a splendid job of teaching himself what he needed to know. Above all else, | | |he was always vigorously engaged with the world around him; his long, productive life | | |bristled with vitality, intelligence, and a consuming passion for ideas. | | |2. Early life and family | | |George Bernard Shaw was born in Synge Street, Dublin in 1856 to George Carr Shaw | | |(1814–85), an unsuccessful grain merchant and sometime civil servant, and Lucinda | | |Elizabeth Shaw, nee Gurly (1830–1913), a professional singer.Shaw briefly attended the| | |Wesleyan Connexional School, a grammar school operated by the Methodist New Connexion, | | |before moving to a private school near Dalkey and then transferring to Dublin’s Central| | |Model School. He ended his formal education at the Dublin English Scientific and | | |Commercial Day School.He harboured a lifelong animosity toward schools and teachers, | | |saying: â€Å"Schools and schoolmasters, as we have them today, are not popular as places of| | |education and teachers, but rather prisons and turnkeys in which children are kept to | | |prevent them disturbing and chaperoning their parents†. In the astringent prologue to | | |Cashel Byron’s Profession young Byron’s educational xperience is a fictionalized | | |description of Shaw’s own schooldays. Later, he painstakingly detailed the reasons for | | |his aversion to formal education in his Treatise on Parents and Children. In brief, he | | |considered the standardized curricula useless, deadening to the spirit and stifling to | | |the intellect.He particularly deplored the use of corporal punishment, which was | | |prevalent in his time. | | |When his mother left home and followed her voice teacher, George Vandeleur Lee, to | | |London, Shaw was almost sixteen years old. His sisters accompanied their mother but | | |Shaw remained in Dublin with his father, first as a reluctant pupil, then as a clerk in| | |an estate office.He worked efficien tly, albeit discontentedly, for several years. In | | |1876, Shaw joined his mother’s London household. She, Vandeleur Lee, and his sister | | |Lucy, provided him with a pound a week while he frequented public libraries and the | | |British Museum reading room where he studied earnestly and began writing novels.He | | |earned his allowance by ghostwriting Vandeleur Lee’s music column, which appeared in | | |the London Hornet. His novels were rejected, however, so his literary earnings remained| | |negligible until 1885, when he became self-supporting as a critic of the arts. | | |2. Personal life and political activism | | |Influenced by his reading, he became a dedicated Socialist and a charter member of the | | |Fabian Society, a middle class organization established in 1884 to promote the gradual | | |spread of socialism by peaceful means. In the course of his political activities he met| | |Charlotte Payne-Townshend, an Irish heiress and fellow Fabian; they married n 1898. In| | |1906 the Shaws moved into a house, now called Shaw’s Corner, in Ayot St. Lawrence, a | | |small village in Hertfordshire, England; it was to be their home for the remainder of | | |their lives, although they also maintained a residence at 29 Fitzroy Square in London. | | |Shaw’s plays were first performed in the 1890s. By the end of the decade he was an | | |established playwright.He wrote sixty-three plays and his output as novelist, critic, | | |pamphleteer, essayist and private correspondent was prodigious. He is known to have | | |written more than 250,000 letters. Along with Fabian Society members Sidney and | | |Beatrice Webb and Graham Wallas, Shaw founded the London School of Economics and | | |Political Science in 1895 with funding provided by private philanthropy, including a | | |bequest of ? 0,000 from Henry Hunt Hutchinson to the Fabian Society. One of the | | |libraries at the LSE is named in Shaw’s honor; it contains collections of his papers | | |and photographs. | | |During his later years, Shaw enjoyed attending to the grounds at Shaw’s Corner. He died| | |at the age of 94, of renal failure precipitated by injuries incurred by falling while | | |pruning a tree.His ashes, mixed with those of his wife, Charlotte Payne-Townshend, | | |were scattered along footpaths and around the statue of Saint Joan in their garden. | | |2. 3 Literary activity and criticism | | |Shaw became a critic of the arts when, sponsored by William Archer, he joined the | | |reviewing staff of the Pall Mall Gazette in 1885.There he wrote under the pseudonym | | |Corno di Bassetto (basset horn)—chosen because it sounded European and nobody knew | | |what a corno di bassetto was. In a miscellany of other periodicals, including Dramatic | | |Review (1885–86), Our Corner (1885–86), and the Pall Mall Gazette (1885–88) his byline | | |was GBS.From 1895 to 1898, Shaw was the drama critic for Frank Harris Sat urday | | |Review, in which position he campaigned brilliantly to displace the artificialities and| | |hypocrisies of the Victorian stage with a theatre of actuality and thought. His | | |earnings as a critic made him self-supporting as an author and his articles for the | | |Saturday Review made his name well-known. | |Much of Shaws music criticism, ranging from short comments to the book-length essay | | |The Perfect Wagnerite, extols the work of the German composer Richard Wagner. Wagner | | |worked 25 years composing Der Ring des Nibelungen, a massive four-part musical | | |dramatization drawn from the Teutonic mythology of gods, giants, dwarves and Rhine | | |maidens; Shaw considered it a work of genius and reviewed it in detail.Beyond the | | |music, he saw it as an allegory of social evolution where workers, driven by the | | |invisible whip of hunger, seek freedom from their wealthy masters. Wagner did have | | |socialistic sympathies, as Shaw carefully points out, but made no such claim about his | | |opus.Conversely, Shaw disparaged Brahms, deriding A German Requiem by saying it could| | |only have come from the establishment of a first-class undertaker. Although he found | | |Brahms lacking in intellect, he praised his musicality, saying nobody can listen to| | |Brahms natural utterance of the richest absolute music, especially in his chamber | | |compositions, without ejoicing in his natural gift. In the 1920s, he recanted, | | |calling his earlier animosity towards Brahms my only mistake. Shaws writings about | | |music gained great popularity because they were understandable to the average well-read| | |audience member of the day, thus contrasting starkly with the dourly pretentious | | |pedantry of most critiques in that era.All of his music critiques have been collected | | |in Shaws Music. As a drama critic for the Saturday Review, a post he held from 1895 to| | |1898, Shaw championed Henrik Ibsen whose realistic plays scandalized the Victori an | | |public. His influential Quintessence of Ibsenism was written in 1891. | | |Shaw wrote five unsuccessful novels at the start of his career between 1879 and 1883. | |Eventually all were published. | | |The first to be printed was Cashel Byrons Profession (1886), which was written in | | |1882. Its eponymous character, Cashel, a rebellious schoolboy with an unsympathetic | | |mother, runs away to Australia where he becomes a famed prizefighter. He returns to | | |England for a boxing match, and falls in love with erudite and wealthy Lydia Carew. | |Lydia, drawn by sheer animal magnetism, eventually consents to marry despite the | | |disparity of their social positions. This breach of propriety is nullified by the | | |unpresaged discovery that Cashel is of noble lineage and heir to a fortune comparable | | |to Lydias. With those barriers to happiness removed, the couple settles down to | | |prosaic family life with Lydia dominant; Cashel attains a seat in Parliament.In this | | |novel Shaw first expresses his conviction that productive land and all other natural | | |resources should belong to everyone in common, rather than being owned and exploited | | |privately. The book was written in the year when Shaw first heard the lectures of Henry| | |George who advocated such reforms. | | |Written in 1883, An Unsocial Socialist was published in 1887.The tale begins with a | | |hilarious description of student antics at a girls school then changes focus to a | | |seemingly uncouth laborer who, it soon develops, is really a wealthy gentleman in | | |hiding from his overly affectionate wife. He needs the freedom gained by matrimonial | | |truancy to promote the socialistic cause, to which he is an active convert.Once the | | |subject of socialism emerges, it dominates the story, allowing only space enough in the| | |final chapters to excoriate the idle upper class and allow the erstwhile schoolgirls, | | |in their earliest maturity, to marry suitably. | | |Love A mong the Artists was published in the United States in 1900 and in England in | | |1914, but it was written in 1881.In the ambiance of chit-chat and frivolity among | | |members of Victorian polite society a youthful Shaw describes his views on the arts, | | |romantic love and the practicalities of matrimony. Dilettantes, he thinks, can love and| | |settle down to marriage, but artists with real genius are too consumed by their work to| | |fit that pattern.The dominant figure in the novel is Owen Jack, a musical genius, | | |somewhat mad and quite bereft of social graces. From an abysmal beginning he rises to | | |great fame and is lionized by socialites despite his unremitting crudity. | | |The Irrational Knot was written in 1880 and published in 1905. Within a framework of | | |leisure class preoccupations and frivolities Shaw disdains hereditary tatus and | | |proclaims the nobility of workers. Marriage, as the knot in question, is exemplified by| | |the union of Marian Lind, a l ady of the upper class, to Edward Conolly, always a | | |workman but now a magnate, thanks to his invention of an electric motor that makes | | |steam engines obsolete.The marriage soon deteriorates, primarily because Marian fails | | |to rise above the preconceptions and limitations of her social class and is, therefore,| | |unable to share her husbands interests. Eventually she runs away with a man who is her| | |social peer, but he proves himself a scoundrel and abandons her in desperate | | |circumstances.Her husband rescues her and offers to take her back, but she pridefully | | |refuses, convinced she is unworthy and certain that she faces life as a pariah to her | | |family and friends. The preface, written when Shaw was 49, expresses gratitude to his | | |parents for their support during the lean years while he learned to write and includes | | |details of his early life in London. | |Shaws first novel, Immaturity, was written in 1879 but was the last one to be printed | | | in 1931. It relates tepid romances, minor misfortunes and subdued successes in the | | |developing career of Robert Smith, an energetic young Londoner and outspoken agnostic. | | |Condemnation of alcoholic behavior is the prime message in the book, and derives from | | |Shaws familial memories.This is made clear in the book’s preface, which was written | | |by the mature Shaw at the time of its belated publication. The preface is a valuable | | |resource because it provides autobiographical details not otherwise available. | | |After writing his influential essay â€Å"Quintessence of Ibsenism†, Shaw began to try his | | |own hand at writing plays. The result, Widowers’ Houses (1892), proved to be the first | | |of many plays to come in the years ahead. | |Shaws plays, like those of Oscar Wilde, were fraught with incisive humor, which was | | |exceptional among playwrights of the Victorian era; both authors are remembered for | | |their comedy. However, Shaws wi ttiness should not obscure his important role in | | |revolutionizing British drama. In the Victorian Era, the London stage had been regarded| | |as a place for frothy, sentimental entertainment.Shaw made it a forum for considering | | |moral, political and economic issues, possibly his most lasting and important | | |contribution to dramatic art. | | |As Shaws experience and popularity increased, his plays and prefaces became more | | |voluble about reforms he advocated, without diminishing their success as | | |entertainments.Such works, including Caesar and Cleopatra (1898), Man and Superman | | |(1903), Major Barbara (1905) and The Doctors Dilemma (1906), display Shaws matured | | |views, for he was approaching 50 when he wrote them. From 1904 to 1907, several of his | | |plays had their London premieres in notable productions at the Court Theatre, managed | | |by Harley Granville-Barker and J. E. Vedrenne.The first of his new plays to be | | |performed at the Court Theatre, Joh n Bulls Other Island (1904), while not especially | | |popular today, made his reputation in London when King Edward VII laughed so hard | | |during a command performance that he broke his chair. | | |For the most part, Shaw’s plays are comedies of ideas, works that present complex and | | |often ontroversial themes within the framework of entertaining plots, appealing and | | |unpredictable characters, and witty dialogue. Shaw’s works are insistently rational, | | |coolly ridiculing the conventions and prejudices of his time. | | |biographical show pygmalion literary | | | | | |3.Pygmalion – one of the best works of George Bernard Shaw | | |3. 1 Plot of the play | | |Act One | | |Portico of Saint Pauls Church (not Wrens Cathedral but Inigo Jones Church in Covent | | |Garden vegetable market) 11. 15p. m. A group of people are sheltering from the rain. | |Amongst them are the Eynsford-Hills, superficial social climbers eking out a living in | | |genteel poverty, consisting initially of Mrs. Eynsford-Hill and her daughter Clara. | | |Claras brother Freddy enters having earlier been dispatched to secure them a cab | | |(which they can ill afford), but being rather timid and faint-hearted he has failed to | | |do so.As he goes off once again to find a cab, he bumps into a flower girl, Eliza. Her| | |flowers drop into the mud of Covent Garden, the flowers she needs to survive in her | | |poverty-stricken world. Shortly they are joined by a gentleman, Colonel Pickering. | | |While Eliza tries to sell flowers to the Colonel, a bystander informs her that a man is| | |writing down everything she says.The man is Henry Higgins, a professor of phonetics. | | |Eliza worries that Higgins is a police officer and will not calm down until Higgins | | |introduces himself. It soon becomes apparent that he and Colonel Pickering have a | | |shared interest in phonetics; indeed, Pickering has come from India to meet Higgins, | | |and Higgins was planning to go to India to meet Pickering.Higgins tells Pickering that| | |he could pass off the flower girl as a duchess merely by teaching her to speak | | |properly. These words of bravado spark an interest in Eliza, who would love to make | | |changes in her life and become more mannerly, even though, to her, it only means | | |working in a flower shop.At the end of the act, Freddy returns after finding a taxi, | | |only to find that his mother and sister have gone and left him with the cab. The | | |streetwise Eliza takes the cab from him, using the money that Higgins tossed to her, | | |leaving him on his own. When she reaches home she does not pay the taxi fare because | | |she thinks that a shilling for two minutes is very much. | | | | |Act Two | | |Higgins Next Day. As Higgins demonstrates his phonetics to Pickering, the | | |housekeeper, Mrs. Pearce, tells him that a young girl wants to see him.Eliza has shown| | |up, and she tells Higgins that she will pay for lessons. He shows no in terest in her, | | |but she reminds him of his boast the previous day, so she can talk like a lady in a | | |flower shop. Higgins claimed that he could pass her for a duchess. Pickering makes a | | |bet with him on his claim, and says that he will pay for her lessons if Higgins | | |succeeds.She is sent off to have a bath. Mrs. Pearce tells Higgins that he must behave| | |himself in the young girls presence. He must stop swearing, and improve his table | | |manners. He is at a loss to understand why she should find fault with him. Then Alfred | | |Doolittle, Elizas father, appears with the sole purpose of getting money out of | | |Higgins.He has no interest in his daughter in a paternal way. He sees himself as | | |member of the undeserving poor, and means to go on being undeserving. He has an | | |eccentric view of life, brought about by a lack of education and an intelligent brain. | | |He is also aggressive, and when Eliza, on her return, sticks her tongue out at him, he | | |goe s to hit her, but is prevented by Pickering.The scene ends with Higgins telling | | |Pickering that they really have got a difficult job on their hands. | | |   | | |Act Three | | |Mrs. Higgins drawing room.Higgins bursts in and tells his mother he has picked up a | | |common flower girl whom he has been teaching. Mrs. Higgins is not very impressed with| | |her sons attempts to win her approval because it is her at home day and she is | | |entertaining visitors. The visitors are the Eynsford-Hills. Higgins is rude to them on | | |their arrival.Eliza enters and soon falls into talking about the weather and her | | |family. Whilst she is now able to speak in beautifully modulated tones, the substance | | |of what she says remains unchanged from the gutter. She confides her suspicions that | | |aunt was killed by relatives, and mentions that gin had been mothers milk to this | | |aunt, and that Elizas own father was always more cheerful after a good amount of gin. | |Higgins passes o ff her remarks as the new small talk, and Freddy is enraptured. When | | |she is leaving, he asks her if she is going to walk across the park, to which she | | |replies, Walk? Not bloody likely! (This is the most famous line from the play, and, | | |for many years after the plays debut, use of the word bloody was known, as a | | |Pygmalion; Mrs.Campbell was considered to have risked her career by speaking the line | | |on stage. ) After she and the Eynsford-Hills leave, Henry asks for his mothers opinion. | | |She says the girl is not presentable and is very concerned about what will happen to | | |her, but neither Higgins nor Pickering understand her thoughts of Elizas future, and | | |leave feeling confident and excited about how Eliza will get on.This leaves Mrs. | | |Higgins feeling exasperated, and exclaiming, Men! Men!! Men!!! | | |However, the six months are not yet up, and just in time for the Embassy Ball Eliza | | |learns to behave properly as well as to speak properly.T he challenge she faces is | | |increased, however, by the presence at the Ball of Nepommuck, a former pupil of | | |Higgins who speaks 32 languages and is acting as an interpreter for a Greek | | |diplomatist who was in fact born the son of a Clerkenwell watchmaker and speaks | | |English so villainously that he dare not utter a word of it lest he betray his origin. | | |Nepommuck charges him handsomely for helping keep up the pretence. Pickering worries | | |that Nepommuck will see through Elizas disguise; nonetheless, Eliza is presented to | | |the Balls hosts, who, impressed by this vision of whom they know nothing, despatch | | |Nepommuck to find out about her.Meanwhile Higgins, the interesting work done, rapidly | | |loses interest in proceedings as he sees that no-one will see through Eliza. Indeed, | | |Nepommuck returns to his hosts to report that he has detected that Eliza is not | | |English, as she speaks it too perfectly (only those who have been taught to speak it | | | speak it well), and that she is, in fact, Hungarian, and of Royal blood.When asked, | | |Higgins responds with the truth and no-one believes him. | | |Act Four | | |Higgins home The time is midnight, and Higgins, Pickering, and Eliza have returned | | |from the ball.A tired Eliza sits unnoticed, brooding and silent, while Pickering | | |congratulates Higgins on winning the bet. Higgins scoffs and declares the evening a | | |silly tomfoolery, thanking God its over and saying that he had been sick of the | | |whole thing for the last two months. Still barely acknowledging Eliza beyond asking her| | |to leave a note for Mrs.Pearce regarding coffee, the two retire to bed. Higgins | | |returns to the room, looking for his slippers, and Eliza throws them at him. Higgins is| | |taken aback, and is at first completely unable to understand Elizas preoccupation, | | |which aside from being ignored after her triumph is the question of what she is to do | | |now.When Higgins does understand h e makes light of it, saying she could get married, | | |but Eliza interprets this as selling herself like a prostitute. We were above that at | | |the corner of Tottenham Court Road. Finally she returns her jewelry to Higgins, | | |including the ring he had given her, which he throws into the fireplace with a violence| | |that scares Eliza.Furious with himself for losing his temper, he damns Mrs. Pearce, | | |the coffee and then Eliza, and finally himself, for lavishing his knowledge and his | | |regard and intimacy on a heartless guttersnipe, and retires in great dudgeon. | | |Act Five | | |Mrs. Higgins drawing room, the next morning.Higgins and Pickering, perturbed by the | | |discovery that Eliza has walked out on them, call on Mrs. Higgins to phone the police. | | |Higgins is particularly distracted, since Eliza had assumed the responsibility of | | |maintaining his diary and keeping track of his possessions, which causes Mrs. Higgins | | |to decry their calling the police as t hough Eliza were a lost umb

Free Essays on Zap

Zap and the Electric Vehicle Industry I. In 1994 James McGreen and Gary Starr founded ZAP Power Systems in Sebastopol California. ZAP, short for Zero Air Pollution designs manufactures and markets electric bicycles, scooters, and other short distance electric vehicles. The company became an instant hit when Kevin Spacey an Oscar award winning actor came on the Letterman Show in 2000 riding on an electric scooter. Shortly after, ZAP electric scooters and powered bicycles were in great demand. In 1996 ZAP began selling its electrically powered bikes by means of auto dealerships and catalogs. Soon after, ZAP became the first company in hitory to sell its stock directly to the public via the internet. Between 1997 and 2000 ZAP was involved in an assortment of contract negotiations and deals that would ultimately help aid their products’ exposure throughout the United States, China, and Europe. The road ahead seemed promising for ZAP, sales of EVs were expected to grow throughout a wide range of demographics. Aging baby boomers were able to go outside once again and function as they once did. Senior Citizens were aided by the electric powered vehicles with all sorts of daily activities. Police officers on patrol found they could respond more quickly with the EVs than the bicycle pedaling method. With global environmental issues, higher oil prices, transportation pressures and urban traffic congestion, the EVs demand will be expected to increase. II. By 2000 competition in the EV market had increased dramatically. Companies like Trek, Schwinn, and Murray that had a thriving non powered bicycle market began to offer electric powered bikes to consumers. Motor companies like Ford and Mercedes were beginning to take a chunk out of the market as well. The California electric power crisis in 2000 and 2001 unfortunately added a sense of uncertainty in the minds of consumers. A source of power that had been taken for granted ... Free Essays on Zap Free Essays on Zap Zap and the Electric Vehicle Industry I. In 1994 James McGreen and Gary Starr founded ZAP Power Systems in Sebastopol California. ZAP, short for Zero Air Pollution designs manufactures and markets electric bicycles, scooters, and other short distance electric vehicles. The company became an instant hit when Kevin Spacey an Oscar award winning actor came on the Letterman Show in 2000 riding on an electric scooter. Shortly after, ZAP electric scooters and powered bicycles were in great demand. In 1996 ZAP began selling its electrically powered bikes by means of auto dealerships and catalogs. Soon after, ZAP became the first company in hitory to sell its stock directly to the public via the internet. Between 1997 and 2000 ZAP was involved in an assortment of contract negotiations and deals that would ultimately help aid their products’ exposure throughout the United States, China, and Europe. The road ahead seemed promising for ZAP, sales of EVs were expected to grow throughout a wide range of demographics. Aging baby boomers were able to go outside once again and function as they once did. Senior Citizens were aided by the electric powered vehicles with all sorts of daily activities. Police officers on patrol found they could respond more quickly with the EVs than the bicycle pedaling method. With global environmental issues, higher oil prices, transportation pressures and urban traffic congestion, the EVs demand will be expected to increase. II. By 2000 competition in the EV market had increased dramatically. Companies like Trek, Schwinn, and Murray that had a thriving non powered bicycle market began to offer electric powered bikes to consumers. Motor companies like Ford and Mercedes were beginning to take a chunk out of the market as well. The California electric power crisis in 2000 and 2001 unfortunately added a sense of uncertainty in the minds of consumers. A source of power that had been taken for granted ...