Skip to main content

For Monday: Finish Wollstonecraft's Maria


Be sure to finish Maria, or The Wrongs of Woman for Monday's class, and instead of questions, I'll give you a brief in-class response when you get to class. As long as you've finished the book (or gotten close) you'll easily be able to answer the question. Just make sure to bring your book! 

ALSO, we'll be starting Jane Austen's Northanger Abbey soon, so make sure to secure a copy. Below is the handout I gave out in class in case you missed or lost it. It's just some supplementary material about Wollstonecraft from a very recent biography of Wollstonecraft and her daughter, Mary Shelley, that we have available to check out in our library! 


Mary Wollstonecraft (1757-1797)

Major Works: Mary (1787); A Vindication of the Rights of Woman (1792); Letters from Denmark, Sweden, and Norway (1796); Maria, or the Wrongs of Women (1798)

“Women’s lack of book learning, far from being a disadvantage, freed them to be closer to Nature. To Mary, a female artist could aspire to bolder innovations than men like Godwin [her husband]. Mary herself would rather be a Greek poet than read a Greek Poet, rather be a force of Nature than describe one.

This was a brilliant sleight of hand: Mary had taken her lack of formal education and turned it into a strength. Godwin, who had criticized her grammar and her lack of restraint, needed to listen more closely to his heart to attain true greatness. All men did. Spontaneity. Sincerity. These were as important as reason and learned allusions, and were certainly more important than grammatical correctness.

The Wrongs of Woman is unfinished and difficult to read, as Mary was still working on it when she died and had not yet decided how it would end. She knew she was entering taboo territory by discussing female sexual exploitation, but since she was intent on exposing the evils that faced women, she never considered watering down her heroines’ sufferings. For Mary, the asylum was the central image of the book—its crumbling walls and dark passageways are her metaphor for the plight of eighteenth-century women.

Indeed, by having both Maria and Jemima tell their stories, Mary showed that it did not matter whether a woman was rich or poor—either way, she faced the injustice encoded in the English common law. Jemima could not prosecute her abusers. Her masters had the legal right to rape her and victimize her. The same was true for upper-class Maria; her husband has the right to tyrannize her despite her wealth and social status. In fact, this is probably one reason why Mary had difficulty developing the plot; female imprisonment is a necessarily static condition.”

--from Charlotte Gordon, Romantic Outlaws: The Extraordinary Lives of Mary Wollstonecraft and Her Daughter, Mary Shelley (in ECU’s library!)

Comments

Popular posts from this blog

For Monday: Short Lecture on Colonialism and Mansfield

As a way to introduce you to some of the themes we'll be exploring with our last two books, I've recorded a short lecture (about 18 min.) that I would have discussed with you in class if we were still meeting. I know 18 minutes is a lot to watch in a single stretch, so feel free to start and stop, or simply leave it playing in the background. However, I think it will help you see and understand some of the larger ideas going on behind the scenes in Mansfield's stories.  AFTER you watch the video, answer the following question as a COMMENT below: "Since many women in the early 19th century tried to hide their identity as a woman by adopting a male name, or writing more 'male' stories, how do you think colonial writers did the same? That is, how did they hide their colonial identity in writing to sound more 'English'? What might they have had to hide, or ignore, or not reveal as a writer? (This will count toward your participation grade, since I can...

Short Lecture on Being "Weak" in Mansfield's Stories

Before we race to the end of Mansfield's stories, I wanted to discuss some of the major themes we've encountered in several of them, particularly "Daughters of the Late Colonel," "The Life of Ma Parker," "Mr. and Mrs. Dove," and "Marriage a la Mode." Watch the video to hear some of my thoughts on these stories, most of which are drawn from your responses to the reading questions. It's a little longer than the last one, but still only about 25 minutes (sorry)!  After you finish, answer the following question as a COMMENT on the blog.  Q: Talking about emotions, love, death, or otherwise being "weak" was very taboo in British society at this time. What subjects or relationships do you feel are taboo in our own society? And I don't just mean awkward subjects (abortion, politics, etc.), but what emotions or experiences would you have trouble discussing with your parents, your siblings, your friends, and even your sig...

For Friday: Wordsworth, "Ode: Intimations of Immortality"

“Ode: Intimations of Immortality from Recollections in Early Childhood” (pp.51-57): read the entire poem, but the questions will only focus on Stanzas 1-7 NOTE: This is a longer poem, though it’s broken up into short stanza chapters.  Read it slowly, and focus on each stanza as an individual poem.  Then consider how each one develops a general ‘story’ or narrative about Wordsworth’s life.  Consider this, too, as a kind of mid-life crisis poem: Wordsworth feels himself pulling away from the innocent joys he used to experience in life, and the poem is an attempt to find himself—and to convince other readers to find themselves in the thickets of adulthood.  Answer TWO of the following... Q1: According to Stanzas 1-4, what causes the poet to feel distanced from the natural world?   What has come between him and his imagination/emotions?   In Stanza 2 he writes that “But yet I know, where’er I go,/That there hath past away a glory from the earth...