Comparing Sophocles Antigone and Jean Anouilhs Antigone Essay

Both Sophocles and Jean Anouilh use the simple story-line of a girl defying her uncle and king in the face of death to reflect upon the events and attitudes of their days. Sophocles' Antigone models the classical pattern of tragedy by incorporating key elements such as a tragic hero with a fatal flaw and the Man-God-Society triangle. Creon is the tragic hero who disturbs the natural harmony of Thebes by denying Polyneices a funeral. Antigone is the catalyst who forces him to reckon with the consequences of his pride and arrogance. In the twentieth century, Jean Anouilh takes Sophocles' drama, strips it down to its core, and weaves an entirely different version of the story. Anouilh redefines "tragedy" by removing the conventional tragic hero, the Man-God-Society triangle and the black-and-white distinctions within the story. He creates a heroine with human faults and emotions, whom society can both embrace and emulate, in order to criticize the Vichy collaboration with Nazi Germany d uring WWII. Sophocles, following the Greek standard of tragedy, casts Creon as the tragic hero plagued by his own pride, inflexibility and power. Creon believes his authority to be twofold, both as the king and as the head of his family. He claims that the throne is the source of all power, saying ?whoever is chosen to govern should be obeyed ? must be obeyed, in all things, great and small, just and unjust? (Sophocles 217), and he demands the utmost allegiance from his son, bidding him to ?subordinate everything else?to [his] father?s will? (Sophocles 216). Creon is filled with hubris, and he rejects any solution that might compromise his image. For instance, when the guards escort Antigone to the palace, he demands of the Choragos, ?Who is the man... ... as a framework to convey his points. Furthermore, Anouilh changes an extremely well known play. When this happens, humanity tends to see only the differences between the works. And the differences (such as the changes in Antigone?s and Creon?s characters, the gray area between right and wrong, and politics and duty as motivating forces) convey his real political message: criticism of the Vichy regime. Works Cited Anouilh, Jean.?Antigone.? Trans. Lewis Galantià ¨re. Jean Anouilh: Five Plays. New York: Hill and Wang, 1986. 1-53. CNN World News. "French Catholics Apologize for World War II Silence on Jews." Web. 21 May 2015 Jean Anouilh Quotations. Web. 21 May 2015 Sophocles. Antigone Dover Thrift Editions New York: Dover Publications, Inc. 1993

Helen Dunmore tells the story of the Siege of Leningrad by showing the trials and tribulations of one family Essay

I think that Helen Dunmore has been successful in the telling the story through the Levin family. She clearly depicts the trials and tribulations, yet Dunmore could’ve done justice by letting the audience know more about the major events of the progress of the Siege. The Germans surround the city cutting off the food supply and escape routes. Over six thousand people were killed in Leningrad during the winter, mainly from starvation. Throughout the novel, Anna and her family have been very well off. They all live together in safety, none of them are in prison or forced to be in the world war and have the skills needed for survival. We are told that they had an apartment which was very large and â€Å"desired by many† and that people would kill to live in such a large place. They own a burzhuika, have wood and food and are have money and their possessions. Anna, the central character of the novel is a believable mixture of vulnerability and strength already having a very busy lifestyle. Dunmore portrays Anna’s selfless maternal qualities towards Kolya and her father. We learn that instead of chasing her ambitions of art in college that she feels responsibility towards her 5 year old brother, her job at the nursery and other commitments which show that she is very hard working. She sustains her family financially and physically. Due to food shortages, Anna returns to the Dacha, to collect food for the future. This shows that she is realistic about the tough future. When Anna is at the dacha, she manages to cull out a good quantity of potatoes and put them into her bag. We can tell from her behaviour that she is a hard working character. On her way back from the dacha, Anna is stopped and questioned by the militia. She bribes the militia-man by offering him some of her potatoes and onions. Also Anna goes out daily during the Siege to provide for the family. She spends hours, weak from hunger, queuing for bread, negotiating with store owners and digging out scraps of wood to light a fire to make sure her family don’t freeze to death which is very common on the streets of Leningrad. She also has to fight for what she has and be resilient and not trust anyone. When she refuses to lend her chisel to a woman, she is nearly attacked as they falsely accuse Anna of stealing their wood. On her way back she is questioned lies about what is in her bag, this puts her at the mercy of the robber as he is well fed and Anna dares not to try and attack him. He takes the wood from her knowing that it is precious. She wildly chases any rumours of any sausage deliveries and travels far and wide to provide food for the family. We learn of all the people who wait in these queues, their morale, health and their desperation. Anna goes to the black market to try and buy a burzhuika to keep everybody warm. We learn of how everyone is feeling the cold and are suffering from chest infections and pneumonia. Also how everyone is starting to lose energy and stay indoors to conserve heat as each day you get colder and hungrier. Mikhail, Anna’s father tries to help out and volunteers to fight in the People’s Volunteers. Through his character we meet the old lady on the farm who is not able to move and be evacuated like her family and has only the animals and farm jobs to keep her busy. We see how the siege has destroyed her and she is just waiting for the Germans to take over. Also, after Mikhail gets injured, we see Andrei with him and taking him to the hospital as well as the other wounded volunteers in the truck and some who die on the journey. Mikhail is a testament to the way Stalinism was crushing people. He is unable to accept the changing times, the rejection of what were in his eyes, good stories. He is under the iron fist of the Soviet state and is breaking down. After he returns from the hospital he has changed so much physically and mentally that even his own children couldn’t even recognise him. He has been affected greatly by the horrors of the war he has fought in and by Vera’s death. Even though there are certain characters such as Andrei and Marina who are not actualAndrei is a very patriotic Siberian and is a very committed doctor who is scarred from the experiences at the Luga Line. He seems generous and kind-hearted towards his patients feels he is unequipped to help some of them on the front line. He is a doctor who works with method and will only speak about things which he has personally experienced. Andrei and Anna are drawn together through their similar experiences. Both have been on the Luga Line and have shared similar traumas of seeing death. Both on their return are slightly scarred by this and it has changed their characters slightly. Andrei is able to comfort Anna as he is more used to seeing death as he is a doctor urging her to not â€Å"think about it.† They therefore share a unique understanding of each other. They are also brought together by their physical/sexual desire. He informs the family of the current situation at the hospital, that the numbers of casualties are rising and more and more are dying each day. The Germans bombed the warehouses which contained a lot of the food which the Leningraders needed for the winter. Food became scarce and by comparing a â€Å"bag of flour† to â€Å"days of life† shows how the extent to which the family have bare the pain of â€Å"shelling and bombing† The value of food has gone so high, people wish each other good luck as food has become so scarce people will do anything for it. Kolya is Anna’s 5 year old baby brother. She takes care of him as she is much older and as it is her responsibility to look after him after her mother’s death. Kolya is very lazy and stubborn which irritates Anna, â€Å"She had made him lazy† The cause of his laziness is that Anna will do it all for him. He is so caught up in his own games; he has no interest in helping Anna such as the time when she was showing him how to plant crops and has a very short attention span. He is a representation of the life of a child in a war situation. He is innocent in the fact that he doesn’t know the consequences of war as he plays with his toy soldiers. Anna feels responsible to what happens to him during the siege, he becomes skinny, he is constantly cold and hungry, has no energy and lacks motivation and enthusiasm to do anything anymore. He is quite a dependant and selfish character. He relies on everything from Anna and forces her to buy the burzhuika and for him to get extra bread from everyone else’s ration. When Marina asks to live permanently with the family at the start of the siege, Anna inwardly rejects another demand on her as she does not want another person to look after and also the fact that she hardly likes Marina. This shows how she in a sense is a bit like her mother due to her conscious hatred to Marina. Marina brings food and money which is very useful in the siege and uses Anna’s need to befriend the family and get close to her. She looks after Kolya and Mikhail while Anna is out getting food for the family. We learn of her love towards Mikhail, motivating him to get up and walk around and by staying with him just after he has died. Also she shows her love to Kolya by helping make the fort and keeping him busy by playing with him. She helped Anna in preparing the food and making decisions. She too has been affected by starvation, we are told that her ring can no longer fit her, that her fingers are so thin and bony. She gives the family some hope and motivation. Also the deaths of the two lovers, Mikhail and Marina once again show the story of the Siege through the family. We see their suffering, to provide for their family and we see that for some close family members of the citizens that death gave way to victory. This shows the losses that all had to face, losing loved ones and not being able to bury them as the ground is too hard and no one has the energy to do so. Overall, I believe that showing the trials and tribulations of Anna and her family have given us a good idea of how the siege was affecting the citizens and that Dunmore has been successful. We see through all the characters the hardships faced, whether it was the young children or the old women and that the Siege affected all and that wealth did not matter. The novel ends on an optimistic note, with the remaining members of the family walking outside in the summer’s which shows new life and some hope.

Compulsory School Uniform - 1094 Words

There should be compulsory school uniform. School uniforms should be compulsory for all students at all grade levels. There are many reasons, which justify this, including bullying, uniform makes it a lot easier to identify what school the child goes too and uniform is a lot cheaper then but new clothes all the time. If all students at a particular school didnt wear school uniforms, there would be bullying between the financially advantaged people and the disadvantaged people. The wealthier people would tend to look down at the poorer people as it and this would encourage more bullying issues. When students wear school uniforms, it shows the similarities between them, and not the differences. Each school has their own rule of law and†¦show more content†¦Everyone says that uniforms make students equal which will cause less bulling but has anyone ever thought about people who are forced to wear certain items, such as a head scarf, to school. They will be pulled out of school at an earlier age if they do not follow the familys religious beliefs. Not only that, all kids should be given the freedom to choose what they like rather than wearing what they do not like. When they grow up they will never be able to give their opinion on something, whatever it may be. When choosing a dress to wear to school, kids might take time at the same time they learn to think for themselves and to give their ideas to the world, now like in school. We all have a right to individuality, to make personal choices and to express our personality. This right of free expression includes the wa y we choose to dress. Making everyone wear the same school uniform goes against our rights and is a misuse of authority. The right to choose what to wear is particularly important for young people, who often have few other ways of expressing their personality or making choices about their lives. Additionally, children may be laughed at by outsiders. Most kids absolutely hate uniforms. If kids choose to go to a certain school they need to obey the rules that have been set. If one of the rules is to wearShow MoreRelatedEssay on The Debate Over School Uniforms660 Words   |  3 PagesThe Debate Over School Uniforms Context In some countries, e.g. Britain and many Caribbean states, it is common for school pupils to have to wear distinctive uniforms identifying them with a particular institution, especially to the end of compulsory education at 16. In others, e.g. France, the USA, it is rare for uniforms to be worn, although some private schools may retain them. In both situations the desirability of school uniforms remains controversial amongRead MoreDress Code Essay1016 Words   |  5 Pagesshould be that uniforms can increase students safety . Having uniforms can prevent for students having sexual relationship with other students or even their own teacher .Prevent from other students from other schools coming into their campus . It also can prevent for bullying ,for example students picking on their cloths /shoes.When all students are dressed alike ,competing with one another will stop .Students dont have to worry about the brand they are using .By having uniforms students will notRead MoreWhy Women Should Not Wear1240 Words   |  5 PagesWomen have been held responsible for men sexualizing and objectifying their bodies for centuries, and unfortunately this ‘blame’ and ‘guilt’ still lies upon the female even in the twenty-first century. In public schools, young girls are often the ones reprimanded for â€Å"being a distraction† in the classroom. This seemingl y difficult and controversial problem is actually quite simple to dissect; however it is a part of a larger issue. Put simply, one’s clothing should not be determined by another’sRead MoreMandate of School Uniforms in Order to Reduce Student Truancy.2025 Words   |  9 PagesIntroduction According to one Caribbean historian, Carl Campbell (1992), schools reflect the societies that create them. The 21st century has presented many challenges. While on the one hand we are faced with rapidly improving technology, we are also faced with global environmental, health and economic crises such as we have never experienced before. We are also witnessing the widespread collapse of societal institutions like the family, judiciary and even the religious systems. Our societiesRead MoreSchool Uniforms: Yes or No?2109 Words   |  9 Pages3 March 2011 School Uniforms: A Non-Military Proposal for Swedens Students The word school uniform has negative connotations for many people. It makes them think of war, of soldier, of death, brainwashed airheads doing exactly the same as everybody else. It makes them think of reformed, collectivized groups of people with no personal identity. There are, however, reasons for the existence of the uniform; one of them being, as the name suggests, the purpose of uniting. At schools all around theRead MoreThe Final Cultural Factor Involved With Education Essay1996 Words   |  8 Pagesis the job of the school and parents (Whitburn, 1995), and one notable value that is portrayed in every Japanese school is the ability to cooperate with others well and efficiently. With this idea of a â€Å"group identity,† there is less of an emphasis on the individual, but more on the whole, which, according to Whitburn (1995), also helps contribute to â€Å"order and discipline not only in society but also in the classroom.† Again, the dependence on each other is included in schools, and since there isRead MoreArguments against the Use of School Uniforms862 Words   |  3 Pages Uniforms School uniforms in England were first introduced during the occupation of King Henry VII. England is mostly known for their school uniforms even though British people are not very interested, in fact they spend less money on clothes than the people of many European countries. Although, the school uniforms are part of the British image, many individuals oppose the use of school uniforms. The British is mostly known for their clothes, more specifically the school uniforms, it is oneRead MoreShould School Uniforms Be Banned?920 Words   |  4 Pagescoming under fire in an unlikely place like public high school classroom. This issue is school uniform. Should public high school students be allowed to make individual decisions about clothing, or should be required to wear a uniform? I think school uniforms are the better choice. Therefore, I believe that school uniforms should made compulsory in all high school classrooms for the following reasons. First, wearing school uniforms would help make students’ lives simpler. Students wouldRead More Making Uniforms Mandatory for High Schools Essay594 Words   |  3 PagesMaking Uniforms Mandatory for High Schools School uniforms in high schools are becoming increasingly popular across Canada. In fact, most school boards are positive towards making uniforms mandatory. Uniforms at high schools should be mandatory. Can uniforms really make a difference in a student’s academic performance? Of course, they can. First of all, uniforms create an atmosphere of equality at school. When worn by all students, uniforms reduce the gap between the rich and the poor and thereforeRead MorePros And Cons Of School Uniforms712 Words   |  3 PagesAn epidemic among many schools around the United States and around the world is one huge thing. This epidemic among schools is the fact that students have to wear uniforms for their schools. However, some parents and students may disagree with wearing these uniforms. I am one who supports the statement that students should not wear these uniforms for their schools. The next paragraphs will explain the pros and cons of not wearing and wearing school uniforms. I personally think that students shouldn’t

Organic Chemistry Survival Tips

Organic chemistry is often considered the hardest chemistry class. Its not that its impossibly complicated, but there is a lot to absorb, in both the lab and classroom, plus you can expect to do some memorization to succeed at exam time. If youre taking o-chem, dont stress! Here are survival tips to help you learn the material and succeed in the class. 1) Choose How To Take Organic Chemistry Are you more of a mental sprinter or is distance running your style? Most school offer organic chemistry one of two ways. You can take the year-long course, broken into Organic I and Organic II. This is a good choice if you need time to digest and learn material or master lab protocols. Its a good choice if you tend to ask a lot of questions, because your instructor will be able to take the time to answer them. Your other option is to take organic over the summer. You get the whole shebang in 6-7 weeks, sometimes with a break in the middle and sometimes straight through, start to finish. If youre more of a cramming, run-to-the-finish type of student, this may be the way to go. You know your study style and level of self-discipline better than anyone else. Choose the learning method that works for you. 2) Make Organic Chemistry a Priority Your social life may take a hit while youre taking organic. It wont be your first chemistry class, so you already expect that. Try to avoid taking other challenging courses at the same time. There are only so many hours in the day to work problems, write lab reports, and study. If you load your schedule with sciences, youre going to get pressed for time. Plan to give time to organic. Set aside time to read the material, do the homework, and study. Youll also need some downtime to relax. Getting away from it for a while really helps the material click. Do not expect to just go to class and lab and call it a day. One of the biggest survival tips is to plan your time. (3) Review Before and After Class I know... I know... its a pain to review general chemistry before taking organic and to review notes before the next class. Reading the textbook? Agony. Yet, these steps truly help because they reinforce material. Also, when you review the subject, you may identify questions to ask at the beginning of class. Its important to understand each part of organic because topics build on those you have already mastered. Reviewing builds familiarity with the subject, which builds confidence. If you believe you can succeed at organic chemistry, you will. If youre scared of it, youll probably avoid it, which wont help you learn. After class -- not necessarily right away, but before the next class -- study! Review your notes, read, and work problems. (4) Understand, Dont Just Memorize There is some memorization in organic chemistry, but a large part of the class is understanding how reactions work, not just what structures look like. If you understand the why of a process, youll know how to approach new questions and problems. If you simply memorize information, youll suffer when its time for tests and you wont be able to apply the knowledge to other chemistry classes very well. You need to understand how organic chemistry works in everyday life. (5) Work Lots of Problems Really, this is part of understanding. You need to work problems to understand how to solve unknown problems. Even if homework isnt picked up or graded, do it. If you dont have a firm grasp of how to solve problems, ask for help and then work more problems. (6) Dont Be Shy in Lab Learning techniques is an important part of organic chemistry. If you are unsure what to do, speak up. Ask lab partners, watch what other groups are doing, or find your instructor. Its okay to make mistakes, so dont beat yourself up if an experiment doesnt go as planned. Youre learning. Just try to learn from your mistakes and youll be fine. (7) Work With Others Any modern science career involves working as part of a team. Start honing your teamwork skills to survive organic chemistry. Study groups are helpful because different people may understand (and be able to explain) different concepts. Working together on assignments will probably get them completed more quickly. You may have gotten through general chemistry on your own, but theres no reason to go it alone in organic. Wondering why you should care about organic chemistry? Consider these examples of organic in everyday life. Learn Organic Chemistry Online

Summary Of People Speak By Howard Zinn - 1187 Words

Reaction Paper #2 â€Å"If you are neutral in situations of injustice, you have chosen the side of the oppressor.† Desmond Tutu. In class the idea of justice was the overarching idea. We looked at different types of justice and how the idea of justice has evolved overtime. Justice and law are two separate entities because the law is not always applied equally. We looked at how justice was perceived in Plato’s time and how he himself saw justice. I look towards the platform of Jill Stein the Green Party and their pursuit for justice. Justice overtime has not been applied quality and an idea that had to evolve. In the â€Å"People Speak† by Howard Zinn, he shows examples of the injustices down by the American Government and show the struggles of marginalized in society. Black codes to drug laws were systematic forms of injustices that keep African-Americans down and limited their social mobility. Correspondingly, we discussed how the â€Å"criminal justice† system in Ameri ca has consistently been unequally applying the law. Examples shown in the People Speak and the piece we saw about the Stonewall Riots was people speaking up against tyranny. Plato in what we spoke of about, talked about what was three people’s ideas of what they thought justice meant. The first said that justice was â€Å"giving a person what is owed†. The second response was â€Å"doing good to friends and bad to enemies†. The third person said that justice was â€Å"advantage of the stronger. However, Plato’s definition ofShow MoreRelatedEssay on Zinn Howard Questions Ch 1-63683 Words   |  15 PagesAP U.S. History Summer Work Zinn Study Questions Zinn Chapter 1: pp.1-11 Columbus, The Indian, and Human Progress 1. Zinn’s main purpose for writing A People’s History of the United States is to show history from the viewpoint of others. 2. This is Zinn’s thesis for pages 1-11: These traits did not stand out in the Europe of the Renaissance, dominated as it was by religion of popes, the government of kings, and the frenzy for money that marked Western Civilization and its first messenger

Animal Farm Questions and Answers free essay sample

Jones will return if the animals choose to not obey what Napoleon tells them to do. C. ) The gun is used as a reminder or symbol of the successful fight they had against the humans. It is supposed to be fired twice a year to celebrate the Battle of the Cowshed and the anniversary of the Midsummers Day Rebellion. Chapter Five: A. ) Mollie is really stuck up and snooty and likes to be well taken care of and catered too with pretty ribbons and when she is faced with the hard work that she is being forced to do, she doesn’t like it, so she decides to leave. C. Since Napoleon pretty much sends Squealer out to do his dirty work for him and give the animals his orders, he doesn’t want any of the animals rebelling. So he places the dogs with Squealer to warn them that they could be killed if they get out of place. We will write a custom essay sample on Animal Farm Questions and Answers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Chapter Six and Seven: A. ) Because they are in short supply of things such as dog biscuits for example, so Napoleon decides that he is going to trade a part of the hay as well as a part of the wheat crop and will later sell the hen’s eggs. C. ) He begins by cutting off rations of their food and then if they decide to rebel more he orders them killed. In total, nine of the chickens were killed. Chapter Eight and Nine: B. ) Not only does he have his own apartment inside the house, he also has his guard dogs with him almost at all times as well as having a couple different names for himself. C. ) Except for Benjamin, most of the animals have no clue what the commandments on the wall say and Benjamin chooses not to say anything. The animals are all really naive and will pretty much go along with anything that they think Napoleon has said for them to do. Chapter Ten: B. ) The new commandment is â€Å"All animals are equal but some animals are more equal than others†. This has applied throughout the whole book, since Napoleon started drinking milk and the pigs began to teach themselves how to read and write. C. ) Napoleon points out how all traces of rebellion have been erased, how the farm has been named back to â€Å"The Manor Farm†, and how the pigs pretty much own the farm. So he just points out the various changes to the farm that have been made.

The Mystery Of Atlantis Essay Research Paper free essay sample

The Mystery Of Atlantis Essay, Research Paper THE MYSTERY OF ATLANTIS # 8220 ; In what manner is the inquiry about the being of Atlantis best answered # 8211 ; as a continent in the Atlantic, a myth invented by Plato, or as the narrative of Minoan civilisation? # 8221 ; The chance that the lost metropolis of Atlantis may hold been Minoan Crete is the most persuasive account although it did non reply some staying inquiries. Although Plato # 8217 ; s literature may hold consisted of some fact and some fiction, it presented many plausible inside informations that relate Atlantis to Minoan civilisation. Logical guess that led Desmond Lee and Otto Muck to leap to extreme decisions are avoided in Edward Bacon # 8217 ; s sensible tax write-offs and unequivocal comparings between Atlantis and Minoan Crete. Bacon besides used archaeological findings to back up the resemblance between the two great civilisations. Auxiliary grounds was necessary merely to corroborate the precise location of Atlantis. We will write a custom essay sample on The Mystery Of Atlantis Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Plato # 8217 ; s literature, which consisted of the Timaeus and Critias, provided the footing for all theories about the being of Atlantis yet seemed to back up the possibility of Atlantis resembling Minoan Crete the most. Desmond Lee insisted that Plato wrote these two duologues to # 8220 ; do a philosophical point, # 8221 ; and that # 8220 ; Plato # 8217 ; s history of Atlantis could be regarded as the first illustration of scientific discipline fiction. # 8221 ; This means that the information included in Plato # 8217 ; s literature could non be taken as a actual truth about that clip in history. Rather than denying the hints to the yesteryear provided by Plato, Edward Bacon logically linked the described Atlantis to # 8220 ; the Bronze Age civilisations of the Aegean and the Near East, such as the Minoans. # 8221 ; This theory examined the known inside informations of Minoan civilization, and more realistically attempted to turn out the being of Atlantis. Otto Muck took Plato # 8217 ; s duologues for their actual significance, believing that an overpowering asteroid was non limited to the continent of Atlantis in the Atlantic Ocean, but stimulated ruinous devastation around the universe. While some elements of Plato # 8217 ; s plants may hold been fabled and other descriptions may hold stood for their actual significance, Edward Bacon presented the most realistic point of view by utilizing available information to happen a in-between land between whether Plato wrote absolute truth, or absolute fiction. Plato # 8217 ; s literature raised more inquiries than replies, doing logical guess an built-in factor in work outing the enigma of Atlantis. Lee and Bacon agreed on the guess that Plato # 8217 ; s day of the months could hold been misinterpreted, such as wrongly replacing nine 1000 for nine hundred old ages ( which linked the devastation of Atlantis with the diminution of the Minoans ) , but Lee concluded that # 8220 ; there are no other similarities between Atlantis and Minoan Crete. # 8221 ; In contrast, Bacon argued that there are legion similarities between Atlantis and Minoan Crete: The land was intensively cultivated and produced two harvests a twelvemonth with the assistance of hot and cold springs? Technologically, Atlantis was highly advanced. The people had written Torahs. They possessed a cognition of metalworking, including the usage of gold, Ag, and bronze. They had an exceeding appreciation of the technology and architecture involved in the building of temples, walls, long canals, tunnels, and harbour plants. The inhabita National Trusts worshipped a figure of Gods, of whom Poseidon was the head, and they besides practiced a bull-cult. Atlantis # 8217 ; s Royal City # 8217 ; s dimensions besides lined up with the cardinal field of Crete when divided by 10, which suggested that Atlantis had much in common with Minoan Crete, and could itself hold been the lost metropolis of Atlantis. Otto Muck took logical guess to an utmost by trying to turn out the disappearing of Siberian mammoths, the disconnected alteration in clime, and the Bible # 8217 ; s Great Deluge based on the asteroid that purportedly hit the locality of Atlantis before 4000 B.C. Give the about perfect alliance of the possible devastation of Atlantis with the diminution of Minoan civilisation, Bacon # 8217 ; s position seemed most acceptable and extremist positions with less grounds need non be earnestly considered. The gloss between Atlantis and Minoan civilisation as suggested through literature and logical guess was strengthened by grounds from archaeological records. Otto Muck chose to disregard this standard in favour of capricious tax write-offs such as # 8220 ; the magnitude of the devastation is why the memory of Atlantis was lost. # 8221 ; Similarly, Lee avoided the issue at manus by stating, # 8220 ; it is hard to measure events before and following the event. # 8221 ; Clearly, both Muck and Lee attempted, at one point, to overlook the facts and obfuscate the issue. Bacon, nevertheless, referred to archaeological grounds to further pull the correlativity between Atlantis and Minoan Crete: We have two curiously of which is similar histories, one Plato # 8217 ; s. The other, the amount of the finds of archeologists and geophysicists, Tells us that the great imperium of Minoan Crete suffered a series of natural catastrophes # 8212 ; fires, temblors, and inundations # 8212 ; in the late 16th century B.C. , which brought about the terminal of the civilisation, and that, around 1500 B.C. , a fertile island some 100 km North of Crete blew up and caused widespread desolation throughout the Aegean and eastern Mediterranean. When combined with the written history of Plato, the multiple similarities between Atlantis and Minoan Crete became extremely sensible. Until more research proved Atlantis distinct from Minoan civilisation, and more grounds is found on the possibility for Atlantis to be in the Atlantic Ocean, its resemblance to Minoan Crete presented the most convincing account for Atlantis # 8217 ; being. With Plato # 8217 ; s literature, minimum logical guess, and archaeological grounds sketching a strong statement, Bacon # 8217 ; s thought that Atlantis was the narrative of Minoan civilisation offers the most consistent account about the being of Atlantis. The Timaeus and Critias provided many inside informations that were similar to both civilisations, such as their extended know-how and preoccupation with the bull. Lee and Bacon attempted to take logical guess to an extreme by turn outing excessively much ( in Muck # 8217 ; s instance ) or excessively small ( in Lee # 8217 ; s instance ) , disregarding the historical grounds found in Plato # 8217 ; s composing. These two civilisations are drawn even closer when archaeological records indicate that natural catastrophes destroyed both societies at about the same clip ( 1500 B.C. ) However, contention remained about the whereabouts of ancient Atlantis, and statements could hold been made in favour of any alternate. This and othe r questions continued to maintain the enigma of Atlantis unresolved.