Tag Archives: philosophy/religion

The Weekly Text, 12 March 2021, Women’s History Month 2021 Week II: A Reading and Comprehension Worksheet on Margaret Fuller

This week’s Text, in this blog’s ongoing observation of Women’s History Month 2021, is this reading on Margaret Fuller and it’s attendant vocabulary-building and comprehension worksheet.

Who is Margaret Fuller? I am embarrassed to say that I had never heard of her before I read the Intellectual Devotional article linked to above. She is, if nothing else, a crystal clear example of why themed history months are valuable in lifting the erasure from historical figures who are not, frankly, white males. In her short life–she died at age 40 in a shipwreck off the coast of Long Island–she accomplished enough as a writer and public figure to earn a key position in the history of American letters. To wit, she joined the Transcendental Club in Boston, where she became friends with Ralph Waldo Emerson. Emerson solicited contributions from her for the influential American literary journal The Dial, to whose editorship she ascended in late 1839.

Ms. Fuller’s work at The Dial, as well as her proto-feminist book Woman in the Nineteenth Century (1844), brought her to the attention of Horace Greeley, the storied publisher of The New York Tribune. Recognizing her talent, Greeley hired at first to write book reviews, making her the first full-time book reviewer. In 1846, the Tribune deployed her to Europe, where she became the paper’s first female foreign correspondent.

All in all, Margaret Fuller’s is an extraordinary life, and one worthy of both casual and scholarly attention. I hope this small contribution from Mark’s Text Terminal brings her to the attention of high school students.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Mary Wollstonecraft

“Mary Wollstonecraft: (1759-1797) English author. Wollstonecraft is famous for her groundbreaking Vindication of the Rights of Woman (1792), and as the wife of William Godwin and the mother of Mary Wollstonecraft Shelley. Yet her political and literary life developed much earlier. Wollstonecraft was the father of an alcoholic father, from whom she tried to protect her mother, just as she helped her sister flee an abusive husband. After helping to found a girl’s school, working as a governess, and suffering years of poverty, she began to write. Her first novel, Mary, a Fiction (1788), was actually based on her own life. In the same year, she published a children’s book (later illustrated by William Blake). Her A Vindication of the Rights of Man (1790) predated Thomas Paine’s famous response to Burke’s Reflections on the Revolution in France and was similar in kind. In her more famous Vindication of the Rights of Woman, she showed how women were an oppressed group as much as the working class. Her analysis of social roles and the effect of laws that reduced women to the status of nonpersons was a model for later feminists.

Wollstonecraft lived in France during the revolution’s most violent phase, and began an unhappy affair which led to a child and two suicide attempts, She met Godwin after her return to London, and married him in 1796. She died the following year after giving birth to her daughter Mary.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Cultural Literacy: Women’s Movement

Here is a Cultural Literacy worksheet on the Women’s Movement. This is a full-page worksheet with seven questions, so it is appropriate for, among other things, an independent practice assignment. But, as it is a Microsoft Word document, it is adaptable for whatever use to which you may see fit to put it.

Nota bene, please, that this document supplies students with a relatively broad overview of the Women’s Movement, rightly tracking its roots in the United States back to the nineteenth century. The text quickly pulls into sharp focus on the key issues in the struggle for equality for women; it is, therefore, a good general introduction both theory and practice in the fight for women’s rights.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Elizabeth Cady Stanton on Women’s Sovereignty

“The strongest reason why we ask for woman a voice in government under which she lives; in the religion she is asked to believe; equality in social life, where she is the chief factor; a place in the trades and professions, where she may earn her bread, is because of her birthright of self-sovereignty; because, as an individual, she must rely on herself.”

Elizabeth Cady Stanton, Speech before Senate Judiciary Committee, 18 Jan. 1892

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

A Black History Month 2021 Coda: C.L.R. James on Rich and Poor

“The patience and forbearance of the poor are among the strongest bulwarks of the rich.”

C.L.R. JamesThe Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution. New York: Vintage 1989.

Frederick Douglass on What Is Necessary for Progress in the United States

“It is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake, The feeling of the nation must be quickened; the conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be proclaimed and denounced.”

Frederick Douglass, Speech, Rochester, New York, 5 July 1852

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

The Weekly Text, February 19, 2020, Black History Month 2021 Week IV: A Reading and Comprehension Worksheet on George Washington Carver

This week’s Text, in this blog’s ongoing observance of Black History Month 2021, is this reading on George Washington Carver along with its accompanying vocabulary-building and comprehension worksheet. Today is the final Friday of Black History Month for this year; on Monday, March 1, this blog turns the corner to Women’s History Month.

Professor Carver is a staple of Black History, and usually observations of him tend to emphasize his interest in the peanut and its infinite varieties. While I don’t want to minimize those accomplishments–I for one would be very interested in knowing what Professor Carver’s recipes have added to the gross domestic product of the United States since their inception–I think it’s important to remember that George Washington Carver was a sophisticated agronomist who understood the need to rotate crops in southern fields so that cotton wouldn’t exhaust the topsoil. Alone, this area of his scholarly career makes Professor Carver an early environmentalist.

And all of this he accomplished while on the faculty of Tuskegee University in Alabama, in the heart of the Jim Crow South. If we White Americans are going to he honest with ourselves, we must stipulate that being a smart Black man in Alabama in the late-nineteenth and early-twentieth centuries could be dangerous indeed. For Americans of African descent, subservience and deference were the orders of the day in the Jim Crow South. His commitment to educating poor farmers also would have put him in the crosshairs of, say, the Ku Klux Klan.

So let’s all tip our hats to this great man.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Dick Gregory on the Moral and Intellectual Certainty of the White Race

“You gotta say this for the white race—its self-confidence knows no bounds. Who else could go to a small island in the South Pacific where there’s no poverty, no crime, no unemployment, no war, and no worry—and call it a ‘primitive society.’”

Dick Gregory, From the Back of the Bus (1962)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Cultural Literacy: W.E.B. Du Bois

Here is a Cultural Literacy worksheet on W.E.B. Du Bois. He is a world-historical figure about whom, I confess, I know less than I should.

Fortunately, I found my way to the rich public programming at Yale University’s Beinecke Rare Book & Manuscript Library, where I have been attending particularly rich and edifying webinars on Monday afternoons. These are open to the public; if you’re on Twitter, simply follow the Beinecke, which regularly tweets about upcoming events. Otherwise, searching “Mondays at Beinecke” (or clicking on that hyperlink) will take you to a calendar of events at the Library.

In any case, the Beinecke possesses some of W.E.B. Du Bois’s papers, which came to the Library by way of one of the major collections at the library, the James Weldon Johnson and Grace Nail Johnson Papers, which is a treasure trove of materials related to Black History in the United States in the twentieth century.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Afroasiatic Languages

“Afroasiatic languages formerly Hamito-Semitic languages: Superfamily of about 250 languages presently spoken by and estimated 250-300 million people ethnically and physically diverse people in North Africa and parts of sub-Saharan Africa and in southwest Asia. The major branches of Afroasiatic are Semitic, Berber, Egyptian, Cushitic and Chadic. Berber is a group of closely related languages spoken by perhaps 15 million people in enclaves scattered across North Africa from Morocco to northwest Egypt and in parts of the western Sahara. Cushitic is a family of about 30 languages spoken by more than 30 million people in northeast Sudan, Eritrea, Ethiopia, Somalia, Djibouti, Kenya, and a few areas of northeast Tanzania. Omotic, formerly classified as part of Cushitic, is a cluster of perhaps more than 30 languages spoken by 2-3 million people, most of whom live near the Omo River in southwest Ethiopia. Chadic comprises about 140 languages, most poorly known to linguists, spoken in northern Nigeria, southern Niger, southern Chad, and northern Cameroon; except for Hausa, probably no individual Chadic language has more than half a million speakers.”

Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.