Lecture on Gender History

Guest lecture on Gender history

http://www.tidskriftenscandia.se/?q=node/475
http://en.wikipedia.org/wiki/List_of_feminists
http://en.wikipedia.org/wiki/Women%27s_history

What is gender history?
either A)gender roles and relations throughout history OR B)the history of how people have studied gender. We will talk a bit about both today.

Why gender history and not just women's history - that is really what it is, right?
Well, no, but we'll get back to that.

History as a professional academic discipline was formed fairly recently - Bruni was good, but no, it really started with Ranke, the Joe Friday of History. Not only was he only interested in facts, but he and others wanted the most important facts. These were often about important men and important events on a national scale. Women, unless they were ruling Queens, were not important.

You have seen over the semester how some of this national history or "great men and great battles history" was challenged and rethought, opening the discipline up for inquires of a different kind, considering the local, the representative, and the marginalized.

The changes were not only in the discipline, in the topics and approaches, but in the historians themselves. Until after World War II women working in the discipline of history were few and far between. There were a very few early pioneers both in the United States and European countries, but they were individual efforts in a wilderness, with no attempt at a bigger picture.
EXAMPLES ....Alice Clark, The Working Life of Women in the Seventeenth Century (London, 1919) Eileen Power, Medieval English Nunneries (Cambridge, 1932), Ivy Pinchbeck, Women Workers and the Industrial Revolution, 1750 - 1850 (London 1930).

Then Simone de Beauvoir and Betty Friedan and the whole sixties happened. They claimed that the personal IS political and that voting rights were not enough - women wanted civil rights and social and political power, liberation and lots more. Women starting wondering what had happened before and how things got to be this way - how did male dominance happen in the first place ... remembered the suffragettes and then went past them to women history. Interwoven with this strain of development was the idea that the Hegemony of the white male middle class had repressed the goals of the Progressives and the class consciousness of the labor groups ...

"At the beginning of women's history stood the 'recovery of memory' - that is, remedying the absence of women from historical accounts. This compensatory history celebrated and celebrated outstanding women of the past ("women worthies") in the interest of historical accuracy and as a call to emancipatory action" (Breisach 393).

One of those early women historians, Gerda Lerner, points to three early directions for the history of women. The first she calls "compensatory history" or the history of "women worthies." The lives of women such as Elizabeth I, Eleanor of Aquitane, Joan of Arc and other rulers and warriors showed that women HAD a place even in the traditional historical narrative of "great men". On the other hand, these women could, of course, not be seen as representative of what MOST women could do or had donen.

A second direction Lerner calls "recovery history," recovering less illustrious and therefor perhaps more representative women and their lives. This field of research particularly affected social history, a field that had been heavily focused on statistics - giving demographic information about such things as births, deaths, and population movements. Now family life and domestic concerns became an area of interest and labor history broadened both to consider women in the workplace and to consider the - unpaid - work done at home. Women produce food, clothing, materials - and new workers.This approach depended on the premise that the poor and marginalized were relevant to historical work, something with which not every historian did agree.

The third direction Lerner discusses is "contribution history," that is, exploring the ways in which women have contributed to the traditional historical narrative. One example of this kind of history would be a narrative of the American Revolution that discussed the tea, wool and other boycotts organized by women to protest the British and the women soldiers fighting in the actual war.

Mary R. Bread (1876-1958), mentioned as the inventor of the concept of Women's Studies, wrote her ground-breaking work Women As Force in History in 1945. In this she argued that women were not the subjected race, as maintained by some other feminist historians (and as propounded three years later by Simon de Beauvoir in The Second Sex). On the contrary, what Mary Beard desired was that "the personalities, interests, ideas and activities of women must receive an attention commensurate with their energy in history." She believed that women were a force in history, and she conceded this force generally as a civilizing mission. (http://pakistanspace.tripod.com/khurram/women4.htm). The issue with this approach is that it looks at women entirely from a male perspective, retaining male priorities - asking the question "what have women done that is important to men," rather than "what have women - and men - done that is important to women.

A startling number of women were (re)discovered, and the traditional historical narrative burst at the seams to encompass all these new stories. But the impact went much further than that. By their questions they changed what we consider important about history - why we do it, but also what history is .... Do we do history to find the facts, or to understand how things came to be as they are? Do we want to get to know how most people lived in that country we call the past or are we learning about proud moments in our nation's past? We question whose history is THE history; the history of the most important people or the history of most of the people? What do we do when those histories disagree? What are the assumptions we make when we use traditional period markers (Renaissance). The Renaissance is celebrated as re-birth of learning and perhaps the birth of the individual - Joan Kelley asked (1977) "Did Women have a Renaissance?" arguing that women in that age were deprived even of whatever opportunities of learning they used to have in the earlier times. Other disciplines too have changed with the consideration of women - English departments saw a whole new line of classes as Richardson and Defoe were made to share space with Fanny Burney, Hannah More, and Sarah Scott. Today it is no surprise to English majors working in the period that women writers were  more numerous and more popular than their male counterparts at the time.

Over time women's history has shifted emphasis toward gender history, partly as a result of or causing the cultural turn - moving from questions about how women lived to questions about how society was gendered during different time periods and how people thought about masculinity and femininity. The cultural shift has also broadened to encompass a new focus on  medical history, the body, and sexuality, e.g. Michel Foucault, The History of Sexuality (1976-1985, transl, 1984-86); Thomas Laqueur, Making Sex: Body and Gender from the Greeks to Freud (Harvard University Press, 1990); and Roy Porter, Flesh in the Age of Reason: The Modern Foundations of Body and Soul (2005). 


Historians still focusing on women, such as Amanda Vickery and Rosemary Sweet, have problematized the history of women's lives - showing that the oppression was not even, and that there is usually a marked difference between theory and practice. Vickery (The Gentleman's Daughter: Women's Lives in Georgian England, 1998) shows how the sharp delineation of separate spheres usually attributed to industrialization) was a lot more complex with women producing in the home, bringing the world to them and taking an active part in the public sphere although in different ways and places. Elaine Chalus (Elite Women in English Political Life, 2005) showed that women owned 10% or real property during the 18th c and acted as stewards of their estates both in private and public participation of women in local and national politics , and Rosemary Sweet (Women and Urban Life in Eighteenth Century England, 2003) looked at women in business and found that early modern English women owned, and often operated, between 6 - 8 % of businesses.
The recovery process has found not only spaces where women had influence, but even early women historians, women writing biographies as well as bona fide traditional historical texts (Macaulay, Otis Warren). There is still  debate over whether we should focus on uncovering the history of oppression or on the history of women negotiating the rules to their own benefit.
Scholars like Nina Baym have questioned the whole project - pointing to a problem in the very use of women as a category, where "all current [feminist] theory requires sexual difference as its ground (1984, 46)" As Joan Scott put it recently " looking at how women have been oppressed or treated differently because they are women, scholars have ended up forgetting that the definition itself is a historical artifact" (Scott 2008, 1424). This points to one of the main challenges ahead, both in gender history and history at large - however many hitherto suppressed narratives we give a voice, whatever categories we use, just the use of a category limits what we can see. By focusing on women as a category, we ignore how individual women were perhaps using other markers of identity to negotiate their lives. On the other hand, if we try to tell all the stories, from all different perspectives, looking at the individual trees will blind us to the forest.


Gerda Lerner, The Majority Finds Its Past: Placing Women in History (1979); Leonore Davidoff and Catherine Hall, Family Fortunes: Men and Women of the English Middle Class, 1780-1850 (Chicago, 1987); Linda Kerber, Women of the Republic: Intellect and Ideology in Revolutionary America, (1980) - first discussed in Kerber, Linda K. "The Republican Mother: Women and the Enlightenment-An American Perspective," American Quarterly, Vol. 28, No. 2, (Summer, 1976), pp. 187–205; Joan W Scott, "Gender: A Useful Category of Historical Analysis," American Historical Review 91:5, 1986, she also wrote Women, Work and Family (coauthored with Louise Tilly); Joan Kelley, Women, History, and Theory: The Essays of Joan Kelley (Chicago 1986).

Gerda Lerner: Born in 1920 to a Jewish family in Vienna, Austria, Gerda Kronstein was a young girl when Adolph Hitler began his rise to power. In protest of Hitler’s efforts to eradicate Europe’s Jewish population, a courageous teenage Kronstein joined the underground resistance to the Nazi occupation. However, she and her family were caught and forced into exile in 1938. Gerda came alone to the United States in 1939 at the age of 18. Her immigration was dependent upon an arranged marriage that soon failed. She divorced, remarried noted filmmaker Carl Lerner, and moved to Hollywood. There, in 1946, she joined the American Communist Party. During the McCarthy period, Carl was blacklisted and unable to find work in California. The Lerner family moved to New York where Gerda began her career as an academic, historian, and activist. By the early 1960s, the couple had distanced themselves from the CP and joined the struggle for civil rights. In 1963, Gerda Lerner earned her B.A. from the New School for Social Research in New York. She then received her Ph.D. in American History from Columbia University in 1966. Lerner returned to Columbia to pursue women’s history, a field not yet considered a formal area of study. There she began her battle to gain recognition of women’s history as a separate specialized discipline. That same year Lerner joined fellow activists Betty Friedan, Pauli Murray, Aileen Hernandez, and others in founding the National Organization for Women (NOW). Upon receiving her doctorate, Lerner began teaching at Long Island University. She is credited with teaching the first post-World War II college course in women’s history. Lerner soon moved on to Sarah Lawrence College, where she founded the first graduate program in women’s history in 1972 and served as its director from 1972-76 and 1978-79. In 1980, she began teaching at the University of Wisconsin and remains there today as Professor of History Emerita. At Wisconsin, she established a Ph.D. program in women’s history and continued to help similar fledgling programs at universities throughout the country. In 1981, Lerner became the first female President in 50 years of the Organization of American Historians.

Joan Wallach Scott Scott (born December 18, 1941) is an American historian of France with contributions in gender history and intellectual history. She is currently the Harold F. Linder Professor at the School of Social Science in the Institute for Advanced Study in Princeton, NJ. Joan Scott graduated from Brandeis in 1962 and received her PhD from the University of Wisconsin–Madison in 1969. Before coming to the Institute for Advanced Study, Scott taught in history departments at the University of Illinois at Chicago, Northwestern University, the University of North Carolina, Chapel Hill, Rutgers University, the Johns Hopkins University. At Brown University she was founding director of the Pembroke Center for Teaching and Research on Women, and the Nancy Duke Lewis University Professor and professor of history. She serves on the editorial boards of Signs, differences, History and Theory and, since January 2006, the Journal of Modern History. In 2010, she helped to found: The History of the Present: A Journal of Critical Theory.[1] Scott has also played a major role in the American Association of University Professors (AAUP) as the chair of its Committee on Academic Freedom and Tenure.

Joan Kelley, historian and feminist, was born in New York City in 1928; her father was a policeman. She took night courses at St. John's University, Queens, New York and received her A.B., summa cum laude, in 1953. She received an M.A. (1954) and Ph.D. (1963) in history from Columbia University, having studied with Garret Mattingley, who considered her dissertation to be "the best Columbia dissertation he had ever read"; it became the basis of her first book, Leon Battista Alberti: Universal Man of the Early Renaissance (University of Chicago Press, 1969). The book embodied the theme of her life's work: the interrelationship of ideology and economic and political forces. Joan Kelly joined the faculty of the City University of New York (CUNY) in 1956, teaching first at Baruch College and later at City College (CCNY) and the Graduate Center. In 1963-1964, she was a visiting professor in Renaissance History at Columbia. In the l960s, JK became politically active, joining the movement against the war in Vietnam, lobbying for Black Studies and for day care facilities, and supporting open enrollment at CCNY. She began to study Marxist thought and incorporated it into her teaching. From 1972 to 1974 she was on leave from CCNY and taught at Sarah Lawrence College where she developed her interest in women's history. Together with Gerda Lerner, she developed the first M.A. program in women's history at Sarah Lawrence and was acting director of the women's studies program at CCNY, 1976-1977. She defined herself as a socialist feminist and developed a Marxist-feminist theory of history. Kelley was author of many articles, including: "Did women have a Renaissance?" and co-author of Households and Kin: Families and Flux, a high-school textbook. She completed "Early feminism and the querelle des femmes" in 1982. A collection of her essays, Women, History and Theory was published posthumously (University of Chicago Press, 1984). Kelley served on the executive board of the Renaissance Society of America (1971-1976),was chair of the Committee of Women Historians of the American Historical Association (1975, 1977), was one of the organizers of institutes on the integration of women's history into high-school curricula, 1976-1979,and was on the board of the Feminist Press and on the editorial board of Signs. She was the Clark lecturer at Scripps College, 1978-1979. Kelley married Eugene Gadol while in graduate school; they were divorced in 1972. She married Martin Fleisher, professor of political science at Brooklyn College, in 1979. She died of cancer in 1982.


Sources:
Butler, Judith, and Joan W. Scott, eds. Feminists Theorize the Political. New York and London: Routledge. 1992.

Downs, Laura Lee. Writing Gender History. Bloomsbury, 2 ed., 2010.

Kelley, Joan. Women, History, and Theory: The Essays of Joan Kelley.University of Chicago Press, 1986.

Lerner, Gerda. Why History Matters. 1997.

Riley, Denise. 1988. Am I That Name? Feminism and the Category of 'Women'
in History. Minneapolis: University of Minnesota Press.

Scott, Joan W. "Gender: A Useful Category of Historical Analysis," American Historical Review 91:5, 1986.

-----. Gender and the Politics of History. 1988

Smith, Bonnie. The Gender of History: Men, Women, and Historical Practice. Cambridge: Harvard University Press,1998.

Gerda Lerner
No Farewell (1955) an autobiographical novel
The Grimké Sisters from South Carolina: Rebels against Authority (1967)
The Woman in American History [ed.] (1971)
Black Women in White America: A Documentary History (1972)
The Female Experience: An American Documentary (1976)
A Death of One's Own (1978/2006)
The Majority Finds Its Past: Placing Women in History (1979)
Teaching Women's History (1981)
Women's Diaries of the Westward Journey (1982)
The Creation of Patriarchy (1986)
Why History Matters (1997)
The Creation of Feminist Consciousness (1993)
Scholarship in Women's History Rediscovered & New (1994)
Fireweed: A Political Autobiography (2003)

Document on gender studies in Russia
http://cooper.library.uiuc.edu/spx/class/SubjectResources/SubSourRus/genderbib.htm



LONG bibliography http://myweb.fsu.edu/cupchurch/Bibliographies/GenderHST_Readinglist.html Connecting Spheres: Women in the Western World, 1500-Present, edited by Marily J. Boxer and Jean H. Quataert. New York: Oxford University. Barrett, Michele. " The Concept of Difference," in Feminist Review, edited by Michele Barrette. New York, Verso, 1986. Blee, Kathleen. Women of the Klan: Racism and Gender in the 1920s. (1991). Bridenthal, Renate, et. Al. When Biology Became Destiny: Women Weimar and Nazi Germany. New York: Monthly Review Press, 1984. Brown, Judith. Immodest Acts: The life of a Lesbian Nun in Reaissance Italy. Oxford: Oxford University Press, 1986. Crawford, Patricia. Women and Religion in England, 1500-1700. Routledge, 1993. Tilly, Louise and Joan Scott. Women, Work, and Family. New York: Holt, Rinehart, and Winston, 1978. Kessler-Harris, Alice. A Women's Wage: Historical Meanings and Social Consequences. Lexington: The University Press of Kentucky, 1990. Kowaleski, Maryanne and Judith M. Bennett. " Crafts, Gilds, and Women in the Middle Ages." Signs 14, no.2 (Winter 1989): 474-502. Stone, Lawrence. The Family, Sex, and Marriage in England, 1500-1800. New York: Harper and Row, 1979. (abridged). Laslett, Peter. "Characteristics of Western Family Considered Over Time." Journal of Family History 2-2 (1977) and in Ibid, "Family Life and Illicit Love in Earlier Generations." Davis, Natalie. "Ghosts, Kin, and Progeny: Some Featurees of Family Life in Early Modern France," Daedalus April 1977: 87-114. Davis, Natalie. The Return of Martin Guerre. Cambridge: Harvard University Press, 1983. Moses, Claire Goldberg. French Feminism in the 19th Century. Albany: SUNY Press, 1984. Cott, Nancy. The Grounding of Modern Feminism. New Haven: Yale University Press, 1987. SEX Brundage, James "Law, Sex, and Christian Society in Medieval Europe." Chicago: University of Chicago Press, 1987. Faderman, Lillian. Odd Girls and Twilight Lovers: A History of Lesbian Life in 20th Century America. Penguin, 1991. Foucault, Michel. The History of Sexuality, Part I. New York: Pantheon Books, 1978. Fout, John C. and Tantillo, Maura Shaw, eds. American Sexual Politics. (1993) Freedman, Estelle and John D'Emilio. Intimate Matters: A Social History of Sexuality in America. New York: Harper and Row, 1988. Grosz, Elizabeth. Jacques Lacan: A Feminist Introduction. New York: Routledge, 1990. Hartman, Mary S. Victorian Murderesses: A True History of Thirteen Respectable French and English Women Accused of Unspeakable Crimes. New York: Shocken Books, 1977. Hobson, Barbara. Uneasy Virtue: The Politics of Prostitution and the American Reform Tradition. New York: Basic Books, 1987. Holtzman, Ellen. "The Pursuit of Married Law: Women's Attitudes Toward Sexuality and Marriage in Great Britain 1918-39." Journal of Social History 16 (1982) Katz, Jonathan. Gay / Lesbian Almanac: A New Documentary in which is Contained in Chronological Order Evidence of the True and Fantastical History of those Persons Now Called Lesbians and Gay Men. New York: Harper and Rowe, 1983. Kennedy, Elizabeth Lapovsky and Davis, Medeleine D. Boots of Leather, Slippers of Gold: The History of a Lesbian Community. New York: Penguin, (1993) Laqueur, Thomas. Making Sex: Body and Gender from the Greeks to Freud (Cambridge, Mass: Harvard University Press, 1990). See also review by Katharine Park Robert A. Nye in New Republic (Feb. 18, 1991) McLaren, Angus. Reproduction Rituals: The Perception of Fertility in England from the Sixteenth to Nineteenth Century. London: 1984. Muir, Edward, and Ruggiero, Guido, eds. Sex and Gender in Historical Perspective: Selections from "Quaderni Storici" Baltimore: Johns Hopkins University Press, 1990. Newton, J., et. al. Sex and Class in Women's History. London and Boston: Routledge & Kegan Paul, 1983. Otis, Leah. Prostitution in Medieval Society. Chicago: University of Chicago Press. Reed, James. Birth Control in America: From Private Vice to Public Virtue: The Birth Control Movement & American Society Since 1830. New York: Basic Books, 1978. Rossiaud, Jacques. "Prostitution, Sex, and Society in French Towns in the Fifteenth Century." In Phillipe Aries and Andre Bejin, eds., Western Sexuality Ruggiero, Guido. The Boundaries of Eros: Sex and Sexuality in Renaissance Venice. New York: Oxford University Press, 1985. Sedgwick, Eve Kosofsky. Between Men: English Literature and Male Homosocial Desire. NY: Columbia University Press, 1985. (Also see her Epistomology of the Closet.) Smith-Rosenberg, Carroll. Disorderly Conduct. New York: A.A. Knopf, 1985. Paul Veyne. "Homosexuality in Ancient Rome." In Western Sexuality, edited by Phillippe Aries and Andre Bejin. Oxford and New York: B. Blackwell, 1985. Bell, Susan Groag. "Christine de Pizan (1364-1430): Humanism and the Problem of a Studious Woman." Feminist Studies 3 (1976): 173-184. Gilbert, Sandra M. and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the Nineteenth Century Literary Imagination. New Haven: Yale University Press, 1979. Goodman, Dena. The Republic of Letters: A Cultural History of the French Enlightenment. Ithaca: Cornell University Press, forthcoming, July 1994. Radway, Janice A. Reading the Romance: Women, Patriarchy, and Popular Literature. Chapel Hill: University of North Carolina Press, 1984. Sheriff, Mary. The Exceptional Woman Elisabeth Vigie-Lebrun and the Cultural Politics of Art. University of Chicago, 1996. Todd, Janet. The Sign of Angelica: Women, Writing and Fiction, 1660-1800. New York: Columbia University Press, 1989. Cott, Nancy. The Grounding of Modern Feminism. New Haven: Yale University Press, 1987. Norton, Mary Beth. Liberty's Daughters: The Revolutionary Experience of American Women 1750 - 1800. Boston: Little, Brown, 1980. Montrose, Louis. "The Work of Gender in the Discourse of Discovery," Representations, XXXIII (Winter 1991): 1 - 41 Kerber, Linda. Women of the Republic: Intellect and Ideology in Revolutionary America. Chapel Hill: University of North Carolina Press, 1980. "The Republican Mother: Women and the Enlightenment - an American Perspective," American Quarterly, XXVIII (1976), 187 - 205. Landes, Joan. Women in the Public Sphere. Ithaca: Cornell University Press, 1988. Scott, Joan W. Only Paradoxes to Offer: French Feminists and the Rights of Man. Cambridge: Harvard University Press, 1995. Scheibinger, Londa. Nature's Body: Gender and the Making of Modern Science. Boston: Beacon Press, 1993. Clark, Anna. The Struggle for the Breeches: Gender and the Making of the British Working Class. Berkeley: University of California Press, 1995. Davidoff, Leonore and Catherine Hall. Family Fortunes. Chicago: University of Chicago Press, 1987. Davis, Natalie Zemon. "Women's History in Transition: The European Case." Feminist Studies 3, no. 3/4 (1976): 83-103. Rubin, Gayle. Am I That Name? Feminism and the Category of "Women" in History. Minneapolis: U. of Minnesota Press, 1988. Scott, Joan, ed. Feminism and History New York: Oxford, 1996. Scott, Joan, Gender and the Politics of History New York: Columbia University Press, 1988. Butler, Judith and Joan Scott. Feminists Theorize the Political New York: Rutledge, (Especially, Joan Scott, "Experience.") Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. (1990).

Ideas and why we should study them

This course is about gender in western thought. What does that mean?

[room for input]

Why Gender? Because we are interested in notions about what it means both to be a man and a woman, and transsexual or intersexed or a hermaphrodite.

Why Western? Because that is the discussion I know - there are other stories and other influences, but this is where most of our ideas came from

Why Thought? Because we want to know what believe believed about gender, gender roles, and gender differences. We also want to know something about what people actually did, but our main concern is what they thought they knew and what how they structured that information to an understanding of reality.

In a recent New York Times editorial I read that "In the past, we collected information not simply to know things. That was only the beginning. We also collected information to convert it into something larger than facts and ultimately more useful — into ideas that made sense of the information [my emphasis]. We sought not just to apprehend the world but to truly comprehend it, which is the primary function of ideas. Great ideas explain the world and one another to us."

Having facts is useless unless we have a narrative into which we fit the facts. The narrative tells us which facts are relevant and which are not, and the narrative tells us how to understand and use the facts. We want to know what use people made of the facts they thought they had and how they put those narratives together.

In this class we will be reading what a selection of people have had to say on the topic of gender and gender relations from Plato onward. The selection is somewhat random, although I have tried to focus on important people and major ideas, and we will sometimes read about people who were talking directly about gender and at other times we will read about people who were talking about other things, and while doing that were revealing some of their ideas about gender.

Some of what we read will be difficult, some of it will make you angry, some of it will be explicit (fuck) - but please keep in mind that we are not trying to determine who is right. We are trying to understand what these people's ideas were and how they affected the society people lived in.

A note on reading:
When you read, try to work through the argument, consider the evidence, and what discussion the author is taking part in. What are they responding to? What are they not saying?

Read Sayers article .... ask questions.

Syllabus - hand out and go through.

Lecture on hunter/gatherers, the Agricultural Revolution and Greek and Roman societies.

For homework, read bulldykes?

Lewis Walpole Library Images

A Ballad Singer. A Match Woman. A Dealer in Greens

"And then She wend Sighing Heigho - Heigho! She wanted a husband, Heigho!"
"Is she not a delightful creature - to speak in confidence would not your Mr Green & her make a sweet match. I really think the young people have a Penchant for each other."
"Very likely Madam, but as I am Guardian to the Green family & have the care of thier fortunes with the selecting them Wives & Husbands, they don't marry but upon very particular Con_si_de_ra_tions."

Title: Matrimonial comforts, sketch 3 - Rowlandson - 1799
"You can't deny the letter you false man - I shall find out all your Vicked Women - I shall you abominable Seducer"
"Indeed Lovey I know no more who sent the letter than the Man in the Moon"

Courtship and Marriage
Courtship - When Two Fond Fools together meet / each look gives Joy, each Kiss so sweet / Pleasures the Burden of the Song / Joying and Playing, all day long - When Wed, how cold, and cross they'll be, Turn up side down and then you'll see.
Marriage - That form once o'er with Angry Brows / The Married Pair both Peevish Grow /All night and day, they scold, and growl / She calls him Ass, he calls her fool / Thus oft we see in real life / Love ends, When once you're Man and Wife.

Title: Matrimonial comforts, sketch 5 - Rowlandson - 1799
Killing with Kindness
"You must have some Apricots my love"
"wont eat any thing more I tell you - I shall be choaked - got an eye to the Estate I suppose"
"Just taste these Grapes Brother in Law you never eat finer"

Modern Marriage a la Mode. Sweet Fruits of the Third Honeymoon.
MY NOTE: Second marriage was called "the triumph of hope over experience" by 18th-century essayist Samuel Johnson.

Six weeks after marriage J.P. fecit.1790 Smith, Charles Loraine, 1751-1835, artist.

Six weeks after marriage. Printed for Carington Bowles, at his Map & Print Warehouse, No. 69 in St. Pauls Church Yard, London, published as the Act directs [25th June, 1777]

The [Prince's] Nursery or Nine Months After [Marriage]. TEXT: Published 9th May 1786 by S.W. Fores at the Caracature Warehouse No 3 Picadilly

TItle: Matrimonial Comforts Sketch 8 - A Curtail Lecture! 1799
A man lies on his back in bed, his face set in grim resignation, as his wife leans over him lecturing him, "Yes you base man --you dont you eat drink and sleep comfortably at home and still you must be jaunting abroad every night. I'll find out your intrigues-- you may depend upon it." A small dog sits at the foot of the bed yelping at the couple while a larger dog sleeps on the floor, his eyes squeezed shut.

Title: Polygamy Display'd OR Doctor Madman restored to his senses. 1780
About Rev. Martin Madan (1726-1790)
An older man, representing Rev. Madan, is attacked by two women, one of them pulling on his coat and indicating a crying boy standing next to her, the other grasping his wig with her left hand and ready to strike him with a small stool she is holding in her right. Her right foot is propped on a volume entitled "Thelyphthora," his treatise advocating polygamy. Behind her, a third woman is picking his pocket. On the left two women are engaged in a fight; on the right a couple is kissing behind a screen on which is displayed an image of a duel, above it is an image of a prisoner in chains and next to it a body hanging from the gibbet.

TItle: Six Weeks After Marriage. 1777 date estimated by George
A well-dressed young couple are shown in an argument. The woman, seated on a couch, has just overturned her tea table. Cups and saucers litter the floor and the woman's small dog jumps up on her husband who turns away from the scene. A reduced version of George 4549.

The Constant Couple. [London] : Publish'd Feb 24, 1786 by J. Phillips, No. 164 Piccadilly, [1786]
Temporary local subject terms: William Mansell, 1750-1820, engraver -- King George III as farmer -- Queen Charlotte as farmer's wife -- Allusion to George Farquhar's Constant Couple -- Signposts -- Windsor Castle -- Horses -- Dogs -- Dog colllar stamped: G R -- Allusion to Slough on signpost -- Milestones -- Allusion to St. James's on milestone.

Title: The Jelly-House Maccaroni. 1772. A fashionably dressed young couple embrace. From the man's waistcoat hangs a small pomander.

The modern paradise, or, Adam and Eve_,_ regenerated. 1780
A nude couple in enormous wigs stands under the "Tree of Life." A sheet of paper covering the man's hips is inscribed "Mr. Rock." In his left hand he holds a ticket to a masquerade at Pantheon, in the right a walking stick. A serpent, inscribed "Modern gap of honour" glides between his legs and next to a saddle, whip and a riding hat inscribed "Furniture for saddling an estate." Next to the woman who holds a fan in front of her thighs, with a dog climbing up her knee, lie on the ground a staff and a comedy mask, a ticket and a letter addressed "To Belinda." Behind the woman a monkey is holding a mirror. Playing cards and dice fall off the tree which is hung with cards advertising fashionable places in London such as the Carlisle House, Pantheon, White's Club, Ranelagh and Almack's, among others. On the left a devil is walking away from her toward a roaring fire saying "I'll even back to Hell again, for these must be too knowing for me by the Size of their Heads." On the right in the background two men, identified as "Cain and Abel" are dueling. Another man lies on the ground having fallen off a galloping horse. The explanation below reads "For the benefit of the next heir."

Images - from art of the print - Rowlandson

Hot Goose, Cabbage & Cucumbers" was drawn and etched by Thomas Rowlandson in 1823. Thomas Rowlandson's title may seem somewhat perplexing to the modern eye but a contemporary would easily recognize its significance. All three elements relate directly to the Regency world of the tailor. 'Goose' referred to a tailor's smoothing iron. Hot gooses (not geese) are being prepared in the fire by the young assistant. 'Cabbage' is an old English slang term for the left over pieces of cloth from commissioned suits. These pieces were often patched together or cut up and made into articles of clothing for sale -- at very little cost to the tailor. Both the old tailor and his other assistant are at work on such remnants. Tailors, in fact, were sometimes called cabbages. Finally, 'Cucumber Time' was a term used for the slow season in the tailoring trade, when the weeks were so unprofitable that all the food that could be afforded was cucumbers. An often used maxim was, "Tailors are Vegetarians, because they live on 'cucumber' when without work, and on 'cabbage' when in full employ." * Hence Thomas Rowlandson has depicted a pretty young maid selling her cucumbers at the window. Her calm and comely appearance represents a direct contrast to the occupants of the tailor's establishment.

In his famous satirical etchings and drawings of doctors and medical practitioners, Thomas Rowlandson took aim at treatments of the day and outright quackery. In one of his highest regarded etchings, "The Consultation or Last Hope", five doctors 'examine' a patient in his last, painful stage of gout. Behind them a nurse is fast asleep. By the fireplace (where the mantelpiece contains a lineup of failed remedies) other doctors and an undertaker await their respective turns. At this time consultation from multiple doctors was customary. It was also known as 'fee-grabbing', and doctors would hurriedly make the rounds of well to do sufferers for a guinea apiece.

Thomas Rowlandson has supplied the following quotation under the title; "So when the Doctors shake their heads, and bid their patient think of Heaven -- Alls over, good Night." 1808

Images - from art of the print

Modern Grace,-or-the Operatical Finale to the Ballet of Alonzo e caro not only depicts a popular ballet of the day but three actual dancers. In the centre is the French ballet dancer, Charles Louis Didelot. To his sides are his wife, Rose Didelot, and the ballerina, Madame Parisot. Madame Parisot is diverting the attentions of Charles with her amply displayed breast. Mrs. Didelot is not amused. To complete the composition James Gillray has added a pair of wonderfully chubby ballerinas in the background.

James Gillray's "So Skiffy Skipt On, With His Wonted Grace" 'Skiffy' was Sir Lumley St. George Skeffington (1771-1850), a well known playwright and fop of the day. He belonged to the Carleton House circle and authored such plays as 'The Word of Honour', 'The High Road to Marriage' and 'The Sleeping Beauty'. He was both caricatured by Gillray and satirized by Lord Byron. In his delightful portrayal, James Gillray focuses upon Skiffy's resplendent attire.

George Cruikshank's Anglo - Gallic Salutations in London - or, Practice makes Perfect is one of a number of his commentaries upon relations among English, French and German language and culture in the early nineteenth century. Not long after Napoleon's defeat at Waterloo inter Continental travel became quite widespread. With the resumption of peace fascination with foreign culture reached a peak. Members of both the emerging middle class and the upper class devoted themselves to perfecting language. Thus in this delightful etching two German visitors in London practice their skills outside 'The Original White Bear Inn' --"Gode a Morning Sare, did it rain tomorrow? -- Yase it vas." 1816.

George Cruikshank - Anglo - Parisian Salutations or, Practice par Excellence!: Not long after Napoleon's defeat at Waterloo inter Continental travel became quite widespread. With the resumption of peace fascination with foreign culture reached a peak and members of both the emerging middle class and the upper class devoted themselves to learning languages. Thus in this delightful George Cruikshank etching, two English visitors adorned in the latest fashions in Paris practice their skills outside the 'Hotel des Fermes' --"Commong porty wous Munseer? -- O Oui -- il est un tres belle jour!.". 1816

George Cruikshank's most famous creations of satire were undoubtedly his Monstrosities, which were published annually from 1816 to 1828. Both Robert and George Cruikshank participated in these amazing observations of the latest ridiculous fashions. Among the many wonderful 'monstrosities' in this famous etching the overly attired woman to the immediate right of the peacock-like soldier would by itself make this image a masterpiece.

'Monstrosities of 1819 and 1820' is an original etching by George Cruikshank and published initially in 1819 and 1920. This impression was published by Thomas McLean for the second and final edition, 1835.

George Cruikshank's set of two original etchings titled "The Advantages of Travel; - or - 'A Little Learning is a Dangerous Thing'" satirizes both French and English tourists and how, in a very small period of exposure to a foreign climate, they manage to perfectly maul a language.

In the first etching George Cruikshank created for "The Advantages of Travel..." a native of Paris has just arrived from England and is greeted by a friend; "Comment se porte mon amie? - Moi - I am jost come from de England - Aha you vas jost come from de England! Den how you like de Bif? - Le Bif rote is charmant a Londres! Yase dat is vrai - bote je prepare le Rum-Tek! - Le Rum-Tek! vat is de Rum Tek? - Voyez vous - it is toujours de Bif Tek - mais-bote-day-call it Rum tek -ba-cause day pote de Rum in de Sauce."

In the second and final etching George Cruikshank created for "The Advantages of Travel..." the tables have turned, with two Londoners discussing the merits of French cooking; "Ah Jack - How are ye? - Devilish well- just crost the water - been to Paris! - Well & how did ye like the Cooking? - Confounded good - 'pon my soul - Liked their Harrico-Blong- best -- What's Harrico Blong? - What's Harrico Blong! Why you know what Harrico - is don't ye? - To be sure - It's mutton chops & carrots & turnips -- with wedgables -- Very well then! That's it & Blong -you know's the name of the first Cook as made it. -- Oh - aye ---- so it is ---I remember now !!"

These two original George Cruikshank etchings are printed upon early nineteenth century wove paper and with large, full margins as published by Thomas McLean, Haymarket in 1835.

advisor links

UTD useful sites:

http://provost.utdallas.edu/coursebook
(UTD courselisting - for previous semesters syllabi and textbook info)

http://www.utdallas.edu/ah/courses/
(A&H Graduate and undergraduate course offerings for the upcoming semester)

http://www.utdallas.edu/ah/programs/graduate/index.html
(most of the information you need about the program, degree plan, etc)

http://www.utdallas.edu/student/registrar/calendar/
(the Academic Calendar)

http://www.utdallas.edu/dept/graddean/
(information about dissertation mechanics, graduation, and other useful stuff)

http://www.utdallas.edu/ir/how-to/email_launch.html
(most students should have zmail)

Grad school survival:

http://www.phdcomics.com/
http://www.h-net.org/~grad/

Language courses and support:

http://www.virginia.edu/summer/SLI/
http://www.studyinsweden.se/Learn-Swedish/University-courses-in-Sweden/

Teaching links:
Teaching portfolio at UT Austin
http://www.utexas.edu/academic/ctl/teaching/PrepTeachPortfolio.pdf

and again

I am actually reading - for the first time in six months. A book on the Women of the Raj that is very good and by a professional historian so it is not quite leisure reading but it is good, and interesting, and I am sitting down with it (or I was until my computer decided to have a heart attack (I performed cpr and heroically saved its life). Adding five hours later - - - maybe not. Computer is not happy, not sure why/how/bleah. At least I think I got a full back up out of it.

Writing I am not, haven't been, but need to. So many thoughts dashing like pinballs through my brain, constantly being redirected by impact (brain matter, other thoughts, experiences). Some scattered notes will follow, and as I try to sort through how to organize them I realize they are all about identity - or how fragile identity is.

Traditions - Women of the Raj - "What will I lose next" or "aging on crack".

We were talking about traditions at a lunch with a group of women. I told them how messed up I get every Christmas as I try to figure out what to do and what to let go of and how important it was to me to have my stepson and parts of his family come along to the traditional Lucia celebration in Dallas. We talked about why traditions are so important (and why they become more important as you age - and why they have to be MY traditions and not someone elses - why things that connect us to our childhood have such a grip ... and I think it has to do with identity - the things we did as children, whether good or bad, are reliable in a way that nothing we do as adults is. It is real, because we were more real, more immediately present. The adult critical mind that helps us understand things also creates distance, because it is aware of the contingent nature of our processing and the alternate ways in which we might experience things. So, doing what we did as children has a tinge of that magic immediacy, lets us feel the wonder and the dread we felt then.

What is interesting here is that as we get older and in one sense better know who we are our identities are also in some way more fragile ..there is also a difference between my identity as an individual and as a member of a society. I am me on the inside, but I am also a person situated in society and rituals and traditions verify where I belong, where I am situated and how I relate to that.

The women of the Raj - there is lots here about gender and colonial history and stuff - but there is, again, also the matter of identity. The women of the Raj could not be only themselves, their social situation demanded of them more and different things than they might have chosen for themselves. They are always also Britain. They have to be more independent than women at Home because nothing can be trusted, but they have to be more British (and therefor traditional) because the environment doesn't do any of the work for them. Indeed, the environment in some ways subverts their identity - not British, but British-in-India.

Finally, my friend who has had so much surgery, stents after a heart attack and then a double bypass and then when the remaining veins did not feed enough oxygen and more tissue died, a partial mastectomy on both breasts and of course she has diabetes type two so she has neuropathy and has little feeling in her fingertips, mostly in her palms now and they have removed several toes on each foot so she has altogether about six toes and she is getting very tired and scared sometimes even though she is doing much better now and she told me she never feels safe - always wonders "what will I lose next" ... I explained that I feel aging works a bit like that - you know something will disappear or change or mess with your sense of self, you just don't know where it will come from and how fast or far it will go. The universe - and identity - is not reliable and not predictable. At this point in my life I am also realizing that it never will be reliable or predictable - I will not figure that one out. My identity is not stable somewhere out there waiting for me to find it - my identity is always only what I can scramble together at any given moment.

A bit like a computer grabbing bits from all over the place to make up the screen I look at ...

Old beginnings

It is probably impossible to start over from scratch when you have so much baggage, but then on the other hand it means you don't have to start over from the very beginning, but can make use of some of the skills you have picked up along the way.
I read a friend's blog and realized I have not written anything but lectures since the March of this year. I do not do any research, I do not write, and I am not even reading much right now, except the handouts on how to use the computer software I need for work. SO this might be a good time to start writing again, and start reflecting on life, current and past, in longer stretches than the random thought popping through my head now and then.
So - write - think - grow.

Quotes on world travel

Bacon's *New Atlantis,*
the denizens of Solomon's House reveal that they too have undertaken global voyages of discovery, only in the search for pure knowledge, and not for the acquisition of wealth and dominions: ""But thus, you see, we maintain a trade, not for gold, silver or jewels.. nor for any other commodity of matter, but only for God's first creature which was light"

Boyer's model of education

Type of Scholarship
Purpose
Measures of Performance

Discovery
Build new knowledge through traditional research.
• Publishing in peer-reviewed forums.
• Producing and/or performing creative work within established field.
• Creating infrastructure for future studies.

Integration
Interpret the use of knowledge across disciplines.
• Preparing a comprehensive literature review
• Writing a textbook for use in multiple disciplines.
• Collaborating with colleagues to design and deliver a core course.

Application
Aid society and professions in addressing problems.
• Serving industry or government as an external consultant.
• Assuming leadership roles in professional organizations.
• Advising student leaders, thereby fostering their professional growth.

Teaching
Study teaching models and practices to achieve optimal
learning.
• Advancing learning theory through classroom research.
• Developing and testing instructional materials
• Mentoring graduate students.
• Designing and implementing a program level assessment system.

Faculty development info by Martha Nibert at U Idaho

Humanism - in England

Some useful titles here seem to be

Frederick Seebohm. The Oxford Reformers. Oxford, 1867.

James McConica. English Humanism and Reformation Politics under Henry VIII and Edward VI. Oxford: Clarendon Press, 1965.

Maria Dowling. Humanism in the Age of Henry VIII. N.H.: Croom Helm,
Ltd. 1986

Gordon Zeeveld. Foundations of Tudor Policy. Cambridge, Mass.: , 1948. (went to manuscripts - not just printed materials, found the second tier people).

F Caspari. Humanism and the Social Order in Tudor England. Chicago: , 1954.

R Weiss. Humanism in England During the Fifteenth Century. Oxford: , 1957.

Chambers. Thomas More. 1935.(said humanism died with the reformation in Britain - 1535).

G.R. Elton. Reform and Renewal. 71-75. (talks about Cromwell's reforms but is later shown to be wrong.)

G.R Elton. Studies in Tudor and Stuart Politics and Government. Vol. 4 Papers and Reviews. Cambridge: Cambridge University Press, 1992. (great overview)

The English Housewife

Written by Gervaise Markham in 1615. A handbook for housewives containing "all the virtuous knowledges and actions both of the mind and body, which ought to be in any complete housewife." Markham reveals the "pretty and curious secrets" of preparing everything from simple foods to such elaborate meals as a "humble feast" - an undertaking which entails preparing "no less than two and thirty dishes, which is as much as can stand on one table." He instructs the housewife on brewing beer and caring for wine, growing flax and hemp for thread, and spinning and dyeing. As a housewife was also responsible for the health and "soundness of body" of her family, he includes advice on the prevention of everything from the plague to baldness and bad breath.


About GM:
Pudsey, a retainer on the Shrewsbury Worksop side, bit his thumb at Orme, a retainer on the Holles Haughton side; was called out with drawn rapier, was slain on the spot like fiery Tybalt, and never bit his thumb more. Orme, poor man, was tried for murder; but of course the Holleses and the Stanhopes could not let him be hanged; they made interest, they feed law-counsel,—they smuggled him away to Ireland, and he could not be hanged. Whereupon Gervase Markham, a passably loose-tongued, loose-living gentleman, sworn squire-of dames to the Dowager of Shrewsbury, took upon himself to say publicly, That John Holles was himself privy to Pudsey’s murder, “That John Holles himself, if justice were done——!”

Holles and Markham have a duel where GM is pierced in the genitals - he survives but is incapable of having sex. This is 1497 or some such.

English Renaissance

The renaissance is generally considered to have started in Italy with a renewed interest in antiquity. (Dante used Virgil as his guide). Italian humanists visited Byzantium in order to learn Greek and to buy old manuscripts, saved from pillages, conflagrations, and devastation of the invaded country. Many Greek texts were brought from Constantinople. Europe was ransacked for copies of the long unused Latin classics and copyists multiplied them. With the fall of Constantinople eastern scholars moved to Rome and brought ideas and texts with them.

Some of these ideas migrated north although some say renaissance in Italy and England are unrelated. Clearly Henry VII and his mother Margaret Beaumont took inspiration from the new ideas about education and scholarship, particularly from Erasmus. Margaret met John Fisher in 1494. He was a friend and collaborator of Erasmus, who was to be her lifelong confidant, counselor, and companion. Fisher became the Bishop of Winchester, and Cancellor of Cambridge University.
Margaret translated Thomas A Kempis to English and founded two colleges at Cambridge - Jesus College in 1497, and St. John's College after her death in 1509, through a grant in her will.
She promoted the printing of books, and was a leading patron of the first English printer, William Caxton, and his successor. Finally, she belived in education for everybody

Scholars went to Italy to be educated and returned with new ideas. Thomas Linacre, for example, was hired by Henry upon his return from Italy around 1500, first as a tutor to his oldest son Arthur, and then as the King's personal physician. Linacre later became the first president of the Royal College of Physicians, which was incorporated in 1518. William Grocyn travelled to Italy to be educated, and on his return initiated the teaching of Greek at Oxford.

Two other important proponents of education in general and new kinds of learning in particular were Thomas More and John Colet. Colet traveled to Italy, where he became a fervent promoter of Platonism. More (1478-1535) was the son of a London lawyer. He studied Greek and Platonic philosophy at Oxford.


Henry VII surrounded himself with men who promoted the Renaissance's ``New Learning.'' The King himself was clearly fascinated by the political and cultural life of the main Italian states, and during his reign, the English court was a more interesting and cosmopolitan place, than it was to be in the time of his successor. Foreign scholars were likely to receive a warm welcome, and Henry was also the leading patron of English writers and poets.



Henry's interest in the arts was widely recognized, and a knowledge of the Classics was regarded as an avenue to royal favor, encouraging others to master the Renaissance learning. Erasmus reported in 1505, that London had eclipsed both Oxford and Cambridge, and had become the country's most important educational center, where ``there are ... five or six men who are accurate scholars in both tongues [Greek and Latin], such as I think even Italy itself does not at present possess.''



After studying in England, most of these scholars travelled to Italy, to master the new Platonic learning. Thomas Linacre, for example, was hired by Henry upon his return from Italy around 1500, first as a tutor to his oldest son Arthur, and then as the King's personal physician. Linacre later became the first president of the Royal College of Physicians, which was incorporated in 1518. William Grocyn travelled to Italy to be educated, and on his return initiated the teaching of Greek at Oxford.



One leading royal patron of education was Lady Margaret Beaufort, the King's mother. She has been described as ``more nearly the typical `man of the Renaissance' than her son,'' and that, even though her ``influence and endowments were ... religious rather than secular, they were outward looking and humanist, never scholastic.'' Lady Margaret was the only woman whose advice the King ever sought or heeded.



Margaret was only fourteen when her son Henry was born. She died in 1509, outliving her son by several months. As a child, she was taught reading, writing, and French. Her tutors remarked on her intelligence. She desired to learn Greek and Latin, but her mother refused to hire a tutor to educate her in the languages that were reserved for men who joined the clergy. As an adult, she completed an English translation of Thomas a@ag Kempis's {The Imitation of Christ,} which had been begun by William Atkinson, as well as translating another religious work.



Lady Margaret promoted the education of the entire population. She was a devout Christian, who championed the preaching of simple but eloquent sermons, which would uplift even the lowliest churchgoer. She promoted the printing of books, and was a leading patron of the first English printer, William Caxton, and his successor.



In 1494, Margaret met John Fisher, a friend and collaborator of Erasmus, who was to be her lifelong confidant, counselor, and companion. Fisher became the Bishop of Winchester, and Cancellor of Cambridge University. He encouraged Margaret to patronize projects that promoted the New Learning. As a result, she supported the founding of two colleges at Cambridge, Jesus College in 1497, and St. John's College after her death in 1509, through a grant in her will. St. John's, which opened in 1516, became the leading college at Cambridge for the next thirty years.



Another patron of education was Bishop Richard Fox, the man who played a key role in Henry VII's foreign policy. In 1517, Fox and Hugh Oldham, bishop of Exeter, founded Corpus Christi College, whose statutes set out in detail a humanist curriculum. Initially, Fox had wished to found a college to educate clergy in the New Learning, but ultimately, the college accepted students destined for secular employment.



Although Henry and his circle favored the New Learning, the universities remained dominated by medieval scholasticism. The efforts of Henry and his circle were ultimately successful, however, as they opened the door for a circle of scholars associated with Erasmus of Rotterdam to create a revolution in education, which led to the great flowering of culture and the English economy during the next hundred years.



The Erasmus Circle



The central figure in the circle that launched the English Renaissance was Erasmus of Rotterdam. Born to poor parents in Holland in 1467, Erasmus was educated by the Brotherhood of the Common Life, a teaching order modeled on a Kempis's {Imitation of Christ,} that took in poor, but promising children. Several of his teachers inspired him to take dedicate his life to the promotion of Platonist Classical learning.



Erasmus became the leading humanist thinker of his age, and his name was a household word throughout educated Europe. He published his first work, the {Adages,} in 1500. Works such as {In Praise of Folly} and {The Handbook of the Militant Christian} become enormously popular, precisely at the moment when printing was coming into vogue. His works spread far and wide, and played an important role in promoting literacy throughout Europe.



Among Erasmus's key collaborators in England were Thomas More (1478-1535) and John Colet (1467-1519). They were the nucleus of a small group of Classically educated scholars, formed during the reign of Henry VII, who dedicated themselves to creating a Renaissance that would usher in an age where society would be governed by reason. Colet was the son of a London mercer, who was Lord Mayor in 1486 and 1495. He traveled to Italy, where he became a fervent promoter of Platonism. More (1478-1535) was the son of a London lawyer. He studied Greek and Platonic philosophy at Oxford, and became a key leader of the English Renaissance during the reign of Henry VIII.

These scholars proceeded from the idea that, since man's nature was in the image of God, he could comprehend God's nature through reason. They rejected the stultifying, Aristotelian logic of the scholastics, whose commentaries dominated theology, and sought instead to reintroduce the writings of the early Church Fathers and the New Testament itself, in which they recognized an outlook coherent with Platonic philosophy.

Erasmus first traveled to England during the reign of Henry VII, in 1499. The circle around Erasmus, More, and Colet began to establish schools which became models for the transformation of the educational system. Around 1510, More set up a school in his home, where he taught his own and other children. In 1510, Henry VIII granted a license to establish St. Paul's school, which became the model for the reorganization of the English grammar schools throughout the country. When Erasmus turned down the job as the headmaster of the new school Colet asked William Lily, who had studied at Oxford and in Italy. Lily had also travelled to Rhodes to learn Greek. Erasmus did write the curriculum.
Lily, Colet, and Erasmus jointly collaborated in drafting a grammar textbook. By 1542, this text had been adopted as the official Latin Grammar used throughout the schools in England. Its use continued up through the Eighteenth century, and, in a modified form, in many schools even into the Twentieth.



- there WAS also something doing in England during Henry VIII (the first English Renaissance Monarch) and even more Elizabeth - but perhaps pushed more by political stability (possibly breaking with pope motivated people to find other authorities?). England less focused on visual art and more on literature, esp. drama.

Timing different? Italy 1400 - 1550, England 1485 - 1603 (or 1616)?

Religion:
Thomas More, Richard Hoooker

Science:

Politics:

Theater:
Shakespeare, Marlowe,

Poetry:
Roger Ascham, Edmund Spenser, Lady Mary Herbert, John Lyly, Wyatt, Surrey

Architecture:

Questions:
How to follow the trail of Boccacio, Dante, and others writing in the vernacular to Chaucer - and how does writing in the vernacular square with reading latin and greek texts? Is looking for pre-christian writing the common goal?
Are John Donne (1573-1631) and Ben Johnson (1573-1637) renaissance or later? And where the hell does Francis Bacon (1561-1621) fit?

Links at:
http://east_west_dialogue.tripod.com/europe/id5.html
http://www.luminarium.org/renlit/renaissanceinfo.htm

Thesaurus

Examine

Explore

Consider

Study

Investigate

Inquire

Probe

Great Chain of Being

One of the big ideas that remained in force from the classical period was the concept of the Great Chain of Being. Its major premise was that everything in the universe had its position in a divinely planned order, a hierarchy that looked like a vertical chain going from the most important and perfect - God - on top to the least important and imperfect - innanimate things like rocks - at the bottom.
came from ...

DETAILS
note that people thought all links had to be represented - the most perfect world contains the whole chain, and so imperfection is part of perfection ..
Literary ramifications - metaphors indicate something about status
political ramificiations - your social position is divinely ordained, obey or else
moral ramifications - upsetting the cart is a sin
Theological - the cause is more perfect than what it causes - there must be a cause for everything - the first cause can not be caused - hence God

Illustrations:

Bibliography:
E.M.W. Tillyard "The Elizabethan World Picture"
Arthur Lovejoy "The Great Chain of Being"

other sources
http://e.wikipedia.org/wiki/Great_Chain_of_Being

http://web.cn.edu/kwheeler/Tillyard01.html

Newtonianism and Pope and Descartes n stuff

So, it appears that the worldviews of Descartes and Newton were fighting for power over the period. Not sure what belonged where, but generally I think the idea is a world that can be explained and a world that is less about god than man.

Newton: Math, experiment, mechanistic - but also with fluids and invisible gases, Gravity really was a big deal, and ideas about how things had density and pull
Descartes: Reason, induction, mechanistic with no invisible stuff

Pope epitaph on Newton ... "Nature and Nature's Law, lay hid in night / God said 'Let Newton be!' and all was light", Pope was also interested in gravity and gravitas - and he and Swift were unhappy with the dull pedantry of minor scientists. Fight between ancients and moderns and between prose and poetry writers. (See www.ourcivilization.com/smartboard/shop/hornecj/litsci.htm for more). So is wit and poetry an attempt to balance prosaic study of nature - art against science?

EME classes

Early Modern England
    Tudor to Hannover
 

Women in Early Modern Europe
   the Saint, the Witch, the Wife, and the Widow

Women in the Era of Revolutions


Women in public 18th culture class

John Styles. The Dress of the People: Everyday Fashion in Eighteenth-Century England. New Haven Yale University Press, 2007. Illustrations. xi + 432 pp. $50.00 (cloth), ISBN 978-0-300-12119-3.
 Clare Crowston, “The Queen and her ‘Minister of Fashion’: Gender, Credit, and
Politics in Pre-Revolutionary France” Gender and History 14, 1 (April 2002).

Early Modern Families
“Early Modern Perspectives on the Long History of Domestic
Violence: The Case of Seventeenth-Century France,” Journal of Modern History (March 2006)
“Sex and the (seventeenth-century) century city: a research note
towards the long history of leisure,” Leisure Studies (October, 2008).
Amy Erikson, “Coverture and Capitalism,” History Workshop Journal (59) 2005

Enlightenment in the North

Religion in Early Modern Europe

Reform and Reformation

Post-PhD blues

http://www.english-blog.com/archives/2007/12/the_post_phd_blues.php

http://chronicle.com/forums/index.php/topic,37694.0.html

http://phdblue.blogspot.com/

http://anya.blogsome.com/2005/03/19/from-the-post-phd-blues-to-publication-bliss/

http://www.mentalhelp.net/poc/view_index.php?idx=119&d=1&w=5&e=333

Dissertation writing advice part II

The dissertation doctor: has good stuff on the PROCESS.
http://www.dissertationdoctor.com/index.html

The dissertation journey - breaking down the pieces:
http://www.dissertationdoctor.com/journey.html

About the lit. review, why it is important and how to do it.
http://www.deakin.edu.au/library/findout/research/litrev.php

Procrastination

Website:
http://procrastinus.com/

ABD websites:
These are sites helping people finish their doctoral dissertations.

Academic Research Group
American Psychological Association
Dissertation Doctor
Eddie's Anti-Procrastination Site

Tips:

Goal Setting

This is one of the most established ways of moving forward on your plans. Take any project you are presently procrastinating and break it down into individual steps. Each of these steps should have the following three aspects. First, they should be somewhat challenging though achievable for you. It is more satisfying to accomplish a challenge. Second, they should be proximal, that is you can achieve them fairly soon, preferable today or over the next few days. Third, they should be specific, that is you know exactly when you have accomplished them. If you can visualize in your mind what you should do, even better.

Stimulus Control

This method has also been well tested and is very successful. What you need is a single place that you do your work and nothing else. Essentially, you need an office, though many students have a favorite desk at a library. For stimulus control to work best, the office or desk should be free of any signs of temptation or easily available distractions that might pull you away (e.g., no games, no chit-chat, no web-surfing). If you need a break, that is fine, but make sure you have it someplace at least a few minutes distant, preferably outside of the building itself. If you are unwilling to take the time to get there, acknowledge that you likely don’t need the break.

Routines

Routines are difficult to get into but in the end, this is often our aim. Things are much easier to do when we get into a habit of them, whether it is work, exercise, or errands. If you schedule some of those tasks you are presently procrastinating upon so that they occur on a regular schedule, they become easier. Start your routine slowly, something to which you can easily commit. Eventually, like brushing your teeth, it will likely become something you just do, not taking much effort at all. At this point, you might add to your routine, again always keeping your overall level of effort at a moderate to low level. Importantly, when you fall off your routine, inevitable with sickness or the unexpected, get back on it as soon as possible. Your routine gets stronger every time your follow it. It also gets weaker every time you don’t.

Manuscript changes

What I want to do:

Reread Bannet

Add Wollstonecraft - at least enough to figure 0ut where she fits

Explain why the biography is important and revise to fit. It is important because:
- the circumstances of their lives provides insight into what opportunities they had (the mentors, access to resources, etc)
- the circumstances of their lives is what positioned them to HAVE other choices than gender
- the private choices they made provide insight into the strategies they used and since I am claiming that individual women could play their hand differently, I should show what sort of players they were

- I say beyond gender for two reasons - one of them is that we need to look at men and women NOT from a gendered perspective, but allowing for these other strategies - ie people listed as "women" were also other things, the other is that men and women could choose similar strategies. So yes I should have male comparisons, but in a sense I am looking at one variable to see how relevant that variable is to certain situations - and that is just fine.

- If I AM to add men, who do I do: Pope for Lady Mary, Johnson for Montagu, Hume for Macaulay, and Adams or Gerry for Warren, then Burke and Wollstonecraft.

- More on virtue?

- The literary market, read Eisenstein and Guest (small change). Consider manuscript publication at the end of the 18thC - is it still a possibility and how do we understand the marketplace at that time?

Meanwhile in France???

job stuff

Various links and info on jobs:

Negotiable items
http://serc.carleton.edu/NAGTWorkshops/careerprep/jobsearch/negotiable.html

Defense suggestions

What I should look at:

PG - newtonianism, Descartes p. 35, mentor/mentee relationships, how is a model different from the new categories I draw up here, Aristotle and the genres? and finally Pope and the Dunciad, did he really say what was wrong was gravity?

PM - Wollstonecraft, Bannet

DW - literary perspective, i.e. the persona of "author" that was not available to everyone, if looking at GENDER then you need to have male comparisons too (add a chapter on each guy?), also be more specific about textual analysis (e.g. p. 146 on the discussion of the curiously gendered gesture of Warren, saying how she should be excused as there were talented men who had failed also).

Consider the amount of biography and justify it.

Legislation that wasn't

"Wrong dates, false attributions, and a lot of plain malarky get passed on from generation to generation as scholars plunder one another's footnotes." (From Robert Hume's Reconstructing Contexts: The Aims and Principles of Archaeo-Historicism.)


Post on C18-L by Joel Berson:
2) Writer A quotes from the 1675 diary of a young girl in New England who comments on luxurious, fashionable dress that she had seen displayed in Boston -- 40 to 65 years earlier than other writers put the arrival of fancy clothing. A cites B, who did not document his source and who told me his notes were inaccessible. Fortunately the quoted passage turned up via Google, leading to "A Puritan Maiden's Diary", discovered by Adeline E. H. Slicer and published in _The New England Magazine_ in 1894. (I also found a third writer, C, citing the same passage.) Reading the diary, my ears began to tingle -- it did not sound 17th century even to my untrained ones. Should I accept and use the Puritan maiden's quotation as evidence of the beginnings of a consumer society in Boston in 1675? Fortunately, I also found Mary Beth Norton's "Getting to the Source: Hetty Shepard, Dorothy Dudley, and Other Fictional Colonial Women I Have Come to Know Altogether Too Well", in which she "demonstrates conclusively that it was in fact composed in the late nineteenth century by its nominal editor, Adeline E. Herbert Slicer" (from the abstract). Thus Norton saved me the considerable time and effort I might have spent in "vetting" the diary myself, and at least *I* have not picked it up and repeated it.

NaNoWriMo

National Novel Writing Month - apparently there is this yearly novel writing competition - looks interesting and all, but I don't think I should get involved in writing a novel in a month in November. I should have other things to do. What is interesting is the page with tips on how to EDIT your work once you have a draft. Several people talk about their approach:

http://www.nanowrimo.org/nowwhat


The best three comments are from Chris Baty. He says:

1) It will take longer than you expect - and he gives a timeline. Very helpful.

2) Get someone to help you with the plot - get a 30 page or so storyboard and then get help with nailing that down. - I think the getting help is good, but I think the 30 page storyboard is even more helpful, since it gives an OUTLINE of the whole thing without all the pesky details. It gives you a frame to work from.

3) Do not polish the details of style until you have the plot down. What you polish may end up getting cut, and you end up futsing with details that will never matter. Once you know the plot and the characters - THEN you can make it pretty.

I want to add a fourth from my own experience. Use that 30 page storyboard as a base and start filling things in as you go. I made an outline that I kept expanding and expanding until first one and then a second and a third chapter emerged. At first I tried to write linearly, from page 1 to page 200, but that is really not how I process information. When I started seeing it as a puzzle where you have bits and pieces connected and they grow bigger and then one bit suddenly connects to another and you keep an eye out for all the edge pieces because when you have those in you have a frame for the whole thing. It has also been the case several times that I have a few paragraphs that stick together but really don't belong where I first stick them, so I move three paragraphs over to another part of a chapter (or in some cases to a different chapter) just like you do with the puzzle when you realize that those particular red pieces are not part of the nose but of the scarf in the other corner of the picture.

Dissertation writing advice

These are the things that have worked for me:

Start with the primary sources as early as possible - they will lead you to the theory you need.

Having a general sense of the territory is good, but read the theory you need to answer specific questions rather than try to understand ALL of the debates just in case.

Start writing early - like right now. Get an outline up as FAST as possible so you have some place to put all your bits and pieces of writing.

Engage with the material EVERY day. You must keep it fresh in your head so you spend your off time thinking about the issues. You cannot think through things if you have to spend the first five hours remembering what the questions are.

Find your minimal block of time to be productive - for me it is three hours unless it is mechanics. I can do mechanics in shorter blocks, and try to leave them for those times, and the times when I desperately need something hands on to do that will distract me and still keep me feeling like I am moving forward.

Have a space where you do not have to put your stuff away - unpacking every time takes at least an hour. I have a writing space where I ONLY do dissertation work. I have all my books out, my laptop and music and room for tea. When I go there I know I am working on the dissertation, and so does everyone else. I get left alone. I can concentrate.

Do no think you will remember where you saw something , you will not. Find a way to write it down, preferably a place you can find the notes later.

Write notes that are explicit enough that you will understand your line of reasoning a month later. Write it to someone else - that is who you will be a month from now. You will not remember, so don't write something to jog your memory - write something that makes sense.

Possible publications

Different Directions:

Top three:
AHR
Journal of British Studies
Eighteenth Century Studies


Representations - interdisciplinary, cutting edge
The Historian
Notes and Queries
Early Modern Women (1400 - 1700)

Titles on EM

N. Clarke, Dr Johnson's women (2000) · N. Clarke, The rise and fall of the woman of letters (2004) · E. Eger, ‘Representing culture: “The nine living muses of Great Britain (1779)”’, Women, writing and public sphere, 1700–1830, ed. E. Eger and others (2001), 104–132 · E. Eger and L. Peltz, Brilliant women: 18th-century bluestockings (2008) · H. Guest, Small change: women, learning, patriotism, 1750–1810 (2000) · S. H. Myers, The bluestocking circle: women, friendship, and the life of the mind in eighteenth-century England (1990) · D. Hume, ‘Rise and progress of the arts and sciences’, Essays, moral, political and literary (1963) · G. Kelly, ed., Bluestocking feminism: writings of the bluestocking circle, 1738–1785, 6 vols. (1999) · N. Pohl and B. Schellenberg, eds., Reconsidering the bluestockings (2003)

Resource on Elizabeth Montagu

http://www.moonstonerp.com/elizabeth_montagu.htm

Lady Mary Wortley Montagu - reactions

In the February of this year, 1762, Lady Mary Wortley Montagu had returned to England after many years of absence. In October of that same year, she died. Of her appearance on her return, Mrs. Montagu wrote as follows to her sister-in-law at Naples:

"February 16, 1762. You have lately returned to us from Italy a very extraordinary personage, Lady Mary Wortley. When Nature is at the trouble of making a very singular person, Time does right in respecting it. Medals are preserved when common coin is worn out; and, as great geniuses are rather matters of curiosity than of art, this lady seems reserved to be a wonder for more than our generation. She does not look older than when she went abroad, has more than the vivacity of fifteen, and a memory which, perhaps, is unique. Several people visited her out of curiosity, which she did not like. I visit her because her cousin and mine were cousin-germans. Though she has not any foolish partiality for her husband or his relations, I was very graciously received, and you may imagine entertained, by one who neither thinks, speaks, acts, nor dresses, like any body else. Her domestick is made up of all nations, and when you get into her drawing-room, you imagine you are in the first story of the Tower of Babel. An Hungarian servant takes your name at the door; he gives it to an Italian, who delivers it to a Frenchman; the Frenchman to a Swiss, and the Swiss to a Polander; so that, by the time you get to her ladyship's presence, you have changed your name five times, without the expense of an act of Parliament."

Female Solicitors

A new imperial history : culture, identity, and modernity in Britain and the Empire, 1660-1840 / edited by Kathleen Wilson. Cambridge UP, 2004
page 36-37 talks about networks of women taking care of legal stuff


Prest, Wilfred. One Hawkins A Female Sollicitor: Women Lawyers in Augustan England. Huntington Library Quarterly 57 (1994) 353-8

yew

so I was working away and thought of something I should put on my blog and logged on and saw the other blog updates and read them and now I cannot for the life of me remember what I wanted to post. Damned.

I know I want to find out if ALL public people, men and women, had a male gatekeeper (or gateopener)?


Oh oh - I remember - it was about how email and blogs are blurring the line between private and public and what looked like a linear development toward increased privacy has taken a different direction and the private era might just be a brief blip ... you can see that on stock price charts - how something that looks like a trend on a three month chart can be just a dip in a five year chart. A great example is Germany - when I grew up it was this nation that was one and then was split apart - of course then I learned that it had only been one nation for about seventy years and then of course the Germanies were united and kids growing up now think of east and west G as abberations.

Which leads to my next question - what did the eighteenth century look like to the nineteenth century?

Books for women in public 18th culture class

Tim Hitchcock, “A New History From Below,” _History Workshop Journal_ 57, no. 1 (2004): 294-298.

For a more skeptical view of the "new history from below" see Nicholas Rogers, "London's Marginal Histories," _Labour/Le Travail_, 60 (Fall 2007): 217-234.

Tim Hitchcock, _Down and Out in Eighteenth-Century London_ (London: Hambledon, 2004);

John Styles, _The Dress of the People: Everyday Fashion in Eighteenth-Century England_ New Haven: Yale University Press, 2008.

Brand, Claire and Susan E. Whyman, eds. _Walking the Streets of Eighteenth-Century London - John Gay's Trivia_ (1716). Oxford University Press, 2009.

New class for GST/HIST

Prostitutes, Politicians, and other Public Women in Eighteenth Century England.


London in 1700

Monsieur d'Eon is a woman

Mary Montagu's Embassy Letters

Georgiana,Duchess of Devonshire

Something on the Bluestockings

Something on religious women - Hanna More?

Moll King and other prostitutes

The coffee house book

Charlotte Charke

Karen Harvey on Sexuality

Vickery's Gentleman's Daughter

Evelina

Brilliant Women: 18th-Century Bluestockings by Elizabeth Eger, Lucy Peltz 2008

The lives and letters of an eighteenth-century circle of acquaintance / Temma Berg 2006

Bluestocking feminism : writings of the Bluestocking Circle, 1738-1785 / general editor, Gary Kelly, volume editors, Elizabeth Eger ... [et al.]. 1999

Querelle des femmes titles

Boccaccio, De claris mulieribus or Concerning Famous Women (1360-74)



Martin Lefranc, Le Champion des dames (1442)



Cornelius Agrippa, De nobilitate et praecellentia foeminei sexus (1529, composed 1509)

Gratien du Pont (1534)

Thomas Elyot, The Defense of Good Women (1545)

François de Billon (1553)

Marguerite de Navarre, Heptameron (1558)

Anthony Gibson, a Woman's Woorth, defended against all the Men in the World, proving them to be more Perfect, Excellent, and Absolute in all Vertuous Actions than any Man of what Qualitie soever, Interlarded with Poetry (1559)

Jean de Marconville (1564)

Philippe Desportes, Stances du mariage (1571)

Marie de Romieu, Bref discours de l'excellence de la femme (158?)

Thomas Nashe. An Almon for a parrot. London 1590.

Giuseppe Passi, Dei donneschi difetti (1599)

Moderata Fonte, Il Merito delle Donne or The Worth of Women (1592)

Lucrezia Marinella, The Nobility and Excellence of Women (1600)

Alexis Trousset, alias Jacques Olivier, Alphabet de l'imperfection et malice des femmes (1617)

Marie de Gournay, Égalité des hommes et des femmes (1622)

Anna Maria van Schurmann, On the capacity of the female mind for learning. (1640)

Jacquette Guillaume, Les Dames Illustres; où par bonnes et fortes Raisons il se prouve que le Sexe Feminin surpasse en toute Sorte de Genre le Sexe Masculin; (1665)

Francois Poulain de la Barre, (1675)

Sophia, Woman not inferior to man: or, a short and modest vindication of the natural right of the fairer sex to a perfect equality of power, dignity and esteem, with men, London 1739.


For more look here: http://www.womenpriests.org/traditio/list_qu.asp



E-texts of "feminist" men http://www.pinn.net/~sunshine/4dads/4dads6.html

Feminists versus Gallants

Feminists versus Gallants: Manners and Morals in Enlightenment Britain.
Barbara Taylor.

Representations 87, 2004 (123-148)

Starts from Wollstonecrafts critique of the Enlightenment and its tendency toward gallantry and makes an argument that this gallantry was not a remnant or relic, but a newly constructed attempt at oppression. The problem it intended to solve was, if I understand it, demands for a new civilized man for modernity, "most of whose key attributes ... belonged on the feminine side of the gender axis." (135) Women set the standard ... but "if men were to emulate women, what became of virility and its associated prerogatives?" (ibid) or as Adam Smith put the risk "The delicate sensibility required in civilized nations sometimes destroys the masculine firmness of the character" (footnote 64 page 135)

Taylor argues that, not only are Vickery and Colley right in arguing that the spheres weren't exactly separate but "by the mid-eigtheenth century, men and women of the British middle ranks were becoming more like each other" (136) and the "amazons of the pen" (Sam Johnson's expression - footnote 72) "were everywhere contest[ing] the usurpations of virility."

And now we get to it - the patronizing gallantry is a "rearguard effort to stave off the equalizing pressures of commercial society, to shore up a 'sexual distinction' " (137), as opposed to the effeminate French bastards who clearly could not be trusted to do it right.

Mary Astell - publications and public response

The belief that not only men but also all women can master clarity of thought is an important element in the most reactionary of Astell's writings, Some Reflections upon Marriage, Occasion'd by the Duke and Duchess of Mazarine's Case, published in 1700. Written in response to witnessing the divorce of a friend of Lady Catharine Jones, this work argues that a sound education is a requirement for any woman wishing to enter a healthy marriage. In addition to criticizing men who marry for money, power, or out of the vain desire to display an attractive wife, Astell paints marriage as an unhealthy state for most women, and therefore a state sought only by the irrational: "A Woman has no mighty Obligations to the Man who makes Love to her; she has no Reason to be fond of being a Wife, or to reckon it a Piece of Preferment when she is taken to be a Man's Upper-Servant; it is no Advantage to her in this World; if rightly managed it may prove one as to the next." While economic necessity and social constraints might force a woman into such an injurious institution as marriage, according to Astell a sound education would arm her with the skills necessary to turn the situation to her favor.

In 1706 Astell released a third edition of Some Reflections upon Marriage, responding to critics of her work and urging England's womenfolk to strive for a marriage based on true friendship rather than necessity or pride. "Let us learn to pride ourselves in something more excellent than the invention of a Fashion," she counsels readers, "and not entertain such a degrading thought of our own worth as to imagine that … the best improvement we can make of these is to attract the Eyes of men." In the Appendix of this work is her most-quoted line among feminists: "If all men are born free, how is it that women are born slaves? as they must be if the being subjected to the inconstant, uncertain, unknown, arbitrary Will of Men, be the perfect Condition of Slavery?"

Perhaps because it was not overtly defiant of male authority, A Serious Proposal to the Ladies was immensely popular among women readers, and through its wide circulation Astell won many fans. Perhaps not surprisingly, it also won its share of detractors. In June and again in September of 1709 the popular Tatler included essays by writers Jonathan Swift and Richard Steele that attacked Astell's idea of a women's school. Dubbing Astell "Madonella," the essays satirized her so-called "Order of Platonics" by imagining this order of reclusive, fragile nuns hiding while their nunnery is rudely entered by a group of rough gentlemen. Flattering Madonella by praising her writing skill, the men gain mastery over the situation; in short, they hold these educated women to their "inconstant, uncertain, unknown, arbitrary Will."

The proposal for a quasi-religious college for women that Astell first outlined in A Serious Proposal to the Ladies was revived in The Christian Religion as Profess'd by a Daughter of the Church of England, a plea for furthering women's education that was addressed to England's Queen Ann, who had taken the throne in 1702. Although because of this work the school was reported to have been at least considered by Anne, it never came to fruition due to rumors by Anne's Protestant advisors that it would result in the reestablishment of Catholic nunneries.

After 1709, perhaps partially in response to the ridiculing she received in the Tatler, Astell ceased writing. Her last published book was a revised edition of Bart'lemy Fair; or, an Enquiry after Wit; In Which Due Respect Is Had to a Letter concerning Enthusiasm, which appeared in 1722. Now in middle age, Astell refocused her attention toward opening a charity school. With the help of her patrons, she succeeded, and a school for girls was established at London's Chelsea Hospital that remained operational until the late 1800s. Ultimately succumbing to breast cancer, Astell died on May 9, 1731, at the age of sixty-four in Chelsea, England.