Within “The Yellow Wallpaper” there is a layer to the story that stretches beyond what is seen and told by the narrator. Through the words of the woman the audience learns that the relationship between her and John is not that of a typical marriage. The woman describes the relationship between her and John by saying that “he is very careful and loving,” (356) but later on mentions that she is “getting a little afraid of John” (361). These opposing ideas present the idea that Perkins Gilman is trying to convey to the reader the oppression of women during this time period. It is of question if she is truly sick or “perhaps that is one reasons why [she does] not get well faster” (355). The sickness that the woman has is most likely post partum depression, which people were unsure was even an illness at the time. This corresponds to the idea of women’s oppression because during this time society did not see the way women were treated as oppression or something that needed to be fixed. This comparison allows the audience to relate to this idea through metaphor.
Earlier in the semester Southworth brought up this similar idea in her presentation of the character Capitola. The reasoning that it was better for a girl to starve to death on the streets than dress like a boy in order to make a living puts into perspective the oppression of women. Capitola is put on trial for dressing as a boy and she describes her situation by stating that boys were able to get jobs, but “because I was a girl, I was not allowed to carry a gentleman’s parcel or black his boots” (182). These jobs were strictly prohibited for women during this time because equality was not seen as important.
Wednesday, November 18, 2009
Wednesday, November 4, 2009
Tom Sawyer
Tom Sawyer is another example in our reading where there is a child, who is not raised by his biological parents. Raised by Aunt Polly, Tom does not seem to have the manners and values instilled in him that were normal for a boy during this time. His Aunt Polly did not “have the heart to lash him,” but he was able to walk over her and get away with most of his mischief (315).
Although Aunt Polly’s parenting strategies are probably not the best, it is important to look closer at the foundation for parenting within 19th century literature. It has been said that parents make the child and if you do not discipline the child, the child will not be good. In the 19th century literature that we have read so far strangers or relatives have raised many of these children. It is said that Tom “was not the Model boy of the village,” but does a child need a biological parent to be raised “properly” (318).
Aunt Polly has a duty to her sister to raise Tom, but it seems as if she thinks her sister is watching her and would be disappointed if she were punishing Tom too much. Instead of constant harsh punishments Aunt Polly relies on her faith to change Tom. “Aunt Polly had a family worship” and continually talks about her faith throughout the story and her reliance upon God (341). It almost seemed as if Twain uses religion as a satirical device to show how some people get so wrapped up in religion and the church instead of their own beliefs and values.
Although Aunt Polly’s parenting strategies are probably not the best, it is important to look closer at the foundation for parenting within 19th century literature. It has been said that parents make the child and if you do not discipline the child, the child will not be good. In the 19th century literature that we have read so far strangers or relatives have raised many of these children. It is said that Tom “was not the Model boy of the village,” but does a child need a biological parent to be raised “properly” (318).
Aunt Polly has a duty to her sister to raise Tom, but it seems as if she thinks her sister is watching her and would be disappointed if she were punishing Tom too much. Instead of constant harsh punishments Aunt Polly relies on her faith to change Tom. “Aunt Polly had a family worship” and continually talks about her faith throughout the story and her reliance upon God (341). It almost seemed as if Twain uses religion as a satirical device to show how some people get so wrapped up in religion and the church instead of their own beliefs and values.
Wednesday, October 28, 2009
Nancy Yare
The character of Nancy really stood out to me during the story because of the way she redefines girls in 19th century literature. Nancy is part of the Yares family, who is described as having “peculiar low voices” and being “the poorest of the poor” (258). Nancy however, stands out from past girl characters that we had read so far. The widow took “little interest in the gaunt, silent Nancy,” but Nancy, we soon find out, is not a typical girl that makes toast for her mother (261).
Nancy turns all of the theories of what little girls were supposed to be like during this time on its head. Her mother says that “one day Nancy was dumb all day—not a word” and then goes to describe how Nancy was so quiet because she had an idea to build a house for her brothers (263). Nancy followed through with her idea though, and built a cabin in three days. Davis acknowledges what the reader’s reaction was probably like at this time and says, “yes, it seems impossible for a woman” (263).
The hard labor and endurance that Nancy demonstrated by building this house for her brothers shows the drive that women have during this time to be seen as equals. Davis uses Nancy as a “vessel” as well, in order to push women and girls during the 19th century to be proactive, instead of sitting at home wondering what is going on with the war. Nancy’s idea was groundbreaking, which gives an example to the female audience that women can have good ideas and can even implement them. Capitola and Nancy both defy what authority tells them is proper and make a difference in their lives, rather than feel sorry for themselves.
Wednesday, October 21, 2009
Boys versus Girls
In the story of Ragged Dick, boyhood is clearly displayed as an opposing force to the stories that we have seen of girls and women of the 19th century. Dick is referred to as “our hero” throughout the story, which reinforces this new idea of what boys were supposed to be like at this time. However, under this façade of being a “hero” Dick represents more than just qualities of a boy.
Earlier in our study of children and childhood during the 19th century it was said that within children’s literature a common element is to teach a moral lesson. Ragged Dick seems to be doing the same thing as in the other stories by presenting the character and showing the one fatal flaw that the character has. It is said that, “our ragged hero wasn’t a model boy in all respects” and it goes on to talk about how he swears, he plays practical jokes and he liked to live extravagantly (255). Later on it also discusses how he enjoyed gambling and smoking, which were not acceptable for boys to be doing. However, the one major difference I see in this compared to the previous stories about little girls and their flaws are how the author deals with the flaws and how society views them.
For Ellen Montgomery she was taught how to hold back her feelings and take care of her mother. For Gerty she had to learn the ways from Mrs. Sullivan on how to be a lady and learn how to clean the house. For Capitola she was forced to fix her flaw of dressing as a boy and dress as a girl. But for Dick he seems to be able to feed one of his greatest flaws, extravagance. Dick is taken to get new clothes, and not just pants and a shirt, but down to every detail even a handkerchief. It seems as if this piece of children’s literature suggests that boys not only have flaws, but also can keep them. Dick’s “Cinderella” story ends with him getting the extravagant life he wanted.
Earlier in our study of children and childhood during the 19th century it was said that within children’s literature a common element is to teach a moral lesson. Ragged Dick seems to be doing the same thing as in the other stories by presenting the character and showing the one fatal flaw that the character has. It is said that, “our ragged hero wasn’t a model boy in all respects” and it goes on to talk about how he swears, he plays practical jokes and he liked to live extravagantly (255). Later on it also discusses how he enjoyed gambling and smoking, which were not acceptable for boys to be doing. However, the one major difference I see in this compared to the previous stories about little girls and their flaws are how the author deals with the flaws and how society views them.
For Ellen Montgomery she was taught how to hold back her feelings and take care of her mother. For Gerty she had to learn the ways from Mrs. Sullivan on how to be a lady and learn how to clean the house. For Capitola she was forced to fix her flaw of dressing as a boy and dress as a girl. But for Dick he seems to be able to feed one of his greatest flaws, extravagance. Dick is taken to get new clothes, and not just pants and a shirt, but down to every detail even a handkerchief. It seems as if this piece of children’s literature suggests that boys not only have flaws, but also can keep them. Dick’s “Cinderella” story ends with him getting the extravagant life he wanted.
Wednesday, October 7, 2009
The Redefined Mother/Daughter Relationship
The first half compared to the second half of the story feel like night and day, with the first half being light and the second half having a dark, eerie feeling. The passion for liberty that Sybil fought for and was extremely vocal about in the beginning of the story was lost when she was going insane. She began to be defeated by the confinements because “it is hard to live with no object to give zest to life” (239). She was being forced to go insane and was not allowed to know why, which adds a new dimension different from the stories we have read.
Not only did insanity affect Sybil’s outlook on life, but it also forced the audience to look at an uncomfortable issue head on. Alcott’s story differs from the previous stories we have read, because it does not just focus on the “typical” mother and daughter relationship with a father, who is rarely seen. Rather it focuses on the darker side of life, where Sybil is “surveyed as if [she] were a spectacle” (241). Sybil’s mother was technically there in the house with her, but neither knew that who the other one was. This distant relationship gives the reader a new understanding of a mother daughter relationship because there was a magnetic force that seemed to be drawing them to each other, but they were never given the opportunity to meet. Sybil had an “irresistible fascination” (240) with the upstairs room, which does not seem coincidental. This story gives a new perspective on the relationship by showing that a mother’s most important job might not always be to teach their daughters how to make perfect toast.
Wednesday, September 30, 2009
Wise Beyond Her Years
When reading The Hidden Hand, I was struck by Capitola’s realization of the limitations that are put on girls and women in general during this time period. Capitola is forced to starve on the streets. She tells the judge that it was “because I was a girl, was not allowed to carry a gentleman’s parcel or black his boots..” (182). Capitola goes on to describe that multitude of jobs that she was not permitted to do, due to her sex. This radiated with me because this thought was not recognized by many adults, much less children during this time. Within children’s literature a it has been said that a common theme is feminism. Capitola is demonstrating this idea by showing the inequalities that are prevalent and clearly pointing out how they are wrong. The inequalities were not just seen in little girls, but women as a whole at this time.
Capitola continues to push the envelope throughout the story, not just by cross-dressing, but by proving that just because she is a girl does not mean that she has to be scared and delicate. When she is shown her room at Old Hurricane’s house the maid makes it very clear that there is a trap door and that she might not want to stay in the room for that reason. Capitola instead is almost drawn the trap door, saying, “I think I should rather like it” (202). Unlike the typical “proper girl” at the time she does not need a man to hold her hand and comfort her. The trap door is another adventure that excites her. She explains her excitement when she says, “I have been in to much deadly peril from the living ever to fear the dead” (204). Even though she is young, her age does not represent her life experience.
Capitola is not only mature beyond her years, but is also ahead of her time. She questions the labor divisions for males and females by cross-dressing, proving that she is just as capable as the boys. Her overall attitude towards life and readiness to jump into anything whether it be changing sexes or playing with trap doors also questions who women are allowed to be and what they can contribute.
Capitola continues to push the envelope throughout the story, not just by cross-dressing, but by proving that just because she is a girl does not mean that she has to be scared and delicate. When she is shown her room at Old Hurricane’s house the maid makes it very clear that there is a trap door and that she might not want to stay in the room for that reason. Capitola instead is almost drawn the trap door, saying, “I think I should rather like it” (202). Unlike the typical “proper girl” at the time she does not need a man to hold her hand and comfort her. The trap door is another adventure that excites her. She explains her excitement when she says, “I have been in to much deadly peril from the living ever to fear the dead” (204). Even though she is young, her age does not represent her life experience.
Capitola is not only mature beyond her years, but is also ahead of her time. She questions the labor divisions for males and females by cross-dressing, proving that she is just as capable as the boys. Her overall attitude towards life and readiness to jump into anything whether it be changing sexes or playing with trap doors also questions who women are allowed to be and what they can contribute.
Thursday, September 24, 2009
The Balance of Life
From the 19th century through today girls have struggled between being “ladylike” and showing their true emotions. As seen in the clip the 3rd grader, Anna, is no different from Gerty in this way, but the way they deal with these two extremes do differ.
Anna talks about balance in life, whether it is in school or yoga, balance is a necessity in her life because it helps her stay centered. Balance is something that Gerty has not yet discovered for herself, which causes her to go from two extremes depending on her circumstance. Gerty’s emotions about the abuse that she experienced when living with Nan Grant have been suppressed since she left and she has been encouraged to automatically leave that life and become a lady. This new train of thought slowly comes to her, but True sees glimpses of her old self come back, scaring him of who she is deep down. True says that, “it had never occurred to him to dread any difficulty in the management of the child” (116). Unlike Anna, Gerty does not have tools like yoga to help her express her hurt and anger towards Nan Grant. She lashes out her feelings by saying mean things about Nan Grant that are inappropriate, but that is the only way she is able to get her frustration out. I believe that this day in age girls are encouraged more to talk about their feelings and are given more outlets to discuss problems in order to work through them, which was definitely not available to Gerty.
Anna also talks about how you should want people to like you for who you are, which is another aspect of Gerty’s life that she struggles with. When first meeting Willie, Gerty tries to hide her face from him, but Willie took “her hands directly down from her face and holding them tight in his own, he fixed his eyes upon her…” (112). Willie did not make fun of her as she expected, which was a first in her life since she had been told she was ugly from the time she can remember. She was taught to not like herself, which is easy for girls to do this day in age as well, due to the constant pressure for girls to look a certain way and weight a certain amount. Even though Wilie accepts Gerty, she still feels insecure with herself, which is depicted when they are looking in the window at the rich family’s house. “She did not like the idea of being started at and talked about” (130) because people had done that her whole life. Scarred by the words of other people, Gerty is in constant shame of her looks and of who she is as a person.
I believe that if Gerty was on Amy Pholer’s TV show she would have been real with how she felt, but I do not think she would have had the maturity that Anna had. While Anna told us she does the lion pose when something is troubling her, I feel as if Gerty would throw one of her “tantrums” (145) instead.
Anna talks about balance in life, whether it is in school or yoga, balance is a necessity in her life because it helps her stay centered. Balance is something that Gerty has not yet discovered for herself, which causes her to go from two extremes depending on her circumstance. Gerty’s emotions about the abuse that she experienced when living with Nan Grant have been suppressed since she left and she has been encouraged to automatically leave that life and become a lady. This new train of thought slowly comes to her, but True sees glimpses of her old self come back, scaring him of who she is deep down. True says that, “it had never occurred to him to dread any difficulty in the management of the child” (116). Unlike Anna, Gerty does not have tools like yoga to help her express her hurt and anger towards Nan Grant. She lashes out her feelings by saying mean things about Nan Grant that are inappropriate, but that is the only way she is able to get her frustration out. I believe that this day in age girls are encouraged more to talk about their feelings and are given more outlets to discuss problems in order to work through them, which was definitely not available to Gerty.
Anna also talks about how you should want people to like you for who you are, which is another aspect of Gerty’s life that she struggles with. When first meeting Willie, Gerty tries to hide her face from him, but Willie took “her hands directly down from her face and holding them tight in his own, he fixed his eyes upon her…” (112). Willie did not make fun of her as she expected, which was a first in her life since she had been told she was ugly from the time she can remember. She was taught to not like herself, which is easy for girls to do this day in age as well, due to the constant pressure for girls to look a certain way and weight a certain amount. Even though Wilie accepts Gerty, she still feels insecure with herself, which is depicted when they are looking in the window at the rich family’s house. “She did not like the idea of being started at and talked about” (130) because people had done that her whole life. Scarred by the words of other people, Gerty is in constant shame of her looks and of who she is as a person.
I believe that if Gerty was on Amy Pholer’s TV show she would have been real with how she felt, but I do not think she would have had the maturity that Anna had. While Anna told us she does the lion pose when something is troubling her, I feel as if Gerty would throw one of her “tantrums” (145) instead.
Thursday, September 17, 2009
Loss of the Didactive Element
Within stories such as The Wide, Wide World, where the focus was on a middle upper class white family, lessons of morality, religion and education are themes that are at the core of the story. Uncle Tom’s Cabin however shows a different view of children during the time of slavery. Unlike the light and almost dull lifestyle of Ellen Montgomery, the world of a black slave in Uncle Tom’s Cabin is far from light and dull. As Stowe presents the character of Haley, who is a trader, it is apparent that his heart has been so hardened by slavery that he is less humane then they consider the slaves to be.
The children throughout the story are forced with the reality that family does not last long and when someone leaves it is most likely forever. This is depicted when Tom leaves his family and “the two boys, who now seemed to comprehend at once their father's destiny, clung to her gown, sobbing and groaning vehemently” (169). In children’s literature parents are the teachers to their children in order to ensure a brighter future, but in the case of Uncle Tom’s Cabin, children are not promised many years with their parents if any.
This race against time is seen again when the mother and son are both up for sale at the auction and Haley only buys the son. She responds to this tragic loss by saying, "Couldn't dey leave me one? Mas'r allers said I should have one, -- he did," she repeated over and over, in heart-broken tones” (197). In The Wide, Wide World tears were often suppressed, but here the mother does not hold back her tears because she loses her son to animalistic men and has already lost all of her other children to slavery. The families that are torn apart in this story have little time together and the time they have together is so treasured, that teaching them lessons about how to maintain good morals does not come into play.
When Haley sells Lucy’s ten-month-old son into slavery, the unbearable reality of the short breath of time some of the families had together, made this children’s literature truly different from that of The Wide, Wide World. The description of her body when she is told about her son says that, “dizzily she sat down. Her slack hands fell lifeless by her side. Her eyes looked straight forward, but she saw nothing. All the noise and hum of the boat, the groaning of the machinery, mingled dreamily to her bewildered” (208). The small glimpse of hope and happiness of her life was stolen from her in a glance and deflated all the life she had left in her. As we have stated in class, whenever a baby is brought into a situation it makes it worse, which is very true for this case. The disconnect between this story and other didactic stories about children is the dehumanization of the people. Lucy has nothing left to live for after her baby is taken, whereas once Ellen’s mom dies she has a chance for a future.
The children throughout the story are forced with the reality that family does not last long and when someone leaves it is most likely forever. This is depicted when Tom leaves his family and “the two boys, who now seemed to comprehend at once their father's destiny, clung to her gown, sobbing and groaning vehemently” (169). In children’s literature parents are the teachers to their children in order to ensure a brighter future, but in the case of Uncle Tom’s Cabin, children are not promised many years with their parents if any.
This race against time is seen again when the mother and son are both up for sale at the auction and Haley only buys the son. She responds to this tragic loss by saying, "Couldn't dey leave me one? Mas'r allers said I should have one, -- he did," she repeated over and over, in heart-broken tones” (197). In The Wide, Wide World tears were often suppressed, but here the mother does not hold back her tears because she loses her son to animalistic men and has already lost all of her other children to slavery. The families that are torn apart in this story have little time together and the time they have together is so treasured, that teaching them lessons about how to maintain good morals does not come into play.
When Haley sells Lucy’s ten-month-old son into slavery, the unbearable reality of the short breath of time some of the families had together, made this children’s literature truly different from that of The Wide, Wide World. The description of her body when she is told about her son says that, “dizzily she sat down. Her slack hands fell lifeless by her side. Her eyes looked straight forward, but she saw nothing. All the noise and hum of the boat, the groaning of the machinery, mingled dreamily to her bewildered” (208). The small glimpse of hope and happiness of her life was stolen from her in a glance and deflated all the life she had left in her. As we have stated in class, whenever a baby is brought into a situation it makes it worse, which is very true for this case. The disconnect between this story and other didactic stories about children is the dehumanization of the people. Lucy has nothing left to live for after her baby is taken, whereas once Ellen’s mom dies she has a chance for a future.
Wednesday, September 9, 2009
Love Equals Obedience
Throughout The Wide, Wide World the role of parents is almost as an instructional guidebook for the children. In the case of Ellen Montgomery the role of the mother versus the role of the father differed greatly.
Mrs. Montgomery serves as a moral compass for Ellen, teaching her lessons in faith, obedience and education. When Ellen is unsure of her faith her mother always reminds her that, “God sends no trouble upon his children but in love” (24). The trust in God that Mrs. Montgomery displays sets an example for Ellen to not live for worldly pleasures, but rather for faith in a higher power. When Mrs. Montgomery teaches Ellen about obedience she relates it back to how she should treat her aunt and do her work. Ellen learns through her mother that her aunt, “loving or not loving [her] depends solely and entirely upon herself” and the work that she does (33). Mrs. Montgomery instills in Ellen a strong work ethic as well as proper manners for when she goes and lives away from her. The role of domestic education is also of utmost concern to Mrs. Montgomery. She buys her a desk with supplies, a Bible and a workbox in order to be able to do all the necessary things if something happens to an item of clothing. At the emotional moment when Mrs. Montgomery is about to give the workbox to Ellen as a surprise she tells her that the gifts, “serve as reminders for you if you are ever tempted to forgot my lessons” (50). The mother role that Mrs. Montgomery plays is that of a teacher or instructor of the proper ways of womanhood.
Mr. Montgomery differs greatly from this, which is seen in his title of Captain. Distant from most of Ellen’s life the greatest thing they have in common is bloodline. Throughout the story language like command and obedience appear they draw back to the role of those under the captain, which in this story are Mrs. Montgomery and Ellen. Ellen does not talk about her father often and one of the few time she mentions him her “heart secretly questioned the truth of” what he said about her aunt (34). With little interaction between Mr. and Mrs. Montgomery seen until the end of the story it seems as if the Captain could have another family and life somewhere else. He does not seem to be truthful in what he says because he lies to Ellen when he tells her that he “meant to have called [her] before, but [he] overslept [himself]” (75). The reader understands this blatant lie because in the previous pages Mrs. Montgomery was the one that wanted to tell Ellen that she was going to leave that morning, but the Captain would not allow it.
Mrs. Montgomery is Ellen’s best and really only friend in this story. Ellen receives love only from her mother because her father is either away or extremely distant from her. Ellen loves her mother so much that she wants to serve her and make her happy, which even means suppressing her own feelings of sadness in order to appease her mom. When her Mrs. Montgomery talks about her love for God and how it is greater than her love for Ellen, she stands perplexed saying, “I do love you a great deal better” (51). The love that they share for each other at times makes them seem more as friends, but then reverts back to the formal mother daughter relationship of the time.
Captain Montgomery is more of a fixture in Ellen’s life. She is able to say she has a mother and a father, but she never talks about her feelings of him leaving her or being upset that he is gone. Ellen’s father is summed up well in the end when she does not even remember him taking her to the carriage and saying goodbye or setting the candy on her lap. I feel this image represents the majority of their relationship because throughout her life she has only caught fast glimpses of him. The only thing she remembers from that morning is the fact “that she lost her mother” (77).
Mrs. Montgomery serves as a moral compass for Ellen, teaching her lessons in faith, obedience and education. When Ellen is unsure of her faith her mother always reminds her that, “God sends no trouble upon his children but in love” (24). The trust in God that Mrs. Montgomery displays sets an example for Ellen to not live for worldly pleasures, but rather for faith in a higher power. When Mrs. Montgomery teaches Ellen about obedience she relates it back to how she should treat her aunt and do her work. Ellen learns through her mother that her aunt, “loving or not loving [her] depends solely and entirely upon herself” and the work that she does (33). Mrs. Montgomery instills in Ellen a strong work ethic as well as proper manners for when she goes and lives away from her. The role of domestic education is also of utmost concern to Mrs. Montgomery. She buys her a desk with supplies, a Bible and a workbox in order to be able to do all the necessary things if something happens to an item of clothing. At the emotional moment when Mrs. Montgomery is about to give the workbox to Ellen as a surprise she tells her that the gifts, “serve as reminders for you if you are ever tempted to forgot my lessons” (50). The mother role that Mrs. Montgomery plays is that of a teacher or instructor of the proper ways of womanhood.
Mr. Montgomery differs greatly from this, which is seen in his title of Captain. Distant from most of Ellen’s life the greatest thing they have in common is bloodline. Throughout the story language like command and obedience appear they draw back to the role of those under the captain, which in this story are Mrs. Montgomery and Ellen. Ellen does not talk about her father often and one of the few time she mentions him her “heart secretly questioned the truth of” what he said about her aunt (34). With little interaction between Mr. and Mrs. Montgomery seen until the end of the story it seems as if the Captain could have another family and life somewhere else. He does not seem to be truthful in what he says because he lies to Ellen when he tells her that he “meant to have called [her] before, but [he] overslept [himself]” (75). The reader understands this blatant lie because in the previous pages Mrs. Montgomery was the one that wanted to tell Ellen that she was going to leave that morning, but the Captain would not allow it.
Mrs. Montgomery is Ellen’s best and really only friend in this story. Ellen receives love only from her mother because her father is either away or extremely distant from her. Ellen loves her mother so much that she wants to serve her and make her happy, which even means suppressing her own feelings of sadness in order to appease her mom. When her Mrs. Montgomery talks about her love for God and how it is greater than her love for Ellen, she stands perplexed saying, “I do love you a great deal better” (51). The love that they share for each other at times makes them seem more as friends, but then reverts back to the formal mother daughter relationship of the time.
Captain Montgomery is more of a fixture in Ellen’s life. She is able to say she has a mother and a father, but she never talks about her feelings of him leaving her or being upset that he is gone. Ellen’s father is summed up well in the end when she does not even remember him taking her to the carriage and saying goodbye or setting the candy on her lap. I feel this image represents the majority of their relationship because throughout her life she has only caught fast glimpses of him. The only thing she remembers from that morning is the fact “that she lost her mother” (77).
Wednesday, September 2, 2009
Theories for Studying Children's Literature and Childhood
One theory for analyzing childhood literature is due to the fact that childhood is a universal experience. Sanchez-Eppler refers to age as “inherently transitional,” meaning we all went from childhood to adulthood. Few things in life are universal like childhood and the processes of growing up. While the experiences are not all the same, the idea of going from being dependent and evolving into being an individual is a collective understanding (Sanchez-Eppler).
Another way in which children are relevant to analyze is because of the way they were used as metaphors during the 19th century. Children were used throughout literature to describe hope for the future (MacLeod). Adults were anxious about the future and its uncertainties; therefore they focused on teaching the children obedience, “the first law in life,” so that their future would look how they wanted it to be (MacLeod). In order to understand American literature during this time period and its historical context, there must be an understanding of what children were representing in the literature.
America’s future was also shifting from an Agrarian culture to becoming more and more industrialized and children’s literature depicted this as a negative progress (MacLeod). Through studying specifically children’s literature it gives a window to how societies were shifting and what they wanted to youth to see as evil. Children were even instructed in the stories about not being materialistic, and instead helping others (MacLeod). The changes that were being made in the American lifestyle were unwelcomed and it is depicted through the use of children’s literature during this time.
Loss of innocence is a theme that occurs throughout literature seen through children, which is interesting to analyze because it is a trait one can never regain. As seen in Harriet Appleton’s poem, childhood is “an object of desire” that is remembered, but can never be fully relived (Sanchez-Eppler). Studying children allows for one to tap into a part of them that has passed, almost like a loved one dying, and reviving it in a way that gives one glimpses of who one once was.
Sanchez-Eppler explains how, “age is inherently transitional,” as opposed to race, gender and other inequalities. Due to the dynamic nature of age it is interesting to study childhood because unlike race or gender we have all passed through the stage of reliance (Sanchez-Eppler). Sanchez-Eppler relates it to how we can understand Feminism more through “childhood and the acts of children” (Sanchez-Eppler). This view allows for the word child to be replaced within the writings with where one might feel in a
Another way in which children are relevant to analyze is because of the way they were used as metaphors during the 19th century. Children were used throughout literature to describe hope for the future (MacLeod). Adults were anxious about the future and its uncertainties; therefore they focused on teaching the children obedience, “the first law in life,” so that their future would look how they wanted it to be (MacLeod). In order to understand American literature during this time period and its historical context, there must be an understanding of what children were representing in the literature.
America’s future was also shifting from an Agrarian culture to becoming more and more industrialized and children’s literature depicted this as a negative progress (MacLeod). Through studying specifically children’s literature it gives a window to how societies were shifting and what they wanted to youth to see as evil. Children were even instructed in the stories about not being materialistic, and instead helping others (MacLeod). The changes that were being made in the American lifestyle were unwelcomed and it is depicted through the use of children’s literature during this time.
Loss of innocence is a theme that occurs throughout literature seen through children, which is interesting to analyze because it is a trait one can never regain. As seen in Harriet Appleton’s poem, childhood is “an object of desire” that is remembered, but can never be fully relived (Sanchez-Eppler). Studying children allows for one to tap into a part of them that has passed, almost like a loved one dying, and reviving it in a way that gives one glimpses of who one once was.
Sanchez-Eppler explains how, “age is inherently transitional,” as opposed to race, gender and other inequalities. Due to the dynamic nature of age it is interesting to study childhood because unlike race or gender we have all passed through the stage of reliance (Sanchez-Eppler). Sanchez-Eppler relates it to how we can understand Feminism more through “childhood and the acts of children” (Sanchez-Eppler). This view allows for the word child to be replaced within the writings with where one might feel in a
Wednesday, August 26, 2009
Introductory Blog Post
My name is Ellen Parker and I was born and raised in Richmond, Virginia. Recently I changed my major to writing and I am going to minor in Spanish. I made the trek from Richmond to TCU last year because I have lived in Richmond my whole life and wanted to try something new. My mom's side of the family is from Texas and her sister went to TCU, which made me even more interested in it.
After spending a full year at TCU there are definitely aspects of it that I have noticed that need some updating. One of the biggest things for me last year, being on the meal plan, was the lack of healthy food options in the BLUU. If I was the Chancellor for the day I would make it a priority to continually refresh the menu at the dining hall and incorporate a variety of healthy options for the student body.
I have found that teachers who constitute as "good" have been engaging, encouraging and not afraid to try something new, as well as stretch the class. On the flip side a good student would have to be ready and willing to accept the encouragement, reciprocate by being engaged and be ready for new challenges.
If I was given the opportunity to have lunch with any three people I would have three different lunch dates with my grandmother, whom I was never able to meet, Julia Child so I could ask her about her life and get a taste of her humor and lastly I would enjoy having a conversation with Jane Austin about her life and of course her writing.
Things a person should know about me are I love to travel anywhere and everywhere, I am very organized and I enjoy being around people. If I could ask three things to the reader I would ask, where is the most unique place you have traveled to? What is your biggest accomplishment in life thus far? And finally, What is your favorite word?
I am taking this course because I am a writing major and I am excited to expand my knowledge in writing. I have never written a blog, so I think this will stretch me to step out of my Microsoft Word comfort zone.
In my free time I enjoy reading anything by Jodi Picoult. I also gravitate towards more "beach books" for a relaxing read. Inside the classroom I like reading texts that challenge me and make me think critically about what the writer is trying to accomplish. Most of the writing I do is on the computer or through text messaging, but I also like to write letters to my friends. I have always considered myself an average writer, however I feel like I have become a stronger writer since the beginning of last year and am still growing in my writing skills.
For my blog I chose a dark blue background with polka dots randomly dispersed throughout to create a welcoming environment. I think the polka dots make it more friendly and fun, but the darker colors don't make it too cheesy or childish. Through the editing choices that I made I feel as if my blog portrays me as classic with a modern twist, which will hopefully be seen through my entries.
After spending a full year at TCU there are definitely aspects of it that I have noticed that need some updating. One of the biggest things for me last year, being on the meal plan, was the lack of healthy food options in the BLUU. If I was the Chancellor for the day I would make it a priority to continually refresh the menu at the dining hall and incorporate a variety of healthy options for the student body.
I have found that teachers who constitute as "good" have been engaging, encouraging and not afraid to try something new, as well as stretch the class. On the flip side a good student would have to be ready and willing to accept the encouragement, reciprocate by being engaged and be ready for new challenges.
If I was given the opportunity to have lunch with any three people I would have three different lunch dates with my grandmother, whom I was never able to meet, Julia Child so I could ask her about her life and get a taste of her humor and lastly I would enjoy having a conversation with Jane Austin about her life and of course her writing.
Things a person should know about me are I love to travel anywhere and everywhere, I am very organized and I enjoy being around people. If I could ask three things to the reader I would ask, where is the most unique place you have traveled to? What is your biggest accomplishment in life thus far? And finally, What is your favorite word?
I am taking this course because I am a writing major and I am excited to expand my knowledge in writing. I have never written a blog, so I think this will stretch me to step out of my Microsoft Word comfort zone.
In my free time I enjoy reading anything by Jodi Picoult. I also gravitate towards more "beach books" for a relaxing read. Inside the classroom I like reading texts that challenge me and make me think critically about what the writer is trying to accomplish. Most of the writing I do is on the computer or through text messaging, but I also like to write letters to my friends. I have always considered myself an average writer, however I feel like I have become a stronger writer since the beginning of last year and am still growing in my writing skills.
For my blog I chose a dark blue background with polka dots randomly dispersed throughout to create a welcoming environment. I think the polka dots make it more friendly and fun, but the darker colors don't make it too cheesy or childish. Through the editing choices that I made I feel as if my blog portrays me as classic with a modern twist, which will hopefully be seen through my entries.
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