This full spectrum of relationships implies that fully-functioning and developed societies can form around these relationships, and that they are not dependent upon male relationships whatsoever. The strength of the females in the Color Purple culminates in such an organization of their community; and, we are led to believe, that this particular community possesses the capacity to satisfy the women's physical and spiritual needs far better than any male-dominated society could offer. Woolf does not make this same contention in "The New Dress." Although it could be argued, from her other works, that she might possibly agree with such an ultimate organization of female society, "The New Dress" seems to focus more upon the inadequacies of social communication in general, irrespective of gender. This is not to say that gender is not a concern in the story, merely that the overall organization of the society that Mabel finds herself in does not permit any fully intimate relationships with anyone. Whereas Celie is able to find God again through her relationship with Shug, Mabel, we are left to believe, finds satisfaction through her individual pursuit of literature and recognition of the little beauties...
Elementally, Mabel's female relationships are used by Woolf to illustrate Mabel's innate feelings of insignificance and lowliness. Though she communicates with other women, she suspects the falseness in their words, and suspects that the falseness in men's words is only greater and more heartless.S. were not "hostile" to evangelicalism (Bebbington, p. 367). After WWII, the Church of Scotland and British Methodism launched "sustained evangelistic thrusts" and in Britain the "National Young Life Campaign" got involved in evangelical activities, Bebbington continued. The American Presbyterian denominations announced in 1946 that they were to become "a crusading organ for evangelical religion" (Bebbington, p. 367). And when Billy Graham began preaching and healing in the post-WWII era he
Edwards. O., Mumford, V., Shillingford, M., & Serra-Roldan, R. (Jul 2007). Developmental assets: A prevention framework for students considered at risk. Children & Schools, 29(3). Retrieved October 20, 2009, from Academic Search Complete database. Edwards, Mumford, Shillingford, and Serra-Roldan (2007) explored the topic of identifying and treatment of students who were considered at risk for failing school. They note that the traditional medical model surmises that there is a disease entity
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