LITR 4232: American Renaissance

University of Houston-Clear Lake, spring 2002

Student Presentation Summary

Tuesday, 12 February: Sarah Margaret Fuller (introduction, 1626-28); from Woman in the Nineteenth Century, 1631-1641; Elizabeth Cady Stanton, 2038-44.

Reader: Kate Payne

Discussion notes recorder: Michael Luna

Margaret Fuller and Elizabeth Cady Stanton- February 12, 2002

Objectives 1 & 3:

First, dealing with Objective 1, in both works (Fuller’s Woman in the Nineteenth Century and Stanton’s Declaration of Sentiments) we see the authors using literary devices that draw the reader in.  The most apparent of these devices is that both women use characters outside themselves as a way of telling their own opinion. They both use other women (and men) as examples of their own feelings, and by doing so they lead the reader to the conclusion that many people fell this way, not merely the author.

Second, both works deal heavily with the idea of equality (Objective 3).  Both women feel a strong desire to have women gaining equal rights to their male counterparts. They do not want these rights as a matter of frivolity; they want to gain control of their own lives, both physical and moral.

Readings:

From Fuller—

Page 1635—the passage of the irritated trader—

          This passage shows many of the opinions held by men in this time. She effectively refutes their arguments without putting herself in direct opposition with them.

Page 1639—the passage of Miranda—

          This passage, which discusses a woman with a very similar background to Fuller’s, shows that all women are worthy of equal rights, not just her, or other educated women. It shows that she is part of the rule, rather than the exception to it.

From Stanton—

Pages 2043-2044—several different sections

          These sections show how strongly the women felt about the rights issues that they faced. Stanton shows that these women do not simply want to vote; they want the right to be held responsible for their own actions, hold jobs, and be a productive part of society.

Discussion:

The question that led us to discussion was this:

What do you think the purpose of these literary devices was? Are they effective?

Student: I can relate. I know how it feels to be thought of as “I can only stay at home”.

Kate (me): It is still a struggle that women deal with today.

Student: people tend to take it more seriously when the subject of “we” is brought up. No one will really listen to you if they think they are complaining for you.

Kate: That’s true. How else could women have brought up at that time?

Student: take a poll (laughter)

Student: On 2041, Stanton references Emerson, why does she do that?

Kate: Stanton uses Emerson to get her point across.

Student: Oh, Emerson fells this way. Men must have loved that.

Student: This could’ve made men feel that if Emerson feels this way, it must be something that I should feel to.

Dr. White: I like the irritated trader. If you’re going to listen to me, I’ll listen to you. It was a shock to hear that women felt this way.

Kate: It’s interesting that she names the female character, Miranda, but not the male one.

Student: Fuller’s style was dry. Stanton was very human. They accomplished the same thing through different styles.

Student: They complemented each other.

Kate: Fuller was dry until she started the dialogues.

Student: Fuller points out the irony how men haven’t taken that step to consider what women really feel.

Dr. White: The issue is raised; who gets to speak, who gets to listen.

Kate: They didn’t use “I” as a tool. I think this, I think that. They presented their ideas as universal.

Student: They didn’t use “I” to be less like men.

Kate: Males dominated the culture. By referring to others, they avoided finger pointing.

Student: Stanton’s husband walked out on her… it’s in a government book.

Student: Fuller was criticized for her beliefs by white women.

Kate: The first convention got a lot of negative responses, but they had many more conventions afterward. It raised the awareness.

Dr. White: The 13^th and 14^th amendments freed slaves, but women don’t get to vote until 1920. The alliance between the abolitionists and the women’s rights activists is positive, but the women’s movement compromises and isn't rewarded.