anthem essay prompts

Anthem Essay Contest

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Essays are judged on whether the student is able to justify and argue for his or her view—not on whether the Institute agrees with the view the student expresses. Our graders look for writing that is clear, articulate, and logically organized. Essays should stay on topic, address all parts of the selected prompt, and interrelate the ideas and events in the novel. Winning essays must demonstrate an outstanding grasp of the philosophic meaning of Anthem .

Available Essay Topics

Ayn Rand once said that chapters XI and XII of  Anthem  contain the real anthem of the story. Consider several different definitions of the word “anthem” and then explain why you think Ayn Rand called the book “Anthem.” In what sense do you think chapters XI and XII (or the book as a whole) is an anthem? How does the book’s title relate to the themes and message of the story? Explain your answer.

For the following statement from  Anthem , explain its role in the story, its relation to the themes and message of the story, and its relevance to your own life: “Indeed you are happy,” they answered. “How else can men be when they live for their brothers?”

Equality 7-2521 has committed some of the worst crimes there are in his society. If those crimes are discovered, he faces the risk of terrible punishment. Yet in the face of this danger, and despite how much Equality has suffered at the hands of his society, he resolves to bring his invention (and admit his crimes) to the World Council of Scholars. What motivates him to come forward? What does he hope to achieve? If you were Equality’s friend (like International 4-8818) or the person who loves him (like Liberty 5-3000), what would you want him to do, and why? What do you think would be right for him to do, and why?

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by Ayn Rand

Anthem essay questions.

How does the manipulation of language enforce collectivist doctrine in the society of Anthem ?

One of the main motifs in the novel is the omission of the word "I" from human knowledge, as it enforces the association of the self with the group and the state in the unconscious. Over the course of the novella, Equality 7-2521 begins to recognize the need for this Unspeakable Word, but his society has not equipped him with the mental machinery necessary to work out the exact nature of what he is missing. Although he breaks away from the collective at a relatively early point, he does not understand how to offer an alternative philosophy until this block in his thinking is removed, and his search for the Unspeakable Word is a central struggle in Anthem .

How does Rand connect Equality 7-2521's mental development to the ideals of the Enlightenment?

As Equality 7-2521 rediscovers electricity, he replicates the experiments of Galvani, Volta, and Franklin, all of whom lived and conducted their research during the eighteenth-century Enlightenment. Franklin was particularly involved with the founding of the United States of America and borrowed heavily from the ideas of contemporaries such as John Locke; Equality 7-2521 comes to appreciate the value of these ideals as he increasingly emphasizes an adaptation the Declaration of Independence's emphasis on "life, liberty, and the pursuit of happiness," which in turn stems from Locke's protection of "life, health, liberty, or possessions." Finally, as Prometheus, the protagonist obliquely cites Enlightenment thinkers as he discusses the history of man, who "declared to all his brothers that a man has rights which neither god nor king nor other men can take away from him."

How do Equality 7-2521's experiments with electricity and the invention of the glass box influence his understanding of self?

Prior to discovering the tunnel and commencing his scientific experiments, Equality 7-2521 believes that the Council of Scholars is omniscient in its understanding of nature, and that he is at fault for exceeding others in a society that worships forced equality. However, after he discovers electricity, he realizes that the Council of Scholars does not know everything and that he as an individual can achieve more than any group. He also discovers that he can find happiness in experimentation because, for once, he is free to do as he wishes, and he thereby learns an appreciation for the strength of his own body. After inventing the glass box, he at first believes that he values the box because he sees its potential for humanity, but eventually, he learns that he actually loves the box because it is his creation and thus an extension of his self.

Explain the connection between mind, body, and self in Anthem .

At the beginning of the novella, Equality 7-2521 has a very incomplete understanding of self, so he ironically views the superiority of his mind and body as a crutch that prevents him from assimilating into his society and living morally. However, when he invents the glass box, he finally appreciates the strength of his own body and mind, and when he meets the Golden One, he learns that the connection between mind and body is particularly strong. His and the Golden One's fearless, strong bodies represent their similarly worthy minds, and, on the night of his invention of the box, Equality 7-2521 finally realizes that to take pride in one's body and accomplishments is akin to taking pride in oneself. By the end of the story, he has learned that mind, body, and self are inextricably interwoven -- and that the result is an ideal whole.

In what ways does Rand reverse our usual expectations about morality in Anthem ?

At the heart of Anthem is a polemical argument that reverses our assumptions about selfishness and altruism. Collectivism operates on the expectation that if every man unselfishly works for others, all will be happier, but in Rand's extreme collectivist society, this philosophy leads inevitably to the repression of the able individual, while an egoist man will by contrast benefit society by working solely for himself. Rand also represents this apparently counter-intuitive argument through the visual association of snow white -- traditionally the hue of innocence and purity -- with the evil indoctrination of the Home of the Students, while placing Equality 7-2521's positive scientific experiments in the dark tunnel. Correspondingly, Equality 7-2521 develops the philosophy of egoism and comes to believe the opposite of what the Home of the Students taught him.

What is the significance of the Uncharted Forest for Equality 7-2521?

The Uncharted Forest serves two major functions for Equality 7-2521: it is a foreshadowing of his future, and it is an affirmation of his doubts regarding collectivism. At first, Equality 7-2521's thoughts are drawn to the Uncharted Forest because he senses that it separates the flawed collectivist society of the City from possible remnants of the Unmentionable Times with which he is obsessed. Later, his body recognizes unconsciously that the solution to his break with the World Council of Scholars lies in the forest, and he runs instinctively into it. Once he enters the Uncharted Forest, he begins a mental and physical journey away from the City, triggered by the sense of happiness and independence that he now associates with the wilderness.

Explain the relationship between the Golden One and Equality 7-2521.

The Golden One is not simply Equality 7-2521's love interest; she also serves as his first disciple, who follows him into his forest and trails the path he blazes into a rejection of collectivism. Accordingly, despite the importance of the romantic subplot in Equality 7-2521's mental development, the Golden One is a secondary character who does not exhibit the full three-dimensionality of Equality 7-2521. For him, she is a symbol, and he loves her rationally and because she instinctively shares his values and character. His love for her is also an exploration of his love for himself, which he comes to celebrate because it brings him joy.

What is the significance of the house of the Unmentionable Times for Equality 7-2521?

Sensing that his literal and metaphorical journey away from the City is coming to a close, Equality 7-2521 chooses to settle with the Golden One in the new house to create a new, individualist life where he can discover the Unspeakable Word and resolve his inner dialogue on collectivism. The house is an embodiment of the values of the Unmentionable Times, and Equality 7-2521 specifically mentions that it belonged to only two people, emphasizing its rejection of collectivist values. The house also contains a mirror in which the Golden One stares fascinated for hours, allowing her to gain Equality 7-2521's understanding of the importance of the body. Moreover, it features many electrical appliances and books which give Equality 7-2521 a fuller knowledge of what humanity has forgotten in its worship of "We."

Compare the scene of the World Council of Scholars with the penultimate chapter's proclamation of "I" in terms of their respective philosophical arguments.

The words of the World Council of Scholars encapsulate the basis and problems of collectivism, just as Equality 7-2521's words about his rediscovery of "I" constitute a manifesto in favor of egoism. Whereas Collective 0-0009 tells Equality 7-2521 that "what is not thought by all men cannot be true," Equality 7-2521 chooses to search for the Objectivist truth. He says in Chapter Eleven, "I am not a sacrifice on their altars," directly refuting the council members' claim that he must submit to the will of others and serve society as the authorities see fit. While the meeting with the Council of Scholars marks the point of no return, after which Equality 7-2521 inevitably leaves and rediscovers "I," his manifesto celebrates his discovery and allows him to justify his refusal of his society.

What are some potential errors of Rand's arguments in Anthem ?

Because Rand chooses to argue against the most extreme possible manifestation of collectivism with the most extreme form of individualism, she does not adequately refute the supposition that a moderate form of collectivism or even a slightly altruistic society based mainly on individualism may have merit. Rand's declaration that man will most efficiently help society by focusing solely on his own works is an exaggerated version of capitalism, but in historical practice, a purely selfish approach has often led to a gap between the rich and the poor that has had more to do with lack of opportunity for the poor than with their weakness. Furthermore, Rand proposes a model based on a perfect human rationality that may only exist in theory, and one might consequently contend that Rand has made some false assumptions about human nature that rival her description of the errors of Marxism.

Anthem Questions and Answers

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

What is a typical day like in Equality’s life?

A typical day in Equality's life consists of waking up in a communal sleeping hall, eating breakfast with his fellow street sweepers, performing his assigned job during the day, and attending government-mandated classes and leisure activities in...

You write "in" . Are you referring to a specific chapter or the book as a whole?

How does equality 7-2521 demonstrate his rejection of his society in

In what? Are you referring to a specific section of the novel?

Study Guide for Anthem

Anthem study guide contains a biography of Ayn Rand, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

• About Anthem
• Anthem Summary
• Character List

Essays for Anthem

Anthem literature essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of Anthem by Ayn Rand.

• The Merit of Ipseity
• Ayn Rand in Context
• Family Sway
• The Evolution of Equality: A Self-Liberated Character
• A Curious Aspect of Progress: Inquiry vs. Oppression in 'Anthem'

Lesson Plan for Anthem

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to Anthem
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• Anthem Bibliography

Wikipedia Entries for Anthem

• Introduction

• Essay Contests
• Teacher Resources

Anthem  Essay Contest

For all students in grades 8 through 12, ages 13+, next entry deadline: may 31, 2024, cash prizes, select one of the following three topics:.

Is the world of Anthem a depiction of a possible future? Do you think Ayn Rand intended it to be? Defend your answers by pointing both to specific events in the story and to examples from today or from history that support your claims.

In the society of Anthem , one of the worst sins is the “Transgression of Preference.” Using examples both from the novel and from real life, discuss the role of preferences in the formation of a person’s individual character. Why do you think the leaders of the society teach that it is immoral to prefer one person or thing over others? In your answer, consider what role preferences play in your own life.

In Chapter XII of Anthem , Prometheus says that the worship of the word “We” caused modern society to collapse into ruins. Explain what he means by this, referring to specific details from the novel. Are there widespread attitudes in your society today that represent “worship of the word ‘We’”? If so, what impact does this “worship” have on your society and on your own life? If not, what fundamental attitudes and ideas explain the difference between your society and the society in Anthem ?

Essays will be judged on whether the student is able to argue for and justify their view—not on whether the Institute agrees with the view the student expresses. Judges will look for writing that is clear, articulate and logically organized. Winning essays must demonstrate an outstanding grasp of the philosophic meaning of Anthem .

Essay submissions are evaluated in a fair and unbiased four-round judging process. Judges are individually selected by the Ayn Rand Institute based on a demonstrated knowledge and understanding of Ayn Rand’s works.

To ensure the anonymity of our participants, winners’ names are unknown to judges until after essays have been ranked and the contest results finalized.

• The Ayn Rand Institute’s (ARI’s) Anthem essay contest is open to all students worldwide, except where void or prohibited by law.
• Entrants must be at least 13 years of age and be enrolled as an 8th, 9th, 10th, 11th, or 12th student during the school year in which the contest is held. ARI reserves the right to make exceptions to this rule, on a case-by-case basis, for international students or for students with nonstandard school years. Verification of school enrollment will be required for all winning entrants.
• Students are permitted to submit no more than one entry to the contest, provided that they meet the eligibility requirements outlined above and have not previously won first-place in the contest.
• Essays must not include any personally identifiable information (name, email, school, et cetera). Your entry may be disqualified should such information be discovered in the essay.
• Essays must be written in English only, and be between 600 and 1,200 words in length. Spelling errors and/or written corrections (by anyone) found in the essay will count against the final grade and should be omitted before submission.
• Essays must be solely the work of the entrant. Plagiarism will result in automatic disqualification.
• Essays must not infringe on any third-party rights or intellectual property of any person, company or organization. By submitting an essay to this contest, the entrant agrees to indemnify ARI for any claim, demand, judgment or other allegation arising from possible violation of someone’s trademark, copyright or other legally protected interest in any way in the entrant’s essay.
• Essays must be submitted electronically through ARI’s online application portal. If you are unable to submit your essay electronically, please contact us at [email protected].
• Essays must be submitted online by 11:59 p.m. Pacific Time of the entry deadline. ARI reserves the right to provide contest deadline extensions on a case-by-case basis when deemed appropriate.
• All entries become the property of ARI and will not be returned.
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Ayn Rand’s “Anthem” Book Analysis Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
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Introduction

Gaining equality through the injustice of government, the motivational success of individuality and freedom, the collectivist model, government overreach and control that limits innovation, works cited.

An excellent introduction to Ayn Rand’s theory of human nature is the book Anthem . Her moral and political philosophies are fundamentally based on the topic and fundamental struggle of the novella—the individual versus the collective—which appears in all of her works. In the undetermined future, where freedom and individual rights have been eradicated, the events of Anthem take place. Despite being centered on the antiutopian model of the narration, the author strives to show the first step for the person to obtain individuality. Collectivism results in the elimination of individuality as a concept. The current paper is devoted to supporting the author’s idea regarding the negative impact of collectivism on personality formation.

Supporting the ideology of the author and the situation depicted in the novel, Maoism in China can be mentioned. The essence of Maoism is to combine classical communist ideas with Great Han chauvinism and Chinese centrism. The Chinese Communists managed to overcome the heavy legacy of Maoism, leading the country out of the impasse (Jones and Smith). The situation with Equality 7-2521 is similar when the living conditions of people are meager, and any attempts to express individuality are punished. The collectivism of all countries has always been reflected in history and consists in the fact that people have their values and traditions peculiar to the collective of each country – its people. The author writes: “We are one in all and all in one” (Rand 3). The enslavement of the individual to the collective, regardless of the group’s race, class, or state affiliation, is what Ayn Rand refers to as “collectivism.” In such circumstances, a person is not seen as an independent being with an existence of their own but rather as a member of a group whose primary function is to meet that group’s requirements.

The ruling class in Equality 7-2521 tries to instill an “ant colony” attitude where people replicate the self-sacrificing lives of insects for the greater welfare of the collective. The goal of the government is to eradicate all notions of uniqueness from human nature and, with it, all aspects of active personal existence. Each individual is identified by a broad collectivist principle, such as equality, internationalism, or solidarity, rather than by their own unique name. The reason that each person has a number associated with their collectivist identity is also explained by this endeavor to eradicate all aspects of individuality. No one is exceptional or distinctive because the state believes that individuality is illusory; instead, people are interchangeable components of a larger whole.

In her writings, Ayn Rand presents people who must weigh crucial options and occasionally decide between life and death situations. The most prominent example is Equality 7-2521; however, she is not the only character in the story to undertake questionable decisions. He could opt not to ponder the Unspeakable Word, but he does. He does not want to submit to the Council’s demands; therefore, he wants to keep the tunnel’s existence and his experiments a secret. Out of all the people in society, he chooses International 4-8818 and the Golden One for his close friends. Instead of surrendering his brightness and life to the Councils, he decides to flee into the woods.

To morally criticize the people for failing to maintain their own minds and spirits would be a disaster. They are not wicked, but the authoritarianism of the government has made them timid. Councils that demand slavish submission are wicked. The heroic characters instead pose the fascinating question of how they are able to maintain their own ideas in the face of such tremendous pressure to comply. The author states: “No… We are one…alone…and only… and we love you who are one… alone.. and only” (Rand 76). The aim of Ayn Rand is to extol the rare people who, against all conventional norms and teachings, are aware that their thoughts are precious and should not be ceded to authority.

One person cannot go against the whole system existing in the novel. Despite understanding how distrustful the system is for the people, the only thing such generous people can do is find others who share their position and escape, as shown in the novel. History has various examples of such an escapement of genius people being tortured by totalitarian governments. For example, many world-famous writers and poets, such as Brodsky and Nabokov, left Russia due to the USSR government’s persecution (Guzeva, 2019). As a result, the cultural heritage of the country is depleted. These people found the strength to escape being led by their identity as well as the main characters of the novel.

This society’s leaders are not concerned with science or the truth. They must exert control over citizens’ thoughts in order to keep control over society. The repression of free thought is necessary for the conquest and maintenance of authoritarian authority. Therefore, freedom of speech, which includes freedom of thinking and expression, is outlawed forever by real-world tyrants, whether they be fascists, National Socialist, or communists. Although the dictators themselves are not particularly intelligent, they instinctively know that the mind is their adversary. In order to block any potential mind development, the government limits the freedom of speech: “… we must never speak of the times before the Great Rebirth, else we are sentenced to three years in the Palace of Corrective Detention” (Rand 4). Dictators understand that the rational mind is their most formidable enemy since intellectuals are only interested in the truth and not the arbitrary orders of power-hungry tyrants.

The intellect can find no refuge, no example like the United States to which one may travel in order to acquire an independent existence, if the entire planet is a worldwide dictatorship, as in Anthem, and if freedom does not exist anywhere on earth. The author demonstrates how the mind will be suppressed everywhere in such a situation. There will not be any innovative or creative thinking, scientific research, technical advancements, or industrial growth.

The currently existing example of such a situation is in North Korea. Due to the totalitarian regime established on the country’s territory, the government controls all the income and outcome informational flows. In 2019 Kim Jong Un expressed regret regarding the technological situation in the country (Williams, 2020). The innovative developments are entirely controlled, limiting the multicultural information exchange bounding the research and production. Such limitations allow the government to make the nation easily controllable because people have no other option for how free life can be.

The ability of illicit passion for enlightening and elevating is seen in Rand’s Anthem . In an undetermined future time and place when freedom and individual rights have been eradicated, the plot of Anthem is set. Equality 7-2521, the protagonist, is a bright young man who aspires to be a scientist but is forced to work as a street sweeper by a dictatorship that is afraid of his intellectual independence. The core of the anthem is the battle of Equality 7-2521 to think, live, and love on his terms and in opposition to the cruel regime. Ayn Rand uses her character’s struggle to defend people’s freedom to live their own lives and issues a warning about modern society’s unrelenting shift toward collectivism.

Guzeva, Alexandra. “ 7 Most Famous Russian Writers Who Migrated Abroad .” Russia Beyond, Web.

Rand, Ayn. Anthem . Signet, 1961.

Smith, Lamar and Jones, Martin. “ The Strategy of the Mind: Maoism and Culture War in the West .” Military Strategy Magazine, Web.

Williams, Martin. “ Technology Be a Silver Bullet for the North Korean Economy? ” 38North, Web.

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Discussion Questions

Analyze the relationship between Equality 7-2521 and Liberty 5-3000 . How does the forbidden nature of their relationship shape its beginnings? Does their relationship offer them both the same absolute individual freedom and self-realization? Why or why not?

How does the novella incorporate the principles of Objectivism? How does Rand use fiction to illustrate philosophical concepts?

Describe and analyze Equality 7-2521’s character arc. What are his primary characteristics? Does he have any character flaws? How does he change? Does he reach enlightenment?

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Appendix: Teaching ‘Anthem’: A Guide for High School and University Teachers

How can we help students understand Anthem with greater depth and clarity?

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A perennial favorite in high school and college classes, Anthem is read by thousands of students each year. Young readers enjoy Anthem ’s mysterious setting and exciting story line; they are drawn in particular to its courageous and inspiring hero.

Like other literary heroes, Equality 7-2521 1 possesses strength and valor. What sets him apart, however, is his ruthlessly independent mind. Whether he is choosing a friend, conducting a scientific experiment, or forming a new moral code to guide his life, Equality looks to reality; he refuses to blindly obey the dictates of his society. In this hero, readers find a man who stands proudly alone on the strength of the knowledge that he is right.

This heroic portrayal is especially valuable to young readers, who are forming their adult character and basic worldview. They are developing answers to such fundamental questions as: What kind of person do I want to be? Can I direct my life? Should I live for myself or for others? and, more broadly, in what kind of society do I want to live? Written as a prose poem, Anthem has few characters, a straightforward progression of events, and an austere style. Despite its apparent simplicity, however, this novella does convey answers to such broad philosophical questions.

This essay is intended as a guide for teachers as they help their students understand Anthem with greater depth and clarity. The teaching process begins by familiarizing students with the novella’s content—what happened, who did it, and where. To aid in this comprehension and analysis, the chapter questions in the first section of this essay focus on the most important aspects of Anthem ’s story line, characters, and setting. They require students to progress from mere factual recall to deeper interpretation—from identifying what to understanding why.

The next stage in the teaching process should be one of integration, because a story’s concretes, even if clearly understood, are too numerous to retain as discrete units. Discussing the more abstract questions in the second part of this essay will help students to unite these concretes into a holistic grasp of character, storyline, and, finally, theme. In terms of characterization, this entails tying together a character’s speeches, thoughts, descriptions, and actions to identify his central purpose. For instance, once students identify what motivates the governing Councils, their actions—from relegating Equality to the job of Street Sweeper to rejecting his invention—are more fully comprehended and easily recalled. In this second part, I also suggest methods of teaching the philosophical ideas contained in Anthem , and offer questions focusing on literary style.

Once students have achieved an integrated understanding of Anthem , they should be encouraged to relate their newfound knowledge to the world around them. Their knowledge is not useful if it is compartmentalized. The third part of this guide is designed to help students apply Anthem ’s meaning to other areas of study, the real world, and their own lives. This is accomplished by means of advanced research projects and essay questions in the areas of literature, history, and politics, as well as personal response questions.

The final stage of literary study prompts students to clarify their thinking by expressing their ideas in writing. Suggested topics for creative and expository writing are contained in the last part of this essay.

COMPREHENSION AND ANALYSIS

What follows is a list of content questions for each chapter of Anthem. They can be used to facilitate classroom discussion or to monitor student comprehension during independent study. They may also prove useful for regular homework assignments and for quizzes and unit tests.

a)         How would you describe the society in which Anthem is set? Some areas to consider are political structure, technology, social relationships, quality of life, and education,

b)         Would you want to live in this society? Why or why not?

2.         Equality states that it is very unusual for men to reach the age of 45. Offer several possible explanations as to why life expectancy is so short in this society.

3.         Religious terms of condemnation (such as “transgression,” “sin,” “curse,” “crime,” “evil,” and “damned”) appear throughout Anthem. For each of these terms:

a)         Find several examples in which it refers to an act or character in the novel.

b)         Explain why this act or character is condemned.

c)         Argue whether you think it should be condemned, and why.

4.         Ayn Rand intended Equality to stand out from his “brothers.” Explain how she accomplishes this by contrasting Equality’s character traits and physical qualities with those of his fellow men.

5.         Why does the Council of Vocations assign Equality the job of street sweeper? Is it due to error, incompetence, or a more sinister motivation? Explain.

6.         When do the events of Anthem take place—in the past, the present, or the future? How do you know?

7.        

a)         How would your teachers react if you had Equality’s “curse”?

b)         Why do Equality’s teachers disapprove of his quick mind?

8.        

a)         At this point in the story, does Equality accept the moral teachings of his society?

b)         If so, why doesn’t he feel shame or remorse when he knows that he is committing a crime? Support your answer with textual evidence.

9.         Would you want to be friends with someone like Equality? Why or why not?

1.        

a)         Re-read the account of Liberty 5-3000 (38–39). 2 Which character traits are revealed in this brief description?

b)         Why does Equality give her a new name: “The Golden One”?

2.         Find several examples of the ways in which this society tries to obliterate individuality by quashing personal choices, desires, and values.

3.         Contrast Equality with the rest of the men living in this society.

4.         Of the whole range of feelings possible to man (joy, excitement, anger, guilt, etc.), why is fear the prevalent emotion in this society?

5.         Explain the following: the Great Truth, the Unmentionable Times, the Uncharted Forest, the Evil Ones, the Great Rebirth.

6.        

a)         What word is Equality struggling to recapture?

b)         Why is mentioning this word the only crime punishable by death? How does this word contradict the ideals of this society? What could its rediscovery possibly lead to?

Chapter III

a)         What does Equality discover in this chapter?

b)         How important is this discovery? Describe four or five ways in which it would make life more productive and enjoyable.

2.         Outline several of the Council of Scholars’ beliefs and Equality’s refutation of those beliefs.

1.         Discuss the appropriateness of the new name given to Equality by Liberty: “The Unconquered.”

1.         Equality understands that his invention will greatly benefit mankind; however, this was not his main motivation in conducting his experiments, and it is not the primary source of the great joy he experiences. Discuss.

2.         Why is Equality so interested in seeing his own image at this point in the story? What emotion is he feeling?

1.         What do the old locks and lack of guards in the Palace of Corrective Detention imply?

Chapter VII

1.         List four reasons given by the Council for rejecting Equality’s invention. Are these the Council’s real reasons for rejecting the gift? If not, what are?

2.         What does Equality mean when he says, “We are old now, yet we were young this morning” (68)?

Chapter VIII

1.         What is Equality experiencing for the first time in this chapter, and what does he feel as a result?

2.         Explain why Equality laughs when he remembers that he is “the Damned.”

3.         What does the Uncharted Forest symbolize?

1.         Liberty contrasts Equality to his fellow men (82–83). Paraphrase this passage.

2.         Equality questions the morality of his former society. Contrast what he was previously taught about solitude, good, evil, and joy to what he now believes.

1.         Describe the house and its contents in your own words, and explain why Liberty and Equality find it so strange.

1.         What great discovery does Equality make in this chapter?

2.         Explain the following quotes in your own words, and discuss how they might be applied to your life:

a)         “Whatever road I take, the guiding star is within me.”

b)         “For the word ‘We’ must never be spoken, save by one’s choice and as a second thought.”

3.         What does Equality now realize is the proper goal and purpose of his life?

4.         In what ways is “I” like a god?

5.         Re-read the incident with the Saint of the pyre (50). Does Equality now understand why the Saint felt joy and pride rather than pain and disgrace? Explain.

Chapter XII

1.         Why do the main characters take the names Prometheus and Gaea? Why weren’t they allowed to choose their names in their old society?

2.         What does Equality (Prometheus) plan to do in the future?

3.         Equality (Prometheus) reaches the important realization that “To be free, a man must be free of his brothers” (101). Cite several examples from Anthem that illustrate what Ayn Rand means by this.

INTEGRATION

Too often, students are taught how to analyze a work of literature, but not how to synthesize its elements into a conceptual whole. The following questions prompt the students to integrate Anthem ’s discrete descriptions, actions, and dialogue in order to grasp its abstract meaning.

1.         What does Equality finally understand about his society when the Council threatens to destroy his invention?

2.         For each of the main characters, write a short description that captures his or her central character trait(s) and key motivation in the story.

3.         Anthem is a heroic and inspiring story about the triumph of the individual’s independent spirit. Even though, in the end, Equality is greatly outnumbered and the society he escapes is wallowing in primitive stagnation; it is a story of liberation and hope—not of despair. Discuss.

4.         Aside from very rare exceptions (Equality, the Saint of the pyre) there is no opposition to the leaders in this society. Why is this? What ideas must these men have accepted to live a life of obedience, drudgery, and fear?

5.         To fully control a man, one must not only enslave his body, but also destroy his mind. Discuss how the leaders in Anthem seek to accomplish this tyrannical practice.

6.         Equality is a vivid illustration of man’s free will—of how his choices determine his future. It is not an innate superiority that enables Equality to escape from his society. He is able to break free because he chooses to question when others choose to accept, he chooses to think when others choose to evade, he chooses to defy when others choose to obey. Discuss with reference to specific examples from the story. (Note to the teacher: This question addresses an aspect of the novel that students sometimes misinterpret. Young readers may mistakenly conclude that Equality succeeds because he was born with superior intelligence, strength, or ability.)

7.         Ayn Rand identified Anthem ’s theme as “the word I .” 3 Explain the ways in which the characters and story line in Anthem illustrate this theme.

Additional Questions on Literary Style

1.         Figurative language is employed effectively, if sparingly, in this novella. Often, a well-chosen simile captures the essence of a character or the significance of an event. Discuss the meaning and significance of the following similes in Anthem.

a)         “We blew out the candle. Darkness swallowed us. There was nothing left around us, nothing save night and a thin thread of flame in it, as a crack in the wall of a prison” (59–60).

b)         “But International 4-8818 are different. They are a tall, strong youth and their eyes are like fireflies” (29).

c)         “[Liberty’s] body was straight and thin as a blade of iron. . . . Their hair was golden as the sun; their hair flew in the wind, shining and wild, as if it defied men to restrain it. They threw seeds from their hand as if they deigned to fling a scornful gift, and the earth was as a beggar under their feet” (38–39).

d)         “The shoulders of our Brothers are hunched, and their muscles are drawn, as if their bodies were shrinking and wished to shrink out of sight” (46).

2.         Discuss the symbolic importance of the Uncharted Forest, Equality’s manuscript, and the light bulb.

3.         Comment on the irony of the characters’ names.

4.         Ayn Rand wrote Anthem in diary form, using first-person-major point of view. Discuss the merits of this form and point of view for this particular work. Consider: How is the diary form crucial to character development in Anthem ? How does it help to reveal the setting and establish the nature of this society? How does it contribute to the mystery surrounding the Forbidden Word? How would using first-person minor or third-person-omniscient point of view weaken the novella?

Teaching Philosophical Concepts

In order for students to comprehend Anthem fully, they need to be taught the precise meaning of the following concepts: altruism, egoism, collectivism, individualism, conformity, obedience, and independence.

APPLICATIONS

In the following assignments, students are asked to apply their understanding of Anthem to literature, politics, history, and issues in our society. Students are encouraged to consider the ideas in Anthem while examining the world around them; in turn, research from these areas of study can help students develop a fuller understanding of Ayn Rand’s ideas.

1.         Conduct a study of literary heroes. Consider, first, what is a literary hero? In addition to referring to the central character, this term “includes a moral evaluation and implies courage, honor, great strength or achievement, or some other noble quality . . . the hero is the doer of great deeds.” 7 Compare and contrast Equality to a few of your favorite literary heroes. Discuss the qualities they share and make a case for which one, in your opinion, is the most heroic. Consider the quality of his soul, the severity of his opposition, and the significance of his battle. Characters to consider: Atticus Finch in To Kill a Mockingbird ; Cyrano de Bergerac in Cyrano de Bergerac ; Joan of Arc in Bernard Shaw’s Saint Joan ; Sir Thomas More in A Man for All Seasons ; Henry Drummond in Inherit the Wind ; Howard Roark in The Fountainhead ; Jean Valjean in Les Misérables.

2.         Compare and contrast Anthem to other anti-utopian novels, such as George Orwell’s 1984 , Aldous Huxley’s Brave New World , Yevgeny Zamyatin’s We , or Ray Bradbury’s Farenheit 451.

3.         Contrast the hero in a Romantic work such as Anthem to the anti-hero in a Naturalistic work, such as Arthur Miller’s Death of a Salesman.

4.         Look up the Greek myths on Gaea and Prometheus, and explain why Ayn Rand chose these names for her characters in Anthem.

5.         Contrast the story of Adam and Eve’s expulsion from the Garden of Eden to the story of Equality and Liberty (Prometheus and Gaea) in Anthem. Include in your analysis the “sins” for which each was condemned.

6.         In a letter discussing Anthem , Ayn Rand wrote that it “has the same relation to The Fountainhead as the preliminary sketches which artists draw for their future big canvases. I wrote [ Anthem ] while working on The Fountainhead —it has the same theme, spirit, and intention, although in quite a different form.” 8 After reading both works, write a comparative essay with this latter statement as its thesis.

7.         Liberty chooses “The Unconquered” as a fitting name for Equality. Similarly, William Henley’s most famous poem is entitled “Invictus” (1875), which is Latin for “Unconquered.” Write a short essay on the similarities between the main characters in each of these works.

1.         In Anthem , Equality observes that “At forty, [men] are worn out . . . [and] are sent to the Home of the Useless, where the Old Ones live. . . . The Old Ones know that they are soon to die. When a miracle happens and some live to be forty-five, they are the Ancient Ones, and children stare at them when passing by . . .” (28). According to the World Health Organization’s ranking of 191 countries (www.who.int), there is a huge discrepancy in the average life expectancy of various nations: it ranges from a high of 75 years in Japan to a low of 28.6 years in Sierra Leone. Why does life expectancy vary so greatly around the world? What are the main factors that determine life expectancy in a given country? Select several countries with high, medium, and low average life expectancies, and briefly research their political systems. Consider the following questions:

a)         Do citizens have the right to life, liberty, the pursuit of personal happiness, and ownership of private property? Do they enjoy freedom of speech, of the press, of assembly, of mobility, and of religion?

b)         How are their leaders chosen?

c)         To what extent does the government control and regulate the economy?

d)         Is the rule of law respected?

Write a paper on your findings concerning the causal impact that a country’s political system has on the life expectancy of its citizens.

2.         In Anthem , Prometheus discovers the meaning of the word “freedom.” He states that “To be free, a man must be free of his brothers. That is freedom. This and nothing else” (101). In fact, Ayn Rand defined freedom, in a political context, as “the absence of physical coercion.” 9 This definition of freedom, however, stands in direct contrast to the one held by many modern thinkers, writers, and politicians—a common view of freedom, and one that Ayn Rand rejects: “Freedom must [entail] . . . an increased power on the part of the individual to share in the goods which a society has produced and an enlarged ability to contribute to the common good.” 10 Write an essay contrasting these two definitions of freedom, and consider the form of government each would necessitate.

3.         Is Anthem a realistic portrayal of life in a totalitarian society? Compare the fictionalized society in Anthem to a real dictatorship, past or present. Some options are Nazi Germany, Soviet Russia, Castro’s Cuba, present-day Iran, etc.

While recounting man’s struggle for freedom throughout history, Equality laments:

At first, man was enslaved by the gods . . . then he was enslaved by the kings . . . he was enslaved by his birth, by his kin, by his race. But he broke their chains. He declared to all his brothers that a man has rights which [no men] can take away from him. . . . And he stood on the threshold of freedom. . . . But then he gave up all that he had won, and fell lower than his savage beginning. (101–102)

Ask the student to find a specific example from history for each of these five stages in mankind’s political history, including an example from the twentieth century for the final stage. What, according to this novella, must man understand to enable him to pass through the threshold of freedom that, in the past, he so nearly reached?

Our Society

1.         How does our society treat independent thinkers, daring innovators, and successful entrepreneurs (like Equality)? Are they applauded or criticized? Write an essay on this topic, offering specific case studies to support your argument.

2.         Our society appears to be in the midst of a crisis of personal responsibility. Everything from poverty to criminal behavior to obesity is blamed on causes beyond one’s control. We hear the cry “It’s not my fault! It’s my family (or class or race or even fast-food chains) that controls my actions!” Such individuals claim that outside factors determine their destiny. Judging from Anthem , how do you think Ayn Rand would reply? Do you agree? Why or why not?

Personal Response

The following is a suggested pre-reading assignment for students:

The transition from adolescence to adulthood involves developing a personal identity—a sense of self. Write a paragraph that describes you, and explains what makes you uniquely you. Consider your future goals and dreams; what you value in a friend; favorite pets; preferred sports and hobbies; best-loved music, literature, movies, etc. And most significantly, consider your views about the nature of the world, your place in it, and how you should live.

Discuss with the students how and why they chose these values. This assignment can help the students to better understand the connection between the mind (thoughts, choices, etc.) and the self.

Then discuss with students the following questions after they have read Anthem :

Review your pre-reading activity. Which of your ideas and personal values, goals, and loves would be allowed in the society portrayed in Anthem ? Would any of them be forbidden? Why? What do you think of this?

This exercise can help students better understand the completely selfless society in Anthem. Students can see how living in this society would affect them directly. They will more fully understand Ayn Rand’s conviction that the obliteration of the mind is the destruction of the self.

WRITING ACTIVITIES

An inspiring piece of literature can present a wonderful opportunity to hone students’ writing skills. Further, writing about a literary work can serve to further clarify students’ thinking on a given topic. With this in mind, I offer the following suggestions for writing assignments on Anthem.

1.         Anthem illustrates the importance of thinking and judging independently and of acting according to rational principles—even when “our brothers” oppose us. In light of the fact that smoking, drugs, shoplifting, and gang violence often involve peer pressure, write a letter to a magazine explaining Anthem ’s benefits for young readers.

2.         You are applying for a job to direct the movie version of Anthem. Write a letter to the producer in which you try to convince him to hire you. Your letter must indicate:

a)         Which actors you would cast as Prometheus and Gaea, and why. Explain how their acting skills and physical characteristics would enable them to portray these characters.

b)         A detailed description of the setting (geographical location or set design).

c)         An explanation of the theme of this novel, and its relevance and value to modern viewers.

d)         Other topics—musical suggestions for certain scenes, costumes, a description of the opening shot, etc.

3.         Write a letter to Ayn Rand about Anthem. State your reaction to it (what you found particularly surprising, exciting, moving, etc.), and ask about those aspects of the novel that puzzled you. If applicable, comment on how Equality’s struggle relates to your own life.

4.         Write the “missing scene” from Chapter I, in which the Council of Vocations is deciding Equality’s future profession. Are any of the Council members sympathetic to Equality? If so, would he dare to voice his opinion? Ensure that you reveal the Council’s true motives in assigning Equality the job of street sweeper.

5.         Write a factual newspaper article about Prometheus’ escape from jail, his surprise appearance at the World Council of Scholars, and his flight into the Uncharted Forest. Then, write an opinionated editorial about the same events, written by one of his “brothers.”

6.         Re-write the first meeting between Equality and Liberty from her perspective.

7.         Re-write the scene about the Saint of the pyre from the Saint’s perspective. What did he want to communicate to Equality?

8.         Write a new ending for Anthem in which Prometheus is captured while attempting to rescue his friends. Include a court scene of Equality’s trial before the Council for his “sins.” How will Equality use his new understanding of morality to defend himself and his actions? (As a possible extension, act out this scene in class, and invite another class to judge.)

9.         At the end of the story, Equality confidently declares that he is not afraid of his brothers. He knows that his new home is impassable to them, “For they have nothing to fight me with, save the brute forces of their numbers. I have my mind” (100). Write a short story in which the main character’s intelligence, resourcefulness, and ingenuity (i.e., his mind) triumphs over his opponents’ brute force or sheer numbers.

As with Ayn Rand’s other works of fiction, Anthem can be enjoyed and understood on several different levels. On the surface, it recounts a young scientist’s heroic struggle to rediscover what has been lost to man: scientific knowledge, love, freedom, the very concept “I.” Dig deeper and it is a commentary on collectivist societies; it depicts the poverty, stagnation, and despair that necessarily accompany the subjugation of the individual to the collective. On a more fundamental level, this work is an anthem to the very nature of man. It glorifies the independent mind as the self—as the source of one’s ability to create, to value, to judge, to be —and thus as a thing to be worshipped. This guide should help teachers and their students to better understand Anthem , and thereby gain even deeper insight and inspiration from this important work.

Image credit: Monkey Business Images /Shutterstock.com.

Reprinted from the English Language edition of Essays on Ayn Rand’s “Anthem,” edited by Robert Mayhew and originally published by Lexington Books, an imprint of The Rowman & Littlefield Publishing Group, Inc., Lanham, MD, USA. Copyright © by the author. Published in the English language by arrangement with Rowman & Littlefield Publishing Group, Inc. All rights reserved.

No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, reprinting, or on any information storage or retrieval system, without permission in writing from Rowman & Littlefield Publishing Group.

Do you have a comment or question?

• For simplicity’s sake, I shall henceforth refer to the hero of Anthem as “Equality.”
• For simplicity’s sake, I shall henceforth refer to the heroine of Anthem as “Liberty.”
• Ayn Rand, The Art of Fiction , ed. Tore Boeckmann (New York: Plume, 2000), 36.
• David B. Guralnik, ed., Webster’s New World Dictionary of the American Language (New York: Meridian Books, Inc., 1961), 31.
• See a fuller discussion of this topic in Leonard Peikoff’s introduction to the fiftieth anniversary paperback edition of Ayn Rand, Anthem (New York: Signet, 1995), vi–vii.
• For Ayn Rand’s definition of these terms, see Harry Binswanger, ed., The Ayn Rand Lexicon: Objectivism from A to Z (New York: New American Library, 1986), and Allison T. Kunze and Jean Moroney, eds., Glossary of Objectivist Definitions (Gaylordsville, CT: Second Renaissance Books, 1999).
• C. Carter Colwell, A Student’s Guide to Literature (New York: Doubleday, 1968).
• Michael S. Berliner, ed., Letters of Ayn Rand (New York: Dutton, 1995), 314.
• Ayn Rand, Capitalism: The Unknown Ideal (New York: New American Library, 1966; Signet expanded paperback edition, 1967), 46.
• George Sabine, A History of Political Theory (New York: Henry Holt and Co., 1973), 658.

Lindsay Joseph

Lindsay Joseph received her Honors Bachelor of Arts and Bachelor of Education from York University, and her Honors Specialist Certification in the Teaching of English from the University of Toronto.

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Celebrating 25 Years of the Anthem Essay Contest

Today, ARI celebrates the 25th anniversary of the Anthem essay contest, which launched October 2, 1992. In its first year, ARI received 2,237 essay submissions from students. Fast forward twenty-five years and, to date, 257,708 essays have been submitted, and more than $300,000 in prize money has been awarded to students across the United States and around the world.

Click here to read the winning essay in the 2017 Anthem essay contest, submitted by Elisabeth Schlossel from The Spence School in New York, New York.

To highlight this milestone, we’d like to highlight comments from students and teachers who have read and been positively impacted by the novel’s thought-provoking themes.

 “As a student in today’s fast-paced society, Ayn Rand’s novels illustrate a set of morals that provide me with a clear-cut purpose and “why” in a life that can often become mindlessly rhythmic and meaningless.”

“A truly enlightening read; it completely changed my perspective on the ego.”

“ Anthem has been a huge success with my students, and has opened their eyes to many concepts they hadn’t considered before. I look forward to teaching it again and again.”

“Every time I teach one of Ayn Rand’s novels, I hear from a former student how it got them excited about her work or sent them off into a different direction of thought about the world.”

“I am so very excited about this. I only wish I had known of it sooner. These should all be required reading for all American students! These books will be used in my Social Studies classes as supplements to understanding about economics, government, socialism, and the Soviet Union. I will encourage other teachers in English and other courses to use these as a cross curriculum tool.”

Learn more about ARI’s annual essay contests for Ayn Rand’s Anthem , The Fountainhead and Atlas Shrugged , here .

Forging a Path to the Future: An Interview with ARI’s New CEO

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Are you an 8th, 9th, 10th, 11th, or 12th grader with a passion for writing and politics? Consider applying for the Ayn Rand Institute Novel Essay Contest (Anthem)! Each year, the contest asks its applicants to write a 600 – 1,200 word essay in which they analyze and make an argument about an aspect or plot point of the novella Anthem by Ayn Rand. Three prizes of varying amounts are awarded each year, with a grand prize of $2,000! If you’re familiar with Anthem , can make a convincing argument, and want to make some cash, we encourage you to apply!

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Home — Essay Samples — Literature — Ayn Rand — “Anthem”: Individualism and Freedom as the Dynamic Pillars of True Communities

"Anthem": Individualism and Freedom as The Dynamic Pillars of True Communities

• Categories: Ayn Rand Dystopia Novel

About this sample

Words: 867 |

Published: Mar 18, 2021

Words: 867 | Pages: 2 | 5 min read

• Bergelson, Mira. 'Collectivism And Individualism In Russian Culture - Communication In Organizational Contexts | Coursera.' Coursera. N.p., 2019. https://www.coursera.org/lecture/ intercultural-communication-russians/5-6-collectivism-and-individualism-in-russian-culture- NXZMJWeb.
• Rand, Ayn. Anthem Notes. IDG Books Worldwide, 2000.
• Wilczewski, Michał; Gut, Arkadiusz; and Gorbaniuk, Oleg. 'The Impact Of Individualism- Collectivism Orientation And Communal Orientation On Employees’ Attitudes Toward Intercultural Communication.' Journal of Intercultural Communication 45 (2017): 1404- 1634.
• Younkins, Edward. 'Individualism And Freedom: Vital Pillars Of True Communities | Edward Younkins.' Fee.org. N.p., 1998. https://fee.org/articles/individualism-and-freedom- vital-pillars-of-true-communities

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