Referencing the opening post on this topic: What actually IS the question posed? The high school student wanted to pursue as follows: " I'd planned to do something in regards to how upper classes prior to upheaval --- WWI, Russian Revolution and such ---- believe (believeD?) that their way of life would continue endlessly." Then: "But the teacher thought I could delve into the idea of why so many average (I would like to know the teacher's definition of that word!) people love old monarchs and the aristocratic way of life." To me the teacher's suggestion is rife for "surface feelings/reactions" with no real depth or statistical back-up. The student's question was apparently discarded in favor of a more simplistic inquiry. Please re-read carefully poster "mcdnab's" most interesting section of his very insightful post, on "Romantics." The number of responses to this original question here has been less than stellar, but "mcdnab's "Romantics" has neatly personified the majority of the respondents, in my opinion. If this high school student bases the essay on these replies, there will be a very short essay indeed (minus the "padding." double-spacing, and usual "fluff" that students add! We certainly know that grades are often influenced by conspicuous effort shown---number of pages, illustrations, etc., rather than studious content---after all, it's high school!). Read again and analyze, the responses here, especially those of the high school student's peers ( i.e. potentially high-school age range +) and you will find the same reasoning over and over again on predominately social themes: luxury, titles, people and things that the present day respondents are not, etc. Conversely, posters mcdnab and Constantinople provide more food for thought. I agree with mcdnab, "Probably a good idea to change your subject," rather than to try to develop a tepid essay on romanticized and redundant modern-day impressions. (One last thought: Buried within the original proposed question, is a nugget that COULD be expanded and made quite pertinent: the effects and affect of WW I on the future of the monarchs and the aristrocracy so that their said existence did not "continue endlessly"- i. e. the loss of not only monarchs, but many, many of the young men who were heirs and family members of the aristocracies, the loss of their families' properties and economic ruin, the blame of the common people on their titled leaders for the subsequest misery, etc. .....but, realistically I digress: VOLUMES have been written on even fractions of these topics, and in this instance we are only speaking of a high school essay.) Good luck on your paper. AP