Summary
The short story entitled “Monsters” by Anna Quindlen was told from the narrator’s point of view, possibly the author, on the symbolism of monsters under the bed for children. The literary discourse started with the alleged arrival of the monster under the bed, as acknowledged from the perspective of the narrator’s son and relayed through a small dialogue. A trip down memory lane was initially presented remembering the narrator’s childhood experience and depiction of a similar monster. Subsequent discussion provided reflective points that rationalize how parents should address the matter in terms of strategies that would effectively justify a valid response: either through denial, physical proof by accompanying the child to view the alleged monster, and through analogies with other supposed fictional characters, like Santa Claus. Concurrently, the narrator affirmed that denial was simply not the most effective course of action due to her own belief that monsters under the bed truly exist. The narrator explained the monsters under the bed are symbolisms of a person’s fear; which could be an embodiment of something dark and threatening like a thief in the night; a lost lover; a boss, a spouse or a person who inflicts pressure, pain, and undue challenges in one’s life. These symbolisms effectively provide analogic representations of monsters under one’s bed through their ability to put one off balance, grab one down, and keep one awake at night. In the end, the narrator concluded that this is a perfect situation for allowing her son to realize and address his own monster as part of his learning experience.
Essay
The short story entitled “Monsters” by Anna Quindlen provided an illuminating lesson regarding learning through experience. Contemporary educational institutions have designed various course modules using instructional methods, approaches and support materials that ensure that theoretical frameworks are appropriately imbibed. However, these educational programs also attest apart from being told, learning could be appreciated through personal or professional experiences or practice. Just like learning that monsters under one’s bed are mere symbolism of a person’s fear or perceived threats in life, another facet where one learns on one’s own and which is best appreciated when not taught is loving and ultimately deciding who one wants to marry in life.
Of course there are books and publications that provide secrets to maintaining a good relationship or providing directions on how to find the perfect partner or even one’s soul mate. One firmly asserts that although people could learn the techniques from these discourses, readers must always remember that these are just guidelines that could provide strategies to make relationships work. The authors of these literary works could have been successful at their own personal relationships; but, the catch is: each person is unique and the situation within which each romantic event takes place is different from one person to another.
As one matures, characteristics that one would define to be found from an ideal partner would include adjectives such as: witty, funny, presentable, good-mannered, faithful, and responsible, to name a few. As such, one could not be taught to love a person who does not have these ideal traits or does not possess the characteristics that one prefers the ideal partner to embody. The funny thing is that – there are several instances where one has defined exact characteristics that one intends one’s partner to be; but, eventually ends with a partner who has exactly the opposite of these traits. Frequently, young adolescents are given strict reminders by parents not to go out with a person who seems to exhibit a happy-to-lucky stance or someone who shows aggressiveness and excessively overbearing persona. And frequently, these adolescents openly defy these warnings and vehemently refuse being told. It is situations like these that actually lead to a simple falling out of love, break-ups, separation, or divorce.
In love, one learns more effectively, not by being taught; but more so, by experiencing and being immersed in the different stages of love. Concurrently, love itself is a wide and encompassing emotion, where individuals could manifest disparities in abilities, levels of love, depth, intensity, and objects of affection, depending on the age level of the lover, the cultural orientation, beliefs and value system, preferences, or even future plans. For those who have a calling for priesthood or entering in the convent, love for them is ultimate and wholehearted devotion to God. There are those who learned to love only one person throughout the entire life; while others repeatedly look for an ideal partner through a successive relationship. All of these attest that love and deciding to be in a romantic relationship could not be taught; and is better learned through personal experience and going through the ups and downs of this incredible universal emotion.
Work Cited
Quindlen, Anna. “Monsters.” Date. Print.
