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Blog Assignments

Mary Wollstonecraft, A vindication of rights of women [1792]

     During the eighteenth and nineteenth century, If  women were reasoning  if there is any way they can live independently or live equally as men, then people in modern society would not have to question or distinguish the male and female from getting equal rights. This is a good thought to ponder as it is elaborates in the discussion we have for both men and women in today’s society and in the past history as people lived by. A Vindication of Rights of Women written by Mary Wollstonecraft.  Mary Wollstonecraft is a powerful tolerant writer and she was known for the world’s best feminist author. She struggled all her life mostly living independently. She traveled all around the globe and helped almost all of her friends and families when they sought for help. She developed her intellectual by making the right choices by herself. This is the reason why she wanted women to  live independently and be able to use their brain for the right things to show the society what they are capable of.  Her works of literature is mostly on the radical ideas that generally discusses the equality and inequality.

     The author has argued throughout the reading to emphasize the three main points. First, she gave reasoning to help overcome the prejudice where most men lack it. Second, she mentioned that the people who have the virtue are the ones that are better than who does not have the virtue. She said that because she was attempting to convey to the readers that both men and women have equal virtue. The final point that she stated is that people gained knowledge by the process of overcoming from their emotion and passion. She has interprets these three points in the whole text by giving descriptive and examples of each. Mary stated “Rousseau declares that a woman should never, for a moment, feel herself independent, that she should be governed by fear to exercise her natural cunning, and made a coquettish slave in order to render her a more alluring object of desire, a sweeter companion to man, whenever he chooses to relax himself”. (2.24) This means that Rousseau still believe that women should always obey the men in order to ask for what women want. One can relates this quotation with the first point where she mentioned that most men are lacking the idea of “to help overcome prejudice. Later in the text, Mary has disagreed with Rousseau’s point of view as she thinks that both men and women should live equally. She argues to his thought that women have the same intellectual as men do. She believes that measuring one’s physical strength does not dignify your full strength as a human being. She even argued that body strength is so unnecessary in modern society that people has look down on it. She said one can measure themselves by the virtue of morality and having education which lead them to succeed. To support this thought, she stated “It follows then, I think, that from their infancy women should either be shut up like eastern princes, or educated in such a manner as to be able to think and act for themselves.” (3.30) This interprets as that the purpose of this education is so that people can control their emotion by strengthening their reason, unlike animals.

     In the reading called A vindication of Rights of Women by Mary Wollstonecraft, author uses “women and femininity” as the main theme of the text to show the readers how they should treat women and how women’s mind are just capable of reason and virtue as men. An example of this theme as author said ““I do not wish them [women] to have power over men; but over themselves.”(page 5) This shows that the author does not want to reverse the concept of the inequality of men and women, but rather she wants women to have the rights as equal as men do. She also said if women does not get educated, then it will be difficult for their children to grow intellectually. Indeed, men are just afraid to give women their equal rights because men believe that women will try to take over all the power and will reverse the concept of inequality. Also, the tone of the text is that the author loves the word reason as she wrote it with the capital “R”. She also has referred to men as masculine and women as feminist. She was favoring more of women than men because she already knows that men already have enough power to raise their voice but women do not as women fear their emotion. If women are well enough to be educated, then they would not have to be afraid to speak up for their voice. Men would easily know how tough it will be for them to speak to a woman who would bring a reasonable argument with her power of education. Woman’s emotion won’t easily appear there if she shows her level of confidence thorough her knowledge.                   

     A vindication of rights of women can relate to many readings that have shared some common ideas with this text. Wollstonecraft has develop new and radical concepts in the late eighteenth century as it connect to french revolution. Wollstonecraft’s primary concern was women’s education as equal as men do. During the french revolution, women were not having the power to raise their voice to speak for the rights. As a result of that, Wollstonecraft raised her voice and fought for women’s right after getting the independence of “A vindication of rights of men” as it was also written by her. She shared her views on how the revolution in France should include the movement of the political and social  structures of women. She also said that if women in general does not receive education and forced to live as a housewives, then how they will properly done that without any knowledge.  To prove her point, she said,  “It is time to effect a revolution in female manners – time to restore to them their lost dignity – and make them, as a part of the human species, labour by reforming themselves to reform the world. It is time to separate unchangeable morals from local manners.” This is showing that Mary wants to change Another reading that connects to all these ideas that the author convey to the readers is Paradise lost by John Milton. The similarities between these two readings are that both of them discusses about the power between two people or two groups. In paradise lost, Satan was using his power that was granted by god to the people on earth to make them evil like he is, just like the way Mary described in her text about how men were using women as like their slaves. Also, it was similar in the way that Satan and god’s two angels were using two different power to lead people and that take people in two direction that are both good and bad.                      

    Finally, in today’s society, women’s right has changed in a significant way. Women have almost the same power as men do. In fact, they are leading almost everything from the men. Today we see many female that are doctors, engineers, and businessman. In every jobs, we see half males working and half females working and getting equal paychecks. Nowadays, there are also many males that are taking care of children and keeping house in their responsibilities.         

 

 

Questions:

Are men today still superior to women? If so, In what ways?

What are the advantage that women are getting from this equal right?

In some country, men still have more power than women, what are the thoughts of these people from these countries? If any of them read this text by Wollstonecraft, especially those women who are not getting the equal right as men are getting, will anything change for them from reading this?      

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Notes

Prompt 2/27

Tell the story of your experience reading “Letters Written During a Short Residence in Sweden, Norway, and Denmark.”

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Blog Assignments

Mary Wollstonecraft, A Vindication of the Rights of Men [1790]

A Vindication of the Rights of Men by Mary Wollstonecraft is a political pamphlet which conveys Wollstonecraft’s’ complete disapproval of the aristocratic (high born) structure of English society. And states her thesis through criticizing Edmund Burke’s Reflections of the Revolution in France, “a political writing that placed heavy emphasis on the role of established tradition and the aristocracy in governing society.” Detailing the problems of his philosophies in governing the British people and laying out the solutions.

Wollstonecraft uses reasoning to counter argue Burke’s philosophy, which adds credibility to her argument to Burke’s reflection of the revolution in France. With this technique, Wollstonecraft directly countered each of Burke’s points and made her thesis stronger for the reader. In this pamphlet, she voices her opinion on the importance of equal rights by birth and the “importance that a society based solely on tradition be abolished.” Continuing to this point, she provides a few examples in her writing, including her belief that the common man should be able to obtain public offices without making financial contributions. Wollstonecraft specifies how at that point in time, public positions, such as the clergy, were based solely upon social standing and contributions to the specific organization. “The servility to superiors, and tyranny to inferiors said to characterize our clergy, have rationally been supposed to arise naturally from their associating with the nobility. Among unequals there can be no society; (Page 29) “or the hierarchy of the clergy, an ideal part of the constitution… posterity been injured by a distribution of the property snatched, perhaps, from innocent hands, but accumulated by the most abominable violation of every sentiment of justice and piety? (page 36) in these lines, Wollstonecraft is pointing out how the constitution is flawed and how this class system is taking away the rights of innocent men.

Wollstonecraft also speaks out about how Burke was all about slavery, “the slave trade ought never to be abolished;” (Page 12) she criticizes Burks statement by saying how this idea of slavery in the name of “Security of property”, is nothing but inhuman custom an atrocious insult to humanity and love of the country. Another example she provided was suffrage for every citizen in society because of the corrupt criminal justice system. Since all men are born equal, it is obvious to Wollstonecraft for all members of society to have equal justice in the eyes of law. Mary Wollstonecraft points out her opinions against the criminal laws in England. She concludes how Oftentimes the rich would receive no punishment for the crimes they committed. Conversely, the punishments for poor would regularly result in death. Wollstonecraft wished to change this and believed that everyone should be viewed equally under the law. At the very least, Wollstonecraft desired to end capital punishment for apparently “harmless crimes such as killing a deer on the King’s property”. On page 12 Wollstonecraft speaks her concerns of unjust laws, “Our penal laws punish with death the thief who steals a few pounds; but to take by violence, or trepan, a man, is no such heinous offence.–For who shall dare to complain of the venerable vestige of the law that rendered the life of a deer more sacred than that of a man? But it was the poor man with only his native dignity who was thus oppressed”. Wollstonecraft further shows concerns for the poor, how they don’t have a voice nor they have laws protecting them. She makes fun of laws by calling it a game on page 13, “The game laws are almost as oppressive to the peasantry as press-warrants to the mechanic. In this land of liberty what is to secure the property of the poor farmer when his noble landlord chooses to plant a decoy field near his little property?” what can the poor do when the rich man wants to devour the fruit of his labor asks Wollstonecraft. These are some questions which Wollstonecraft raises to the reader.

One important point to mention is that Wollstonecraft’s reasoning behind why each individual deserves basic human rights. She believes that each and every person is born with the ability to reason which is a distinctively human characteristic and possibly the most important characteristic of all. Wollstonecraft believes that everyone should have the opportunity to exercise this ability and no class system should interfere in reasoning. The hierarchical structure of English society did just that, and the common man struggled to exercise his reason to the fullest extent which rendered them of their personal growth and development and most importantly robbed them of their natural rights. Wollstonecraft states on page 18, “The only security of property that nature authorizes and reason sanctions is, the right a man has to enjoy the acquisitions which his talents and industry have acquired; and to bequeath them to whom he chooses. Happy would it be for the world if there were no other road to wealth or honour;” this is elaborating on how the world would be a better place only if men gained wealth and honor the right way. This idea of justice is also reflected in her evident support for the French Revolution, as she supports the uprising against the noble class by the common man. She critiques the class situation in Britain at the time by stating on page 12 “it is only the property of the rich that is secure; the man who lives by the sweat of his brow has no asylum from oppression.” Wollstonecraft also contrasts from Burke in that he is in support of tradition, whereas she believes rights should exist because they are reasonable and just, not merely a British tradition.

Another one of the claims that are made in this letter is that people are not born naturally good or evil; they merely end up doing evil because they are trying to find self-satisfaction (page 39) “It may be confidently asserted that no man chooses evil, because it is evil; he only mistakes it for happiness, the good he seeks And the desire of rectifying these mistakes, is the noble ambition of an enlightened understanding, the impulse of feelings that Philosophy invigorates.”. in this statement she also claims that an enlightened person is the one who looks for those mistakes and tries to correct their own actions. The evidence that she uses to back up this claim is that people act only on emotions without any forethought about consequences. She says that if people used reason in their decisions, everyone could be able to develop their skills, and this could allow people to be good. This is a generalized assumption about people in general. Wollstonecraft is clearly against the notion that power comes with wealth and social background.

One thing I have noticed while reading this pamphlet is that Wollstonecraft was jumping from one point to another on each topic to address her audience, which makes this reading more interesting. Also, it is evident that her writing style was sophisticated yet repetitive to address the upper class and the lower class who lacked higher education. Her overall thesis of Wollstonecraft’s writing is that everyone should have the same dignities because we are all gifted with reason. She believes that if everyone starts out equally in life, everyone will have an equal opportunity to reach their full potential and develop their own set of skills, which one cannot accomplish if they do not have the same opportunities. The opportunity which is taken away from them, merely because of their station in society.

 

Disussion Questions:

  1. Does it help Wollstonecraft to directly address Edmund Burke to pass her message to the reader?
  2. Based on her argument, reasoning is why we should have natural rights. what are your thoughts on this statement?
  3. If no man chooses evil; he only mistakes it for happiness according to Wollstonecraft, then why attack Burke with such violent words in public?
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Notes

Links for 2/22

Google Docs: https://drive.google.com/drive/folders/1BQ5Rla8Wz7hrf8K9lOwzm110bvlny97m?usp=sharing

Caleb Williamshttps://books.google.com/books?id=TsBR5M0i9HwC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

 

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Glossary

Epic Poetry

Epic poetry is a literary genre consisting of long narrative poems that tell of a heroic protagonist embarking on adventures of historical or national significance. General characteristics of epic poems include a legendary or mythic hero, a wide variety of settings, beginning in the middle of the story, tales of great deeds, and supernatural elements (Downes, 2005). Some divide epics into two categories: folk epics and art epics. Folk epics are ancient poems told through oral tradition or without a certain author, like Beowulf or The Epic of Gilgamesh. Art epics are always written and have known authors, like Dante’s Divine Comedy or Milton’s Paradise Lost. The earliest known epic poem, The Epic of Gilgamesh, has been traced back as far as 3000 BCE in Ancient Mesopotamia (Yoshida, 2018).

Paradise Lost by John Milton is one example of an epic poem from class. It’s a long poem, consisting of over ten thousand lines spread across twelve books. Paradise Lost has almost all of the general characteristics of epic poems described previously. It describes the mythic creation story of the fall of man, which is a story of historical significance. The narrative contains supernatural forces, like angels, demons, and shape shifting snakes. It’s spread across a wide variety of settings, including Heaven, Hell, and Earth. The protagonist of the story is arguably Satan, who is an important historical figure. In addition, Paradise Lost begins in the middle of the story and tells the background leading up to it after.

A related term to epic poetry is narrative. Epic poems are long narratives and contain stories with connected events. Another relevant term is allegory. An allegory is a poem or story that can represent a hidden meaning. Epic poems, like Paradise Lost, often have meanings that are open to interpretation from the narrative.

Citations:

Downes, Jeremy M. “Epic Basics.” Auburn.edu, 1 June 2005, www.auburn.edu/~downejm/epicbasics.html.

Yoshida, Atsuhiko. “Epic.” Encyclopædia Britannica, Encyclopædia Britannica, inc., 5 Jan. 2018, www.britannica.com/art/epic.

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Glossary

French Revolution (1789)

The French Revolution was a period of uprising in France beginning in 1789 and lasting until 1799. Prior to the Revolution, France was in a financial crisis after huge military spending in European wars and the American Revolution. The wealthy nobility were exempt from paying taxes, so high taxes were placed on commoners to compensate. In addition, a series of bad harvests in 1788 left most of the country without food. These financial issues, combined with poor leadership by Louis XVI and new ideas from the Enlightenment, sparked the Revolution. (Andress, 2016)

The French middle class led the Revolution and aimed to overthrow the monarchy, establish a representative government, and create a more equal society. The Revolutionaries stormed prisons, separated from the Church, and caused the King to flee in 1791. As the conflict progressed, it became more radical and more violent. The King was executed and the new authoritarian Jacobin government operated on fear. The Revolution ended in the late 1790s when Napoleon took control of France. The original goals of creating a representative, liberal government were skewed when authoritarian governments took control. France was left in a worse state than it was before, but the Revolution laid the groundwork for democratic reform. It brought more civil rights, a reformed tax code, a more centralized government, and changes in culture to France. (Andress, 2016)

The French Revolution had an influence on many of the writers we are reading about in class this semester. William Godwin and Mary Wollstonecraft both published their thoughts in response to the Revolution in Political Justice and A Vindication of the Rights of Man. Lord Byron, Percy Shelley, and Samuel Coleridge were also inspired by the events occurring in France (Todd, 2011). In Caleb Williams, Godwin expresses his political views by showing how tyranny persists in society. Godwin was sympathetic to the ideals of the Revolution and wanted to stop abusive governments.

The term dystopia can be applied to the French Revolution because it was supposed to create an equal society with a representative government, but few of its original ideals were present by 1799. The Great Terror and creation of a dictatorship were not what the Revolutionaries intended. Another related term is Romanticism because the Romantic movement developed with the French Revolution and was directly influenced by it (Heath, n.d.).

Citations:

Andress, David. “The French Revolution: A Complete History” History Today, vol. 66, no. 2, Feb. 2016, pp. 20-28. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=112342822&site=ehost-live.

Heath, Shannon. “Romanticism and Revolution.” Romantic Politics, (n.d.) web.utk.edu/~gerard/romanticpolitics/revolution.html.

Todd, Janet. “Mary Wollstonecraft: A Speculative and Dissenting Spirit.” BBC, BBC, 17 Feb. 2011, www.bbc.co.uk/history/british/empire_seapower/wollstonecraft_01.shtml.

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Glossary

Unreliable Narrator

Unreliable Narrator

According to the Oxford Dictionary of Literary Terms, an unreliable narrator is: “a narrator whose account of events appears to be faulty, misleadingly biased, or otherwise distorted so that it departs from the true understanding of events shared between the reader and the implied author.” An unreliable narrator is normally a first-person narrator that for some reason has a compromised viewpoint. This becomes a problem in stories that have a first-person narrator, Ariell Cacciola notes that “untrustworthy narrators twist and turn throughout literature.”  In other words, the narrator is the filter for all events and what the narrator doesn’t know or see cannot be explained to the reader. A narrator is unreliable if he or she is a first person narrator and determines the story’s point of view.

In William Godwin’s Caleb Williams, the book is told from Caleb Williams point of view. Caleb Williams is an unreliable first person narrator. Throughout the first part of the book, Caleb acts as the only narrator and is not concerned with who reported what; “I shall interweave with Mr. Collins’s story various information which I afterwards received from other quarters, that I may give all possible perspicuity to the series of events. To avoid confusion in my narrative, I shall drop the person of Collins, and assume to be myself the historian of our patron.” (Godwin, 9) Williams notes that his intention is to make novel as coherent as possible. In the beginning of chapter 12 in the first volume, Williams says that “I shall endeavor to state the remainder of this narrative in the words of Mr. Collins. The reader has already had occasion to perceive that Mr. Collins was a man of no vulgar order; and his reflections on the subject were uncommonly judicious.” He announces that the rest of volume will be in the words of Mr. Collins. This is an example of Caleb acting as an unreliable narrator because he admits that he did not experience what he is about to say, someone else did.

The term unreliable narrator is related to term narrator. Even though both terms involve someone telling they story they are different because an unreliable narrator has a compromised point of view that distorts the story. Unreliable narrator is also related to the the term Narrative.

References:

  1. “6 Types of Narration – Infographic.” Now Novel, 28 Sept. 2017, www.nownovel.com/blog/major-narrator-types/.
  2. Godwin, William. Things as they are, or, The adventures of Caleb Williams. Printed for B. Crosby, 1794.
  3. Cacciola, Ariell. “What to Read Now: “Untrustworthy Narrators,” by Ariell Cacciola.” World Literature Today, 21 Dec. 2015, www.worldliteraturetoday.org/2016/january/what-read-now-untrustworthy-narrators-ariell-cacciola.
  4. “Unreliable narrator.” Unreliable narrator – Oxford Reference, 9 July 2015, www.oxfordreference.com/view/10.1093/acref/9780199208272.001.0001/acref-9780199208272-e-1188.
Categories
Glossary

Narrator

Narrator

According to the Britannica Encyclopedia, a narrator is defined as “one who tells a story. In a work of fiction, the narrator determines the story’s point of view.” The narrator delivers information about the plot to the reader. Narrators can also be categorized by the way that they present their story. An intrusive narrator interrupts the story and provides general commentary to the reader on some aspect of the story. An unreliable narrator is one who intentionally or unintentionally tells events in distorted way. There are are also different types of narrators. A story that is told by a full participant in the story’s action is a first person person. Finally, an observer narrator tells the events of a story in either first or third person, but is not a major character and had limited knowledge/perspective of an individual.

Caleb Williams is the sole narrator is Godwin’s book Things as They Are; or, The Adventures of Caleb Williams. In the first paragraph of chapter one, first volume, Caleb says “My story will, at least, appear to have that consistency which is seldom attendant but upon truth.” He claims that a consistent and coherent story will reveal the truth and that his story will do that. This also shows that Caleb will be narrating the book. This is important because it reveals that he will be the only one telling the story, even though he gets some information from other sources, like Mr. Collins.

Narrator is directly related to term unreliable narrator. This is because unreliable narrator is a type of narrator. Caleb Williams is both a narrator and and unreliable narrator. Narrator is also related to the the term Narrative.

References:

  1. Godwin, William. Things as they are, or, The adventures of Caleb Williams. Printed for B. Crosby, 1794.
  2. The Editors of Encyclopædia Britannica. “Narrator.” Encyclopædia Britannica, Encyclopædia Britannica, inc., 14 Feb. 2017, www.britannica.com/art/narrator.
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Glossary

Metaphor

Metaphor 

Metaphor is a kind of figurative language.  Metaphor is a figure of speech that compares two things that are unrelated.  They help to create a different way of seeing things.  Similarities of two different objects is made based on common characteristics.  There are two parts to a metaphor, a vehicle and a tenor.  The tenor is what you are trying to describe in the metaphor.  It is the subject of the metaphor.  The vehicle is what is used to change the subject into something new.  Metaphors are an integral part of literary works and are used in poetry, literature, or in everyday conversations.

An example of a metaphor in Paradise Lost is when Milton is describing Satan.

“As when a prowling wolf,

Whom hunger drives to seek new haunt for prey,

Watching where shepherds pen their flocks at eve,

In hurdled cotes amid the field secure,

Leaps o’er the fence with ease into the fold;

Or as a thief, bent to unhoard the cash

Of some rich burgher, whose substantial doors,

Cross-barred and bolted fast, fear no assault”

Here Milton is trying to create a visual pictures using metaphors such as prowling wolf whom hunger drives to seek new haunt for prey.  He is comparing Satan to wolf and a thief in these lines.  Milton is comparing the thirst of Satan to devour man to that of a hungry wolf on the hunt for prey.

Resources

“Imagery.”  Literary Devices: Definition and Examples of Literary Terms.                                      https://literarydevices.net/imagery/.  Accessed 12 Feb 2018.

“Homeric Metahors.”  http://www.umich.edu/~homeros/ Representations%20of%20Homer%27s%20Ideas/Homeric%20Metaphors.htm.  Accessed 12 Feb 2018.

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Glossary

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