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html 'The Nightingale and the Rose' by Oscar Wilde 'Nineteenth Century Short Stories' is a collection of tales from the nineteen hundreds. This essay will concentrate on just one of these stories. It will include a thorough analysis of the story including my views and opinions towards the language, imagery and setting that the author uses. The story I have chosen to analyse is 'The Nightingale and the Rose', by Oscar Wilde. This is one of many children's stories that he wrote, as he is well known to have 'used the form of fairy tale to reflect on modern life and to debate ideas'. 'The Nightingale and the Rose' is a very poignant (su thm, ng cay, chua xt; su sc, thm tha)story following the theme of love. The theme is conveyed in this story through the actions of the Nightingale. It demonstrates how one life would sacrifice itself in order to make another happy. From the Nightingale's point of view, this is a tragically ironic story. For she thinks that the Student must be a 'true lover' - she thinks that he would give anything for one night with the Professor's daughter. 'She said that she would dance with me if I brought her red roses...yet for want of a red rose is my life made wretched', the Nightingale hears him cry; and on this evidence alone she bases her opinion: 'Here at last is a true lover.' When in fact the only feelings the Student has for the Professor's daughter are those of material love. He is only interested in her beauty. He says to himself 'She has form - that cannot be denied to her' but then he says 'She would not sacrifice herself for others', which is exactly what the Nightingale is about to do for him. She is willing to sacrifice her life for love; for the Student to be able to spend one night with the girl he supposedly admires. An interesting point to note is when the Student mentions that the Professor's daughter 'has some beautiful notes in her voice. What a pity it is that they do not mean anything, or do any practical good.' Now Nightingales are renowned for having beautiful voices, but the Student does not appreciate the wonderful art of music. A few paragraphs before these lines the Nightingale sings to the Student telling him of how she intends to sacrifice her life for him; 'be happy; you shall have your red rose. I will build it out of music by moonlight, and stain it with my own heart's-blood.' Although he cannot understand them, these words are, in fact, deeply meaningful to the Student. And as for music doing no 'practical good', well, what would you call the outcome of the red rose? The Nightingale died and the rose was born. Music made that red rose. The Student does not realise how wrong his judgements are. We find out that the only 'true lover' was in fact the Nightingale. She was the only one with sincere feelings, and she was prepared to sacrifice her life for those feelings, even though she knew she would not gain anything from it. The fact that she was doing it for love, and that she was making someone happy, was enough for her. She was really the only one who deserved love - the only one worthy of it. The Nightingale was love. She went to the greatest extremes to find a red rose for the Student to give to the Professor's daughter. She flew all around the garden trying to find a red rose. She flew to 'the centre of the grass-plot', and 'round the old sundial', and finally 'beneath the Students window', where she eventually found a red rose tree. But the tree was damaged, and would not bear a red rose. the only way the Nightingale could obtain a red rose from this tree, would be to . 'build it out of music by moonlight', and stain it with her 'own heart's-blood'; and that is what she did. The story is set in a garden of fantasy - it is full of talking creatures and trees; not unlike the Garden of Eden in the Bible, which had a talking snake. Perhaps the author used a garden because in the Bible it is very symbolic, and its story has many lessons and meanings. Maybe that was what Oscar Wilde was trying to convey in his writing. Although this story was meant as a fairy tale for children, it contained a large range of vocabulary and many detailed descriptions; suggesting that perhaps the story was actually aimed at adults, but was written in fairy tale form to simplify it, making it easier to understand. This way the author gets the point across clearly,

without 'beating around the bush', so to speak. I think that the setting is an important factor in this story, because it teaches the reader that there are a lot more things to think about other than ourselves and other human beings. The garden is made up of many other creatures that also need care, love and attention just like we do. For example, the red rose tree in the Student's garden needed care and attention; 'the winter has chilled my veins...nipped my buds...broken my branches'. If the Student had cared for the tree like he should have done, and not been so selfish, the poor Nightingale would not have had to sacrifice her life to make a red r I think that the most powerful imagery used in this story is just before the Nightingale is about to die, and she gives 'one last burst of music.' The writer gives the impression that her voice is very strong, powerful and penetrating - just like his writing. 'The white Moon heard it, and she forgot the dawn, and lingered on in the sky.' You can imagine the Moon stopping dead in the sky to listen to the tiny powerful creature. 'The red rose heard it, and it trembled all over with ecstasy, and opened its petals to the cold morning air.' You can really relate to this sentence - you feel as though you are the red rose, you can feel the cold morning air against your petals. The use of the word 'trembled' gives an extra feel to the sentence. 'Echo bore it to her purple cavern in the hills, and woke the sleeping shepherds from their dreams.' The writer tells us that the little Nightingale's voice travels further than we can imagine, and the use of the word 'echo' makes her voice sound powerfully haunting. 'It floated through the reeds of the river, and they carried its message to the sea.' Again, distance is used to try and explain just how mighty her voice was. This description makes you think that the little Nightingale's voice must have travelled to the four corners of the Earth. The ending of this story is again an example of just how powerful Oscar Wildes writing is. It gave me strong feelings of resentment towards the Student - a member of my own race, and feelings of great sympathy towards the poor Nightingale, who by this time was dead, and no love came of it. After the Professor's daughter had told the Student that she was now going to the dance with the Chamberlain's nephew, 'he threw the rose into the street, where it fell into the gutter, and a cart-wheel went over it.' All that work she had put into perfecting the rose was wasted! Her life had been wasted, just like the rose. The Professor's daughter was, I think, just as selfish as the Student; so Oscar Wilde was not being sexist at all when he criticised the human race. We are equally as selfish as each other, and we should pay more attention to things other than ourselves. 'besides, the Chamberlain's nephew has sent me some real jewels, and everybody knows that jewels cost far more than flowers' In this case she was very wrong! This flower had cost a life, and it was built with love. What the Nightingale had said earlier on in the story now made sense to me: 'Surely Love is a wonderful thing. It is more precious than emeralds, and dearer than fine opals.' The Nightingale knew what love was worth. The Student had experienced a bad example of love, and after one attempt, he was prepared to give up. The Students feelings towards love were 'It is not half as useful as Logic, for it does not prove anything'. Again he was wrong, for love proved that lives were willing to sacrifice themselves to make him happy, but he had no idea of what went on in order for him to get that red rose; so he could not appreciate the act of love in this story. Love proved that it existed, and being such a strong and powerful emotion, it needed to prove no more. We should take a look around every once in a while to absorb what Mother Nature has bestowed upon us, and we should learn not to take advantage of it, but to be thankful instead. The moon plays an important part in this story, and she is described in a different way every time she is mentioned. 'The Moon in her chariot of pearl' - here is an example of the use of archaic language, to create poetic images. Another is: 'when the Moon shone in the heavens'; it didn't just shine in the sky, but it shone in the heavens, making the image more majestic, and powerful. The next mention is 'the cold crystal Moon leaned down and listened.' Here is a good example of allitera

Sn ca v n hng
"Nng ha s khiu v vi ti nu ti em n cho nng nhng cnh hng ," Mt Sch than van; "nhng tm u ra trong khu vn ny."

Sn Ca nghe thy, nng nhn qua tn l cy si. Trm ngm. "Khng c cnh hng no trong khu vn ny!" hn m ngc, long lanh git nc mt trn i mt p. "i, hnh phc ch cn ci chuyn cn con y! Ta c ngn chn kinh, ta thng tt c b mt trit l, vy m ch v cnh hng b t xu lm i ta khn kh." " y l ngi chn tnh," Sn Ca nh thm. "Hng m ta ht v chng, cho d chng bit chng l ai, hng m ta k l chuyn i chng cho cc v sao trn cao, v hm nay ta c thy chng. Tc chng thm cm lan d hng, mi chng thm ta nim khao kht; nhng dc vng lm da mt mt v hng ho, ni au bun chim ng trn i ngi." "Hong T s t chc d hi vo m mai," Mt Sch lu bu, "ngi con gi ti yu s i cng ti. Nu ti tm ra c cnh hng , nng s bn ti cho n sng. C cnh hng , ti m nng trong vng tay m, nng s ta u vo vai ti, nhng ngn tay mm mi an vo nhau. Nhng no c n hng no ni y, ti nh phi ngi khng, v nhn nng i qua. Nng s khng thm ng ngng n tri tim v ca ti." "Tri ! y ng l k chn tnh," Sn Ca t ngh. "Nhng g ta ca tng li l iu au kh ca chng. Tnh Yu tuyt vi lm ch. ng trn trng ngn ln hn bch ngc, v nhng vin ht xon. Ht trai v tt c qu cng c mua c u, v n c c trng by rao bn xp no u. Chng th no mua c tnh yu ni tay con bun, cng chng th cn bao nhiu tn vng cho va. "Nhng tay nhc cng i ti s hin din," Mt Sch than th, "v tu ln nhng cung nhp du dng, ngi con gi ti yu cng ti l lt trong m hng phong cm v v cm. i chn nng s nh nh t trn sn nhy, vi tt c thm thung ca k tham d. Nhng nng s b ri ti, v ti khng c cnh hng trao cho nng"; hn ng ngi xung bi c, m ly mt v khc. "Ti sao hn khc vy ?" Mi Xanh chng ui ln hi. "Nguyn do t u ?" Bm phy i cnh di nh mt tri. " nh, v sao vy ?" Tm Di thm th hi ch hng xm. "Chng khc v khng c cnh Hng ," Sn Ca tr li. "Cnh hng ?" Chng tht ln; "c in khng vy!" Mi Xanh ln ra ci. Nhng Sn Ca hiu r u un ca Mt Sch, nng ngi yn lng trn cnh si, th hn vo b n ca Tnh Yu. Nng v i cnh nu thng ln khng trung. Ta chic bng, nng vun vt bay vo Lc Vin. Gia bi c l ci hng tht duyn dng. "Hy cho ti 1 n hng ," Sn Ca van ln, "v ti s ht cho ngi nghe bi ca ngt ngo nht." Nhng Cy lc u. "Hoa ca ti li mu Trng," hn tr li "trng nh bt bin, trng hn tuyt bng nh ni. Nhng hy n hi ngi anh em ca ti cnh ng H, c th ngi y cho bn n hoa bn mun." V Sn Ca bay n cm n. "Hy cho ti 1 n hng ," Sn Ca cu khn, "v ti s ht cho ngi nghe bi ca ngt ngo nht." Nhng Cy lc u. "Hoa ti li mu Vng," hn tr li "vng ta tc m nhn ng ng tr trn ngai vng, vng hn c loi thy tin vng n r trn ng c trc khi loi ngi em li lim gh thm. Nhng bn hy n ngi anh em di ca s Mt Sch, c th ngi anh em y cho bn n hoa bn ao c." V Sn Ca bay n cm n. "Hy cho ti 1 n hng ," Sn Ca cu khn, "v ti s ht cho ngi nghe bi ca ngt ngo nht." Nhng Cy lc u. "Hoa ti mu ," hn tr li, " ta i chn b cu, hn nhng tn l san h n hin di sng. Nhng ma ng bp nght ng tnh mch, sng gi ct ht n, v cn bo ly i nhng cnh non, th nn ti khng c g tng bn cho n nm sau." "Ch mt n thi," Sn Ca nn n, "ch mt n thi! C cch no khng ?" "C ch," Cy tr li, "nhng au thng n ni ti khng mun ni bn nghe." "Ni cho ti nghe i," Sn Ca reo ln, "Ti khng ngn u." "Nu bn mun n Hng ," Cy ni, "bn phi dng m t ca Trng, trn ln mu ti ca bn. Bn s phi ht vi lng ngc st cnh gai nhn. Ht trn mt m, v gai nhn m nt vo tri tim bn, mu ngun chy vo tnh mch ti bin thnh mu ti." "Ci cht l ci gi cng xng ng cho mt n Hng ," Sn Ca thn nhin tr li, "s sng cng rt l thn mn vi mun loi. Ngi bn rng xanh, ngm mt tri vng, cng trng ngc ln trn qua i sao lng ly.

Hng hoa chung v hoa chanh n trong gc vn i sao ngt ngo. Tnh Yu mi mi, d i sng c ngng li, tri tim loi chim c ng l g so vi tri tim loi ngi?" Xe rng i cnh nu bay bng ln. Sn Ca ln quanh mnh vn nh chic bng, nghing nghing lm chic bng qua khu rng nh. Mt Sch vn nm th ra trn bi c. Trn i mt p vn cha kh dng nc mt. "Hy vui ln," Sn Ca reo, "sng trong hnh phc i; anh s c n Hng . Ti s nhum mu tim ti vo t Trng. Ti ch xin bn mt n hu l bn s p duyn cng ngi chn tnh, v Tnh Yu sng sut hn Trit L, v nng l tr tu, oai hng hn Quyn Lc, v chng l sc sng. i cnh rc r nng nn l hnh hi Tnh Yu. i mi chng ngt ta mt, thm tho hng trm. Mt Sch t bi c ng ngc nhn ln, nghe ngng, nhng g chng hiu g c. Nhng quyn sch kia cha bao gi c ai cp n tng va lt vo tai hn. Nhng Si thm hiu v xt xa, v nim yu mn Sn Ca vi chic t nh c kt trn ngn Si. "Xin em ht cho anh nghe bi ca cui cng," Si th thm; "anh s rt c n khi vng em." Sn Ca cao ging lu lo nng nn men ru tm. Va nghe Sn Ca ht xong, Mt Sch ng dy li trong ti ra tp giy v cy bt. "N c hnh dng," g va lm bm va bc vo khu rng nh -- "kh m ln ln vi loi chim khc; n c tnh cm khng ? Chc l khng u. N ta nh ngi cung in trong ngh thut; c cung cch, ch thiu nim thit tha. Chng bao gi n s hy sinh cho ai. N ch m ui trong m iu, v ai cng bit n rt ch k. Nhng phi cng nhn ging ca ca n tuyt vi. Tic thay iu chng mang n li lc g, chng ngha l g, chng lm c tr trng g!" G tr v phng, nm trn nm v suy t v ngi yu. Hn i vo gic ng hi no khng hay. Khi thy Trng lp l trong mn m, Sn Ca ct cnh n cnh Hng, m gh bung ngc vo gai nhn. Nng ht c m t tnh ca ny n hnh khc kia. Sau mi bi, chic gai nhn li xuyn vo su hn v su hn vo tri tim ngun mu ln ln vo ci hoa. nh trng lnh nghing xung. Nng hoan tng tnh u trong tri tim 2 a tr th. kia, cnh hng dn hng tng cnh sau tng bi ht tip li ca. Sn Ca dn lm i ta vng khi trn mt h -- lm dn i di i chn bnh minh. Ci Hng tht ln bo Sn Ca m ngn gai cht hn na. "Gh st hn, Sn Ca b bng, nu bnh minh n s lm hng i n Hng cha c hon thnh." Sn Ca vng li, m cht ly ngn gai, cng cao ging hn sau tng ca khc, v n lc hoan tng ngun khi u sa mt am m trong lng Chng v Nng. L hng cng dn ng hng ta nh nim e thn trn i m ngi trinh n n n hn u ca ngi yu. Gai vn cha ca vo c tm tri tim, nn nhng cnh nh gia n vn l mu trng ca trng. "Gh st hn, Sn Ca b bng, nu bnh minh n s lm hng i n Hng cha c hon thnh." Sn Ca dng ht sc m cht ngn gai vo su hn. Cht ni au v tn x tan hnh hi nng. ng, ng sao nim thng kh, ting ht c cao vt ln, cao vt ln trong li hoan tng Tnh Yu nng vo Ci Cht i vo Vnh Cu, v ni Tnh Yu an ngh khng phi l nhng nm m hoang. N Hng thm nt p ng sng bnh minh. Gia tm hoa rc r trong vt vin hng ngc. Ging Sn Ca yu dn, i cnh git git, i mt l ln nc long lanh. Bi ca dn nh i sau tng ting nc. Gom ht tn hi, Sn Ca pht ln m giai l. Trng nghe thy, chng mng nh bnh minh nghing xung lng nghe. N Hng nghe thy, rng mnh ln trong ngy ngt, m tng cnh trong bu tri lnh gi. m giai vng xa n tng hang hc ngn ni kia, nh thc nhng g chn cu ang say sa gic mng. N loang vo ging sng, tan vo bin rng. "Nhn ka! Nhn ka!" Ci Hng reo ln, "n Hng c hon thnh"; nhng Sn Ca nm im lm chng tr li. Gia tri tim cn li ln mt cnh gai rt nhn. Gia tra, Mt Sch thc gic, ra m ca s nhn ra. "! trng s ri!" hn la tong ln; "y l l c c! Ta cha bao gi nhn thy n hoa no p nh vy trong sut cuc i ta. p qu! Chc l phi c danh t trong quyn t in c xa"; hn nhoi ra ct. Nm cht trong tay, hn vi vng chy n nh nng. "Em ha l s trong vng tay anh nu anh em n em n Hng ," Mt Sch cung di. "y l n Hng nht em c th c trong ci nhn gian ny. Em nh ln o cnh tim em, v khi chng ta lun v, n hoa ny s ni ln tnh yu anh dnh trn vn cho em."

Nng xu mt xung. "Em s l n khng hp vi o d hi ca em," nng tr li; "v li, chiu hm qua chu trai b tc trao tng em nhng vng vng chu bu, ai ai cng trn trng hn l nhng n hoa." "Da trn li em ni, em l k v n," Mt Sch gm g; hn vt cnh hoa xung t, ri vo rnh nc. Chic xe b v tnh ln bnh ln. "V n!" nng ln ting. " ti ni cho anh nghe, anh l k ti bi; cn na, anh l ci th g ? Ch l con Mt Sch. C n mt ng anh cha chc c na l!"; ni xong, c nng nguy nguy vo nh sp ca li. "Tnh Yu sao li in r th nh," Mt Sch va i va lm bm. "Tr gi ca n ch ng na so vi Lun L, v n chng minh chng c iu g, ch lo lu phng on nhng iu cha chc thnh s tht, lm m qung i mt con ngi. Ho huyn, thi bui ny thc t l tt c. Tr li th gii Trit Hc v Thn Hc l phi o nht." V ... hn tr li phng ring, phi bi mt quyn kinh ly ra t trn k, ngi xung chm m trong dng ch.

summary
The Nightingale and the Rose is a story in which the first character that appears is a Student. This boy is sad because a girl promised to dance with him on condition that he brought her red roses, but he did not find any red rose; there were white roses and yellow roses, but he could not find red roses. While he was moaning because her love would not dance with him, four characters from nature started to talk about him. A little Green Lizard, a Butterfly and a Daisy asked why he was weeping, and the Nightingale said that he was weeping for a red rose. The first three characters said that weeping for a red rose was ridiculous. The Nightingale, who understood the Student, started to fly until she saw a Rose-tree. She told him to give her a red rose, and she promised, in exchange, to sing her sweetest song, but the Rose-tree told her that his roses were white, and he send the Nightingale to his brother that grew round the old sun-dial. The Nightingale went to see this new Rose-tree, and after promising the same in exchange for a red rose, the Rose-tree told her that his roses were yellow, but he send the Nightingale to his brother, who grew beneath the Student's window, so the Nightingale went there, and when she arrived, she asked the Rose-tree to give her a red rose. The Rose-tree said that his roses were red, but that the winter had chilled his veins and the frost had nipped his buds, so he could not give her a red rose. The Rose-tree gave her a solution: he told her that if she wanted a red rose, she had to build it out of music by moonlight and stain it with her own heart's blood. She had to sing to the Rosetree with her breast against a thorn; the thorn would pierce her heart and her life-blood would flow into the Rose-tree veins. The Nightingale said that death was a great price to pay for a red rose, but at the end, she accepted. The Nightingale went to see the Student and told him that he would have his red rose, that it was her who was going to build it up with her own blood; the only thing she asked him for in return was to being a true lover. Although the Student looked at her, he could not understand anything because he only understood the things that were written down in books. But the Oak-tree understood and became sad because he was fond of the Nightingale, and asked her to sing the last song and when she finished, the Student thought that the Nightingale had form, but no feeling. At night, the Nightingale went to the Rose-tree and set her breast against the thorn. She sang all night long. She pressed closer and closer against the thorn until the thorn finally touched her heart and she felt a fierce pang of pain. The more the rose got the red color, the fainter the Nightingale's voice became, and after beating her wings, she died. The rose was finished, but she could not see it. The next morning, the Student saw the wonderful rose under his window. He took it and went to see the girl and offered her the rose, but she just say that the rose would not go with her dress and that the Chamberlain's nephew had sent her real jewels and that everybody knew that jewels cost far more than flowers. After arguing with her, the Student threw the rose into a gutter, where a cart-wheel went into it, and he said that Love was a silly thing and that he preferred Logic

and Philosophy.

The Nightingale and the rose contains a main character that undergoes the hardship. How does Oscar Wilde sympathise with the Nightingale?

The Nightingale and the rose contains a main character that undergoes the hardship. How does Oscar Wilde sympathise with the Nightingale?

The Nightingale and the Rose contains a character that undergoes hardship. Oscar Wilde makes us sympathise with the Nightingale by clever use of situation and language. The Nightingale and the rose is set in a fairytale style genre; this also helps create sympathy for the Nightingale.

In The Nightingale and the Rose, the Student needs a red rose because If I bring her a red rose she will dance with me till dawn. If I bring her a red rose, I shall hold her in my arms this shows us that the student desires to be with her, and really wants a red rose. But there is no red rose in my garden this creates sympathy for the student because he wishes to be with her but without a red rose she shall not go with him to the dance. The Nightingale overhears the student speaking, and feels he is a true lover, the Nightingale believes the student is a true romantic and believes in true love. The nightingale feels sympathy for the student and goes to find him a red rose. The nightingale must sacrifice her own life for a red rose. The nightingale thinks and decides that love is better than life, and what is the heart of a bird compared to the heart of a man. This shows that the nightingale is a kind-hearted bird and is willing to sacrifice her own life for true love. This creates more sympathy because the reader feels sorrow for the nightingale.

In The Nightingale and the Rose, the Nightingale is the main character. The Nightingale is a likeable character, she is unselfish, kind, nice, she is self-sacrificing and she is a true believer of true love. This creates more sympathy because when she sacrifices herself it makes us sad because she was such a kind creature.

The Student is another main character in the story. At the beginning of the story we feel sympathy for the student as he weeps for a red rose, so that he can go to the princes ball with the girl. The student is so upset about the red rose that the nightingale believes he is a true lover. This strengthens the sympathy we feel for the nightingale because she is helping the student because she believes in love and no other reason. In the end the student does not go to the prince\'s ball with the girl. We feel even more sympathy for the nightingale at this point because she sacrificed herself for nothing because the student and the girl do not go the Princes ball in the end. Also our feelings towards the student change because the nightingale died for the rose and he threw the rose into the street, where it fell into the gutter, and a cartwheel went over it. Again this increases the sympathy we feel for the nightingale because that rose is like a symbol of the nightingales life and beliefs of true love and it is thrown angrily into the gutter. Other Characters in The Nightingale and the Rose are mostly all creatures (plants and animals). All the other characters except the Oak-tree dont understand the Nightingales sacrifice. They do not appreciate the Nightingales sacrifice. Only the Oak-tree understands the Nightingales sacrifice, the Oak-tree will miss the Nightingale and asks her to sing him one last song before she goes, and this makes us feel sad for the Oak-tree and the Nightingale because they are friends and they will miss each other.

The Nightingale and the Rose is written in fairy tale genre, but it is not a typical fairy tale because it doesnt have a happy ending. The Nightingale and the rose has the rules of three: three rose bushes, and three songs. It also uses Anthropomorphism (A form of non-humans so that they have human characteristics); use of this is common in fairy tales. The story involves love, it involves magical elements, the story is a Quest for the Nightingale, and it has good/bad characters. But the nightingale and the rose is not a typical fairy tale because it does NOT have a happy ending. This creates sympathy because people expect a fairy tale to have a happy ending but when this ends unhappily, it is kind of shocking and creates sorrow for the nightingale when we realise that her sacrifice was meaningless to the student.

In Conclusion, Oscar Wilde creates sympathy by using Phrases and words, fairy tale features and by clever use of situation.