European Attitudes Towards Benin Bronzes

European Attitudes Towards Benin Bronzes The Art of Benin Read Reading 2.3 On the British loss of antique works of art from Benin in AA100 Book 3, Chapter 2 and look closely at Plate 3.2.25 Display for Benin bronzes at the Horniman Museum, London, 2007 and Plate 3.2.26 Display of Benin bronzes at the Horniman Museum, detail, 2007 in the Illustration Book. Drawing on your understanding of these sources, discuss the ways in which European attitudes to the Benin bronzes have changed over time. To discuss the ways, in which Europeans attitudes to the Benin bronzes have changed over time, we need first to go back to the period when they first were discovered, in 1897, following the British invasion of the Benin kingdom. We will also look into how the Victorian viewed the bronzes, and their craftsmen. Since the discovery of the artefacts, the bronzes have caused lots of debates and different opinions. It has been debates who produced the bronzes, when and for whom, and as a consequence museums and anthropologists have debated how they should be displayed. The Benin bronzes were discovered in 1897, during the time period, when the great interest in the British empire was flourishing, and stories of the imperial adventures around the world were very popular by the people in Britain. In the 1880s and 1890s, when Africa was heavily and brutally colonised by the Europeans, a new trend developed back in Europe. The deeper the colonists expanded into Africa, missionaries, civil servants, capitalists were not far behind. Letters, pictures and unusual objects were sent home to Britain, to later be shared and reproduced in books, newspaper and museums. Tales of estranged encounters and experiences with the natives, in particular primitive rituals, involving sacrifices and cannibalism, were very much on the agenda at the time. When the Kingdom of Benin was conquered by the British in 1897, it resulted in a traumatic end of the centuries-old kingdom and their ruler, Oba, the god-king. The news travelled fast about the British invasion, and the frontline journalists arrived just a few days later after the conquest. The weekly illustrated newspaper The Illustrated London News (ILN) was particularly interested in reporting stories that created a sense of drama. Artists along with journalists were at the frontline to convey in pictures about the events within the British empire. There were lots of eyewitness accounts of the events around the conquest. However, it needs to take into consideration, that they are somewhat biased as they were written by the British for the British, which resulted in a style of reporting that portrayed scenes of savagery and brutality by the natives. In the extract from the ILN, written in March 1897, for example, Benin is described as a city of blood having its pit full of dead and dying; human sacrifices were strewn about on every hand (Reading 2.1 in Loftus and Wood, 2008, p. 79). Taking those eyewitness accounts into consideration, with the findings of the artefacts, it is not strange the bronzes were described as having the most grotesque appearance (Reading 2.1 in Loftus and Wood, 2008, p. 79), and that the Africans were seen as dark and dangerous people (Loftus and Wood, 2008, p.45), a stark contrast to the white civilised Europeans. As a result, the significance of the bronzes was somewhat tainted by the preconceptions of the primitive and uncivilised African culture that little attention was given how the bronzes had been displayed or used before they were removed from the scene as the photograph shows (Figure 2.2 in Loftus and Wood, 2008, p. 50). Afterwards, the artworks and objects were brought to Britain, to the frustration of Henry Ling Roth, anthropologist who wrote in his book; and sold for a few hundred pounds a large number of castings which had cost thousands to obtain, as well as much blood of our fellow countrymen. (Reading 2.3 in Loftus and Wood, 2008, p. 80). But, it did not take long for collectors, scholars and art historians in Europe and America to realise the pure craftsmanship and the value of the Benin bronzes, thus tried to obtain the finest pieces. Roth points out; From what I can ascertain, the bulk of these bronzes has been secured by the Germans (Reading 2.3 in Loftus and Wood, 2008, p. 81) suggesting if the British government have had the proper knowledge of the study of anthropology, the Bini articles would be represented at British Museum, instead of the Royal Museum for Ethnography, in Berlin where the largest collection of 580 Benin artworks was acquired. Art historians and scholars were at first somewhat dubious that the bronzes had been produced by the craftsmen of Benin. Instead they were looking for other explanations, even so far as whether there was a possible link between Benin and ancient lost civilisations such as the Gnostics. The British Museum had to rush and to produce research about the Benin artworks as the popular interest in the African culture corresponded with the growing debates about the history of the human race. The debate about the origin of the Benin bronzes was considerable. Questions were raised about how the aesthetic qualities shown in the bronzes could possibly been created by a society such as Benin, which was perceived backwards and primitive, with stories of human sacrifices and brutality. When the British Museum held an exhibition of the Benin bronzes in September of 1897, the Times wrote a report, that no evidence or links, between Benin and lost ancient civilisation had been found, and the report concludes unexpectedly, with a surprise, that the magnificence bronze work was made by negro craftsmanship (Reading 2.2 in Loftus and Wood, 2008, p. 79) and not by any ancient lost civilisations. Subsequently, this new information caused somehow confusion for the British Museum, as the Benin plaques did not fit into the chronology of events as first presumed, and therefore the choice to display the Benin bronzes in the Assyrian basement can only be seen as an alternative option, given the difficulty of placing them among already existing artefacts with established chronological narrative. The Times describes the choice of display; An exhibition of a remarkable kind has been arranged in the Assyrian basement in such uncongenial surroundings (Reading 2.2 in Loftus and Wood, 2 008, p. 79). Consequently, when the Benin bronzes entered museum collections, both anthropologists and museum curators had difficulty to explain how these uncivilised primitives could produce something equivalent, in technical mastery, like the sculptures from the Italian renaissance for example. The way the artefacts and objects are displayed and described in museums are important for communicating the skilled knowledge about history and art to the general public. However, it is always difficult for the historian to know how the material has been interpreted by the viewer. Even tough, the facts about the new knowledge of the Benin artworks had been presented, it did little to change the racists ideas. Artworks were seen as evidence of civilisation, something Africa did not demonstrate in terms of progress, and therefore was seen as backward by the Europeans. The ethnographic museums, were likely to put together the display of what we regard today as artworks, together with functional items; like tools and weapons and utensils, which used to represent ideas how the primitives lived. Non-western objects were seen as scientific evidence and provided cultural knowledge, but not as art. One of the biggest changes that the modern movement brought, was the way art was displayed. One can probably say for certain, that the change evolved naturally, as art is always receptive to outside influence. Ann-Christine Taylor says in the interview about the exhibition in Paris; French museums with large ethnographic collections, were deserted by the public. Nobody knew what to do with these collections anymore. (Taylor, A. speaking in The Art of Benin, 2008). The problem they had on their hand, developed into the idea, to create a brand new cultural institution. Their aim was to try to capture peoples attention and interest by using visually spectacular objects. Their idea resulted in the exhibition, Benin, Five Centuries of Royal Art, shown in Musee de Quai Branly, in Paris. The museum made use of space and lightning, to emphasise each of the objects artistic quality in its own rightful way. There is some anthropological information about the plaques, to not solely adopt an aesthetic route. Nevertheless, many anthropologists were angry, as the exhibition was presented as works of art, emphasising on the visual impact rather than testimonies of cultural diversity (Taylor, A. speaking in The Art of Benin, 2008) While the debate how to best display the Benin bronzes continues, many museums were adopting the cross-referencing, bonding the gap between art and anthropology. However, some museums, such as The Pitt River Museum in oxford for example, has resisted and deliberately kept the traditional way of displaying objects with explanatory labels in glass cases. (Figure 2.9 in Loftus and Wood, 2008, p. 72). The Horniman Museum on the other hand, decided to take a step further and changed their display of its Benin bronzes, and incorporated both anthropological and aesthetic aspects. (Illustration Book, Plate 3.2.25 and Plate 3.2.26) Most significantly, it does not stop at the moment of aesthetic contemplation, it continues deeper into the entire culture of Benin, in the past and present. Making use of a variety of texts and photographs with new information based on contemporary research by Joseph Eboreime, a Nigerian historian. (Loftus and Wood, 2008, p. 75) The controversial views of the Benin bronzes have undergone a natural evolution since the discovery in 1897. But it is not only the bronzes, it is the whole transformation of western views towards Africa that has taken place. The Benin bronzes were mystifying for the Victorian anthropologists, and not easy to fit into a racist representation of primitive ways of life. Later throughout the twentieth century, the works of art started to become almost solely of aesthetic admiration rather than as a kind of historical evidence. There are signs, like those, that can be seen in The Horniman Museum, that the world of art is in for a new movement. Primitive art has become world culture, and the Benin bronzes stands as evidence of a shared human history. (word count 1633) Bibliography AA100 Illustration Book: Plates for Books 3 and 4 Loftus, D. and Wood, P. (2008) The Art of Benin: Changing Relations Between Europe and Africa II, AA100 Book 3, Chapter 2. The Art of Benin (2008) AA100 DVD ROM

Bartleby the Scrivener A Strange Relationship :: essays papers

Bartleby the Scrivener A Strange Relationship The Webster's New World Dictionary defines "folie a deux" as "A condition in which symptoms of a mental disorder, such as delusive beliefs or ideas, occur simultaneously in two individuals who share a close relationship or association." (231) In Melville's "Bartleby, the Scrivener" this concept of coinciding peculiarity, or obsession is demonstrated quite vividly throughout three different stages. The first, Bartleby's unwavering preoccupation with his employment, followed by his decision to do no work whatsoever, and finally Bartleby's determination to accomplish nothing at all, not even partaking of the basic functions required to sustain life. During each of these phases, Bartleby's actions are met with limited efforts on the part of the narrating lawyer, who endeavors to 'help' his odd employee. It is this interaction which poses the question of how much responsibility a human should have for his or her fellow man. Bartleby's focus passes through three main stages before his death, the first of which is his obsession with performing a single action to the exclusion of everything else. Initially, Bartleby works day and night, "as if famished for something to copy." (Melville paragraph 18) His goal, it seems, is to single-mindedly to accomplish as much copying as is humanly possible. The first few attempts on the part of the narrator to tell Bartleby to do something else, no matter how moderate the task, are met with the simple refusal, "I'd prefer not to." (Melville paragraph 21) The narrator reasonably chooses not to punish this insubordination because of both the quality, and the quantity of Bartleby's regular work. After a series of requests from the narrator that all end in noncompliance, Bartleby shifts his focus from the intensive copying of documents to simply doing nothing at all. This, of course, is a kind of obsession that is not acceptable in the modern work force, and can not feasibly be tolerated by the narrator. As the agent of punishment, the narrator is at this point stuck with making the decision to either sympathize with Bartleby, or lose his professional reputation. In a final attempt to clear his conscience, the lawyer proffers both alternate employment options, and temporary housing arrangements. Once again, all efforts on the part of the narrator to offer genuine help are rebuffed, and the narrator at last "proposes to remove his offices next week. Bartleby the Scrivener A Strange Relationship :: essays papers Bartleby the Scrivener A Strange Relationship The Webster's New World Dictionary defines "folie a deux" as "A condition in which symptoms of a mental disorder, such as delusive beliefs or ideas, occur simultaneously in two individuals who share a close relationship or association." (231) In Melville's "Bartleby, the Scrivener" this concept of coinciding peculiarity, or obsession is demonstrated quite vividly throughout three different stages. The first, Bartleby's unwavering preoccupation with his employment, followed by his decision to do no work whatsoever, and finally Bartleby's determination to accomplish nothing at all, not even partaking of the basic functions required to sustain life. During each of these phases, Bartleby's actions are met with limited efforts on the part of the narrating lawyer, who endeavors to 'help' his odd employee. It is this interaction which poses the question of how much responsibility a human should have for his or her fellow man. Bartleby's focus passes through three main stages before his death, the first of which is his obsession with performing a single action to the exclusion of everything else. Initially, Bartleby works day and night, "as if famished for something to copy." (Melville paragraph 18) His goal, it seems, is to single-mindedly to accomplish as much copying as is humanly possible. The first few attempts on the part of the narrator to tell Bartleby to do something else, no matter how moderate the task, are met with the simple refusal, "I'd prefer not to." (Melville paragraph 21) The narrator reasonably chooses not to punish this insubordination because of both the quality, and the quantity of Bartleby's regular work. After a series of requests from the narrator that all end in noncompliance, Bartleby shifts his focus from the intensive copying of documents to simply doing nothing at all. This, of course, is a kind of obsession that is not acceptable in the modern work force, and can not feasibly be tolerated by the narrator. As the agent of punishment, the narrator is at this point stuck with making the decision to either sympathize with Bartleby, or lose his professional reputation. In a final attempt to clear his conscience, the lawyer proffers both alternate employment options, and temporary housing arrangements. Once again, all efforts on the part of the narrator to offer genuine help are rebuffed, and the narrator at last "proposes to remove his offices next week.

Nature and Nude Bodies :: Advertising Health Ads Essays

Nature and Nude Bodies Beginning a long time ago, many companies started using sex in their advertisements; however, contemporary advertisements are beginning to use different aspects of nature to sell their products. For years, sex appeal was perhaps the most important attribute of a product. Companies would show young, half-naked bodies in their TV commercials and magazine advertisements. The producers sought to force the public audience to take pleasure by looking at these beautiful ladies, while also making viewers feel naughty at the same time. Advertisers thought the audience would not be able to avoid looking at these well-endowed women. And to consumers, the women were appealing, and that made the product itself appealing. In some recent commercials, however, the concentration has changed from sinful desires to the more healthy approach to life. Everyone wants to appear healthy and in good shape. To achieve this, many people are eating better, working out more ofte n and using healthier products on their skin. To demonstrate the idea about natural products, I have chosen three advertisements to show how these companies use nature to sell their products . According to health care specialists, the best way to stay healthy is to use natural products such as products containing natural vitamins and minerals. In fact, even in ancient history, natural plants were used to make skin-care products. Berries and shrubs were pounded into pastes that protected the skin, while also keeping gnats and flies away (Lee 18). Therefore, in ancient times and in the present, as long as an advertisement mentions something about a natural ingredient or contains a visual look of nature, consumers will more than likely buy that product. In a recent Eucerin ad from a Health and Beauty magazine, Eucerin is publicized as a skin lotion used to protect against the sun. The top of the black and white ad shows a nude woman from the shoulders up.

My Name Is Margaret Essay

â€Å"My name is Margaret† was written by Maya Angelou. She was born in 1928 in America, and her full name was Marguerite Annie Johnson. Maya Angelou was a talented person. She was a poet, an author, a singer, an actress, and a playwright. Writing â€Å"My name is Margaret† she recovered the truth of the unfair behavior of the white people with the black ones and described the people’s loss of their identity. My name is Margaret summary The story tells about the young black girl who started to work for the white woman. She was only ten years old, and it was a great and remarkable experience for her. She was forced to study many things in the household hadn’t known before. The girl was surprised what a great variety of kitchen tools there can be. She hadn’t even realized that there existed the glasses for water, glasses for wine, glasses for the ice cream and a lot of more that astonished her. The same was with the knives, forks, and other tools and consequently, a great part of her working day was spent on learning all of these things. Margaret was working on an ugly old lady who couldn’t have their children. The girl mentioned that the only thing that could beautify her mistress was a smile. However, this smile only appeared on Mrs. Cullinan’s face when she was sharing a cup of tea with her friend ladies. There was one more servant, Miss Glory, who had been working in that house for twenty years and patiently taught Margaret everything that she should know about household and the manners of their mistress. The bad things began when Mrs. Cullinan called the girl â€Å"Mary† for the first time, explaining that is a shorter name and more convenient to pronounce. Margaret was extremely dissatisfied with this action and was struggling to do her best to get rid of this job.    My name is Margaret analysis Maya Angelou tried to picture the importance of our names. Each name is a unique and expresses the peculiarities of its owner. Surrounding people identify us with the help of our names. In our minds, each name is associated with the list of different stories, occasions, situations related to the person who owns this name. Our name creates a specific picture, and if we change it, we stop being ourselves. That is why Margaret was extremely shocked and crossed when she heard the first time the name â€Å"Mary† that was appealing to her. She didn’t react and tried to explain with all her behavior that her name isn’t Mary. She didn’t want to be somebody else; she wanted to be herself that meant to be Margaret, not Mary. Being called with another name signified for her that nobody took in the consideration her existence. None forced to notice her and communicate with her as with specific and unique individual. For her mistress, Margaret was just a servant, and she didn’t bother how to name her. Mrs. Cullinan never minded thinking about girl’s personality as far as the servant complete her work and do everything that is demanded of her. Margaret wanted to be herself, but nobody cared who she was and who she wanted to be. The girl found out that the elder servant, Miss Glory, had met the same situation in her life. Her real name was Hallelujah. Though, Mrs. Cullinan once decided that it is too long to remember and pronounce every time such a complete name and shortened it to the Glory. Margaret didn’t expect to hear that. She couldn’t understand why the senior woman didn’t even mind it and even loved her new name better. It was inadmissible to live the whole life with the name that doesn’t belong to you. Miss Glory may not bother, but Margaret took the strong decision not to tolerate it. If they didn’t want to receive her as Margaret, she wouldn’t act as Margaret. She didn’t care about rules and successions and did everything wrong on purpose. She aimed to attract the attention of being a bad servant and to be discharged. After all, there was a day when Mrs. Cullinan finally called the girl â€Å"Margaret.† Unfortunately, it was after having experienced the pain of the crushing of her favorite china serving tray. The serving tray was of extreme importance in Mrs. Cullinan’s house as it was her mother’s china from Virginia. The mistress was broken and bursting with the tears. In the condition of complete desperateness, she shouted: â€Å"Her name is Margaret.† Margaret was glad that she finally forced her mistress to understand the simple truth – her name was not Mary. Her name was Margaret. Maya Angelou wanted everyone to understand how it is extremely important not to lose the identity in our everyday life. Many people would consider us as somebody who lives someone else’s life. However, we shouldn’t agree for any reason. We were born to be unique, and that means, we could not die as a copy of another person.

Online Courses: the Pros and Cons

Online Courses: The Pros and Cons By Melody More and more students are taking online classes. They are advertised on the radio, television, and billboards, promising convenience and opportunities. Even traditional universities are now offering online classes in conjunction with their normal â€Å"brick and mortor† classes. In actuality, online classes only appear to be easier and more convenient. Online course are more difficult and time-consuming than traditional classroom courses although they have afforded many bright and industrious students unprecedented opportunities to further their education.The stigma behind online classes has led them to be less respected than traditional classes. In an effort to increase enrollment, many universities advertise that they offer online courses in which a student can quickly and conveniently earn their degree. This has two potentially negative consequences. First, employers who have never experienced a classroom setting in an online env ironment assume that these degrees are not as reputable as those from schools that exclusively offer traditional courses. Secondly, students enroll in these online courses with the mistaken belief that they are going to be quick and easy.Unfortunately, this could not be further from the truth. Online classes are more time consuming than in-classroom courses. In almost all courses, participation makes up a portion of everyone’s grade. Most professors count participation points as 10% of a student’s total grade. This 10% can easily be obtained in a classroom environment where a student can speak to peers and professor about a particular topic. However, online courses use a discussion board for communication, where the students and professor post responses to a discussion.The continuous posting by the students and professor makes spelling, grammar, and punctuation an unprecedented factor in a student’s participation points. Although online professors typically over look spelling and grammatical errors when responding to students’ posts, they are liable to take away points. Most of the time they deduct participation points if the grammar and spelling is so bad that they cannot understand the point the student is attempting to make. Students whom normally struggle with spelling and grammar are forced to improve their writing skills.In turn, the necessity of grammar, spelling, and punctuation benefits a student’s overall education experience. Moreover, the increased writing in a classroom environment can be a double-edged sword. The replacement of writing rather than speaking in a classroom can yield a negative effect on a person’s life. Online environments inadvertently encourage social isolation. A student who may have had social challenges or anxiety about speaking in front of a group of people in the past can easily continue isolating themselves from others rather than facing their fears.When the student graduates, findin g employment can be increasingly difficult without these necessary interpersonal skills. The socially awkward alumnus of a particular university negatively represents their university and discredits other alumni that could be applying for the same position. Despite this potentially disastrous effect, there are opportunities online courses have presented to so many people around the world. Online courses open doors to people who would otherwise have to give up on their dreams of higher education.An example is a single mother who barely survives by working two jobs to provide for her children. She does not have the money to hire a babysitter while she attends night classes. However, with online classes, she can work on a college degree while her young children sleep. Online classes are more convenient for the worker that works until 3:00 am and has little time before and after work to study. Driven, disciplined, non-traditional students can derive great benefit from the ability to att end class when they can, wherever they have internet access.Furthermore, potential students should not shun the idea of online classes if it can help them further their education. Students who may be considering online classes should think carefully about what it is they need from a course. If they want to speak to a professor directly to get their questions answered, have the availability at the same time each week to attend a course, and prefer not to perform additional writing assignments each week, then an online course may not be for them.On the other hand, if a potential student works for a company that is not willing to work around a school schedule, childcare is not available, or they simply do not want to drive to class in the evening, an online course may be the perfect solution. There are many pros and cons that are part of the decision-making process on whether or not to take an online course. Taking an online course should not be a decision that a student jumps into wit hout carefully considering all the factors involved.

Inventions Between 1900 and 1930

the time period between 1900 and 1930 saw many technological innovations, from the air conditioner to the disposable razor blade. From the tank to the cruise missile. Many of these inventions made our lives easier while others made them more deadly. the first of these inventions is the air conditioner. While many inventers beforehand had made crude means of cooling the air, but all proved to be ineffective. the earliest method of cooling the air was putting bowls of ice in front of a fan and the resulting cool air cooled the room.On July 17th 1902 a young college graduate, Willis Havilland Carrier drew the plans for his first â€Å"Apparatus for treating air† which was granted its first patent in 1906. this great leap forward in human comfort was actually first made for a printing press where when it got humid it would cause the ink to smear. Carrier's method of cooling the air involved using coiled copper tubing filled with liquid ammonia, which when air was blown over the co ils would cause the moister to condensate giving him cool dry air.Cooling for human comfort, rather than industrial use, began in 1924, displayed by the three Carrier air conditioners installed in the J. L. Hudson Department Store in Michigan. in order to escape the heat the shoppers of Detroit all went to the â€Å"air conditioned† store. The rise in human cooling spread from the department stores to the movie theaters. It was a cool oasis in an other wise hot world. One of the more deadly inventions of the early 1900's is the tank.The tank got its name because early in WW1 while it was under development the British didn't want the Germans to find out what they were making so they shipped them as water tanks. While no one person can be credited with the invention of the tank it was the British who first used the tank in WW1. To come up with ideas for the tank, the Landship Committee was formed and their recommendations were that a vehicle firing a explosive shell should be m ade that could cross a standard German trench of 8 feet wide, and a 4 foot hill.Various designs were tried ranging from vehicles that â€Å"walked† to gigantic powered tires, but none were really successful, or strategically sound. then came the little Willie. the little Willie was the first modern version of a â€Å"tank† it was based on the tracks of farm equipment and earth moving machines. even though the little Willie was the first modern version of a tank it never saw combat as it was surpassed by an improved tank named â€Å"big Willie†. Big Willie was the first practical example of a tank as it was the first to be used on the battle field.With a top speed of 3 mph and armor up to 3 inches thick it was not the fastest nor best looking war machine out there but it did its job of providing cover for soldiers storming enemy trenches. Although Little Willie never saw combat and was redundant almost as soon as it was made, it represented a major step forward i n early 1900's technology. In contrast to the tank you have the Band Aid. Earle Dickson was employed as a bulk buyer of cotton for Johnson & Johnson when he invented the band-aid in 1921.The reason that Earle invented the band aid was that his wife kept cutting her fingers in the kitchen while preparing food. The precursor to the band aid consisted of gauze and adhesive that the user applied themselves. Earle took a piece of gauze and stuck it to the middle of a piece of tape, and then covered the adhesive and gauze with a strip of crinoline, to keep it sterile. His boss, James Johnson, saw Earle Dickson's invention and decided to manufacture band aids to the public and make Earle Dickson vice-president of Johnson & Johnson.However ingenious his invention was it was slow to start. Until Jonson and Johnson started to give them to the boy scouts for free as a P. R. stunt and by 1924 band aids were machine made and sold in individually wrapped bandages, it wasn't until 1934 that they s witched to the vinyl tape we know today. The thirty years that followed the turn of the century saw some of the most technological advancements ever seen. From the air conditioner to the band aid, without the inventers of the early 1900s the world would still be stuck in a hot bloody band aid free world.

English Descriptive Writing

The intimidating building brought terror the rough the walls. Moist beds from the children's room from the endless nights of unnerving thoughts. The house represented nothing else but desperateness and loneliness. Happiness. The children will never achieve happiness. The house was distracting to all parents. The dull, dark walls took away the light from the depressed kids. It was like the light gave hope like a endless tunnel of loneliness with a spark of light at the end of the tunnel.The obnoxious kids was never going to get love from a parent, they weren't good enough, smart enough for love. But the only way to leave the place of loneliness was to have a person you loves you for who you are, the career never gave that to them. The children were stuck in a draught of thoughts of happiness. Night time in the orphanage time is the worst. The sun went down and the shadows scrawled in through the windows like a lion crawling for its prey. The house and the bushes outside were overgrown by the leafs.The branches were wrapping round the trees like a gig hug from a loving parent which was ironic to the children inside. Night time was also the time when most dreamt about their real parents. They were regretting there life, like it was their fault they're in a cave of loneliness. As soon as the sun went up the children's hopes went up and their dreams became possible, until the career came in and blocked the sun with his body. Reality came in like a wrecking ball to hit the kids with loneliness. The house suffered in pain, the loneliness never left.No wonder the children were never happy, the career never gave them the leaning of a true home. They never received the warmth of a mother being their or their father's companionship within them. It was like a minute they had something nice in their life then reality came them a big wakeup call like when chilly wave crashes over your face and build goose bumps on your skin. The children's cry echoed through the empty house and soul. The child's face started to cry as it did not receive what it needs. The child was as lonely as a cloud going through the sky in it's own pathway never attaching itself to anything.The house was as big as the children's dreams. ND hopes that could never be reached. The loud footsteps made the children's teeth on the edge. If they didn't obey there career, there soon was a shriek coming from the children's rooms. The walls told a story of how many times the children were denied. The dull color of the walls brought, loneliness and negative thoughts like a pessimistic who will always be there. The dirty, wrecked clothes stood out in the room, the vibrant colors brought happiness which rapidly went down to loneliness like a reallocates of rejection, hate and solution.