Friday, February 26, 2010
A Whisper in the Dark
One thing that I truly enjoyed about Alcott’s A Whisper in the Dark was that it was written in first person. I loved being able to hear the story from the lead character, Sybil’s perspective. I found this text interesting in the fact that our other novels this semester have been told from an omniscient third party that knew all. Like what was said in class, we could picture ourselves as a bystander in the background on the story. But in Alcott’s novel, we could picture ourselves as Sybil. She is our narrator; we see life through her eyes and mind. As readers we must completely rely on Sybil to tell us what is happening throughout the novel. And when the issue of insanity is brought into the mix, we must choose whether to fully rely on her anymore. We cannot completely trust Sybil when she cannot completely trust herself. This inclusion of insanity is a prime example of American Gothic literature. Things are no longer as they seem in our novel. We as the reader must make our own conclusions on whether she is sane or not. As we discussed in class, when females were not submissive or completing their womanly duties, they could just be shipped off and proved to be “insane”. In Sybil’s case, this being sent away is what caused her to question her own sanity. We as the reader must determine whether she was truly insane, and in doing so we must question everything we have read thus far, or whether this new place she has been confined to has caused her change in mental state.
Tuesday, February 16, 2010
Uncle Tom's Cabin
So today my U key fell off of my keyboard. How does that even happen?! I have to poke a pen into the U slot for them to type. Haha I just really needed to share. Hopefully they are all in the proper places! On to our reading...
I believe that Uncle Tom’s Cabin is a very different text than the others we have studied so far this semester. Stowe did not concern herself with hiding the societal issues of the time period, but instead she chose to make them the center point of her text. I think that the theories of children being symbolic of hope and potential are still very evident in this text, although not in the way they are presented in other texts like The Wide, Wide World or The Lamplighter. Stowe used the child to symbolize the hope and potential for a future of freedom and peace for Eliza and her husband. The threat of losing her only child prompts Eliza to decide to risk everything and fight for freedom for her family, “the bare thought of putting him out of her arms made her shudder” (pg. 243). This compassion was a common feeling in mothers to young salve children. Throughout chapter eight there are examples given by Haley, Tom Loker, and his partner Marks of women being torn apart from their children. Marks described a women who “lopped around half as if she’d lost every friend she had.” (pg. 260). Children were seen as potential in both the slave owner’s eyes and their mother’s eyes. Their mothers could hold on to the glimmer of hope for a future of freedom. Slave owner’s viewed the young children as easy profit and good labor.
The message of slavery is anything but “good,” although Stowe did use this social issue to produce a “good” message common to children’s literature. I believe the “good” in this text is the rallying of the slaves. Sam told Haley, “I’d rather be ‘clined to ‘magine that Lizy’d take de dirt road…” (pg. 251), trying effortlessly to put as much space between the two parties as possible. I feel like Uncle Tom’s Cabin brings a very real and negative issue to the forefront that is difficult to read today; I can only imagine the response this text received in the time of its publication.
I believe that Uncle Tom’s Cabin is a very different text than the others we have studied so far this semester. Stowe did not concern herself with hiding the societal issues of the time period, but instead she chose to make them the center point of her text. I think that the theories of children being symbolic of hope and potential are still very evident in this text, although not in the way they are presented in other texts like The Wide, Wide World or The Lamplighter. Stowe used the child to symbolize the hope and potential for a future of freedom and peace for Eliza and her husband. The threat of losing her only child prompts Eliza to decide to risk everything and fight for freedom for her family, “the bare thought of putting him out of her arms made her shudder” (pg. 243). This compassion was a common feeling in mothers to young salve children. Throughout chapter eight there are examples given by Haley, Tom Loker, and his partner Marks of women being torn apart from their children. Marks described a women who “lopped around half as if she’d lost every friend she had.” (pg. 260). Children were seen as potential in both the slave owner’s eyes and their mother’s eyes. Their mothers could hold on to the glimmer of hope for a future of freedom. Slave owner’s viewed the young children as easy profit and good labor.
The message of slavery is anything but “good,” although Stowe did use this social issue to produce a “good” message common to children’s literature. I believe the “good” in this text is the rallying of the slaves. Sam told Haley, “I’d rather be ‘clined to ‘magine that Lizy’d take de dirt road…” (pg. 251), trying effortlessly to put as much space between the two parties as possible. I feel like Uncle Tom’s Cabin brings a very real and negative issue to the forefront that is difficult to read today; I can only imagine the response this text received in the time of its publication.
Thursday, February 11, 2010
The Hidden Hand
We began our semester discussing the major characteristics of literature of the nineteenth century. We gathered various conclusions based on both the MacLeod and Sanchez-Eppler texts, and then saw most of the characteristics followed through in our first two texts. One key point that we discussed was the lack of setting and deep description. We saw clear examples in both The Wide, Wide World, and The Lamplighter. In both texts there was very little description of the surroundings of the story and practically no mention of a setting or location. This technique was used to provide as little distraction as possible from the primary instructional message of the text. Not only was the setting considered a distraction, but also without a specific location tying down the storyline, the message could be more universally accepted and applied. But, in our most recent text The Hidden Hand, Southworth begins the text with an in-depth description, “Hurricane Hall – a large old family mansion, built of dark-red sandstone, in one of the loneliest mountain regions of West Virginia.” (pg 151). This sentence alone is much more description of a setting than what was provided in our previous texts. The first chapter introduces the reader to multiple locations all described in great detail using dark, negative words. “Spiked clumps of dark evergreens,” “terrific raging of the torrent over its rocky course,” broken rock and barren soil,” (pg 151) all describing a place called “Devil’s Run.” These word choices were all made for a specific reason. Southworth made these rhetorical decisions to evoke a certain response from the reader. The vocabulary used to describe the events of the first night, and the story of the woman was in the same tone, a tone that was used to prepare the reader of what was ahead in the text. Each decision made by a writer is for a reason; the font, tone, vocabulary, etc. are all rhetorical choices to serve a specific purpose. The fact that Southworth chose to be so specific in the settings and descriptions was a very different approach in the nineteenth century. I believe this decision was thoughtfully preparing the reader for upcoming events and setting up that this novel was to be a different kind of domestic fiction.
Wednesday, February 3, 2010
The Lamplighter
I believe the video is evidence that both girls today and girls of the nineteenth century are instructed to become women, but different women. Today girls are encouraged to be creative, lively, outspoken, strong, independent women, whereas girls 150 years ago were taught by following strict guidelines of how to become a lady and how to properly fit in with society. We saw this very clearly in Warner’s The Wide, Wide World through the relationship between Ellen and Mrs. Montgomery. Therefore, I believe that the way children find a balance in life is expected to change as these expectations change.
I think that the interview between Amy and Anna shows a clear picture of how we encourage girls today to be individuals and how girls need to find a balance in their lives. Both Anna and Gerty strive to find this balance, but in very different ways. Anna chooses to use yoga and various yoga positions to find her peace and calm. Gerty seems to find her balance through her anger and violent emotions. I think that Gerty being the product of such an unstable household, and of such violent abuse, she struggles dramatically with finding balance in her life. She develops such love and compassion for her Uncle True and she wishes to please him, but Gerty believes what others have told her, that she is “not good” and ugly. Gerty expresses on multiple occasions that she wishes “to be good,” and she even begins to pray and seek God. But when she is upset, there is a drastic change in Gerty. She throws “tantrums” as Willie calls them, she strikes Nan Grant with a stick (something a lady is just not to do), she even intentionally throws a rock through the window. Throughout the text Gerty tries so hard to be a good girl, but it is a constant struggle.
I believe that if Gerty was on this TV show, the focus would be shifted. In Anna’s case, she found a very healthy and productive way of finding balance. She took the stress in her life and found calm through her yoga. In Gerty’s case, she uses her inner struggle to express her anger. I believe that the TV show would be about how to improve her techniques and help her to develop better methods.
I think that the interview between Amy and Anna shows a clear picture of how we encourage girls today to be individuals and how girls need to find a balance in their lives. Both Anna and Gerty strive to find this balance, but in very different ways. Anna chooses to use yoga and various yoga positions to find her peace and calm. Gerty seems to find her balance through her anger and violent emotions. I think that Gerty being the product of such an unstable household, and of such violent abuse, she struggles dramatically with finding balance in her life. She develops such love and compassion for her Uncle True and she wishes to please him, but Gerty believes what others have told her, that she is “not good” and ugly. Gerty expresses on multiple occasions that she wishes “to be good,” and she even begins to pray and seek God. But when she is upset, there is a drastic change in Gerty. She throws “tantrums” as Willie calls them, she strikes Nan Grant with a stick (something a lady is just not to do), she even intentionally throws a rock through the window. Throughout the text Gerty tries so hard to be a good girl, but it is a constant struggle.
I believe that if Gerty was on this TV show, the focus would be shifted. In Anna’s case, she found a very healthy and productive way of finding balance. She took the stress in her life and found calm through her yoga. In Gerty’s case, she uses her inner struggle to express her anger. I believe that the TV show would be about how to improve her techniques and help her to develop better methods.
Thursday, January 28, 2010
The Wide, Wide World
In Susan Warner’s The Wide, Wide World, it is quite evident that the roles of parents are very crucial to the development of a child’s life. Throughout the text we see various examples of how the influence of parents and strangers instruct and shape Ellen Montgomery into a proper, God-fearing lady of the nineteenth century.
The text encourages the ideal that the role of parents is to instruct, and children are to absorb this knowledge with respect and strict obedience. Throughout the text we see Ellen following instruction given by various adults. The Doctor, for example, comes to the home and on multiple occasions instructs Ellen on how to be a good nurse to take care of her mother. I believe the role obedience is very different regarding the relationship between mother and daughter. For Ellen, “love to her mother was the strongest feeling her heart knew.” (pg. 25) and this love caused her to have a stronger will to obey and honor her mother. After many tears were shed over the thought of a near separation, Mrs. Montgomery states that she “cannot bear this much longer.” (pg 26) and Ellen’s tears ceased immediately.
The roles of mothers and fathers in the text are clearly different. Mr. Montgomery is absent throughout the majority of the text, although the reader can still sense a level of great respect from Ellen for her father. He still is the highest authority figure in her life, but he is rarely present. He is described in the text as a man “not readily touched by anything,” (pg 74) and I believe this is true to his daughter as well. He seems to take little interest in his daughter’s upbringing, leaving the responsibility of raising Ellen solely upon his ill wife. Mrs. Montgomery’s parental role is to instruct Ellen in how to be a proper lady and strong in her faith with the Lord. Mrs. Montgomery goes to great lengths in order to provide Ellen with the tools necessary for Ellen to be a success in society. This is shown especially in the passages on their day shopping for Ellen’s things.
I believe that Ellen views her mother as someone who is to be respected and obeyed. But there is a major role reversal present throughout this entire text. Ellen is both child and parent in many instances. Ellen must care to her mother while she is ill and she takes great joy in this role. “She treated it as a very grace affair.” (pg 25). She wishes to provide her mother with the best that she can offer. She also finds great joy in giving her the birds from the old gentleman. While walking with the gentleman he asks, “would you rather have something for yourself or your mother?” (pg 65) and Ellen without hesitation chooses her mother, showing all the more how much she longed to express her love to her mother. I believe that Ellen also viewed her father with respect, but they clearly had a different relationship, if a relationship at all. Much of her interactions with her father were of her following orders.
The text encourages the ideal that the role of parents is to instruct, and children are to absorb this knowledge with respect and strict obedience. Throughout the text we see Ellen following instruction given by various adults. The Doctor, for example, comes to the home and on multiple occasions instructs Ellen on how to be a good nurse to take care of her mother. I believe the role obedience is very different regarding the relationship between mother and daughter. For Ellen, “love to her mother was the strongest feeling her heart knew.” (pg. 25) and this love caused her to have a stronger will to obey and honor her mother. After many tears were shed over the thought of a near separation, Mrs. Montgomery states that she “cannot bear this much longer.” (pg 26) and Ellen’s tears ceased immediately.
The roles of mothers and fathers in the text are clearly different. Mr. Montgomery is absent throughout the majority of the text, although the reader can still sense a level of great respect from Ellen for her father. He still is the highest authority figure in her life, but he is rarely present. He is described in the text as a man “not readily touched by anything,” (pg 74) and I believe this is true to his daughter as well. He seems to take little interest in his daughter’s upbringing, leaving the responsibility of raising Ellen solely upon his ill wife. Mrs. Montgomery’s parental role is to instruct Ellen in how to be a proper lady and strong in her faith with the Lord. Mrs. Montgomery goes to great lengths in order to provide Ellen with the tools necessary for Ellen to be a success in society. This is shown especially in the passages on their day shopping for Ellen’s things.
I believe that Ellen views her mother as someone who is to be respected and obeyed. But there is a major role reversal present throughout this entire text. Ellen is both child and parent in many instances. Ellen must care to her mother while she is ill and she takes great joy in this role. “She treated it as a very grace affair.” (pg 25). She wishes to provide her mother with the best that she can offer. She also finds great joy in giving her the birds from the old gentleman. While walking with the gentleman he asks, “would you rather have something for yourself or your mother?” (pg 65) and Ellen without hesitation chooses her mother, showing all the more how much she longed to express her love to her mother. I believe that Ellen also viewed her father with respect, but they clearly had a different relationship, if a relationship at all. Much of her interactions with her father were of her following orders.
Wednesday, January 20, 2010
Constructions of Childhood
There are many theories for analyzing children and childhood literature throughout the nineteenth century. This was a time of great change and expansion not only in physical terms, but also in opinions and ideas. Based on both MacLeod's "Children's Literature for a New Nation" and Sanchez-Eppler's introduction to Dependent States: The Child's Part in Nineteenth-Century American Culture, five specific theories can be developed.
The idea that children were to be protected and loved was a new concept in the nineteenth century. This was a time were children’s “specialness was beginning to be valued in emotional terms rather than economic.” (Sanchez-Eppler). This reconstruction of households caused transitions from punishment to love.
Morality was the primary focus of most children’s literature. MacLeod explained that this was due to an American belief that a “high level of individual morality was indispensable if the promise of the nation’s future was to be fulfilled.” Before the nineteenth century authors wished for literature to be entertaining. With the adults of America discovering that their future, and the future of the nation they were becoming so proud of, was in the hands and minds of the children, adults realized that the children needed to be morally upright. As MacLeod continues, “moral didacticism was their sole reason for being.”
Authors of children’s literature gave little attention to the surroundings or their narratives. They believed that the topics were so important that anything to distract from the ultimate point should be left out. MacLeod explains that “complexity could only have obscured the messages.” Another noteworthy reason could be that by eliminating a setting, the message then becomes universal. Every child reading the narrative would be able to relate to the message and be able to put into practice the lessons learned.
With the authors of children’s literature being adults, the subject of most literature was what adults desired children to be. “Adult desires – desires in the very act of constructing that child as the object of its speech.” (Sanchez-Eppler).
Similarly to the theme of morality in children’s literature, another theory for analyzing nineteenth century literature would be through the appearance of both good and bad characters. The plot lines were very predictable and simple so children could easily understand the messages. The good character always finding great success and the bad character finding great misfortune. These characters faced “narrow escapes” where “wrongdoing always had consequences.” (MacLeod pg. 6). This just affirms that each story line was complete with a moral teaching.
The idea that children were to be protected and loved was a new concept in the nineteenth century. This was a time were children’s “specialness was beginning to be valued in emotional terms rather than economic.” (Sanchez-Eppler). This reconstruction of households caused transitions from punishment to love.
Morality was the primary focus of most children’s literature. MacLeod explained that this was due to an American belief that a “high level of individual morality was indispensable if the promise of the nation’s future was to be fulfilled.” Before the nineteenth century authors wished for literature to be entertaining. With the adults of America discovering that their future, and the future of the nation they were becoming so proud of, was in the hands and minds of the children, adults realized that the children needed to be morally upright. As MacLeod continues, “moral didacticism was their sole reason for being.”
Authors of children’s literature gave little attention to the surroundings or their narratives. They believed that the topics were so important that anything to distract from the ultimate point should be left out. MacLeod explains that “complexity could only have obscured the messages.” Another noteworthy reason could be that by eliminating a setting, the message then becomes universal. Every child reading the narrative would be able to relate to the message and be able to put into practice the lessons learned.
With the authors of children’s literature being adults, the subject of most literature was what adults desired children to be. “Adult desires – desires in the very act of constructing that child as the object of its speech.” (Sanchez-Eppler).
Similarly to the theme of morality in children’s literature, another theory for analyzing nineteenth century literature would be through the appearance of both good and bad characters. The plot lines were very predictable and simple so children could easily understand the messages. The good character always finding great success and the bad character finding great misfortune. These characters faced “narrow escapes” where “wrongdoing always had consequences.” (MacLeod pg. 6). This just affirms that each story line was complete with a moral teaching.
Wednesday, January 13, 2010
All About Me
Hi y’all!
My name is Allison Burns and I am a sophomore Early Childhood Education major from Aledo, Texas. I loved growing up in a small town where the world would literally shut down for Friday night football and where the opening of a Sonic was front-page news for a week. Although I love Aledo, it has been nice living back “in town.”
I have always enjoyed working with children and growing up with a teacher as a mom and getting to see how she has impacted her students, it did not take long for me to know that I was meant for a career in the field of education. My senior year I had the opportunity to work at the elementary school next door to my high school in a HeadStart program for four-year-olds. The students were so sweet! It was so awesome to see how they would learn in different ways. I remember the week that we were learning about the ocean and all of the creatures in the ocean. Watching how excited they were was so great. So many of the students had never even heard of an ocean before. Being able to teach children something they have never heard or imagined is such a great way to spend a day at work I think. And each time I am able to work in classrooms for my education courses here, I just get more excited about my future job. I not only became very close with the kids in the class I worked with, but I also gained a friendship with the teacher, an alumnus of TCU. She helped me research different colleges with excellent education programs (each conversation going full circle back to how much she enjoyed TCU). After a few college visits I obviously decided on TCU, and I could not be more happy with my decision. I just love TCU and being a horned frog!
If I became the Chancellor at TCU, I would definitely have to do something about this parking situation. I know that parking is such a cliché problem to fix, but it needs to be taken care of. It is crazy that there are people who pay for tuition and parking passes and show up to class but just can’t find a parking spot. Oh, so what do they do? Oh, they just give up and stop where they are and become a really big obstacle. Parking is like a really not very fun arcade game in real life. I am the poster child for “TCU needs a parking garage.” If I could go to dinner with three people, I would have to choose my great granddad that used to always call me bumblebee who passed away before I could hear all of his amazing stories, my lifelong best friend who goes to school too far away, and probably Brad Paisley because I have always wanted to meet him. Three things that you should know about me is that I am a nanny for two precious little kids. Second, I absolutely love being outside; swimming, running, hiking, hanging out on the lake, fishing, really just anything. Third, I love getting to know new people and sharing laughter with people.
I signed up for this class because I needed a literature course and this one seemed interesting when I was looking online. After hearing more about it on the first day I am so glad that I enrolled in this class! I enjoy reading, but I have trouble finding time to read for pleasure due to required readings and textbooks that have taken over my life in college. When I do get time to read a book, I enjoy reading fiction. I have read, understand, and agree to the syllabus of ENGL 20503.
My name is Allison Burns and I am a sophomore Early Childhood Education major from Aledo, Texas. I loved growing up in a small town where the world would literally shut down for Friday night football and where the opening of a Sonic was front-page news for a week. Although I love Aledo, it has been nice living back “in town.”
I have always enjoyed working with children and growing up with a teacher as a mom and getting to see how she has impacted her students, it did not take long for me to know that I was meant for a career in the field of education. My senior year I had the opportunity to work at the elementary school next door to my high school in a HeadStart program for four-year-olds. The students were so sweet! It was so awesome to see how they would learn in different ways. I remember the week that we were learning about the ocean and all of the creatures in the ocean. Watching how excited they were was so great. So many of the students had never even heard of an ocean before. Being able to teach children something they have never heard or imagined is such a great way to spend a day at work I think. And each time I am able to work in classrooms for my education courses here, I just get more excited about my future job. I not only became very close with the kids in the class I worked with, but I also gained a friendship with the teacher, an alumnus of TCU. She helped me research different colleges with excellent education programs (each conversation going full circle back to how much she enjoyed TCU). After a few college visits I obviously decided on TCU, and I could not be more happy with my decision. I just love TCU and being a horned frog!
If I became the Chancellor at TCU, I would definitely have to do something about this parking situation. I know that parking is such a cliché problem to fix, but it needs to be taken care of. It is crazy that there are people who pay for tuition and parking passes and show up to class but just can’t find a parking spot. Oh, so what do they do? Oh, they just give up and stop where they are and become a really big obstacle. Parking is like a really not very fun arcade game in real life. I am the poster child for “TCU needs a parking garage.” If I could go to dinner with three people, I would have to choose my great granddad that used to always call me bumblebee who passed away before I could hear all of his amazing stories, my lifelong best friend who goes to school too far away, and probably Brad Paisley because I have always wanted to meet him. Three things that you should know about me is that I am a nanny for two precious little kids. Second, I absolutely love being outside; swimming, running, hiking, hanging out on the lake, fishing, really just anything. Third, I love getting to know new people and sharing laughter with people.
I signed up for this class because I needed a literature course and this one seemed interesting when I was looking online. After hearing more about it on the first day I am so glad that I enrolled in this class! I enjoy reading, but I have trouble finding time to read for pleasure due to required readings and textbooks that have taken over my life in college. When I do get time to read a book, I enjoy reading fiction. I have read, understand, and agree to the syllabus of ENGL 20503.
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