Nazism vs. Fascism Essay Example for Free

Nazism vs. Fascism Essay R.Q.: To what extent were the German and Italian regimes under Hitler and Mussolini Totalitarian? i. Why? With this research I want to discover whether Hitler and Mussolini transformed Germany and Italy, respectively into Totalitarian regimes. In my discretion this played a major role when looking at traditions, respectability of countries and reputations of countries. Such emotions can also trigger wars, as we so in WWII. Initially, I feel that Dictatorships having absolute power over a country can cause many inconveniences for the citizens of it. Hence, I want to understand their motives and ambitions. Also, I figure that this is a very important time period in which milestones and new dimensions have been opened. Thirdly, I decided on this topic because I am a German citizen, who is naturally interested in the background and history of ones father country. ii. What? I am going to use a series of books written in different time periods by different writers from different countries. This shows a certain scope of viewpoints, which makes the answer to this question more objective. I am also going to use the Internet as one research option of my internal assessment. iii. I planned my essay. This can be seen in the appendix, 1) Essay Plan. This plan shows how I am going to attempt to accomplish my Task i. Define Nazism a. Nazism is the body of political and economic doctrines held and put into effect by the National Socialist German Workers Party in the Third Reich including the totalitarian principle of government, state control of all industries, predominance of groups assumed to be racially superior, and supremacy of the Fà ¯Ã‚ ¿Ã‚ ½hrer1. ii. Define Fascism a. Fascism is a political philosophy, movement, or regime (as that of the Fascisti) that exalts nation and often race above the individual and that stands for a centralized autocratic government headed by a dictatorial leader, severe economic and social regimentation, and forcible suppression of opposition2. iii. Define Totalitarian a. Totalitarian is defined as of or relating to centralized control by an autocratic leader or hierarchy. Of or relating to a political regime based on subordination of the individual to the state and strict control of all aspects of the life and productive capacity of the nation especially by coercive measures (as censorship and terrorism)3 iv. All these definitions above are essential in order to understand how totalitarianism is initially linked with Nazism and Fascism. These terms, Nazism Fascism and Totalitarianism have all got the subordination of the individual to the state and the control of mind etc. of the individual in common. The difference between them, however is that Totalitarian is purely a term describing a situation, a current state of something. Nazism and Fascism on the other hand, describe an ideology that developed over centuries and eventually ruled a country. When we are looking at these definitions, we discover, that both ideologies have a feature of totalitarianism innate. Therefore, initially we would say that they the states, Germany and Italy, both are totalitarian because the autocracy by which they are ruled is totalitarian. This must mean that the people believe in it because they elected this system of government, and hence the system must be totalitarian. This, however, is debatable. In the ongoing lines I will question the above statement by looking closer at the two ideologies and how they became elected. i. Discrimination of Minorities a. Germany i. Minorities, such as Jews, Blacks, Gypsies and women were discriminated widely. Anything not of Aryan derivation, was inferior. Women, for example, were expected to behave just like K,K,K-meaning Kinder, Kirche, Kà ¯Ã‚ ¿Ã‚ ½che. Translated, Children, Church, Kitchen. In other words, they were expected to have as many children as possible to expand the Aryan race, support the religion and cook well. Jews, of course, were treated the worst, i.e.: concentration camps. b. Italy i. Fascist Policy towards women was condescending. Women were not put equal to men. It was also anti-urban and anti-consumerist. There was birth control and additional taxes on unmarried. This, in a way, was similar to Nazi Germany, where there were incentives to bear as many children as possible. It aimed to promote the superior race. Fascist policy was at the beginning not racially concerned. However, when relations with Germany improved, Mussolini adopted some anti-foreign steps. This aimed to give the people a feeling of superiority over other nations and should promote the will to fight for the cause of the nation. Employment conditions for female workers were restricted. They were excluded from several workplaces. ii. Church a. Germany i. Germany was almost entirely a Christian country. Hitler realised this and did not underestimate the power the church, as a single institution, could have on the peoples minds. Therefore, he knew it would not be wise to attack the church during his campaigns. Hence, he made an agreement with the church, the Concordat, which granted the church religious freedom. This, however was only superficially. In reality, any member of the church speaking bad about Hitler or his party, NSDAP, was prosecuted or sent to a concentration camp. Even Church schools were influenced by Hitler; the bible was replaced by Mein Kampf and the cross by the swastika. b. Italy i. In Italy the church played a more important role than in Germany because of the Pope and the Vatican being situated in Italy. Hence, Mussolini tried, after 1922 when coming to power, to include the church as much as possible in the fascist state in order to stabilise and ensure power for his party, PNF. Catholicism was also seen as a possible threat to the emerging fascist state. Hence, a concordat was attempted to improve church-state relations. Catholicism was considered the religion of most Italians, which was so deeply rooted in Italian life that could directly endanger the position of the fascist might. iii. Education a. Germany i. Education in Germany was largely controlled by the Nazis. The main subjects were history, biology and physical education. All of course indoctrinated and altered to shine a good light on the Nazi party and its style of rule. Special schools were build for the most talented. This meant that from a very young age onwards, children in Germany were focused on the Nazi ideology, similar to the Youths, which I will talk about in the next paragraph. b. Italy i. Education was focused on Fascist ideas and ideology. Children were educated in physical education and military training. These are just examples to illustrate what Mussolini wanted to achieve. iv. Youths a. Germany i. Various youths existed in Nazi Germany, all aiming to control the mind of German children. Hitler once described his views concerning the purpose of youths: When an opponent declares, I will not come your side, I calmly say: Your child belongs to us alreadyIn a short time, they will know nothing else but this community. These programs existed for boys and girls. Boys camps were more physical, preparing for war. Girls camps were aiming to make them strong to bear many healthy children. b. Italy i. From 1929 onwards, Mussolini focused more intensely on the control of children in his regime. He wanted to control them by education, which he stated as a right of the leading body in a totalitarian state. The Ministry of Public Instructions was changed to the Ministry of National education (ONB) in 1929. This new organisation provided pre-military training, drill and gym. All measures to convey a more aggressive and disciplined way of live. This program was even integrated into the school curriculum. Recruitment was thus made very easy and numerous. The Fascists wanted to create an Italy were there were young courageous men willing to fight for the cause of the nation. Their motto was: Believe, Obey, Fight. This displays exactly what Mussolini was after. Especially during the great depression, Mussolini tried to give his people a cause to believe in. He created groups or fixed mass meeting so that the people would experience a way of unity. v. Propaganda a. Germany i. Minister of Propaganda in Nazi Germany was Goebbels. He was an able man, with enormous aims. Not only wanted he the people to accept the regime. He wanted them to capitulate to them, grasping the ideology. He, for the first time in history, effectively made use of the radio and press. He seized control over both. By 1932 less then 25% of the population owned a radio. Hence, he made provisions for producing cheap sets of wireless radios. He called it the Volksempfà ¯Ã‚ ¿Ã‚ ½nger, translated, nation-receptionist. The press seemed harder to control. The Nazi publisher-Eher Verlag-bought many of the 4,700 existing newspapers. Goebbels held a daily press conference and eventually, the Editors Law, made the seizure of the press complete. Via the radio, the Aryan race was emphasized. Jewish music was not played. People were constantly bombed with Nazi propaganda, their ideology. b. Italy i. Mussolini wanted to create an image of the new Italian. This image should be aggressive and patriotic. He also used heroic figurers from the wars to illustrate the alleged superiority of the Italian nation. vi. Police State a. Germany i. The party seemed to be well organized and structured. Hitler himself, however, rejected any document work. Now the question appears, how it was so sufficient? The answer is that a powerful force was acting behind the scenes. This force was the army. It consisted of the SS, short for Schutz-Staffel, the SA, short for Sturm-Abteilung, the Gestapo, known for its brutality and later the SD, Sicherheitsdienst, the party internal police force. All these acted in order to maintain or restore order. The SS was once created to be Hitlers personal bodyguard. It evolved to be a unit with incredible power over, economic, political and social matters. It turned out to be an extremely useful tool for Hitler. b. Italy i. The military was also guaranteed a supreme status in Italy. However, the German army had become a political power whereas the Italian had not. After the death of Hindenburg, Hitler was able to benefit from an exclusive oath. Mussolini never had such an opportunity under the still existing Monarchy. The Italian Military acted with divided loyalties. The Italian army did not face any threats form party-army-type organizations, as opposed to the German SS and SA. vii. Power of the Leader a. Germany/Italy i. Both, der Fà ¯Ã‚ ¿Ã‚ ½hrer and il duce, were charismatic and ambitious men. They had a set aim which they wanted to achieve no matter what the cost was. They managed to elate masses so that they would virtually believe anything they said. These are, among others, characteristics a strong Leader must have in order to be successful. Hitler was not only appointed chancellor but became President after Hindenburgs death. He also appointed himself Chief-Commander of all armed forces. This gave him the mere control over many bodies. i. Weigh factors against each other a. Germany vs. Italy ii. Conclusion a. When looking back at my research and all the information I collected during it, I think it is fair to say that both ideologies and those implementing it, transformed the respective countries to a large extent into totalitarian regimes. Although, I would say that this phenomena did not occur in the conventional way. By definition, a totalitarian regime controls every aspect of life. When looking at the moment they came to power and the day they left, a great difference in many senses can be seen. Especially, when looking at how they controlled the peoples minds. Propaganda, Force, Speeches, youths and discrimination are all factors, which increased their influence. This integrated so quickly into the respective countries roots, so that it was inevitable that people would eventually believe what they heard. They would also obey by it because they the how brutal their measures could be. Power conveyed and achieved by force was one feature in these regimes. The other means was propaganda. New technology, new innovations enabled them to convey their messages and slogans whenever they wanted. They could also reach every member of their community. They not only controlled adults. One of their ideas was to transform the young so that their ideology would be carried further with the next generation. 1 http://www.m-w.com/cgi-bin/dictionary?book=Dictionaryva=Nazism 2 http://www.m-w.com/cgi-bin/dictionary?book=Dictionaryva=fascism 3 http://www.m-w.com/cgi-bin/dictionary?book=Dictionaryva=totalitarian

Muslims, Jews, and Christians Must Embrace Each Other Essay -- Philoso

Muslims, Jews, and Christians Must Embrace Each Other From the dawn of creation, God has been and will always be the central foundation of life. God created man to worship Him, but throughout the ages men have gone their separate ways to create different ways to worship God. From this separation many different religions have formed. Each distinct religion has various forms of beliefs. Although Islam, Judaism, and Christianity established their roots in God, each religion differs in living out their faith and in their own way discriminates against people with different beliefs from their own. Muslims, along with non-Arabs, practice the religion of Islam. Muslims believe that â€Å"Islam has always been the only acceptable religion in the sight of God† (Squires). Muslims feel as if their religion is the only real religion; â€Å"anyone who submits completely to God and worships Him alone is a Muslimâ€Å" (Squires). Muslims also believe that their religion is one of peace, so they try and convert many people to Islam. One aspect of the Islamic religion deals with salvation. Muslims accept that a person is saved through their works. Some of their works include â€Å"offering prayers five times a day, giving alms, and making a pilgrimage to Mecca at least one in their lifetime† (Best). Muslims hold on to their faith in that if they accomplish these different works, they will be saved and go to heaven. But, by any chance that they live an indifferent life, Muslims can receive an â€Å"automatic ticket to heaven by killing an infidel, someone who will not convert to Islam† (Best). The Islamic religion believes that Almighty God, or Allah, shows grace through saving sinners, and through Allah’s grace a sinner may find his... .... â€Å"Young Goodman Brown.† Making Literature Matter: An Anthology for Readers and Writers. Ed. John Schilb and John Clifford. Boston: Bedford/ St. Martin’s, 2000. 1086-95. Hooks, Dr. Steve. Personal interview. 25 April 2003. Life Application Bible. King James Version. Wheaton, Illinois: Tyndale House Publishers, Inc., 1988. Rahman, Fazlur. â€Å"Islam: An Overview.† The Encyclopedia of Religion, 1987. Robertson, Pat. Are God and Allah the Same? The 700 Club. 27 April 2003 . ----. Why Jews Don’t Accept Jesus: A Look At History. The 700 Club. 27 April 2003 . Scott, Delaware Walter. Christianity and the Jew. Cincinnati: The Standard Publishing Co., 1914. Squires, Robert. Introduction to Islam. Muslim Answers. 2000 .

Learning Journal †Time Management Essay

The learning journal consists of my personal reflections on events in the workplace and on how I have tested new ideas from studying the module materials like Topic Guides in my work. It also consists of implementations of work based objectives or inquiries, plans for development of future work practice, shows how I have applied reflective thinking frameworks as I conducted my work based inquiries. Firstly, I would focus on the cycles of work-based inquiry on Time Management. Currently, I am undertaking trade training and representing the Army Martial Arts team. Adapted from TMA02 Task1(15/12/2013): Time management has always been an ideal topic of interests for me as it is fundamental factor which aids learning process in the workplace. Managing is evidently an effective technique as it maintains time appreciation and resources which aids in the production of positive results. Adapted from TGF Yellow(15/12/2013): (Doran, 1981, p. 35-36)SMART Framework S – I will have respective schedules for studies, work and sports planned out. By doing so, I will be having more time, achieve my set goals with more focus and produce better results too. M – I will reflect daily on my list of schedules and tick them off. If for any reason, I lack behind the schedule, I will ensure prioritising and spending time accordingly. A – If I could  finish my workload as planned out, I would be reasonably well ahead of my assigned date. This would give me more time to spend with my family especially with 2 year old son. R – I would be able to meet my goals set by myself. Not only will there be more family time to spend, I would also be eligible for my next promotion in good time and a step closer to becoming eligible for the Commissioned Officer course in the Army if I complete my OU degree. T – I am planning from the start of week 5 of BU130 till the end of the module. The framework has shown some effective results ever since and I am spending more quality time with family as well as coping with studies and training sports wise.’’ Journal(15/12/2013): Essentially, considering one of my workplace inquiries – Time Management, I am doing an Apprenticeship course plus OU modules, maintaining my fitness and representing the Martial Arts Team too. I have a son to look after at times and sometimes I struggle to make time for anything. (Simmering, 2014)I have been facing difficulties but after reading the article of the Topic Guide on Time Management from Reading 3 (The Open University, 2014a), I used the new ideas in conjunction with the application of the SMART framework. This made my schedule more practical and manageable. Journal(19/01/2014): I needed to outline the problems that I would face manage with my trade training and OU studies. I felt that it is difficult to start out and concentrate to get things done according to the set programme. (Simmering, 2014)Time management is testing as it requires motivation and discipline to work efficiently. It was easy to extend beyond schedule as procrastinating has been difficult to avoid. Adapted from TGF Green(29/01/2014): Introduction Critical Incident At times, I would have a responsibility of looking after my 2 years old son as my wife who works part-time doing her night shifts straight after my work. Just recently, I had to take my son to the A&E Department because he started having breathing problems for 2 days and we are regularly administering his doses at the given timings. The following day, as I  returned to my training, my NVQ course instructor came to me and told me to speed up to catch up with the programme schedule or he would mark the particular practical task a fail if not handed in time. I felt really upset because I thought he was being unreasonable and unfair but I had no choice so I hastily worked on my task and managed to complete it in time with an average score. Journal(21/01/2014): I have completed the introduction and incident section and I will be able to progressively focus. However, it has not turned out as planned on some areas, particularly, in my course where I have been struggling to catch up with my other classmates. Moreover, I will also have to take days off from the vocational course to train for Army Martial Arts Competition. Plus, I know that I will have more workload piled up from the time loss from Martial Arts training as my apprenticeship deadline is on the 18th of March. Unexpected incidents have caused me delays making it difficult to follow the schedule. Ideas(22/01/2014) Using the stages of Kolb’s learning cycle, we could learn to Reflect from Concrete Experience like the incident mentioned above and Generalise to put it in Action. (Kolb, 1984) Journal(25/01/2014): I found that reflecting from ideas tested is a brilliant way of learning as it teaches me to work effectively by generalising and putting it to action. I noticed by using the four stages of Kolb’s learning cycle, it does give a broader view of the learning process. Adapted from TGF Green(29/01/2014): Hi Joyce I have tried the time management schedule as planned out with achievements. However, I have had lagged behind schedule due to unexpected problems that crops up every now and then. Currently, I have cut short my breaks and worked harder to catch up with time by half, which is about an hour, daily. I thought cutting my breaks shorter has worked effectively and I am also able to be a step ahead. Journal(29/01/2014): I thought if I could do it differently, I would change my ways or improve to work quicker and catch up with the programme. It seems to work better each day as I am speeding up progressively in doing other project work and practical assignments. I am able to spend ample time on my TMA03 assignment as well. Framework for evaluation(29/01/2014) I have chosen the Pedler’s framework of bringing our feelings into our reflection According to Pedler et al. 2001 stats that it helps us to rationalise one’s thought and various ideas that could be used to improve their actions and performance in difficult situations. Taking emotions and feelings into account and analysing situations through questioning and response. It is basically learning through reflection. Our feelings – I felt disheartened by the way the instructor who unreasonably told me that I could fail the task. I had no options but to continue my work with speed as I know that arguing with him would not have got me anywhere. I am glad that I managed to pass it though. Our thoughts and ideas – My thoughts are to give a critical review of my schedule and allocate ample time for assignments and project works. I might consider cancelling some Taekwondo classes and start completing tasks faster. This will also give me extra time for my family as well as keeping me ahead of things to come. Our action-tendencies – Following strictly with the deadline will help keep myself on track with everything. I have been struggling to meet the deadline but will persevere to achieve them. As I cannot afford to lose any more time and make it a habit. Journal(20/02/2014): In addition to using the Kolb’s learning cycle, I thought the Pedler’s framework would work together. So far, results have been excellent as I could practise and maintain schedule overall. This supports my Self and Career management well. Journey Reflection(28/02/2014) In summary, I thought the process of reflecting from the beginning was really challenging and a difficult one because lots of changes were made to achieve the result wanted. Sometimes, it is not possible to control everything as planned and adjustments have to be made along the way. I thought that I had  to transform myself doing this module to become better at managing and organising my time. Word count: 1313 References: Arney, E. (2011) BU130 Writing for work and study, Milton Keynes, The Open University. Arney, E. (2012) BU130 Learning Contract Guidance, Milton Keynes, The Open University. Arney, E. (2013) BU130 Study Guide, 7th edn, Milton Keynes, The Open University. Doran, G. T. (1981) There’s A S.M.A.R.T. Way to Write Management’s Goals and Objectives, Management Review, vol 70, no. 11(AMA FORUM), pp. 35-36. Kolb, D. (1984) Experiential Learning, Englewood Cliffs, NJ, Prentice Hall. Pedler, M., Burgoyne, J. and Boydell, T. (2001) A Manager’s Guide to Self Development (4th edn.), Maidenhead, McGraw-Hill. Ramsey, C. (2010) BU130 Introducing Reflective Learning, Milton Keynes, The Open University. Simmering, M. J. (2014) Time Management – Reference for Business, (2nd edn) [Online], Encyclopaedia of Business. Available at http://www.referenceforbusiness.com/management/Str-Ti/Time-Management.html (Accessed 15 December 2013). The Open University (2014a) ‘Reading mate rial 3’, Topic Guide 1: Time management [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=372553 §ion=3 (Accessed 15 December 2013). 2. Reflective Report Introduction Corresponding to the Time Management which gives support to the learning development in the workplace, the Self and Career Management, is fundamental in ensure relevance in the chosen pathway. It has to be made certain that the individual is not being trained or forced into something that is irrelevant. The importance of the Self and Career Management is stressed in the Learning Contract under Section 1 – Possible learning topics: ‘’Likewise, self and career management comes into what the individuals’ capabilities are and how one can establish their aims to achieve their goals. Without learning the appropriate skill or having the relevant qualification, it does not help for the assigned tasks. Hence, I would ensure that the courses and experiences needed are attained according to my  career path.’’ Occurrence Having acquired 8 years of service in the British Army and experienced various dilemmas, the economic and financial constraints have significantly affected the Regular Army Structure as a whole down to the hierarchy of ranks from 102,000 to 82,000 (The Guardian, 2014). Colleagues who were highly professional and skilled are forced into changing their trade skills or made redundant because of the non-availability of the quota and relevance in trade skills required including expenditures. Moreover, with pay freeze and staff retention and cut backs, it has been ever more difficult for serving soldiers. In order to ensure job suitability, one has to be competent with a relevant qualification and experience. Therefore, ideas generated from sources such as Topic Guide 3: Self and Career Management Readings 5 and 6 materials were used to adapt to such changes. (The Open University, 2014b) Discussion Session Action Taken At the moment, I am undertaking a vocational, NVQ level 3 course in order to be more competent and qualified as a senior tradesman with acquired knowledge to secure my profession and develop personally. Ideas (The Open University, 2014b)Additionally, I also obtained several ideas from Readings 5 and 6 materials and they are: – The skilful use of the self Strengths and weaknesses Self-knowledge, self-esteem and self-confidence Managing change Framework for reflection The reading material ideas, utilised in conjunction with the stages of Kolb’s learning cycle, we could learn to Reflect from Concrete Experience like the incident mentioned above and Generalise to put it in Action. (Kolb, 1984) The ‘Kolb’s experiential learning cycle’ is to be used for reflective learning on our own circumstances. This model enables one to breakdown situations into a clearer more structured way. This framework allowsassessment of a particular situation and reflection of oneself and experiences which directs into putting actions to practical adjustments Concrete Experience – I have planned out my vocational pathway to promotion and tried the Self-knowledge, self-esteem and self-confidence to discover my potential capabilities and limitations (Bourner, 1996). However, I realised that sometimes I am not so confident with my given task even though I had the subject knowledge. Reflection – I need hone my weaknesses which will boost my self-esteem and practise with confidence in any given situation. Generalisation – It was because I had a vocational learning gap for 2 years and had few exposures. Therefore, I had to practice more which could obtain me to double promotion if I get a distinction and recommended. Action (Bourner, 1996)Hence, whatever the circumstances, I must manage the changes meaning innovating and improving the standards and quality of work in order to achieve distinction and be capable of reaching my own prospective pathway. Framework for evaluation Adapted from TGF Green: I have chosen the Pedler’s framework of bringing our feelings into our reflection (Pedlar et al., 2001) It is stated on (Pedler et al., 2001) that the framework helps us to rationalise one’s thought and various ideas that could be used to improve their actions and performances in challenging situations. Taking emotions and feelings into account and analysing situations through questioning and response. It is basically learning through reflection. Components Our feelings – I thought that having seen some of my colleagues made redundant, I felt disheartened in some ways. I knew that if I had to secure my job position, I would have to move on with strong mindset and set goals. I managed to be safe as for now plus got myself loaded onto a mandatory  vocational course which will qualify me for next promotion. Our thoughts and ideas – My thoughts are to be more decisive of my qualifications that I strive to acquire and making sure my options are available according to my experiences and knowledge gained. Ideas are taken from as many resources available especially from Reading materials from the Topic Guide 3 of Self and Career Management. This will put me on track that will ensure a stable career and perhaps give me better prospects in the field of business studies (The Open University, 2014b). Our action-tendencies – It is very simple to lose focus and interests during some point of performing on the course or even give up on the qualifications. Therefore, one must have self confidence, strong willed and persevere in order to overcome such weaknesses. One must also learn relevant skills needed. I have learnt that Self and Career Management that the crucial to keep an individual’s competency updated and experiences gained appropriate to my career pathway and also keeping opportunities available. *Adapted from the Learning Contract, under Section 3 Learning Objectives. Self and Career Management (Doran, 1981, p. 35-36)Developing and maintaining records of achievements, qualifications for future planned pathways. S – Gain relevant qualifications and experiences and also recommendations. This will create foundation to secure my current position giving better opportunities too as I will also be completing my Apprenticeship – Fabricator (NVQ Level 3) in 14th of March. M – Every week, I will critically reflect on areas covered and if I am struggling, I will concentrate more to improve my weak areas, and record everything done to date. A – I aiming to achieve a distinction (above 85%) in my Apprenticeship in order to be recommended for Clerk of Works and also pass BU130 module with flying colours at the end of March. R – I would follow the organised path chosen which avoids confusion and distraction plus produce results. T – I started as of 2nd November till the 18th March to acquire as much qualifications and experiences as possible to improve my career. Conclusion In overall, I have been able to adapt ideas from resources such as the reading materials from the Topic Guides and BU130 module books with the help of classmates and Ms Joyce (Tutor) in the TGF discussion forum. Essentially,  I am more confident on dealing with situations and coming up with solutions to tackle daily problems along the way. I am able to gauge my own capabilities and push myself to enhance my personal development and have better job prospects by using the SMART framework for further future development.

Understanding The Civil War - 1710 Words

Civil War Chris Cowan HIS/155 November 11, 2015 Civil War Understanding the Civil War is very important, to understand the way America has been shaped through out the past couple of centuries. Shelby Foote, a historian, believed that the Civil War defines the people in America. The Civil War was a war involving the North (The Union) and the South (The Confederates) who had different points of view over whether or not slavery was justified. Ultimately around 600,000 Americans lost their lives during the Civil War. Almost everybody in America was influenced and affected by the Civil War, from soldiers to women, from free Africans to slaves, the Civil War shaped America forever. The winner was the North; however, the Confederates put up a great deal of battles. The Confederates not only had superior military leaders, such as Robert E. Lee, and Stonewall Jackson, they also had a strong will to win the war. However, the Union’s great Army (in size), and their well organized economy assisted them just as much as the ultimate flaws of the C onfederates. Although at the beginning the Confederates had a strong will to fight, toward the end of the Civil War its military was exhausted, many deserted the military. One other key factor was the ravaged economy of the Confederates. Because they separated from the Union and established their own government it was difficult for them to ever establish a well-organized economic structure to fund the war. Instead the confederatesShow MoreRelated Understanding the Importance of the American Civil War Essays1516 Words   |  7 PagesUnderstanding the Importance of the American Civil War The American Civil War remains one of the most heated and highly debated pieces of history in not only the United States, but also the entire modern world. It remains so not only in its origins, but in the goals of each side, and the effects it had on American culture. 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The Lost Symbol Chapter 19-21 Free Essays

string(48) " the same reason we keep matches from children\." CHAPTER 19 Director Inoue Sato stood with her arms folded, her eyes locked skeptically on Langdon as she processed what he had just told her. â€Å"He said he wants you to unlock an ancient portal? What am I supposed to do with that, Professor?† Langdon shrugged weakly. He was feeling ill again and tried not to look down at his friend’s severed hand. We will write a custom essay sample on The Lost Symbol Chapter 19-21 or any similar topic only for you Order Now â€Å"That’s exactly what he told me. An ancient portal . . . hidden somewhere in this building. I told him I knew of no portal.† â€Å"Then why does he think you can find it?† â€Å"Obviously, he’s insane.† He said Peter would point the way. Langdon looked down at Peter’s upstretched finger, again feeling repulsed by his captor’s sadistic play on words. Peter will point the way. Langdon had already permitted his eyes to follow the pointing finger up to the dome overhead. A portal? Up there? Insane. â€Å"This man who called me,† Langdon told Sato, â€Å"was the only one who knew I was coming to the Capitol tonight, so whoever informed you I was here tonight, that’s your man. I recommend–â€Å" â€Å"Where I got my information is not your concern,† Sato interrupted, voice sharpening. â€Å"My top priority at the moment is to cooperate with this man, and I have information suggesting you are the only one who can give him what he wants.† â€Å"And my top priority is to find my friend,† Langdon replied, frustrated. Sato inhaled deeply, her patience clearly being tested. â€Å"If we want to find Mr. Solomon, we have one course of action, Professor–to start cooperating with the one person who seems to know where he is.† Sato checked her watch. â€Å"Our time is limited. I can assure you it is imperative we comply with this man’s demands quickly.† â€Å"How?† Langdon asked, incredulous. â€Å"By locating and unlocking an ancient portal? There is no portal, Director Sato. This guy’s a lunatic.† Sato stepped close, less than a foot from Langdon. â€Å"If I may point this out . . . your lunatic deftly manipulated two fairly smart individuals already this morning.† She stared directly at Langdon and then glanced at Anderson. â€Å"In my business, one learns there is a fine line between insanity and genius. We would be wise to give this man a little respect.† â€Å"He cut off a man’s hand!† â€Å"My point exactly. That is hardly the act of an uncommitted or uncertain individual. More important, Professor, this man obviously believes you can help him. He brought you all the way to Washington–and he must have done it for a reason.† â€Å"He said the only reason he thinks I can unlock this `portal’ is that Peter told him I can unlock it,† Langdon countered. â€Å"And why would Peter Solomon say that if it weren’t true?† â€Å"I’m sure Peter said no such thing. And if he did, then he did so under duress. He was confused . . . or frightened.† â€Å"Yes. It’s called interrogational torture, and it’s quite effective. All the more reason Mr. Solomon would tell the truth.† Sato spoke as if she’d had personal experience with this technique. â€Å"Did he explain why Peter thinks you alone can unlock the portal?† Langdon shook his head. â€Å"Professor, if your reputations are correct, then you and Peter Solomon both share an interest in this sort of thing–secrets, historical esoterica, mysticism, and so on. In all of your discussions with Peter, he never once mentioned to you anything about a secret portal in Washington, D.C.?† Langdon could scarcely believe he was being asked this question by a high-ranking officer of the CIA. â€Å"I’m certain of it. Peter and I talk about some pretty arcane things, but believe me, I’d tell him to get his head examined if he ever told me there was an ancient portal hidden anywhere at all. Particularly one that leads to the Ancient Mysteries.† She glanced up. â€Å"I’m sorry? The man told you specifically what this portal leads to?† â€Å"Yes, but he didn’t have to.† Langdon motioned to the hand. â€Å"The Hand of the Mysteries is a formal invitation to pass through a mystical gateway and acquire ancient secret knowledge– powerful wisdom known as the Ancient Mysteries . . . or the lost wisdom of all the ages.† â€Å"So you’ve heard of the secret he believes is hidden here.† â€Å"A lot of historians have heard of it.† â€Å"Then how can you say the portal does not exist?† â€Å"With respect, ma’am, we’ve all heard of the Fountain of Youth and Shangri-la, but that does not mean they exist.† The loud squawk of Anderson’s radio interrupted them. â€Å"Chief?† the voice on the radio said. Anderson snatched his radio from his belt. â€Å"Anderson here.† â€Å"Sir, we’ve completed a search of the grounds. There’s no one here that fits the description. Any further orders, sir?† Anderson shot a quick glance at Sato, clearly expecting a reprimand, but Director Sato seemed uninterested. Anderson moved away from Langdon and Sato, speaking quietly into his radio. Sato’s unwavering focus remained on Langdon. â€Å"You’re saying the secret he believes is hidden in Washington . . . is a fantasy?† Langdon nodded. â€Å"A very old myth. The secret of the Ancient Mysteries is pre-Christian, actually. Thousands of years old.† â€Å"And yet it’s still around?† â€Å"As are many equally improbable beliefs.† Langdon often reminded his students that most modern religions included stories that did not hold up to scientific scrutiny: everything from Moses parting the Red Sea . . . to Joseph Smith using magic eyeglasses to translate the Book of Mormon from a series of gold plates he found buried in upstate New York. Wide acceptance of an idea is not proof of its validity. â€Å"I see. So what exactly are these . . . Ancient Mysteries?† Langdon exhaled. Have you got a few weeks? â€Å"In short, the Ancient Mysteries refer to a body of secret knowledge that was amassed long ago. One intriguing aspect of this knowledge is that it allegedly enables its practitioners to access powerful abilities that lie dormant in the human mind. The enlightened Adepts who possessed this knowledge vowed to keep it veiled from the masses because it was considered far too potent and dangerous for the uninitiated.† â€Å"Dangerous in what way?† â€Å"The information was kept hidden for the same reason we keep matches from children. You read "The Lost Symbol Chapter 19-21" in category "Essay examples" In the correct hands, fire can provide illumination . . . but in the wrong hands, fire can be highly destructive.† Sato took off her glasses and studied him. â€Å"Tell me, Professor, do you believe such powerful information could truly exist?† Langdon was not sure how to respond. The Ancient Mysteries had always been the greatest paradox of his academic career. Virtually every mystical tradition on earth revolved around the idea that there existed arcane knowledge capable of imbuing humans with mystical, almost godlike, powers: tarot and I Ching gave men the ability to see the future; alchemy gave men immortality through the fabled Philosopher’s Stone; Wicca permitted advanced practitioners to cast powerful spells. The list went on and on. As an academic, Langdon could not deny the historical record of these traditions–troves of documents, artifacts, and artwork that, indeed, clearly suggested the ancients had a powerful wisdom that they shared only through allegory, myths, and symbols, ensuring that only those properly initiated could access its power. Nonetheless, as a realist and a skeptic, Langdon remained unconvinced. â€Å"Let’s just say I’m a skeptic,† he told Sato. â€Å"I have never seen anything in the real world to suggest the Ancient Mysteries are anything other than legend–a recurring mythological archetype. It seems to me that if it were possible for humans to acquire miraculous powers, there would be evidence. And yet, so far, history has given us no men with superhuman powers.† Sato arched her eyebrows. â€Å"That’s not entirely true.† Langdon hesitated, realizing that for many religious people, there was indeed a precedent for human gods, Jesus being the most obvious. â€Å"Admittedly,† he said, â€Å"there are plenty of educated people who believe this empowering wisdom truly exists, but I’m not yet convinced.† â€Å"Is Peter Solomon one of those people?† Sato asked, glancing toward the hand on the floor. Langdon could not bring himself to look at the hand. â€Å"Peter comes from a family lineage that has always had a passion for all things ancient and mystical.† â€Å"Was that a yes?† Sato asked. â€Å"I can assure you that even if Peter believes the Ancient Mysteries are real, he does not believe they are accessible through some kind of portal hidden in Washington, D.C. He understands metaphorical symbolism, which is something his captor apparently does not.† Sato nodded. â€Å"So you believe this portal is a metaphor.† â€Å"Of course,† Langdon said. â€Å"In theory, anyway. It’s a very common metaphor–a mystical portal through which one must travel to become enlightened. Portals and doorways are common symbolic constructs that represent transformative rites of passage. To look for a literal portal would be like trying to locate the actual Gates of Heaven.† Sato seemed to consider this momentarily. â€Å"But it sounds like Mr. Solomon’s captor believes you can unlock an actual portal.† Langdon exhaled. â€Å"He’s made the same error many zealots make–confusing metaphor with a literal reality.† Similarly, early alchemists had toiled in vain to transform lead into gold, never realizing that lead-to-gold was nothing but a metaphor for tapping into true human potential– that of taking a dull, ignorant mind and transforming it into a bright, enlightened one. Sato motioned to the hand. â€Å"If this man wants you to locate some kind of portal for him, why wouldn’t he simply tell you how to find it? Why all the dramatics? Why give you a tattooed hand?† Langdon had asked himself the same question and the answer was unsettling. â€Å"Well, it seems the man we are dealing with, in addition to being mentally unstable, is also highly educated. This hand is proof that he is well versed in the Mysteries as well as their codes of secrecy. Not to mention with the history of this room.† â€Å"I don’t understand.† â€Å"Everything he has done tonight was done in perfect accordance with ancient protocols. Traditionally, the Hand of the Mysteries is a sacred invitation, and therefore it must be presented in a sacred place.† Sato’s eyes narrowed. â€Å"This is the Rotunda of the U.S. Capitol Building, Professor, not some sacred shrine to ancient mystical secrets.† â€Å"Actually, ma’am,† Langdon said, â€Å"I know a great number of historians who would disagree with you.† At that moment, across town, Trish Dunne was seated in the glow of the plasma wall inside the Cube. She finished preparing her search spider and typed in the five key phrases Katherine had given her. Here goes nothing. Feeling little optimism, she launched the spider, effectively commencing a worldwide game of Go Fish. At blinding speed, the phrases were now being compared to texts all over the world . . . looking for a perfect match. Trish couldn’t help but wonder what this was all about, but she had come to accept that working with the Solomons meant never quite knowing the entire story. CHAPTER 20 Robert Langdon stole an anxious glance at his wristwatch: 7:58 P.M. The smiling face of Mickey Mouse did little to cheer him up. I’ve got to find Peter. We’re wasting time. Sato had stepped aside for a moment to take a phone call, but now she returned to Langdon. â€Å"Professor, am I keeping you from something?† â€Å"No, ma’am,† Langdon said, pulling his sleeve down over his watch. â€Å"I’m just extremely concerned about Peter.† â€Å"I can understand, but I assure you the best thing you can do to help Peter is to help me understand the mind-set of his captor.† Langdon was not so sure, but he sensed he was not going anywhere until the OS director got the information she desired. â€Å"A moment ago,† Sato said, â€Å"you suggested this Rotunda is somehow sacred to the idea of these Ancient Mysteries?† â€Å"Yes, ma’am.† â€Å"Explain that to me.† Langdon knew he would have to choose his words sparingly. He had taught for entire semesters on the mystical symbolism of Washington, D.C., and there was an almost inexhaustible list of mystical references in this building alone. America has a hidden past. Every time Langdon lectured on the symbology of America, his students were confounded to learn that the true intentions of our nation’s forefathers had absolutely nothing to do with what so many politicians now claimed. America’s intended destiny has been lost to history. The forefathers who founded this capital city first named her â€Å"Rome.† They had named her river the Tiber and erected a classical capital of pantheons and temples, all adorned with images of history’s great gods and goddesses–Apollo, Minerva, Venus, Helios, Vulcan, Jupiter. In her center, as in many of the great classical cities, the founders had erected an enduring tribute to the ancients–the Egyptian obelisk. This obelisk, larger even than Cairo’s or Alexandria’s, rose 555 feet into the sky, more than thirty stories, proclaiming thanks and honor to the demigod forefather for whom this capital city took its newer name. Washington. Now, centuries later, despite America’s separation of church and state, this state-sponsored Rotunda glistened with ancient religious symbolism. There were over a dozen different gods in the Rotunda–more than the original Pantheon in Rome. Of course, the Roman Pantheon had been converted to Christianity in 609 . . . but this pantheon was never converted; vestiges of its true history still remained in plain view. â€Å"As you may know,† Langdon said, â€Å"this Rotunda was designed as a tribute to one of Rome’s most venerated mystical shrines. The Temple of Vesta.† â€Å"As in the vestal virgins?† Sato looked doubtful that Rome’s virginal guardians of the flame had anything to do with the U.S. Capitol Building. â€Å"The Temple of Vesta in Rome,† Langdon said, â€Å"was circular, with a gaping hole in the floor, through which the sacred fire of enlightenment could be tended by a sisterhood of virgins whose job it was to ensure the flame never went out.† Sato shrugged. â€Å"This Rotunda is a circle, but I see no gaping hole in this floor.† â€Å"No, not anymore, but for years the center of this room had a large opening precisely where Peter’s hand is now.† Langdon motioned to the floor. â€Å"In fact, you can still see the marks in the floor from the railing that kept people from falling in.† â€Å"What?† Sato demanded, scrutinizing the floor. â€Å"I’ve never heard that.† â€Å"Looks like he’s right.† Anderson pointed out the circle of iron nubs where the posts had once been. â€Å"I’ve seen these before, but I never had any idea why they were there.† You’re not alone, Langdon thought, imagining the thousands of people every day, including famous lawmakers, who strode across the center of the Rotunda having no idea there was once a day when they would have plunged down into the Capitol Crypt–the level beneath the Rotunda floor. â€Å"The hole in the floor,† Langdon told them, â€Å"was eventually covered, but for a good while, those who visited the Rotunda could see straight down to the fire that burned below.† Sato turned. â€Å"Fire? In the U.S. Capitol?† â€Å"More of a large torch, actually–an eternal flame that burned in the crypt directly beneath us. It was supposed to be visible through the hole in the floor, making this room a modern Temple of Vesta. This building even had its own vestal virgin–a federal employee called the Keeper of the Crypt–who successfully kept the flame burning for fifty years, until politics, religion, and smoke damage snuffed out the idea.† Both Anderson and Sato looked surprised. Nowadays, the only reminder that a flame once burned here was the four-pointed star compass embedded in the crypt floor one story below them–a symbol of America’s eternal flame, which once shed illumination toward the four corners of the New World. â€Å"So, Professor,† Sato said, â€Å"your contention is that the man who left Peter’s hand here knew all this?† â€Å"Clearly. And much, much more. There are symbols all over this room that reflect a belief in the Ancient Mysteries.† â€Å"Secret wisdom,† Sato said with more than a hint of sarcasm in her voice. â€Å"Knowledge that lets men acquire godlike powers?† â€Å"Yes, ma’am.† â€Å"That hardly fits with the Christian underpinnings of this country.† â€Å"So it would seem, but it’s true. This transformation of man into God is called apotheosis. Whether or not you’re aware of it, this theme–transforming man into god–is the core element in this Rotunda’s symbolism.† â€Å"Apotheosis?† Anderson spun with a startled look of recognition. â€Å"Yes.† Anderson works here. He knows. â€Å"The word apotheosis literally means `divine transformation’–that of man becoming God. It’s from the ancient Greek: apo–`to become,’ theos–`god.’ â€Å" Anderson looked amazed. â€Å"Apotheosis means `to become God’? I had no idea.† â€Å"What am I missing?† Sato demanded. â€Å"Ma’am,† Langdon said, â€Å"the largest painting in this building is called The Apotheosis of Washington. And it clearly depicts George Washington being transformed into a god.† Sato looked doubtful. â€Å"I’ve never seen anything of the sort.† â€Å"Actually, I’m sure you have.† Langdon raised his index finger, pointing straight up. â€Å"It’s directly over your head.† CHAPTER 21 The Apotheosis of Washington–a 4,664-square-foot fresco that covers the canopy of the Capitol Rotunda–was completed in 1865 by Constantino Brumidi. Known as â€Å"The Michelangelo of the Capitol,† Brumidi had laid claim to the Capitol Rotunda in the same way Michelangelo had laid claim to the Sistine Chapel, by painting a fresco on the room’s most lofty canvas–the ceiling. Like Michelangelo, Brumidi had done some of his finest work inside the Vatican. Brumidi, however, immigrated to America in 1852, abandoning God’s largest shrine in favor of a new shrine, the U.S. Capitol, which now glistened with examples of his mastery–from the trompe l’oeil of the Brumidi Corridors to the frieze ceiling of the Vice President’s Room. And yet it was the enormous image hovering above the Capitol Rotunda that most historians considered to be Brumidi’s masterwork. Robert Langdon gazed up at the massive fresco that covered the ceiling. He usually enjoyed his students’ startled reactions to this fresco’s bizarre imagery, but at the moment he simply felt trapped in a nightmare he had yet to understand. Director Sato was standing next to him with her hands on her hips, frowning up at the distant ceiling. Langdon sensed she was having the same reaction many had when they first stopped to examine the painting at the core of their nation. Utter confusion. You’re not alone, Langdon thought. For most people, The Apotheosis of Washington got stranger and stranger the longer they looked at it. â€Å"That’s George Washington on the central panel,† Langdon said, pointing 180 feet upward into the middle of the dome. â€Å"As you can see, he’s dressed in white robes, attended by thirteen maidens, and ascending on a cloud above mortal man. This is the moment of his apotheosis . . . his transformation into a god.† Sato and Anderson said nothing. â€Å"Nearby,† Langdon continued, â€Å"you can see a strange, anachronistic series of figures: ancient gods presenting our forefathers with advanced knowledge. There’s Minerva giving technological inspiration to our nation’s great inventors–Ben Franklin, Robert Fulton, Samuel Morse.† Langdon pointed them out one by one. â€Å"And over there is Vulcan helping us build a steam engine. Beside them is Neptune demonstrating how to lay the transatlantic cable. Beside that is Ceres, goddess of grain and root of our word cereal; she’s sitting on the McCormick reaper, the farming breakthrough that enabled this country to become a world leader in food production. The painting quite overtly portrays our forefathers receiving great wisdom from the gods.† He lowered his head, looking at Sato now. â€Å"Knowledge is power, and the right knowledge lets man perform miraculous, almost godlike tasks.† Sato dropped her gaze back down to Langdon and rubbed her neck. â€Å"Laying a phone cable is a far cry from being a god.† â€Å"Perhaps to a modern man,† Langdon replied. â€Å"But if George Washington knew that we had become a race that possessed the power to speak to one another across oceans, fly at the speed of sound, and set foot on our moon, he would assume that we had become gods, capable of miraculous tasks.† He paused. â€Å"In the words of futurist Arthur C. Clarke, `Any sufficiently advanced technology is indistinguishable from magic.’ â€Å" Sato pursed her lips, apparently deep in thought. She glanced down at the hand, and then followed the direction of the outstretched index finger up into the dome. â€Å"Professor, you were told, `Peter will point the way.’ Is that correct?† â€Å"Yes, ma’am, but–â€Å" â€Å"Chief,† Sato said, turning away from Langdon, â€Å"can you get us a closer look at the painting?† Anderson nodded. â€Å"There’s a catwalk around the interior of the dome.† Langdon looked way, way up to the tiny railing visible just beneath the painting and felt his body go rigid. â€Å"There’s no need to go up there.† He had experienced that seldom-visited catwalk once before, as the guest of a U.S. senator and his wife, and he had almost fainted from the dizzying height and perilous walkway. â€Å"No need?† Sato demanded. â€Å"Professor, we have a man who believes this room contains a portal that has the potential to make him a god; we have a ceiling fresco that symbolizes the transformation of a man into a god; and we have a hand pointing straight at that painting. It seems everything is urging us upward.† â€Å"Actually,† Anderson interjected, glancing up, â€Å"not many people know this, but there is one hexagonal coffer in the dome that actually swings open like a portal, and you can peer down through it and–â€Å" â€Å"Wait a second,† Langdon said, â€Å"you’re missing the point. The portal this man is looking for is a figurative portal–a gateway that doesn’t exist. When he said, `Peter will point the way,’ he was talking in metaphorical terms. This pointing-hand gesture–with its index finger and thumb extended upward–is a well-known symbol of the Ancient Mysteries, and it appears all over the world in ancient art. This same gesture appears in three of Leonardo da Vinci’s most famous encoded masterpieces–The Last Supper, Adoration of the Magi, and Saint John the Baptist. It’s a symbol of man’s mystical connection to God.† As above, so below. The madman’s bizarre choice of words was starting to feel more relevant now. â€Å"I’ve never seen it before,† Sato said. Then watch ESPN, Langdon thought, always amused to see professional athletes point skyward in gratitude to God after a touchdown or home run. He wondered how many knew they were continuing a pre-Christian mystical tradition of acknowledging the mystical power above, which, for one brief moment, had transformed them into a god capable of miraculous feats. â€Å"If it’s of any help,† Langdon said, â€Å"Peter’s hand is not the first such hand to make an appearance in this Rotunda.† Sato eyed him like he was insane. â€Å"I beg your pardon?† Langdon motioned to her BlackBerry. â€Å"Google `George Washington Zeus.’ â€Å" Sato looked uncertain but started typing. Anderson inched toward her, looking over her shoulder intently. Langdon said, â€Å"This Rotunda was once dominated by a massive sculpture of a bare-chested George Washington . . . depicted as a god. He sat in the same exact pose as Zeus in the Pantheon, bare chest exposed, left hand holding a sword, right hand raised with thumb and finger extended.† Sato had apparently found an online image, because Anderson was staring at her BlackBerry in shock. â€Å"Hold on, that’s George Washington?† â€Å"Yes,† Langdon said. â€Å"Depicted as Zeus.† â€Å"Look at his hand,† Anderson said, still peering over Sato’s shoulder. â€Å"His right hand is in the same exact position as Mr. Solomon’s.† As I said, Langdon thought, Peter’s hand is not the first to make an appearance in this room. When Horatio Greenough’s statue of a naked George Washington was first unveiled in the Rotunda, many joked that Washington must be reaching skyward in a desperate attempt to find some clothes. As American religious ideals changed, however, the joking criticism turned to controversy, and the statue was removed, banished to a shed in the east garden. Currently, it made its home at the Smithsonian’s National Museum of American History, where those who saw it had no reason to suspect that it was one of the last vestigial links to a time when the father of the country had watched over the U.S. Capitol as a god . . . like Zeus watching over the Pantheon. Sato began dialing a number on her BlackBerry, apparently seeing this as an opportune moment to check in with her staff. â€Å"What have you got?† She listened patiently. â€Å"I see . . .† She glanced directly at Langdon, then at Peter’s hand. â€Å"You’re certain?† She listened a moment longer. â€Å"Okay, thanks.† She hung up and turned back toward Langdon. â€Å"My support staff did some research and confirms the existence of your so-called Hand of the Mysteries, corroborating everything you said: five fingertip markings–the star, the sun, the key, the crown, and the lantern–as well as the fact that this hand served as an ancient invitation to learn secret wisdom.† â€Å"I’m glad,† Langdon said. â€Å"Don’t be,† she replied curtly. â€Å"It appears we’re now at a dead end until you share whatever it is you’re still not telling me.† â€Å"Ma’am?† Sato stepped toward him. â€Å"We’ve come full circle, Professor. You’ve told me nothing I could not have learned from my own staff. And so I will ask you once more. Why were you brought here tonight? What makes you so special? What is it that you alone know?† â€Å"We’ve been through this,† Langdon fired back. â€Å"I don’t know why this guy thinks I know anything at all!† Langdon was half tempted to demand how the hell Sato knew that he was in the Capitol tonight, but they’d been through that, too. Sato isn’t talking. â€Å"If I knew the next step,† he told her, â€Å"I’d tell you. But I don’t. Traditionally, the Hand of the Mysteries is extended by a teacher to a student. And then, shortly afterward, the hand is followed up with a set of instructions . . . directions to a temple, the name of the master who will teach you–something! But all this guy left for us is five tattoos! Hardly–† Langdon stopped short. Sato eyed him. â€Å"What is it?† Langdon’s eyes shot back to the hand. Five tattoos. He now realized that what he was saying might not be entirely true. â€Å"Professor?† Sato pressed. Langdon inched toward the gruesome object. Peter will point the way. â€Å"Earlier, it crossed my mind that maybe this guy had left an object clenched in Peter’s palm–a map, or a letter, or a set of directions.† â€Å"He didn’t,† Anderson said. â€Å"As you can see, those three fingers are not clenched tightly.† â€Å"You’re right,† Langdon said. â€Å"But it occurs to me . . .† He crouched down now, trying to see up under the fingers to the hidden part of Peter’s palm. â€Å"Maybe it’s not written on paper.† â€Å"Tattooed?† Anderson said. Langdon nodded. â€Å"Do you see anything on the palm?† Sato asked. Langdon crouched lower, trying to peer up under the loosely clenched fingers. â€Å"The angle is impossible. I can’t–â€Å" â€Å"Oh, for heaven’s sake,† Sato said, moving toward him. â€Å"Just open the damned thing!† Anderson stepped in front of her. â€Å"Ma’am! We should really wait for forensics before we touch–† â€Å"I want some answers,† Sato said, pushing past him. She crouched down, edging Langdon away from the hand. Langdon stood up and watched in disbelief as Sato pulled a pen from her pocket, sliding it carefully under the three clenched fingers. Then, one by one, she pried each finger upward until the hand stood fully open, with its palm visible. She glanced up at Langdon, and a thin smile spread across her face. â€Å"Right again, Professor.† How to cite The Lost Symbol Chapter 19-21, Essay examples