dead poets society analysis essay

Dead Poets Society

By peter weir, dead poets society quotes and analysis.

But if you listen real close, you can hear them whisper their legacy to you. Go on, lean in. Listen. You hear it?... Carpe... Hear it?... Carpe. Carpe diem. Seize the day, boys. Make your lives extraordinary. John Keating

This quote demonstrators that Keating appreciates the history and legacy of Welton as much as his fellow faculty members, but that rather than let it intimidate his students, he uses it to inspire them. His view appears to be that the boys should follow in the footsteps of those who came before them not because tradition is the best course of action, but because they are all members of the human race, and the passion and excitement for life that they all share is what makes them special.

We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for. John Keating

One of the movie’s most famous quotes, Keating here acknowledges that many of his students may not care about his preaching about the humanities. After all, Welton prides itself on its ability to churn out doctors, lawyers, and other well-respected professionals. Intuitively, many of its current students are on the path to these careers and so don’t need art and poetry to succeed. Keating therefore reminds the students of why they’re doing what they’re doing, and working as hard as they are. He introduces the radical notion that they’re prestigious and impressive future careers may not actually be the end goal of their lives, but rather the means to living as full a life as possible.

This is a battle, a war, and the casualties could be your hearts and souls. John Keating

A somber moment of foreshadowing, Keating unknowingly references the eventual loss of Neil’s life in this quote. While his words “battle” and “war” refer to many things, they draw a parallel to the fight that many of the boys have with the conservative authority that dominates their life at Walton. Their hunger to break free from this authority becomes a battle in its own right, one that ultimately costs Neil his life and breaks his friends’ hearts.

McAllister: "Show me the heart unfettered by foolish dreams and I'll show you a happy man." John Keating: "But only in their dreams can men be truly free. 'Twas always thus, and always thus will be." McAllister: Tennyson? John Keating: No, Keating. McAllister and Keating

Keating is undoubtedly different from his fellow teachers in many ways, and this exchange between him and Mr. McAllister illustrates an example of how. While McAllister feels that the Welton boys need structure set out for them, whereas dreams may “fetter” their hearts, Keating argues that they should use their dreams to be free, and does so with an original quote, whereas McAllister’s was borrowed from Lord Alfred Tennyson. Not only does the content of his response demonstrate his alternate views of how the boys should be educated, but the nature of the quote itself does as well.

For the first time in my whole life, I know what I wanna do! And for the first time, I'm gonna do it! Whether my father wants me to or not! Carpe diem! Neil Perry

Neil’s enthusiasm at the prospect of becoming an actor demonstrates both the passion brimming within him and the influence of Mr. Keating to bring it to the surface. This is especially true with his exclamation of “Carpe Diem,” a direct reference to Keating’s teachings. The tragic irony here, of course, is that Neil is ultimately unable to do what he wants as a result of his father’s strict hold over him.

I'm exercising the right not to walk. Charlie Dalton

Ever the rebel, Charlie demonstrates at many points throughout the film how quick he is to get on board with Mr. Keating’s unorthodox teaching methods. Even before the two meet, Charlie establishes himself as the slacker when the boys discuss their academic prowess in Neil and Todd’s room on move-in day. The above quote is not only consistent with his slacker character, but also demonstrates his understanding of Keating’s lesson in choosing to have his own style of walking be one of stillness.

Now we all have a great need for acceptance, but you must trust that your beliefs are unique, your own, even though others may think them odd or unpopular, even though the herd may go, 'that's baaaaad.' John Keating

This quote nicely sums up what Keating hopes for the boys: that they’ll become individual free thinkers. It’s the lesson that he believes in perhaps most strongly, but also the most dangerous one in the long run, as it’s the one that causes the most friction with Welton’s strict adherence to uniformity and tradition.

Neil Perry: So what are you going to do? Charlie? Charlie Dalton: Dammit, Neil, the name is Nuwanda. Neil Perry and Charlie Dalton

Charlie’s interrogation by Headmaster Nolan is a crucial turning point in the film because it’s the first time the boys’ newfound hunger to be free thinkers and poets rubs up against the administration’s strict ideologies about conformity and tradition. Here, when Charlie corrects Neil, he indicates that not even a beating from the headmaster could change the fact that he 1. is loyal to his fellow poets, and 2. wishes to keep the name that the Society inspired him to don. It’s a testament to the unity and passion that the group inspires in him.

There's a time for daring and there's a time for caution, and a wise man understands which is called for. John Keating

Keating’s talk with Charlie and the other boys after the telephone stunt in the sanctuary demonstrates where he draws the line between teacher and preacher. While he establishes himself as an unorthodox faculty member, he is still an authority figure in the boys' lives and wants them to see their education through to graduation, not get expelled following his teachings. Emphasizing this shows that he considers himself their teacher first, before anything else.

John Keating: I always thought the idea of education was to learn to think for yourself. Mr. Nolan: At these boys' age? Not on your life! John Keating and Headmaster Nolan

This exchange between Nolan and Keating is one of several instances where Keating’s unusual methods begin to get him in hot water. Nolan personifies everything Welton stands for: tradition, discipline, and rules that stand the test of time. Keating, on the other hand, while respecting these beliefs, thinks differently, and it’s this alternative thinking that seems to create such conflict between himself and his peers as well as the boys and the administration.

Dead Poets Society Questions and Answers

The Question and Answer section for Dead Poets Society is a great resource to ask questions, find answers, and discuss the novel.

What’s the theme of dead poets society rip it out

Do you mean the scene where Keeting asks his class to rip out the Pritchard text? He wants them to avoid conformity by ripping a text that treats poetry like a math equation.

Explore Keating's influence on his students and how his encouragement of originality and "carpe diem" affect them.

I can't write your essay for you but can make a general comment. One of Keating’s main, overarching lessons for the boys is the idea of “seizing the day”—that is, making the most of the time they have now and taking advantage of the opportunities...

According to Pitts, all of the girls go for “jerks”. Do you agree with his assessment? Why or why not?

Well, this is a pretty subjective answer from personal experience. Many many years ago I was captain of the chess team in high school. Lets just say girls were not clamouring to wear my jacket. The hockey players,they used to throw pucks at our...

Study Guide for Dead Poets Society

Dead Poets Society study guide contains a biography of director Peter Weir, quiz questions, major themes, characters, and a full summary and analysis.

• About Dead Poets Society
• Dead Poets Society Summary
• Character List
• Director's Influence

Essays for Dead Poets Society

Dead Poets Society literature essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of the film Dead Poets Society directed by Peter Weir.

• Authority Against Individualism: Dead Poets Society and The Rabbits
• Dead Poets Society: The Powerful Thought of Individuality
• Identity in Dead Poets Society and Frost's Poetry
• Exploring Transitions: Educating Rita and Dead Poets Society

Wikipedia Entries for Dead Poets Society

• Introduction

Dead Poets Society

53 pages • 1 hour read

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Summary and Study Guide

Introduction

N. H. Kleinbaum’s Dead Poets Society is a 1989 novel based on the motion picture written by Tom Schulman. The novel was released as a companion piece to the wildly popular film—also titled Dead Poets Society and released in 1989— which starred famous actors such as Robin Williams as Mr. Keating, and Ethan Hawke as Todd Anderson . The film scored high with critics, winning the Oscar in 1990 for Best Original Screenplay and receiving nominations for Best Picture, Best Actor (Williams), and Best Director (Peter Weir).

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The novel, like the film, follows a group of boys at an isolated preparatory school in Vermont, where excellence and uniformity are not just expected but commanded of them. Their worlds are changed when the new English teacher, Mr. Keating, arrives, bringing with him his unconventional methods of instruction. He teaches the boys to seize the day and make their lives extraordinary.

This guide is based on the original 1989 Hyperion copy of the novel, published for Touchstone Pictures.

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Content Warning: This book contains references to death by suicide and sexual assault, and uses outdated and culturally appropriative terminology that is reproduced only in direct quotes. 

Plot Summary

Tucked away in the hills of Vermont is a preparatory school designed to produce some of America’s best and brightest young male students: Welton Academy . The novel begins at the start of the fall term, when newcomer Todd Anderson is being inducted into the school. Todd is shy and fearful, always walking unnoticed in the shadow of his older brother, a legacy student at Welton. Other characters introduced in the convocation ceremony are future lawyer Knox Overstreet and future banker Charlie Dalton , both of whom are following in their fathers’ respective footsteps. Neil Perry , whose family is less wealthy than the others at Welton, is also present with his father, who is ever hard to please. Finally, the headmaster introduces the students and their parents to Welton’s newest addition to their staff: Mr. John Keating , the new English teacher.

Todd is set to room with Neil, a popular boy who is involved with several extracurriculars, including the school paper. While Todd is settling in, a number of Neil’s friends drop by and introduce themselves. Amidst the excitement, Neil’s father, Mr. Perry , enters and asks to speak with Neil. He tells him that he worries Neil is overloaded with extracurriculars and demands that he resign from the school paper. Neil begins to argue back, since he is the editor, but his father won’t hear any more of it, and Neil concedes. Neil’s friends tease him for being a pushover, but he reminds them that they all act the same way with their own fathers.

Welton (nicknamed “Hellton” by the students) proves to be even more challenging than Todd expected, and he finds himself struggling to keep up with the high expectations the school sets for its students. The teachers in Latin, trig, and other subjects begin the semester with mountains of homework assignments. It isn’t until the boys find themselves in Mr. Keating’s class that they feel they can breathe for a moment.

Mr. Keating, a young man in his thirties, sits in the classroom, staring out the window. Finally, he introduces himself and asks to either be addressed as Mr. Keating, or “O Captain! My Captain!”, in reference to the Walt Whitman poem. Then, he gets up and leads the boys to a hallway that is lined with photographs of students from the past several decades. He asks them to lean in closer and see that they aren’t much different from the students at Welton today. He asks them to consider how many of them actually followed their dreams and how many followed the path life seemed to have carved out for them. He encourages the boys to remember a particular Latin phrase: “carpe diem,” which translates to “seize the day.”

That night, Knox has to decline the boys’ offer to have a group study session. He has been instructed to have dinner with the Danburrys, his father’s friends. Knox initially dreads the appointment, but his attitude changes when he is greeted at the door by a beautiful girl named Chris. Knox is immediately enraptured with the pretty cheerleader but is crushed to discover that she is dating Chet Danburry, the son of his father’s friends. He returns to the boys that night with the tragic news: He’s met the most beautiful girl, but she’s taken.

The following morning, Mr. Keating’s class again proves to be unconventional. Mr. Keating asks his students to read the introduction to their assigned poetry book aloud. The introduction, authored by Dr. J. Evan Pritchard, claims that poetry can be ranked in a type of mathematical scale, one that accounts for a poem’s technical skill and its importance to the world at large. After deducting these two figures, one will arrive at a measurement of a poem’s greatness. Mr. Keating, after demonstrating this graph, turns to the class and declares the entire formula to be absurd. This is no such way to measure a poem’s greatness, as if a thing could be measured at all.

He commands his students to rip out the entire introduction and throw it away. They will be studying poetry differently in this class, and have no need for Dr. J. Evan Pritchard. The boys are hesitant at first, unsure of why they could be asked to destroy the book. Eventually, one by one, they rip the pages gleefully. They lean on the edge of their seats as Mr. Keating talks about the beauty and romance of poetry—both of which are essential to their understanding as members of the human race.

In the dining hall later that day, Mr. Keating is joined at his table by McAllister, the Scottish Latin teacher. McAllister inquires about the odd scene he happened to witness earlier that morning: He had seen the students ripping out the introduction to the book. He warns Mr. Keating against encouraging the boys to be artists. Mr. Keating replies that he isn’t trying to create artists but free thinkers. McAllister scoffs slightly at the idea but overall is charmed by Keating’s enthusiasm and lets the topic rest.

Meanwhile, Neil has found something of interest at his own lunch table. He shows the boys a school annual from the year Mr. Keating graduated. Under his picture, he is listed as the founder of the Dead Poets Society. After lunch, they follow Mr. Keating outside and ask him what the Dead Poets Society was. Mr. Keating tells them it was a group of boys who met in an old cave near the school grounds and took turns reading poetry aloud.

When they return to their dorms, Neil finds an old book of poems on his desk, presumably left there by Mr. Keating, with an inscription next to a Henry David Thoreau quote, saying that this was to be read at the first meeting of the Dead Poets Society. Neil gathers a group of boys and gets them to agree to meet in the cave that night and bring back the Dead Poets Society. The group consists of Knox, Charlie, and three other boys: Cameron (albeit unwillingly at first, for he is afraid to break the rules), Pitts, and Meeks.

Finally, Neil asks Todd to join. Todd tells Neil he can’t because he’s too afraid to speak in front of the others, and the whole point of the Society is for them to take turns reading aloud to each other. Neil leaves to ask the others if Todd can listen instead and still be involved. His request is granted, and Todd is in the club. They plan to leave that night and sneak out for the cave.

As the Dead Poets Society continues to meet, reading poems and confessing secrets, and Mr. Keating continues to teach against the dangers of conformity, the boys slowly begin to find their own voices. They grow brave in their pursuit of what they want: Neil discovers his passion for acting, auditioning for and landing the role of Puck in the local production of A Midsummer Night’s Dream , and Knox grows more courageous in his attempts to woo Chris. Todd, who the whole time has feared public speaking more than anything, is pulled in front of Mr. Keating’s class to create a poem on the spot, and his words leave his classmates speechless. The friendship between the boys grows, and they discover they have dreams, ideas, and words to share with the world beyond what they’ve been conditioned to contribute by their fathers and the professors at Welton.

Eventually, Mr. Perry discovers that Neil is in the play and that he faked a permission slip from himself and Headmaster Nolan to participate. He tells his son that he must drop the show immediately. Neil visits Mr. Keating to tell him of his problem. He confides in his teacher that he feels trapped by his father’s expectations and isn’t sure how to move forward. Mr. Keating encourages Neil to tell Mr. Perry what he just told Mr. Keating: that his passion for acting is more than a hobby and he wants to pursue it. Neil agrees to think on it. When Mr. Keating asks him later if he followed up with his father, Neil lies and says that Mr. Perry was angry but agreed to let him remain in the production.

Meanwhile, Knox rides his bike to Chris’s school and delivers a love poem to her in front of her entire class. She shows up the night of Neil’s play at Welton to warn Knox that her boyfriend is furious and that he needs to stay away from her for his own safety. As it happens, Chris is on her way to the play as well, alone, and Knox convinces her to come with him. He promises one night to spend time together, and if she still doesn’t want to see him again, he will leave her alone for good. She agrees, and the two of them sit together in the auditorium.

Neil performs beautifully, and all of his friends are in the audience to cheer for him. An unexpected audience member arrives toward the end of the show: Mr. Perry. Neil sees him in the crowd but continues his final speech. Afterward, Mr. Perry takes Neil home, leaving the boys and Mr. Keating confused and worried for Neil.

At home, Mr. Perry informs Neil that he will be withdrawn from Welton and shipped off to military school for the remainder of his high school years. From there he will go to pre-med and medical school, a total of 10 years of his life that will be spent studying something Neil doesn’t want to do. Mr. Perry reminds Neil that he has no say in the matter and that he and his mother are counting on Neil to be successful and wealthy. Without another word, the family goes to bed.

That night, feeling like there is no way out of his situation, Neil sneaks down the stairs into his father’s study, where a pistol is locked in the desk drawer. He puts on the crown he wore as Puck, points the gun at himself, and fires. His parents awaken to the noise and rush down the stairs to find their son, dead on the floor of the study.

Back at Welton, the boys wake Todd up from his sleep to deliver the news. Todd wretches from grief, and the boys cling to each other as they mourn their friend. Todd blames Mr. Perry, saying Neil would never have done it if Mr. Perry hadn’t pressured him as much. Neil’s death launches a school-wide investigation, with the blame ultimately falling on Mr. Keating and the Dead Poets Society. Schools close because of situations like this, and Headmaster Nolan needs a scapegoat. The easiest target is the teacher who has been giving the boys the courage to find their own voice .

Cameron, a rule-follower at heart, is the first to confess. Charlie, disgusted and angered by Cameron’s betrayal, punches him square in the face. Cameron looks around at his friends and tells them that if they don’t confess, they risk expulsion. Mr. Keating will be fired either way, but they can still save themselves. One by one, the Dead Poets are called in to talk about their experience in Mr. Keating’s class and what happened in the cave. Only Charlie refuses to speak, and is expelled immediately. Finally, Todd is called into Mr. Nolan’s office. There, his parents are waiting for him, and there is a contract detailing what happened that has been signed by the Dead Poets (with the exception of Charlie). Todd begs his parents not to make him sign, but eventually he is forced to comply.

The next day, Headmaster Nolan takes over for Mr. Keating in poetry class. He decides that it would be best to start over, so he tells the boys to read aloud from the introduction. They tell him that the pages have all been ripped out. Frustrated, Headmaster Nolan plops his own copy of the book before one of the students and forces him to read. At that time, Mr. Keating appears to gather his belongings. Headmaster Nolan tells him to go ahead. The room is morose as they watch their beloved teacher pack up his materials.

As Mr. Keating is walking out of the room, Todd stands up and shouts for him to wait. He tells him that they were all forced to sign the papers and they know it wasn’t his fault that Neil died. Headmaster Nolan commands Todd to sit back down. However, in a moment of final defiance, Todd instead stands on his desk and faces Mr. Keating. Knox joins, and Pitts, and Meeks. Eventually, nearly half of the class (even those who weren’t in the Dead Poets Society) all stand on their desks as a salute to Mr. Keating: an alliance with the man who changed their lives. Mr. Keating smiles back at them and thanks them. Though they may never cross paths again, none of them will forget the man who allowed them to, for once in their life, think for themselves.

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Home — Essay Samples — Entertainment — Movies — Dead Poets Society

Essays on Dead Poets Society

The Dead Poets Society is a timeless film that explores the power of literature and poetry to inspire and provoke change. Writing an essay on this film is important because it allows you to delve deeper into its themes, characters, and impact on the audience.

When writing an essay on Dead Poets Society, it is important to first familiarize yourself with the film. Watch it multiple times, taking note of key scenes, character development, and the overall message of the story. This will help you form a solid foundation for your essay.

Next, consider the themes of the film. Dead Poets Society touches on themes such as individuality, the power of literature, and the conflict between tradition and personal expression. These themes can be used as the basis for your analysis and argument in your essay.

In addition, it is crucial to analyze the characters in the film and their development throughout the story. How do the characters’ actions and decisions drive the plot forward? How do they contribute to the overall message of the film?

When writing your essay, it is important to support your arguments with evidence from the film. Use quotes and specific scenes to back up your points and provide a deeper understanding of the film.

Finally, make sure to proofread and edit your essay before submitting it. Check for grammar and spelling errors, and ensure that your argument is clear and well-supported.

In conclusion, writing an essay on Dead Poets Society is important because it allows you to explore the film's themes, characters, and impact. By familiarizing yourself with the film, analyzing its themes and characters, and supporting your arguments with evidence, you can create a compelling and insightful essay.

What Makes a Good Dead Poets Society Essay Topics

When it comes to writing an essay on Dead Poets Society, choosing the right topic is crucial. A good essay topic should be thought-provoking, relevant, and engaging. To brainstorm and choose an essay topic, consider the themes, characters, and plot of the movie. Think about what aspects of the film resonate with you and what you are passionate about. Consider the historical context and social issues the film addresses. A good essay topic should also be specific and focused, allowing you to explore it in depth.

Best Dead Poets Society Essay Topics

• The role of non-conformity in Dead Poets Society
• The impact of Mr. Keating's teaching methods on the students
• The theme of carpe diem in the film
• The portrayal of individualism vs. tradition in Dead Poets Society
• The significance of poetry in the movie
• The character development of Neil Perry
• The influence of the setting on the characters' actions
• The role of societal expectations in the film
• The symbolism of the cave in Dead Poets Society
• The theme of friendship and loyalty in the movie
• The impact of the boys' secret society on their lives
• The conflict between personal passion and parental expectations
• The use of cinematography to convey the film's message
• The significance of the title "Dead Poets Society"
• The portrayal of adolescence and coming-of-age in the movie
• The relationship between Mr. Keating and the students
• The theme of rebellion and its consequences
• The significance of the final scene in Dead Poets Society
• The impact of Neil's death on the other characters
• The representation of free thinking and self-expression in the film

Dead Poets Society Essay Topics Prompts

• Imagine you are one of the students at Welton Academy. Write a journal entry reflecting on the influence of Mr. Keating's teachings on your life.
• Create a character analysis of Neil Perry, exploring his motivations, strengths, and weaknesses.
• Write a persuasive essay arguing for or against the role of conformity in society, using examples from Dead Poets Society to support your argument.
• If you could change the ending of the film, how would you rewrite it? Explain your reasoning and the impact of your alternative ending on the film's message.
• Imagine you are a film critic reviewing Dead Poets Society. Write a critical analysis of the movie, discussing its strengths, weaknesses, and overall impact.

Neil Perry Dead Poets Society

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The Main Messages in The Film Dead Poets Society

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Construction and Representation of Identity in Dead Poets Society and Frost’s Poetry

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Obedience in The Movie Dead Poets Society

The idea of carpe diem in as i walked out one evening by w. h.auden, examples of transcendentalism in dead poets society, exploring transitions: upbringing rita and dead poets society, friendship in a separate peace by john knowles and the movie dead poets society, relevant topics.

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Dead Poets Society Analysis Essay

Lost and Found In todays society teenagers are struggling to be themselves, because of the pressure of everyone around them trying to make them someone else. In Dead Poets Society Todd Anderson shows the positive effects of self-esteem, as he develops from a self-conscious young man to growing more confident with the help of Neil Perry and Mr. Keating, and finally to demonstrate great self-esteem in one final act. It is important to know that it’s easy to follow in others’ footsteps, but nobody else’s steps lead exactly where one is going. By trying to copy and replicate someone elses legacy, one won’t get to their full potential when trying to find the purpose of life. It’s essential that one will figure this sooner than later. In the…

Todd finds himself emerging from his self-conscious shell after being faced with the death of his roommate and close friend. Although the lack of positive self-esteem can be symbolized more when Neil dies after he is reminded of living a life that was chosen for him rather than what he would choose for himself. Also from the idea of when not being who one is, is as good as being dead. So it is quite the milestone when Todd begins to find the courage and confidence that was always inside of himself when he rebelliously stands on top of his desk. Thus encouraging nearly all of his classmates to follow as he risks punishment once reciting, “Oh captain, my captain” (Dead Poets Society) just as Mr. Keating was leaving, in the end scene of the movie. He shows that even though we won’t ever really be completely happy, but will be okay in the long run. The importance of individuality is an essential characteristic for people all across the world, as Todd Anderson portrays as the perfect character in Dead Poets Society to teach others how one can’t be anyone but oneself. In the end, he came to terms with this idea and even though he won’t be completely fixed he has finally made it to the right path. And -Which would also compared with the teenagers in today’s society- as long as he stays true to himself any plans he has for his future are…

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Home Essay Examples Entertainment Dead Poets Society

Dead Poets Society: Characters' Analysis

• Category Literature , Entertainment
• Subcategory Movies
• Topic Character , Dead Poets Society , Film Analysis

The movie “Dead Poets Society” is set in the United States in 1959, at the traditional Welton Academy, a university which is very strict and whose students come from the upper class.

To start with Mr. Nolan, the headmaster represents the traditional, authoritarian leader. What he says in the movie revolves around the core values of tradition, honour, discipline and excellence, which are the values of the university itself. His speeches focus on the prestige of the school and the responsibilities that come with being a student at Welton Academy.

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The ceremony he leads at the beginning of the year is conventional and leaves no room for imagination. Students are not given freedom. They are not given any opportunity to say anything. Mr. Nolan is the type of leader who does not involve his students or care for anything beyond the school curriculum that might be of interest to the boys. He makes no comments regarding Neil’s (a student) passion for acting, apparently ignoring the real cause of Neil’s later suicide, and has no awareness of Todd’s own emotional conflict when he decidedly tells him to live up to his brother’s status.1

Thus, Mr. Nolan puts a lot of pressure on his students and invokes the past in an attempt to encourage the students to live up to the tradition: “You have some big shoes to fill. Your brother was one of our finest,” he communicates to Todd. In doing this, he again leaves no room for change, or for the growth of the students as free individuals with unique personalities.

Authority is one of the key concepts of his leadership methods. Nolan is a very rigid figure, and has no sense of humour. Moreover, he resorts to the traditional method in doing so: he beats him with a paddle. When the article that Charlie writes for the school journal comes out, Mr. Nolan’s only purpose becomes to find the culprit, thus the focus is on the student who has challenged his authority. His speech is not about justice being done, but about the guilty person being found by him.

After Neil’s suicide, Mr. Nolan’s authority is again in danger of being subverted. He tries to save his reputation by threatening to find the guilty person, and in the end he finds a scapegoat in Mr. Keating.

Mr. Nolan falls into the category of “autocratic leadership”, according to Kurt Lewin’s approach, described in Kendra Cherry’s article. This style implies that the leader takes the decisions and the members of the group (in this case, the students) are not given any freedom. According to Daniel Goleman, Mr. Nolan’s style is “coercive”, and he argues that the main fallacy with this style is that it “undermines one of the leader’s prime tools—motivating people” (2000). As a result, the students’ attitude towards Mr. Nolan is of refusal to cooperate, unless they are threatened. In the end, the students are forced to sign a document against Mr. Keating’s teaching methods, but only when they risk being expelled. However, they refuse to collaborate when there is no danger of being punished. When Mr. Nolan asks them to give the name of the students who wrote the article in the school journal, they keep the secret and eventually Charlie gives himself away.

On the other hand, John Keating, a recently appointed English professor is everything that Mr. Nolan is not. He has charisma, humour and inspires his students. Against the conservative background of the university, professor John Keating becomes one of the most remarkable figures at Welton. His non-traditional teaching methods, together with his passion, his charismatic personality and the genuine care for his students, make him stand out from the rest of the members of the school committee, and thus he becomes a favourite amongst the students, the leader of a group of students whom he does not control, but inspire. Mr. Keating’s opponent is Mr. Nolan, the headmaster, who represents precisely what Mr. Keating does not: authority and tradition. John Keating and Mr. Nolan represent two different types of leaders with different teaching methods and core values.

Keating is a leader in the sense that he brings his students together. He does this by having a vision and by creating values that go hand in hand with his vision. He manages to keep the group together and focused. Even when one of the students writes a bad poem, he does not assume a superior attitude: “We’re not laughing at you; we’re laughing near you,” he tells the student. The best scene in the movie for exemplifying togetherness is perhaps the moment when the boys find out about the “Dead Poets Society” group meetings that Mr. Keating used to organize when he was younger and they decide to do the same.

Mr. Keating is a visionary. He has a clear vision, which he infuses into his students. “No matter what anybody tells you, words and ideas can change the world,” Keeting tells his students. This, together with “carpe diem” i.e. seize the day, are his mottos, and become the mottos of his students as well. Under his influence and guidance, Neil follows his passion for acting and is supported in taking up his first role in a play. Knox decides to make a move and call Chris, the girl he fancies. He convinces even the shy Todd to overcome his fear of speaking in public.

John Keating is also a value creator. He stands for making the most out of life, taking risks and not missing whatever opportunities life throws in one’s way. Focusing on a few key values makes the vision clear and well-defined: “If you make it your goal to be a value creator, then it becomes an instinct […] it’s clarifying, and if you can focus on that, it is the way to win”. This acts as a shortcut to the students’ own personalities. Every student feels he can identify himself with Mr. Keating, and this strengthens the team spirit in the group and the group dynamics.

He establishes his authority by having the students call him “captain” right from the beginning, and takes this word from Walt Whitman’s poem, “O Captain! My Captain!”. Therefore, he makes use of a historical reference in order to gain prestige.

There are some other creative methods he uses in order to gain the students’ respect and a certain amount of power over them. When he enters the class for the first time, there is an air of composure in his attitude, which the students do not expect. He enters the class while whistling and asks the students to leave the class and follow him. Then he tells them that he had been a student of “Hellton” too, thereby establishing a democratic relationship of equality with his students that he is one of them, and he calls “Welton” as “Helton” as the students do in private. Afterwards, he shows them photos of Welton graduate students that are no longer alive, encouraging the students to “seize the day”: “You see, gentlemen, these boys are now fertilizing daffodils. But if you listen real close… you can hear them whisper their legacy to you.” Then he asks the students to go closer to the photos and whispers in their ears “carpe diem”. He ends the class with telling the students to “make their lives extraordinary”.

John Keating’s discourse often includes the future; he invites the boys to think about what they could be. However, Mr McAllister warns him against his methods: “You take a big risk by encouraging them to become artists”. Neil takes his acting career too seriously and suffers deeply when he realises that change cannot come immediately. In the end, his leadership style has its drawbacks, just like any other style.

Every class of Mr. Keating’s becomes a show he stages. He creates “compelling spectacles” with every class he holds. During the next class, he tells his students to read the definition of poetry from their books, and then, unpredictably, tells them his opinion about it and uses humour to fully make his point and tells the boys to rip out the page from the book, involving them in the show. “Gentlemen, tell you what. Don’t just tear out that page. Tear out the entire introduction,” he says adding to the drama.

In another scene, he asks the students to gather round him and tells them his meaning of poetry which goes like “We don’t read and write poetry because it’s cute. We read and write poetry because we are members of the human race… poetry, beauty, romance love — these are what we stay alive for.” Then he gives them his definition of the meaning of life: “That the powerful play goes on and you may contribute a verse”. By this, he shifts the focus from him to the students and appeals to their own visions of the future.

Yet another scene shows that Mr. Keating climbs on his desk and asks the boys why he does this. “I stand upon my desk to remind myself that we must constantly look at things in a different way,” is his answer. By doing so, he also asserts his authority in a less obvious way. However, later on he invites his students to do the same, therefore equality is once again established between the professor and the students. This is also another example of how he stages his own play during his classes and how everybody else gets to have a part in the play.

One of the most important concepts in discussing leadership is emotional intelligence, which represents “the abilities to recognize and regulate emotions in ourselves and in others” (Goleman 2001, 2). Mr. Keating shows “intrapersonal intelligence”, the ability to manage oneself. He knows he wants to teach. After seeing a photo of Mr. Keating’s wife, Neil asks the professor how he stands being away from her. Mr. Keating’s answer shows that he can manage himself and that he knows what he wants: “Because I love teaching. I don’t want to be anywhere else”. Mr. Keating is also honest, and takes responsibility for his actions. He accepts leaving Welton Academy without protesting.

Other traits described by Goleman that can be applied are the ability to adapt to new situations — the audience can infer that Mr. Keating has adapted himself easily to the new working medium at Welton Academy. During the classes, he is a creative and a flexible professor. He replies to his students with funny remarks that are made up on the spur of the moment. When Charlie refuses to walk in an exercise that was meant to demonstrate the “dangers of conformity”, Mr. Keating shows flexibility: “Thank you, Mr. Dalton. Just illustrated the point. Swim against the stream”.

Mr. Keating’s personality makes him a charismatic leader. He uses his humour to mobilize his students. He also chooses to make witty and humorous remarks instead of criticizing his students in a direct manner: “Congratulations, Mr Hopkins. Yours is the first poem to ever have a negative score on the Pritchard scale”.

Mr. Keating is driven by motivation and commitment. He continuously tries to bring out the most of his students. He supports Neil with his acting career, proving that he genuinely cares for his students. He continues with his non-traditional methods despite being warned by other members of the school committee and despite the risk of being fired for the same.

In terms of what Garner names “interpersonal competence” (qtd. in Goleman 2001, 2), Mr. Keating shows empathy towards his students. He understands Todd’s fear of public speaking and motivates him beyond his fear. He is aware of the area where his students need to develop and helps Neil pursue his dream.

As far as social skills are concerned, Keeting is a persuader and communicates effectively, convincing his students to work with him; he inspires and guides the boys, initiates change and cooperates with the students, creating a group that is bound together by common values and goals.

Mr. Keating’s style is mainly “authoritative” (Goleman 2004) and enters the scene at a time when change was needed. Goleman argues that this style works best when “changes require a new vision” (2004). Mr Keating thus succeeds in mobilizing his students and in convincing them to follow him. By the middle of the movie, most students take the motto “seize the day” seriously. However, he shows traits of other leadership styles as well. He creates harmony within the group and shows empathy towards his students, thus borrowing elements from the “affiliative” style. He places the emphasis on teamwork and consensus, as would a “democratic” leader do, and urges his students to better themselves, thus assuming a “coaching” style. Therefore, his style contains includes elements of all the styles that, according to Goleman, lead to positive results.

Moreover, Mr. Keating is cautious and while he preaches change, he invites his students to think twice before making a bold move: “There’s a time for daring and there’s a time for caution, and a wise man understands which is called for”. At the same time, he knows when to be daring and when to be wary. He knows that he cannot do anything that could make him remain a professor at Welton Academy and accepts his dismissal without protesting. There is also an air of calmness and composure even when Mr. Nolan or other persons are criticizing his methods.

In conclusion, Mr. Keating’s leadership style shows more flexibility and is more appealing, given the context and the social background of the students. He also shows strong emotional intelligence skills that enable him to attune to the students’ needs easily. His personality and his power to empathize with the students help him become an influential leader.

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Dead Poets Society

N. h. kleinbaum, ask litcharts ai: the answer to your questions, john keating, todd anderson, charlie dalton, knox overstreet.

Richard Cameron

Headmaster gale nolan, mr. george mcallister.

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‘Dead Poets Society’ | Analytical essay

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Indledning The novel “Dead Poets Society” is based on the movie produced in 1989. The book was written by Peter Wier, and has received a lot of stunning rewards since the release. The novel is set in 1959 at the very respected and prestigious boys only school Welton Academy, a boarding school located in Vermont in the US. The novel is mainly about a group of boys and their development from young kids to teenagers. The boy’s names are Todd Andersen, Neil Perry, Richard Cameron, Knox Overstreet and Charlie Dalton. All of the boys have very different personalities but yet they all seem to have something in common and they become good friends. In the start of the book we read about how strict and rigorous the teachers are and how they treat the boys with countless assignments and homework.

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Uddrag The composition in the novel is constructed after the narrative arc and it starts with the exposition. This is the point where we get introduced to the environment and the most important persons in the novel. We can see it in the first chapter where the strict environment is shown and we hear about the four important values that Welton has: Tradition, honor, discipline and excellence. Already in the start we see Welton’s perspective of what a good student is and their robotic per-ception of learning. Also, in the composition there is the rising action where a conflict begins to ramp up. I would argue that this happens when the boys meet Keating and they begin to experi-ence this free-thinking mindset that he is teaching them to have. We can look at the important scene where he introduces the boys to carpe diem. We can see it in this quote where he talks about the meaning of carpe diem: “Because we are only going to experience a limited number of springs, summers and falls.” (P. 26, L.1) Here he talks about how the boys should live their lives to the fullest because they have a limited number of days to live in. This advice is in my opinion the advice that lead the boys to the very rebellious behavior later in the novel. Furthermore, in the composition we can look at the point of no return. This happens when the boys have an important choice to make. For example, when they all discover The Dead Poets Society and they have to make the decision whether or not they want to break the rules. We can see this in the quote: “I say we go tonight,” Neil said excitedly when Keating was out of sight. “Everybody in?” (P. 47, L. 27) In this part the group needs to decide if they want to be a part of the society. This part shows us a lot about how the boys have developed in the story, that they are willing to break the rules to read poetry. This leads us to the crisis, that takes place when Neil defies his father’s command and continues his acting dreams in the play. This leads us to the climax of the novel, the highest point of tension. I would argue that this happens when Neil commits suicide. He chooses to kill himself because of his father’s decision and his sincere obligation to The Dead Poets Society. We can read this in the quote: “He gasped. Neil lay on the floor, bathed in his own blood. Mr. Perry knelt down and embraced his son while his wife let out an anguished scream.” (P. 150 L. 30) In this part we reach the highest point of tension in the novel. Everything changes after this part and it affects all the other characters, because of this tragedy. As a result of the climax the falling action happens. This is where all the boys meet in the basement dorm because of Neil’s suicide. We also hear about the document the boys need to sign and with it Welton is trying to avoid a big crisis. Lastly, we have the resolution and this is where the novel ends. The novel’s end is when the students sit in their English class and say their last goodbyes to Keating. Many of them choose to stand on their tables as a final tribute to Keating. We can see this in the quote: “One by one, and then in groups, others in the class followed their lead, standing on their desks in silent salute to Mr. Keating.” (P. 166 L. 8) We see the student’s gratitude because Keating chose to teach them to live their lives in a different way than their parents and the school wanted them to. When they are standing on the desks, it symbolizes seeing the world from another point of view. That is, challenging the school’s traditional ideas, stereotypes and values in order to be completely free. The ending is a tragedy but there is still a glimpse of happiness and gratitude.

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