Writers tend to use their works to affect change in their society. Whether it is to bring about a shift in thinking, or a shift in actions, authors share their views through their writing.
In Perkins Gilman’s The Yellow Wallpaper, the author uses setting to create a strong feminist tone. As we talked about in class, the room in which the character is trapped in creates a parameter set by her husband. This represents the constrictions men placed on women during this time. The woman behind the wallpaper could possibly be a symbol for a woman being trapped behind the restrictions placed on her. At the end of the story, when the narrator rips away the wallpaper to release the woman stuck behind, Perkins Gilman is making a very clear statement. The reader can immediately tell that this action taking place relates to a woman breaking out of her containment. The story as a whole, but especially the ending, makes a strong feminist declaration by Perkins Gilman.
We also can see that other authors use their writing as a way to get their opinions and views out. An example of this from excerpts we have already read would be EDEN Southworth’s The Hidden Hand. In The Hidden Hand, Southworth has her main character, Capitola, dress as a boy in order to survive on her own in the city. Capitola blatantly states Southworth’s opinion on gender discrimination when she says, “…I, because I was a girl, was not allowed to carry a gentleman’s parcel or black his boots, or shovel the snow off of a shopkeeper’s pavement, or put in coal, or do anything that I could do just as well as they.” By writing such things, the author shows that she disagrees with the amount of inequality of genders and expects change from her readers.
Wednesday, November 18, 2009
Wednesday, November 4, 2009
Gender vs Religion
As I was reading the excerpt from Mark Twain’s Tom Sawyer, I realized that there is a large distinction between how boys and girls think about religion and apply it to their lives. This difference can be seen within the excerpt, along with when compared to other stories from the nineteenth century.
The gender division in religion was a major theme in Tom Sawyer. I think that Mark Twain created characters based off of the idea that girls/women are taught to be more religion-based than boys/men. For example, on page 3 of Tom Sawyer, Aunt Polly (in her own aside) brings up her religious beliefs when talking about Tom and his mischievous ways. In describing her nephew she says, “Well-a-well, man that is born of woman is of few days and full of trouble, as the Scripture says, and I reckon it’s so.” This reference to the Bible, along with other revelations of her religion, sets her up to seem as if she has been taught it all of her life. Tom, along with all of the other boys mentioned in the excerpt, do not circle their lives around their religion. The only time we ever see Tom even speak of Scripture or the Bible is when he is conniving his way into being awarded a new Bible. According to pages 34 and 35, being awarded a Bible was more for show than for the purpose of widening his knowledge. The story states that Tom’s “entire being had for many a day longed for the glory and the éclat that came with [the prize of a Bible].” This shows that religion was not as important to boys as it was girls.
This religious difference when it comes to gender has also been seen through other stories we have read. Just like Tom in Tom Sawyer, Dick in Ragged Dick does not mention his life ever being circled around God or any sort of religion. With these young boys, there does not seem to be as big of a religious push from adults to force them into learning more about having faith in God. When thinking about the girls we have read about, on the other hand, we know that religion was repetitively stamped into their minds and there was always a religious mold for them to fill. This difference from story to story again shows that boys and girls are split when it comes to what they base their lives around.
The gender division in religion was a major theme in Tom Sawyer. I think that Mark Twain created characters based off of the idea that girls/women are taught to be more religion-based than boys/men. For example, on page 3 of Tom Sawyer, Aunt Polly (in her own aside) brings up her religious beliefs when talking about Tom and his mischievous ways. In describing her nephew she says, “Well-a-well, man that is born of woman is of few days and full of trouble, as the Scripture says, and I reckon it’s so.” This reference to the Bible, along with other revelations of her religion, sets her up to seem as if she has been taught it all of her life. Tom, along with all of the other boys mentioned in the excerpt, do not circle their lives around their religion. The only time we ever see Tom even speak of Scripture or the Bible is when he is conniving his way into being awarded a new Bible. According to pages 34 and 35, being awarded a Bible was more for show than for the purpose of widening his knowledge. The story states that Tom’s “entire being had for many a day longed for the glory and the éclat that came with [the prize of a Bible].” This shows that religion was not as important to boys as it was girls.
This religious difference when it comes to gender has also been seen through other stories we have read. Just like Tom in Tom Sawyer, Dick in Ragged Dick does not mention his life ever being circled around God or any sort of religion. With these young boys, there does not seem to be as big of a religious push from adults to force them into learning more about having faith in God. When thinking about the girls we have read about, on the other hand, we know that religion was repetitively stamped into their minds and there was always a religious mold for them to fill. This difference from story to story again shows that boys and girls are split when it comes to what they base their lives around.
Wednesday, October 28, 2009
A Shift in Women's Roles
After reading The Yares of the Black Mountains, I noticed that the roles of women were portrayed very differently. As I read, I compared women in the story to women we have read about earlier in the semester. I found that Davis described women doing activities that other authors had men doing.
In past stories and excerpts we have read, women tended to have responsibilities such as making toast, being social, taking care of the house, raising the children, and sewing. In The Yares of the Black Mountains, some women have these same responsibilities, while others are described as having more physically challenging roles. An example of this is on page 264 when the author describes a woman's work as: "She took an axe an' went out, an' didn't come home till mornin'. In three days she hed cut down logs an' built a hut, six feet by ten, among the laurels yonder, haulin' an' liftin' them logs herself..." This behavior is unusual to see women involved with in nineteenth century literature. Normally, women remained indoors and acted very dainty. This shift in thinking took me by surprise.
Another place we see this different portrayal of women is near the very beginning of the story. On page 243, Davis paints a scene by saying, "I saw a woman ploughing with an ox just now on the hillside, where it was so steep I thought woman, plough, and ox would roll down together." Working in the field is something rare to see a woman doing in literature at this time. Instead of working inside of the house, the woman is getting her hands dirty and doing what many would consider "man's work".
After discovering this shift in descriptions of women, I wondered why Davis would choose to do such a thing. It could be to raise awareness of equality for women. We discussed in class that The Yares of the Black Mountains can be considered an activist text, so women's rights may be an issue that the author was bringing to the surface.
In past stories and excerpts we have read, women tended to have responsibilities such as making toast, being social, taking care of the house, raising the children, and sewing. In The Yares of the Black Mountains, some women have these same responsibilities, while others are described as having more physically challenging roles. An example of this is on page 264 when the author describes a woman's work as: "She took an axe an' went out, an' didn't come home till mornin'. In three days she hed cut down logs an' built a hut, six feet by ten, among the laurels yonder, haulin' an' liftin' them logs herself..." This behavior is unusual to see women involved with in nineteenth century literature. Normally, women remained indoors and acted very dainty. This shift in thinking took me by surprise.
Another place we see this different portrayal of women is near the very beginning of the story. On page 243, Davis paints a scene by saying, "I saw a woman ploughing with an ox just now on the hillside, where it was so steep I thought woman, plough, and ox would roll down together." Working in the field is something rare to see a woman doing in literature at this time. Instead of working inside of the house, the woman is getting her hands dirty and doing what many would consider "man's work".
After discovering this shift in descriptions of women, I wondered why Davis would choose to do such a thing. It could be to raise awareness of equality for women. We discussed in class that The Yares of the Black Mountains can be considered an activist text, so women's rights may be an issue that the author was bringing to the surface.
Wednesday, October 21, 2009
Gender Comparison
Young girls and young boys seem to play very different roles in nineteenth century American literature. Though both genders are to be viewed as role models, the lessons the characters teach are very different. After reading Ragged Dick, I got to see how boys are represented in literature, and how it compares to the ways girls are represented.
From past readings, young girls have been depicted as dependent. Whether it is that they are always learning from an adult, or being saved by someone, girls come across as being needy and reliant. Little boys, on the other hand, seem to be more independent. In Ragged Dick, Dick must be self-sufficient by making his own money and striving to survive on the streets. This situation would be extremely difficult to find a little girl character in. To help himself, Dick works as a boot shiner. His job was best described in the text when the narrator states, “The boots were soon polished in Dick’s best style, which proved very satisfactory, our hero being a proficient in the art.” To compare Dick to a girl character, I choose Ellen Montgomery from The Wide, Wide World. Ellen had nothing to worry about but making toast and learning about religion. Dick, however, had to worry about bigger issues like where he was sleeping or what he could afford to eat. Nineteenth century authors seem to give boys more challenges to struggle with than girls. With this in mind, it is easy to see how girls represent dependency, while boys symbolize independency.
After reading the excerpt from Ragged Dick, I believe that young boys in literature are meant to be relatable. Whether it is the main character, or a secondary character, all walks of life seem to be represented. In Ragged Dick, there is Dick, the poor boy trying to find his way. On the other end of the spectrum, there is Frank who symbolizes the upper class young boy. So whether the reader is in the upper or lower class of society, they will have a character to relate to. This is obviously a rhetorical device used to capture an audience and make the narrative more realistic. I am not sure that all nineteenth century stories about little boys are like this, but Ragged Dick backs up this conclusion.
From past readings, young girls have been depicted as dependent. Whether it is that they are always learning from an adult, or being saved by someone, girls come across as being needy and reliant. Little boys, on the other hand, seem to be more independent. In Ragged Dick, Dick must be self-sufficient by making his own money and striving to survive on the streets. This situation would be extremely difficult to find a little girl character in. To help himself, Dick works as a boot shiner. His job was best described in the text when the narrator states, “The boots were soon polished in Dick’s best style, which proved very satisfactory, our hero being a proficient in the art.” To compare Dick to a girl character, I choose Ellen Montgomery from The Wide, Wide World. Ellen had nothing to worry about but making toast and learning about religion. Dick, however, had to worry about bigger issues like where he was sleeping or what he could afford to eat. Nineteenth century authors seem to give boys more challenges to struggle with than girls. With this in mind, it is easy to see how girls represent dependency, while boys symbolize independency.
After reading the excerpt from Ragged Dick, I believe that young boys in literature are meant to be relatable. Whether it is the main character, or a secondary character, all walks of life seem to be represented. In Ragged Dick, there is Dick, the poor boy trying to find his way. On the other end of the spectrum, there is Frank who symbolizes the upper class young boy. So whether the reader is in the upper or lower class of society, they will have a character to relate to. This is obviously a rhetorical device used to capture an audience and make the narrative more realistic. I am not sure that all nineteenth century stories about little boys are like this, but Ragged Dick backs up this conclusion.
Wednesday, October 7, 2009
Insane in the Dark
In the second half of the excerpt read from A Whisper in the Dark, the reader is made aware that the narrator is in an insane asylum. Due to this, the question arises on who to trust.
The introduction of insanity in the text definitely changed my opinion of Sybil. I found myself feeling sorry for her in the second half of the excerpt, as opposed to seeing her as a strong, independent woman at first. As Louisa May Alcott described Sybil's slow deterioration while in the asylum, I started to wonder if the whole first half of the excerpt was the imagination of the narrator. It came to my attention that the relationship between Sybil and her uncle could have been exaggerated or even made up. For example, on page 218, Sybil is trying to get information out of her uncle by seducing him. She then describes her uncle's reaction as: "My uncle stopped laughing, his hand tightened its grasp, for a moment his cold eye glittered and a grim look settled round the mouth, giving to his whole face a ruthless expression that entirely altered it." After knowing that she was sent to an insane asylum, I questioned whether this scene happened the exact way the story was told, or if her mind somehow changed the situation to make her look like the victim. In fact, the entire story could possibly be a twisted version of the truth. If you think about it, all of A Whisper in the Dark is written from the perspective of Sybil, who is, at one point, thought to be insane. The entire story could be false.
When it comes to Sybil's mother being insane, another interesting element is added to the story. After Sybil has been in the asylum for a good amount of time, I started feeling like she was placed there not because she was insane, but to make her insane. Knowing that her mother had psychological issues, it was easy for Sybil's uncle to get his way by convincing others that Sybil had her own psychological problems. Although her mother was mentally ill, she still had enough maternal instincts to provide help and support for her daughter. This is displayed in the text when Sybil explains, "I believed her dead, yet I had seen her, knew where her solitary grave was made, and still carried in my bosom the warning she had sent me, prompted by the unerring instinct of a mother's heart." Even though insanity was in the picture, the relationship between mother and daughter remained similar to other texts we have read - due to instinct, a mother is willing to do anything to protect her daughter and give her what she thinks is best to live her life to the fullest.
Wednesday, September 30, 2009
Hidden Religion, Hidden Hand
After reading the excerpt from The Hidden Hand, I found it interesting that it lacked certain “norms” often seen in nineteenth century literature. We discussed earlier in the semester how religion was often a common idea seen in children’s literature at this time, but it does not seem as obviously present in The Hidden Hand as in other excerpts we have read. Though hard to find, I did see a few religious references (or at least what I saw as possible religious references) in the text.
The first mention of anything dealing with Christianity in The Hidden Hand happens on the first page of the first chapter. The author introduces Major Warfield as a character and describes him as “…equally loved and feared by his faithful…servants…” This explanation of Major Warfield compares to how many Christians view God. To me, God is one to be loved and feared because of His mighty power. So while Major Warfield may not be a direct representation of God, Southworth definitely included an interesting explanation of the character that could stand out to the reader as being a religious reference.
Another instance of religion being mentioned was when Nancy Grewell was talking to Old Hurricane on her death bed. At one point she says, “And the best way to prepare to meet the Divine Judge is to make all the reparation that you can by a full confession!” By putting this in the text, Southworth is opening up another way for the reader to connect with the character. The author probably recognized that religion can be used to bond her audience with the story.
Other texts that we have read have used religion as a teaching tool. The didactic style in which they were written often dealt with a character trying to better understand Christianity. In The Hidden Hand, religion was not used as a basis for any sort of teaching. It was more used as a way for readers to connect to the story.
The first mention of anything dealing with Christianity in The Hidden Hand happens on the first page of the first chapter. The author introduces Major Warfield as a character and describes him as “…equally loved and feared by his faithful…servants…” This explanation of Major Warfield compares to how many Christians view God. To me, God is one to be loved and feared because of His mighty power. So while Major Warfield may not be a direct representation of God, Southworth definitely included an interesting explanation of the character that could stand out to the reader as being a religious reference.
Another instance of religion being mentioned was when Nancy Grewell was talking to Old Hurricane on her death bed. At one point she says, “And the best way to prepare to meet the Divine Judge is to make all the reparation that you can by a full confession!” By putting this in the text, Southworth is opening up another way for the reader to connect with the character. The author probably recognized that religion can be used to bond her audience with the story.
Other texts that we have read have used religion as a teaching tool. The didactic style in which they were written often dealt with a character trying to better understand Christianity. In The Hidden Hand, religion was not used as a basis for any sort of teaching. It was more used as a way for readers to connect to the story.
Wednesday, September 23, 2009
Finding Balance
After watching the video and reading The Lamplighter, I have come to the decision that young girls in the nineteenth century share much of the same needs and desires as contemporary girls, and contrast each other in only a few ways. I think that some of the contrasts are rather obvious, so I plan to discuss the similarity and miniscule contrast that I have discovered.
In the video, eight year old Anna is struggling to find balance in her life, while in The Lamplighter, Gerty is also fighting to find a sense of stability. Anna resorts to yoga to bring her the peace and serenity she strives for. Gerty, on the other hand, goes to other people to find support to figure out how to balance out her life. She has deep conversations with Emily Graham about faith and her need to change from being bad to being good. On page 141, Gerty is trying to sort out who she wants to be by letting go of her “bad” ways to become a good little girl (or at least find a happy medium). Miss Graham tells her that she “can be good,” which affirms to Gerty that she has the power to settle down her anger and calm herself in stressful situations. Therefore the way each girl went about finding balance is different. Anna finds stress-relief by herself, through stretching and breathing. Gerty leans on others to give her the push she needs to seek balance. Both, though they took different approaches, are trying to find a way to deal with the stresses of their lives.
Anna and Gerty are much in the same. Both of these little girls are looking for balance in their life, even if their stresses are very different. The way the contemporary girl, Anna, approaches her stress-relief is unlike the way Gerty deals with hers, but their ultimate goal remains the same – seek out balance and stability in their changing lives.
In the video, eight year old Anna is struggling to find balance in her life, while in The Lamplighter, Gerty is also fighting to find a sense of stability. Anna resorts to yoga to bring her the peace and serenity she strives for. Gerty, on the other hand, goes to other people to find support to figure out how to balance out her life. She has deep conversations with Emily Graham about faith and her need to change from being bad to being good. On page 141, Gerty is trying to sort out who she wants to be by letting go of her “bad” ways to become a good little girl (or at least find a happy medium). Miss Graham tells her that she “can be good,” which affirms to Gerty that she has the power to settle down her anger and calm herself in stressful situations. Therefore the way each girl went about finding balance is different. Anna finds stress-relief by herself, through stretching and breathing. Gerty leans on others to give her the push she needs to seek balance. Both, though they took different approaches, are trying to find a way to deal with the stresses of their lives.
Anna and Gerty are much in the same. Both of these little girls are looking for balance in their life, even if their stresses are very different. The way the contemporary girl, Anna, approaches her stress-relief is unlike the way Gerty deals with hers, but their ultimate goal remains the same – seek out balance and stability in their changing lives.
Wednesday, September 16, 2009
Stowe Goes Against the Grain
In and out of class, we have been creating theories and ideas to help us understand the use of children in children’s literature. Stowe’s Uncle Tom’s Cabin somewhat breaks down many theories that we had deemed as “normal” in 19th century American literature.
One of those theories refers to what children represented within literature. In previous excerpts we have read, children have stood for creation, hope, and innocence. For example, in Rip Van Winkle, childhood was something considered to be carefree and content. In Uncle Tom’s Cabin, however, children symbolize much darker things like fear, brokenness, helplessness, and complexity. Instead of showing the close relationship between mother and child like in The Wide, Wide World, Stowe describes children being torn away from their mothers. Pages 185-186 in Uncle Tom’s Cabin are a prime example of this. George is recalling in graphic detail the time that his entire family was ripped apart and says, “I saw my mother put up at sheriff's sale, with her seven children. They were sold before her eyes, one by one, all to different masters; and I was the youngest. She came and kneeled down before old Mas'r, and begged him to buy her with me, that she might have at least one child with her; and he kicked her away with his heavy boot.” From what I have read so far this semester, this blatant suffering of a child is very unusual to read in 19th century’s literature. Stowe’s interpretation of slavery and torment goes against the current of what is expected out of this time period. I am sure she used such graphic detail of family separation to make her point, but to use the innocence of children along with it may have been a step too far in the wrong direction for her audience.
The horrors of slavery in Uncle Tom’s Cabin definitely go against the morally sound themes of usual literature from the 19th century. By using children as a tool to shock and awe, Stowe reaches directly to the heart of her audience and inserts her opinion against the breaking up of families in slavery.
One of those theories refers to what children represented within literature. In previous excerpts we have read, children have stood for creation, hope, and innocence. For example, in Rip Van Winkle, childhood was something considered to be carefree and content. In Uncle Tom’s Cabin, however, children symbolize much darker things like fear, brokenness, helplessness, and complexity. Instead of showing the close relationship between mother and child like in The Wide, Wide World, Stowe describes children being torn away from their mothers. Pages 185-186 in Uncle Tom’s Cabin are a prime example of this. George is recalling in graphic detail the time that his entire family was ripped apart and says, “I saw my mother put up at sheriff's sale, with her seven children. They were sold before her eyes, one by one, all to different masters; and I was the youngest. She came and kneeled down before old Mas'r, and begged him to buy her with me, that she might have at least one child with her; and he kicked her away with his heavy boot.” From what I have read so far this semester, this blatant suffering of a child is very unusual to read in 19th century’s literature. Stowe’s interpretation of slavery and torment goes against the current of what is expected out of this time period. I am sure she used such graphic detail of family separation to make her point, but to use the innocence of children along with it may have been a step too far in the wrong direction for her audience.
The horrors of slavery in Uncle Tom’s Cabin definitely go against the morally sound themes of usual literature from the 19th century. By using children as a tool to shock and awe, Stowe reaches directly to the heart of her audience and inserts her opinion against the breaking up of families in slavery.
Wednesday, September 9, 2009
Parental Roles
Warner’s The Wide, Wide World gave insight to the roles that parents played in the lives of their children during the nineteenth century. The author used dialogue, or lack thereof, to display the interaction and relationship between parent and child. In The Wide, Wide World, parental roles are demonstrated by analyzing the relationship between Ellen Montgomery and her parents, Mr. and Mrs. Montgomery.
By the second chapter, it is obvious that Mrs. Montgomery’s role is one of a teacher. She wishes to instill wisdom and morality in her daughter through discussing the need for faith in God and His word. Through this teacher/student relationship, one can tell how close the two really are. Ellen hangs on every word her mother says, and almost worships her mother like her mother worships God. I believe this is evident when Ellen says (in response to her mother informing her that she should love no one more than she loves Jesus Christ), “…how can I be one of his children? I do love you a great deal better: how can I help it, mamma?” By saying this, Ellen is arguing that her mother is the one she loves above everyone else, not God. Because of this, I believe Ellen expects too much of her mother. It is almost unhealthy how infatuated she is with her mother. This obsession and dependency set her up for a hard fall when she was ripped away from her mother and moved to the country. It is obvious that Ellen and Mrs. Montgomery have a very close relationship, but I think it may be too close and affecting Ellen’s growth process.
After reading the excerpt, I noticed that Mr. Montgomery is hardly ever in the picture; therefore the role he plays in Ellen’s life is very small. When he is, he has a very harsh and controlling attitude towards his daughter. The role Mr. Montgomery plays probably reflects the role that most fathers played in the nineteenth century. In The Wide, Wide World, Mr. Montgomery is usually absent from the home because he is working. From my understanding, men at this time were meant to go to work to bring home money while the women were left at home to raise and teach the children. The father role in The Wide, Wide World is no different. Because of this absence, Ellen and Mr. Montgomery do not have a close relationship. In fact, I think their relationship leans more on a severe and harsh side. In the text, when Ellen’s day to leave arrives, Mr. Montgomery seems to completely disregard her feelings. After Mrs. Montgomery suggests that they wake up Ellen to inform her of her early departure as to not shock and upset her, Mr. Montgomery says, “In the hurry and bustle of getting off, she will not have time to think about her feelings; and once on the way, she will do well enough; children always do.” By stating that she will do “well enough”, he is putting aside her feelings – probably because he does not want to deal with them. This hard attitude put a wall between the father and daughter. Due to this wall, I don’t think Ellen expected any sort of compassion from her father. She probably defined her father’s love as the way he took care of her and her mother by working and bringing home money, and knew not to rely on him to care about her feelings or teach her valuable life lessons.
By analyzing the relationship between Ellen Montgomery and her parents, one can see the roles parents played in the lives of their children during the nineteenth century. These roles probably varied slightly in different families, but the basis was all the same - the father was often absent and was in charge of keeping the family financially stable, while the mother stayed home with the children and taught lessons.
By the second chapter, it is obvious that Mrs. Montgomery’s role is one of a teacher. She wishes to instill wisdom and morality in her daughter through discussing the need for faith in God and His word. Through this teacher/student relationship, one can tell how close the two really are. Ellen hangs on every word her mother says, and almost worships her mother like her mother worships God. I believe this is evident when Ellen says (in response to her mother informing her that she should love no one more than she loves Jesus Christ), “…how can I be one of his children? I do love you a great deal better: how can I help it, mamma?” By saying this, Ellen is arguing that her mother is the one she loves above everyone else, not God. Because of this, I believe Ellen expects too much of her mother. It is almost unhealthy how infatuated she is with her mother. This obsession and dependency set her up for a hard fall when she was ripped away from her mother and moved to the country. It is obvious that Ellen and Mrs. Montgomery have a very close relationship, but I think it may be too close and affecting Ellen’s growth process.
After reading the excerpt, I noticed that Mr. Montgomery is hardly ever in the picture; therefore the role he plays in Ellen’s life is very small. When he is, he has a very harsh and controlling attitude towards his daughter. The role Mr. Montgomery plays probably reflects the role that most fathers played in the nineteenth century. In The Wide, Wide World, Mr. Montgomery is usually absent from the home because he is working. From my understanding, men at this time were meant to go to work to bring home money while the women were left at home to raise and teach the children. The father role in The Wide, Wide World is no different. Because of this absence, Ellen and Mr. Montgomery do not have a close relationship. In fact, I think their relationship leans more on a severe and harsh side. In the text, when Ellen’s day to leave arrives, Mr. Montgomery seems to completely disregard her feelings. After Mrs. Montgomery suggests that they wake up Ellen to inform her of her early departure as to not shock and upset her, Mr. Montgomery says, “In the hurry and bustle of getting off, she will not have time to think about her feelings; and once on the way, she will do well enough; children always do.” By stating that she will do “well enough”, he is putting aside her feelings – probably because he does not want to deal with them. This hard attitude put a wall between the father and daughter. Due to this wall, I don’t think Ellen expected any sort of compassion from her father. She probably defined her father’s love as the way he took care of her and her mother by working and bringing home money, and knew not to rely on him to care about her feelings or teach her valuable life lessons.
By analyzing the relationship between Ellen Montgomery and her parents, one can see the roles parents played in the lives of their children during the nineteenth century. These roles probably varied slightly in different families, but the basis was all the same - the father was often absent and was in charge of keeping the family financially stable, while the mother stayed home with the children and taught lessons.
Wednesday, September 2, 2009
When reading children’s literature from the nineteenth century, you must consider the time period in which it was written. Authors based their stories and characters off of what they knew about being an American at that particular time. During the time in which they were writing, Americans had a huge sense of national pride and optimism on the surface, but also anxieties of living during such change. This was often reflected in the writing of children’s literature.
The national pride Americans had was strongly mirrored in their writings. According to Children’s Literature for a New Nation, the literature was used as a tool to sharpen the nationalism of children. By reading literature with strong nationalistic themes, children were indirectly instructed to be “what Americans wanted of and for their society.” So when reading literature from this time period, the reader must realize the nationalistic goals of the authors’ messages and make note of the importance they place on the future of their country.
According to Dependent States, during the nineteenth century, “children matter then not as selves, but as stages in the process of making an adult identity – as if childhood could only be meaningful in retrospect.” Even though I disagree with this statement, readers must realize that this thought process was common in literature during this time period. After reading both texts, however, there is somewhat of a contradiction. In Children’s Literature for a New Nation, it is observed that authors find great potential in the innocence and moldable minds of the youth for the future of the nation; while in Dependent State, authors are portrayed as seeing childhood as just a stage in the process of growing up in which they try to cram as much information into them as they can before they reach adulthood.
Two useful theories to know when reading children’s literature from the nineteenth century that go somewhat hand-in-hand come from Children’s Literature for a New Nation. One of which is the idea that stories were written to be didactic, or teach a moral. These types of stories were used as teaching devices to mold children and build their moral structure. Another theory is one that discusses how there is usually a good character versus bad character situation in each story. This is also used as a tool to develop morals in the youth. When a good versus bad situation occurs, there is often an obvious conclusion to be drawn to teach an important lesson. For example, some stories dealt with showing the negative aspects of being materialistic and selfish by making something horrible occur to the selfish person. This didactic style of writing is something to look for when reading children’s literature.
Also, when reading literature for children in this time period, the reader must look past the lack of detail in the setting of the story. Authors probably did this to allow for the stories to relate to everyone, no matter what part of America they were in. According to Children’s Literature for a New Nation, stories were meant to entertain, but also teach a moral lesson. In order to reach everyone, specific details of setting were left out.
Little did children know that when reading literature written for them in the nineteenth century they would be learning lessons about moral standards, social structure, and national pride. Authors disguised didactic writing styles as entertaining stories that would relate to children all over America. When reading nineteenth century children’s literature today, we must take into account the purpose behind the tale, instead of just the story itself.
The national pride Americans had was strongly mirrored in their writings. According to Children’s Literature for a New Nation, the literature was used as a tool to sharpen the nationalism of children. By reading literature with strong nationalistic themes, children were indirectly instructed to be “what Americans wanted of and for their society.” So when reading literature from this time period, the reader must realize the nationalistic goals of the authors’ messages and make note of the importance they place on the future of their country.
According to Dependent States, during the nineteenth century, “children matter then not as selves, but as stages in the process of making an adult identity – as if childhood could only be meaningful in retrospect.” Even though I disagree with this statement, readers must realize that this thought process was common in literature during this time period. After reading both texts, however, there is somewhat of a contradiction. In Children’s Literature for a New Nation, it is observed that authors find great potential in the innocence and moldable minds of the youth for the future of the nation; while in Dependent State, authors are portrayed as seeing childhood as just a stage in the process of growing up in which they try to cram as much information into them as they can before they reach adulthood.
Two useful theories to know when reading children’s literature from the nineteenth century that go somewhat hand-in-hand come from Children’s Literature for a New Nation. One of which is the idea that stories were written to be didactic, or teach a moral. These types of stories were used as teaching devices to mold children and build their moral structure. Another theory is one that discusses how there is usually a good character versus bad character situation in each story. This is also used as a tool to develop morals in the youth. When a good versus bad situation occurs, there is often an obvious conclusion to be drawn to teach an important lesson. For example, some stories dealt with showing the negative aspects of being materialistic and selfish by making something horrible occur to the selfish person. This didactic style of writing is something to look for when reading children’s literature.
Also, when reading literature for children in this time period, the reader must look past the lack of detail in the setting of the story. Authors probably did this to allow for the stories to relate to everyone, no matter what part of America they were in. According to Children’s Literature for a New Nation, stories were meant to entertain, but also teach a moral lesson. In order to reach everyone, specific details of setting were left out.
Little did children know that when reading literature written for them in the nineteenth century they would be learning lessons about moral standards, social structure, and national pride. Authors disguised didactic writing styles as entertaining stories that would relate to children all over America. When reading nineteenth century children’s literature today, we must take into account the purpose behind the tale, instead of just the story itself.
Wednesday, August 26, 2009
Hi! My name is Mandy Seremet and I am a sophomore Computer Information Technology major from the small town of Kennedale, TX. Living in a small town is great - everyone knows your name - but it definitely has its disadvantages. There isn't a lot to do in Kennedale unless you enjoy going to the dirt racetrack a few times a week, so for almost anything we would go to more commonly-known towns like Mansfield, Arlington, and Fort Worth. Living in the middle of such cities led to my love of going to see movies, shopping, and the local music scene. I would have to say that my favorite movies are Disney/Pixar movies. Finding Nemo is at the top of my list with Cars and Toy Story tied at a close second. As far as shopping goes, I am a huge bargain shopper. I love to dig through clearance racks to find the best deals and styles. To me, I would rather get ten great pieces of clothing on the sale rack then get one regularly-priced item only to see it on the sale rack a week later (it seems to always work like that, doesn’t it?). As I mentioned, I’m also big into the local music scene around the DFW Metroplex. My best friend, Nathan, is in a locally touring band, and I try to make it to see most of his shows. Since being at TCU, I’ve tried to get involved in things that I’m interested in. This year I’m on the Gymnastics Team and I participate in the Leadership and Strengths Living Learning Community (LLC). I am also leading a youth group at a church in Grand Prairie this year, which should keep me pretty busy (as if school doesn’t keep me busy enough), but it will all be worth it!
What brought me to TCU? Well when I became a junior in high school I decided that I wanted to start touring schools to see which one(s) I would apply to. After visiting TCU, I decided, without a doubt in my mind, that it was where I wanted to attend. TCU ended up being the only school I applied to because I felt no school matched in comparison. If I were made chancellor of TCU, I would first change the food at the BLUU. I would add more choices of vegetables and fruits, as well as a wider variety of food. Also, I would do all that I could to lower the cost of the meal plan and residence hall rates to make it easier for students (and parents) to afford. When it comes to teachers, I feel like ones that are passionate about their subject do the best job. It always seems that if a professor is passionate about what they are teaching, then the student can become more passionate about what they are learning.
If I could have dinner with any three people, I would choose Oprah (because of how powerful and self confident she is), my grandfather on my dad’s side (because he passed away before I was born), and Walt Disney (because of his imagination). Three things people should know about me is that I am a Christian, I love to be goofy and make the best out of every situation, and I’m a good listener. I would love to know what everyone’s pet peeves are, what kind of music they listen to, and what super power they would like to have.
I chose to take this course because it seemed like a very interesting and fun way to get my literary traditions credit. I enjoy reading American literature and discussing different themes and views in the story. I also, of course, read textbooks from different classes. For personal pleasure, I enjoy reading my Bible, and other spiritually-based books. My favorite book that I have read so far is The Shack. It has such a compelling story that opens your eyes and tests your own faith in God. When it comes to writing, I often journal or write my thoughts and ideas as poetry. For my major, I end up in a lot of classes in which I have to write code in Java. My personal writing is just for me, so it usually makes me feel good to release whatever is going on in my mind. Computer programming, however, is writing I don’t feel as great about. With such complex structures and orders, it is very difficult and does not come easy to me. This frustration makes it uncomfortable to write in Java code.
For my blog, I chose bright colors that reflect my personality. I try to stay bright and positive in any situation. I also introduced myself in a friendly way. I strive to have love for all people, because that is what I believe leads to happiness and fulfillment. In relation to the course, I plan to stay positive and compassionate during class discussions, as well as listen intently to what others have to say even if their opinions do not match mine. Finally, as I conclude this entry, I would like it to be known that I have read, understood, and agree to the terms of the course syllabus for this class.
What brought me to TCU? Well when I became a junior in high school I decided that I wanted to start touring schools to see which one(s) I would apply to. After visiting TCU, I decided, without a doubt in my mind, that it was where I wanted to attend. TCU ended up being the only school I applied to because I felt no school matched in comparison. If I were made chancellor of TCU, I would first change the food at the BLUU. I would add more choices of vegetables and fruits, as well as a wider variety of food. Also, I would do all that I could to lower the cost of the meal plan and residence hall rates to make it easier for students (and parents) to afford. When it comes to teachers, I feel like ones that are passionate about their subject do the best job. It always seems that if a professor is passionate about what they are teaching, then the student can become more passionate about what they are learning.
If I could have dinner with any three people, I would choose Oprah (because of how powerful and self confident she is), my grandfather on my dad’s side (because he passed away before I was born), and Walt Disney (because of his imagination). Three things people should know about me is that I am a Christian, I love to be goofy and make the best out of every situation, and I’m a good listener. I would love to know what everyone’s pet peeves are, what kind of music they listen to, and what super power they would like to have.
I chose to take this course because it seemed like a very interesting and fun way to get my literary traditions credit. I enjoy reading American literature and discussing different themes and views in the story. I also, of course, read textbooks from different classes. For personal pleasure, I enjoy reading my Bible, and other spiritually-based books. My favorite book that I have read so far is The Shack. It has such a compelling story that opens your eyes and tests your own faith in God. When it comes to writing, I often journal or write my thoughts and ideas as poetry. For my major, I end up in a lot of classes in which I have to write code in Java. My personal writing is just for me, so it usually makes me feel good to release whatever is going on in my mind. Computer programming, however, is writing I don’t feel as great about. With such complex structures and orders, it is very difficult and does not come easy to me. This frustration makes it uncomfortable to write in Java code.
For my blog, I chose bright colors that reflect my personality. I try to stay bright and positive in any situation. I also introduced myself in a friendly way. I strive to have love for all people, because that is what I believe leads to happiness and fulfillment. In relation to the course, I plan to stay positive and compassionate during class discussions, as well as listen intently to what others have to say even if their opinions do not match mine. Finally, as I conclude this entry, I would like it to be known that I have read, understood, and agree to the terms of the course syllabus for this class.
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