lord of the flies bullying essay

The New York Times

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Teaching ‘The Lord of the Flies’ With The New York Times

Earlier this year, we asked students and teachers to name the books they love to read and teach . Books like “The Catcher in the Rye” and “To Kill a Mockingbird” were favorites among teachers and students alike.

Teachers also weighed in on the books they least enjoyed teaching. And “The Lord of the Flies” made the short list. Yet William Golding’s 1954 novel, which has been published in 26 languages and inspired two films, endures as required reading on high school and college campuses.

So, here are some resources to complement your reading of this classic text that we hope will help move it off of your, and your students’, “least favorite” lists. And teachers, we would love to hear how you teach “Lord of the Flies.” What works well? Please share your ideas and experiences !

Lesson Plans

• Acting Your Age: Considering the Age of Responsibility
• Children’s Accountability for Their Crimes: A Round-Table Discussion
• Taking Age into Account: Exploring Juvenile Accountability for Violent Crimes
• Know the Code: Learning About How Codes of Conduct Govern Our Lives
• Girl Power!? Examining the Role of Gender in American Politics and Society
• The Art of Violence: Creating Original Works of Art That Explore the Depiction of Violence
• The ‘Nobel’est People: A Study of the Nobel Prize and Its Recipients
• Do the Write Thing: Preparing Newspaper Articles That Honor Classic Authors
• Resources on Bullying and Cyberbullying

Student Crossword Puzzles

• World War II
• Great Books and Authors
• Literary Terms

Times Topics

• Books and Literature
• Great Britain
• Children and Youth
• ‘Lost’ (TV program)

New York Times Resources

From the Archives:

• William Golding Is Dead at 81 William Golding’s obituary.
• Briton Wins the Nobel Literature Prize Coverage of the 1983 Literature Nobel award to Golding, including the “rare public dissent” by one juror.
• Author Whose Works Defy Normal Labeling: An Appraisal Article by Anatole Broyard on Golding and “The Lord of the Flies.”
• Agitating Fable of Wild Boys Review of 1963 film adaptation.
• Another Incarnation for ‘Lord of the Flies’ Review of 1990 film adaptation.
• Should Holden Caulfield Read These Books? 1986 article questioning the appropriateness of “Lord of the Flies” and other “classics” as reading for children and adolescents.

Other Articles:

• Man as an Island Review of John Carey’s 2010 biography of William Golding.
• Will This Be on the Test? Essay on “The Lord of the Flies” as required, if relatively undemanding, reading for school.
• Deeper Truths Sought In Violence by Youths Article on the psychology of violent youths, prompted by the Columbine shootings.
• Why Did They Do It? Article on media influence on youth violence; references “The Lord of the Flies.”
• Prison for Young Killers Renews Debate on Saving Society’s Lost Article youth violence and “how to handle the youngest of the bad.”
• A Bully’s Future, From Hard Life to Hard Time Article on the psychology, causes and impacts of bullying behavior.
• For the Worst of Us, the Diagnosis May Be ‘Evil’ Article on whether and how people might be considered evil.
• Just Like a Supervised ‘Real World,’ for Children Article on TV show in which 40 kids live without adults; called “‘The Lord of the Flies’ for voyeurs.”
• Is ‘Do Unto Others’ Written Into Our Genes? Article on the origins of moral rules.
• The Animal-Cruelty Syndrome Magazine feature about boys and other people who mistreat animals and may lack empathy.
• Mobs are Born as Word Grows by Text Message Article about large groups of teenagers who converge in Philadelphia for a “ritual that is part bullying, part running of the bulls. “

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I teach Lord of the Flies to 12th graders every spring. We look at the obvious elements of human nature run amok, but the novel is a perfect launch to have students examine their own very near future. I tell them that they are about to be dropped off on their own island (college) and there will be no adults to make them do what they should. They will have to decide to follow “Ralph” representing reason and future-thinking, or Jack, who represents immediate gratification and lack of vision. Once students examine the novel in light of their own future, they then must go through the plot, characters and conflict to deepen their allegory. Students tell me that this exercise helps them to anticipate the pitfalls of college life and set goals to beat the odds and graduate in four years.

I teach this book, as well as “Catcher in the Rye”, in my high school special education language arts class. My students are generally 9th and 10th graders who read quite below grade level. They love this book and they are happy knowing they are being exposed to the same books regular education students are exposed to. It takes them longer to get through the material, but they are able to relate to the timeless characters, conflicts, and situations the boys get into on the island.

My english teacher taught me this book for my 10th grade year and I really liked it. I like how it shows the behaviors of soceity in the actions of the boys on the island.

It’s a great book with exciting story. I used the story in my classroom a long long time ago. I remembered how the 12 graders felt excited and they could take the lesson / moral values from the story. Furthermore, when I found the movie based on the story in British Council, I was very excited and thought that my students would love it. And, that’s true. They learn a lot more after watching it.

NOTE TO ALL TEACHERS: THIS BOOK IS THE MOST BORING BOOK THAT THERE IS. COMING FROM A STUDENTS PROSPECTIVE DON’T DO THIS BOOK.

i have a question that is it a child story novel or is it for elders basically? if some one know plz tell me

Dear Bob, Let me guess, you also thought that Catcher in the Rye, Animal Farm, Night and the many other great books taught together in high school were boring? Instead of passing judgment on books you clearly don’t understand, or ruining it for others, why don’t you examine the inner self that likely labels EVERY book read boring…

–A concerned English teacher

I just finished this book for a class novel study (I am a student and an avid reader). I had already read the book once but my teacher doesn’t do alternative assignments so I read it again with the class. We went through the novel very thoroughly and analytically (Piggy-esque) which I think was the completely wrong approach. Although there are many levels of symbolism, etc, it felt as though we were studying a textbook or putting together a puzzle. The plot and emotion of the novel was lost and so were all the students. I just want to put it out their that I think a lot of English teachers are, despite their best intentions, alienating kids from reading. They make a classic like LotF into homework/grades/projects/essays, giving reading an incredibly boring and negative connotation. English teachers have hundreds of young, vulnerable kids in their grasp and so many of them (at least in my experience) ruin the whole reading experience by leading novel studies in an analytical and objective manner. Discussion/interpretation/creative writing assignments/independent novel studies are, in my opinion, so much better. I’m a [bad] writer because I’ve never learned how to think for myself and convey those thoughts into words.

– A concerned student

I teach this book in my 12th grade Brit Lit class to poverty level students in Detroit. I have never had a student consider it boring because I can relate it to their lives. My students come from homes and relationships where gang affiliation is normal and they can relate since the main characters in the book form gangs and commit crimes against the other.

I am not sure, from reading the responses from Bob and Ess if they just were apathetic or unmotivational in their quest with reading this book, but I don’t think many teachers know how to properly teach this book to their class which is why Bob hated it and Ess didn’t get it. Sometimes students need to take the literature into their own hands work through it alone. They may like the book better. I had students who read the book faster and more in depth on their own at home and when they came to school and read it with the class benefited from both readings.

I do it from a character educational standpoint. There are so many ways to teach this book and raise the level of moral awareness in students today . From bullying and gang life, to young adult responsibility and moral reasoning.

Bob, you give no basis for your comments that would help anyone understand where you are coming from. As far as Ess goes, I have to agree with her. As a former student and as a mom who homeschooled, and currently has a teacher studying this book in public school. For startres as a student, i LOVED the books, unfortunately, the teacher drew it out and made them boring. She broke it down so much, it was no longer a story but a piece of writing we were evaluating. IF i had not taken the books home and read them on my own, i would NEVER have been able to understand and relate to the characters whatsoever. As a homeschooling mom teaching the book to one of my children, i took what i had learned and NOT learned in school from my english lit teacher and went about it in a different method, however, my daughter still hated it…but then, she had nothing good to say about anything, and could never explain beyond that comment, much like ‘Bob.” Now, my 9th grade son is reading it in his english class. He is having trouble understanding and following it. There are no books to bring home, everything is now computerized and/or kept in class, so there is no way for him to ‘take charge’ of his reading. I will be sitting down with hi and having discussions and analyzing the book with him to help him understand it this evening. He is only on chapter 3 at this point, so finding out he is having issues now will be easier to help him with it. I think we will also watch the movie, which i think will help him to put a different perspective on it…AFTER we do the one on one today.

I have taught Lord of the Flies at both the 10 grade level and now, at the 8th grade level, at an all-boys school. The difference in response is worth noting. For the older, co-ed classes, the novel was a cerebral experience only. They enjoyed analysis and discussion, but they could have done this with any other novel and not cared one way or the other. The boys in my current classes (have been at this school for 22 years) are passionate about their discussions. They are only a bit older (13 and 14) than Ralph, Jack, etc., and they care about how these guys interact. They examine their own relationships, having taken several wilderness type trips (with adults along, of course). At any rate, the book is very well received and, I believe, ends their 8th grade year having them quite thoughtful about their responsibilities in the world and towards others. We end a year talking about human nature, having studied the Holocaust and “Manhood” earlier. It is a great curricular choice for us.

I also like what Carol Jackson said she does with 12th graders. Having the kids relate the themes here to their own lives helps to make the book memorable. Boys who come back to visit over the years always say that it was a seminal read for them.

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Essays on Lord of The Flies

Choosing the right essay topic is a crucial step in your academic journey. It's an opportunity to explore your creativity, delve into personal interests, and engage with the themes and ideas presented in the novel Lord of the Flies by William Golding. We aim to provide you with a variety of essay topics, introduction paragraph examples, and conclusion paragraph examples for different essay types. Remember, a well-chosen topic can make your essay more engaging and insightful.

Essay Types and Topics

Argumentative essays.

In argumentative essays, you'll analyze and present arguments related to the novel. Here are some topic examples:

• 1. The role of fear in the descent into savagery on the island.
• 2. The symbolism of the "beast" in Lord of the Flies and its impact on the characters.

Example Introduction Paragraph for an Argumentative Essay: In William Golding's Lord of the Flies , the pervasive fear among the stranded boys serves as a catalyst for their descent into savagery. This essay explores the profound influence of fear on the characters and the consequences it has on their civilization, ultimately demonstrating the fragile nature of human society on the isolated island.

Example Conclusion Paragraph for an Argumentative Essay: In conclusion, the exploration of fear in Lord of the Flies highlights its ability to unravel the thin threads of civilization. Through the lens of Golding's narrative, we see how fear can lead individuals to abandon reason and morality. As we reflect on this gripping tale, we must consider the implications of fear in our own lives and societies, striving for a world where humanity remains steadfast in the face of adversity.

Compare and Contrast Essays

In compare and contrast essays, you'll examine the similarities and differences within the novel or between it and other literary works. Consider these topics:

• 1. Compare and contrast the leadership styles of Ralph and Jack.
• 2. Analyze the parallels between Lord of the Flies and George Orwell's Animal Farm in terms of power and control.

Example Introduction Paragraph for a Compare and Contrast Essay: The comparison between the leadership styles of Ralph and Jack in William Golding's Lord of the Flies provides valuable insights into the dynamics of human leadership and its consequences. This essay delves into the contrasting approaches taken by these two characters and their impact on the island's civilization.

Example Conclusion Paragraph for a Compare and Contrast Essay: In conclusion, the juxtaposition of Ralph's democratic leadership and Jack's authoritarian rule in Lord of the Flies serves as a powerful commentary on the complexities of human governance. By examining these characters in parallel, we gain a deeper understanding of leadership dynamics and their consequences both in fiction and the real world.

Descriptive Essays

Descriptive essays in the context of Lord of the Flies allow you to vividly depict settings, characters, or events. Here are some topic ideas:

• 1. Describe the lush beauty of the island in detail.
• 2. Paint a picture of the transformation in the appearance and behavior of the characters as they descend into savagery.

Example Introduction Paragraph for a Descriptive Essay: The lush and untouched beauty of the island in William Golding's Lord of the Flies serves as a captivating backdrop for the unfolding drama of the stranded boys. This essay aims to provide a sensory and detailed exploration of the island, evoking the senses and immersing the reader in its natural wonders.

Example Conclusion Paragraph for a Descriptive Essay: In conclusion, the vivid description of the island in Lord of the Flies not only serves as a beautiful canvas but also mirrors the fragile balance of nature and humanity. Through this exploration, we are reminded of the profound connection between our environment and our actions.

Persuasive Essays

Persuasive essays allow you to argue a point of view related to the novel. Consider these persuasive topic examples:

• 1. Persuade your readers that the conch shell symbolizes the only hope for order and civilization on the island.
• 2. Argue for or against the idea that the boys' descent into savagery is inevitable given their circumstances.

Example Introduction Paragraph for a Persuasive Essay: The conch shell in William Golding's Lord of the Flies has been a symbol of order and democracy. This essay takes a persuasive stance in advocating for the significance of the conch as the beacon of hope for maintaining civilization and harmony on the isolated island.

Example Conclusion Paragraph for a Persuasive Essay: In conclusion, the persuasive argument in favor of the conch shell as a symbol of order and civilization underscores the importance of symbols in society and their ability to rally individuals around shared values. As we reflect on the power of the conch, we are reminded of the delicate balance between chaos and order in the human experience.

Narrative Essays

Narrative essays offer you the opportunity to tell a story or share personal experiences related to the themes of Lord of the Flies . Explore these narrative essay topics:

• 1. Narrate your own survival story as a character stranded on the same island as the boys in the novel.
• 2. Share a personal experience where you faced a moral dilemma similar to those encountered by the characters in the story.

Example Introduction Paragraph for a Narrative Essay: Imagine finding yourself on the same remote island as the characters in William Golding's Lord of the Flies . In this narrative essay, we embark on a journey where I, as a fellow survivor, recount the challenges and moral dilemmas faced while striving for survival and maintaining humanity in our isolated microcosm.

Example Conclusion Paragraph for a Narrative Essay: In conclusion, the narrative of my survival journey on the island parallels the timeless themes explored by Golding in Lord of the Flies . It serves as a testament to the human spirit's resilience and the constant struggle to balance our innate instincts with our moral compass. Through this narrative, we are reminded of the enduring relevance of these themes in our lives.

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17 September 1954, William Golding

Allegorical novel

Ralph, Piggy, Jack, Simon, twins Sam and Eric

William Golding wrote "Lord of the Flies" as a response and counterpoint to R.M. Ballantyne's youth novel "The Coral Island" published in 1857. While Ballantyne's novel presented a romanticized portrayal of young boys stranded on an uninhabited island, depicting them as cooperative and civilized, Golding sought to challenge this idealistic view. Golding was dissatisfied with the notion that children, when left to their own devices, would naturally form a harmonious and idyllic society. He believed that human nature was inherently flawed and prone to darkness and savagery, even in the absence of adult supervision. "Lord of the Flies" served as a critique of the optimistic perspective presented in "The Coral Island," aiming to explore the potential for moral degradation and the loss of innocence in a primal environment.

Innocence, Friendship, Childhood, Fear, Anger, Allegories.

The story follows a group of British boys who find themselves stranded on a deserted island after their plane crashes during a wartime evacuation. Without any adult supervision, the boys must establish their own society and survive until rescue arrives. Initially, the boys attempt to create order and maintain a sense of civilization by electing a leader, Ralph, and establishing rules. However, as time passes, the inherent savagery within some of the boys begins to emerge. Jack, the antagonist, gradually rebels against Ralph's leadership and forms his own tribe, indulging in hunting and violence. The conflict between Ralph and Jack symbolizes the battle between order and chaos, reason and instinct. As the boys succumb to their primal instincts, they gradually lose their sense of morality and descent into brutality. The novel explores themes of power, the loss of innocence, and the darkness that resides within all individuals. Ultimately, the arrival of a naval officer interrupts the boys' descent into savagery, revealing the horrors they have unleashed upon themselves.

"Lord of the Flies" by William Golding is set on a deserted tropical island in the midst of an unspecified global war. The location remains undisclosed, allowing the focus to be on the boys' struggle for survival rather than the specific geopolitical context. The island itself is described as a paradise, with its lush vegetation, beautiful beaches, and abundant resources. The island serves as an isolated microcosm where the boys' behavior unfolds without the influence of adult society. It becomes a blank canvas upon which the boys project their own fears, desires, and conflicts. The absence of adults and external authority creates a vacuum that allows the boys to establish their own social order and rules.

Symbolism (the conch shell, the signal fire, the beast, etc.), allegory (the boys' descent into savagery and the struggle for power), foreshadowing (the appearance of the sow's head), irony, imagery.

"Lord of the Flies" has had a significant influence on literature and popular culture since its publication. The novel's exploration of the darkness within human nature and its commentary on the fragility of civilization continue to resonate with readers worldwide. One notable influence of "Lord of the Flies" is its impact on dystopian and post-apocalyptic literature. The story's portrayal of a society descending into chaos and the exploration of power dynamics have influenced numerous works in this genre, such as Suzanne Collins' "The Hunger Games" and Margaret Atwood's "The Handmaid's Tale." The novel has also had a profound influence on the study of human behavior and psychology. It raises important questions about the nature of evil, the role of society in shaping individuals, and the impact of isolation on human relationships. These themes have sparked discussions and academic analyses across disciplines, including psychology, sociology, and philosophy. Furthermore, "Lord of the Flies" has become a cultural touchstone, frequently referenced in various forms of media, including films, television shows, and music. Its enduring popularity and ability to provoke introspection and critical thinking contribute to its ongoing influence in contemporary society.

One notable adaptation of "Lord of the Flies" is the 1963 film directed by Peter Brook, which brought the story to life on the big screen. The film received critical acclaim for its raw portrayal of the boys' descent into savagery and its faithful adaptation of the novel's themes. The novel has also inspired theatrical productions, with stage adaptations being performed in different parts of the world. These adaptations provide a unique opportunity to experience the story in a live setting, further emphasizing the intensity and psychological depth of the narrative. Furthermore, the influence of "Lord of the Flies" can be seen in popular culture references, such as television shows, music, and literature. Its impact has sparked discussions and inspired creative works that explore similar themes of civilization, power, and human nature.

1. William Golding expressed dissatisfaction with his own work, describing his novel as dull and unrefined, a sentiment he later expressed in interviews and private conversations. 2. The impact of "Lord of the Flies" extends globally, as the book has been translated into more than 30 languages, allowing readers from diverse cultures to engage with its themes and messages. 3. Before finding a publishing home, "Lord of the Flies" faced considerable rejection, with publishers rejecting the manuscript a staggering 21 times. This highlights the initial challenges Golding faced in getting his work recognized. 4. Esteemed author Stephen King has publicly expressed his admiration for "Lord of the Flies," identifying it as one of his favorite books. King's endorsement speaks to the lasting influence and appeal of Golding's work. 5. "Lord of the Flies" has served as a source of inspiration for a range of musicians across different genres, including rap and metal. Bands like Iron Maiden have drawn inspiration from the novel, incorporating its themes and imagery into their music. 6. "Lord of the Flies" holds a significant place among the most banned books in the United States. Its exploration of dark themes and depiction of violence has led to challenges and attempts to restrict its availability in educational settings.

“Ralph wept for the end of innocence, the darkness of man's heart, and the fall through the air of the true, wise friend called Piggy.” “The thing is - fear can't hurt you any more than a dream.” “Maybe there is a beast… maybe it's only us.” “What are we? Humans? Or animals? Or savages?” “We've got to have rules and obey them. After all, we're not savages. We're English, and the English are best at everything.”

The novel "Lord of the Flies" holds a significant place in literary discourse and continues to captivate readers across generations. Exploring timeless themes of human nature, morality, power, and civilization, it presents a compelling narrative that provokes introspection and critical analysis. Writing an essay about "Lord of the Flies" allows one to delve into the complexities of human behavior, the fragility of societal structures, and the potential for darkness within individuals. The novel's depiction of the descent into savagery and the loss of innocence offers a profound examination of the human condition. Moreover, "Lord of the Flies" serves as a cautionary tale, urging readers to reflect on the consequences of unchecked power, societal breakdown, and the thin veneer of civilization. It prompts discussions on leadership, group dynamics, and the inherent conflicts that arise in challenging circumstances. By exploring the multifaceted layers of the story, an essay on "Lord of the Flies" allows students to sharpen their critical thinking skills, analyze complex themes, and engage in meaningful conversations about the darker aspects of human nature and society. It remains a relevant and thought-provoking piece of literature that invites examination and interpretation from various perspectives.

1. Bhalla, R., & Kowalski, C. (2017). What Lord of the Flies teaches us about primitive defence mechanisms and societal discontent. https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/what-lord-of-the-flies-teaches-us-about-primitive-defence-mechanisms-and-societal-discontent/348B50D2158ABAC55B3E94B2DB6F20BA The British Journal of Psychiatry, 210(3), 189-189. 2. Tippetts, C. S. (1926). The End of the Par Collection Litigation. The American Economic Review, 16(4), 610–621. (https://www.jstor.org/stable/2) 3. Alnajm, A. L. (2015). The main themes in Lord of the Flies. International Journal of English and Literature, 6(6), 98-102. (https://academicjournals.org/journal/IJEL/article-full-text/011E73A53478) 4. Gilfillan, James (1963) "Review: "Lord of the Flies"," Calliope (1954-2001): Vol. 10 , Article 25. (https://scholarworks.wmich.edu/calliope/vol10/iss1/25) 5. Arnold Kruger (1999) Golding's Lord of the Flies, The Explicator, 57:3, 167-169. (https://www.tandfonline.com/doi/abs/10.1080/00144949909596859?journalCode=vexp20) 6. Chougule, R. B., & Hanash, M. M. SCARCE LIFE BETWEEN LEADERSHIP AND NATURE OF SAVAGERY IN WILLIAM GOLDING'S LORD OF THE FLIES. (https://www.literaryendeavour.org/files/9x6upa7d5i55pltczctm/2020-01%2007%20SCARCE%20LIFE%20BETWEEN%20LEADERSHIP%20AND%20NATURE%20OF%20SAVAGERY%20IN%20WILLIAM%20GOLDING%E2%80%99S%20LORD%20OF%20THE%20FLIES%20%20-%20Dr.%20R.%20B.%20Chougule%20&%20Manee%20M.%20Hanash.pdf) 7. Kabra, S. (2021). Lord of the Flies: International Intellectual Property Laws. UC Davis J. Int'l L. & Pol'y, 28, 1. (https://heinonline.org/HOL/LandingPage?handle=hein.journals/ucdl28&div=4&id=&page=) 8. Burgess, J. (1963). Lord of the Flies by Peter Brook, Lewis Allen, Dana Hodgdon. (https://online.ucpress.edu/fq/article-abstract/17/2/31/38032/Review-Lord-of-the-Flies-by-Peter-Brook-Lewis)

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• Psychology,
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Lord Of The Flies

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Lord of the Flies: Bullying

One form of bullying that Gilding expresses throughout the Lord of the Flies Is physical bullying, and Gilding expresses this form much like how It Is used today. Gilding shows readers that the characters, Jack and the Bison’s are created to represent “bullies” throughout the novel, who pick on the Piggy and the Litmus’s physically. When Jack lets the signal fire burn out, gets into an argument with Ralph, and Piggy Jumps in and adds his input to the situation, “You didn’t ought to have let that flare out.

You said you’d keep the smoke gold–‘ This from Piggy, and the walls of agreement from some of the hunters, drove Jack to violence… He took a step, and able at last to hit someone, stuck his fist into Piggy’s stomach. Jack’s] voice was vicious with humiliation… Jack smacked Piggy’s head. Piggy’s glasses flew off and tinkled on the rocks,” (Gilding, 71). This shows readers that Jack bullies Piggy physically by punching him and he does this because Jack feels humiliation and maybe a decrease of the power he holds. This is significant because In the article Why Do Kids Bully? By Byrne, the author lists factors that may contribute to possibility of why children bully n modern days. One of these factors that relates to the reason why Jack abuses Piggy can relate to , “Some aggressive children who take on high status roles may use bullying as a way to enhance their social power and protect their prestige with peers,” (Byrne). This shows that Jack is truly abusing Piggy, after he has been embarrassed in front of everyone, in order to keep a firm grasp of his power he has over the other children on the Island.

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Another example of physical bullying being enforced In the novel takes place when Roger and Maurice harass the Litmus’s. On he way back to the beach after their duty for keeping an eye on the signal fire, “Roger led the way straight through the [sand] castles, kicking them over, burying the flowers, scattering the chosen stones. Maurice followed … Percival began to whimper with an eyeful of sand… Len his other life, Maurice had received chastisement for filling a younger eye with sand. Now, though there was no parent… Maurice still felt the unease of wrongdoing,” (Gilding, 60).

This shows significance because Maurice feels that he Is able to basically do whatever he Likes because he can’t receive any enmeshment from adults. This is also a factor that contributes to the reason children bully, according to Why Do Kids Bully? , by Byrne. The fact that these examples can relate to these factors, they provide evidence that Gildings illustration of bullying has not altered. Another form of bullying that Gilding illustrates in the Lord of the Flies can be referred to as verbal bullying. In this case, Piggy Is again, another victim of Jack.

Readers see that Piggy receives the name “Fatty” and gets Interrupted while scared. Yah-?Fatty! ” (Gilding, 45), muff would, would you? Fatty! ” (71). Gilding uses his example to show readers that teasing and getting picked on is awfully severe within the life of Piggy, simply because of his weight. According to National Crime Prevention Council, in the article Bullying: Information and Resources to Help Prevent the Serious Problem of Bullying, victims of bullies, “Often singled out because of a perceiver difference between them and others, whether because of appearance (Size, weight, clothes)… (NCSC, 1). This quote explains that someone who stands out from the normal crowd because of the way he or she looks, in the eyes of a bully, makes it fair enough reason to tease and pick on that person. Gilding creates Piggy as an outcast who has asthma and who weighs more than the other boys, thus making him an easier target for bullies such as Jack to verbally abuse him such as calling him “Piggy’ or “Fatty’. Besides the personal appearance of a person, the amount of knowledge they have may also be a factor to the likelihood of someone bullying another.

Gilding doesn’t Just create Piggy as an overweight boy, but also provides his character with knowledge greater than any of the other boys. This creates issues regarding name calling and mockery towards Piggy. In the sass, a similar incident regarding name calling and verbal abuse occurred, and it is written in the article At Last, Facing Down Bullies (and Their Enablers) by Peers Class. Class explains how a young boy wins a prize at the science fair and wants to continue on his path of science by participating in a multi-school science fair.

Class explains that the issue regarding teasing, Jostling, and occasionally beating, occurs within the student simply for winning a prize from the science fair. Even though the year that this incident took place isn’t as modern compared to articles of 2012, it still points out that Gildings ay of expressing verbal bullying can be comparable to dates closer to our present day and the concept hasn’t changed one bit. Both Piggy and the boy who wins the science fair receive harassment from peers for the amount of knowledge they have and plainly because they stand out more from a regular academic crowd.

This proves that the way Gilding expresses this type of bullying is very much the same as bullying is expressed in modern times. Last but not least, the final form of bullying Gilding expresses in the book is relational bullying. We see this form expressed through Piggy. Towards the beginning of the book right after the first meeting on the island was held, a group of hunters form that consist of Ralph, Jack and Simon. When Piggy wants to go along with the “hunters” too, he is denied. No good on a Job like this. ‘ ‘All the same-?. We don’t want you,’ said Jack, flatly. ‘Three’s enough,” (Gilding, 24). Clearly, Gilding is foreshadowing and letting the reader know that throughout the novel, Piggy will be somewhat left out from that specific group. The “hunters” leave out Piggy on purpose, almost certainly because of his appearance and knowledge. Another model of relational bullying being expressed throughout the novel arises between Ralph and Jack. When Ralph and Jack first get to know each other, their relationship appears to be strong and they believe they can run the island by themselves.

However, as the story progresses, readers see that Jack craves for more power over the people on the island, thus causing conflict between him and Ralph, who everyone on the island refers to as the ‘head chief. When Jack finally has enough of Ralph being chief, he and also makes Ralph look bad by say negative things about him. This shows that Jack betrays Ralph and states false things about him to embarrass him in public. It patently conveys relational bullying within the two characters, Ralph as the victim, and Jack as the bully.

In today’s society, this example can be looked at as a clique and how one may act. In a case such as this one, a member turns on another member because a challenge to either the values or the leadership of the group exists, as stated by Dry. Harebell-Walker in Click of Clique: Positive and Negative Tee Social Groups. This proves that Gildings use of bullying throughout Lord of the Flies appears to be very similar to bullying that exists in the present day. To sum everything up, Lord of the Flies, by William Gilding involves three main types of bullying.

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