Write a careful comparison of two passages: show how Edmund Talbot's 'rite of passage' develops in the first half of the text.

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Write a careful comparison of two passages: show how Edmund Talbot’s ‘rite of passage’ develops in the first half of the text.  

        In William Golding’s Rites of Passage we are taken on an adventure told through the journal of the young aristocrat, Edmund Talbot and by a wretched parson, Robert James Colly.  Not only does Edmund go on a journey to Australia for the first time but goes through a ‘rite of passage’ himself, along the way.

        On the first day of the journey when Edmund arrives into his confined, new environment, he is quite unaware of what life is going to be like on a ship. He is very arrogant in the way that he demands to see the captain as soon as the atmosphere of the ship doesn’t suite his liking.

 “Lord Sir!” said he. (Wheeler) “You’ll soon get used to that!” “I do not wish to get used to it! Where is the captain of this vessel?” page 5

Edmund steps onto the ship, he is quick to criticise his surroundings showing he is rather naïve, he does not consider what something is or where it came from but is quick to judge just as he does with Colly, on the second day.  

There is much about Edmund which suggest his attitudes are very childish, although he is of high importance compared to the other passengers and would have a servant to tend to him, he does seem to rely on Wheeler as a child would rely on its parent in strange surroundings.

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        Talbot’s attitude changes greatly during his journey, in the first half of the novel however it switches back and fourth, in some ways it seems as though he is becoming more aware and adaptable to the ways of the sea. Yet we arrive at day 17 and he is complaining of sea-sickness again.

“…What does it matter. I have suffered again- the colic. Oh Nelson, Nelson, how did you manage to live so long and die at last not from this noisome series of convulsions but by the less painful violence of the enemy?”  

And furthermore, ...

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