Some Thoughts on Rosemary Agonito’s History of Ideas on Women

October 5, 2013

VVVVagonito

All classes must be deemed to have their special attributes; as the poet says of women, “Silence is a woman’s glory,” but it is not equally the glory of man.

Aristotle (54)

It is only the man whose intellect is clouded by his sexual impulses that could give the name of the fair sex to that under-sized, narrow shouldered, broad-hipped, and short-legged race.

Arthur Schopenhauer (199)

Emily Dickinson’s parents would have preferred her to read less. In a letter to Thomas Wentworth Higginson, our greatest poet notes:

My Mother does not care for thought—and Father, too busy with his Briefs—to notice what we do—He buys me many Books—but begs me not to read them—because he fears they joggle the Mind.

Although this sounds barbarous today, Mr. and Mrs. Dickinson were in alignment with over two thousand years of Western thought regarding the wisdom and feasibility of educating women.

As Rosemary Agonito demonstrates in her invaluable sourcebook History of Ideas on Women, the dominant perspective in Western philosophy from Aristotle to Freud is that women are childlike, feebleminded creatures, unsuited to function in the man’s world of action and ideas.

Nineteenth century German philosopher Georg Wilhelm Friedrich Hegel argued that women are inherently unfit for anything beyond the domestic sphere:

Women can, of course, be educated, but their minds are not adapted to the higher sciences….Women may have happy inspirations, taste, elegance, but they have not the ideal. The difference between man and woman is the same as that between animal and plant….If women were to control the government, the state would be in danger, for they do not act according to the dictates of universality, but are influenced by accidental inclinations and opinions (167).

Another German philosopher, Arthur Schopenhauer (1788-1860), tells us that women are basically children. By infantilizing women and feminizing childhood, male philosophers invent false polarities that preserve the status of men:

Women are directly fitted for acting as the nurses and teachers of our early childhood by the fact that they are themselves childish, frivolous and short-sighted; in a word, they are big children all their life long—a kind of intermediate stage between the child and the full-grown man. (194)

Unlike so many of the men who have shaped Western thought, Immanuel Kant (Prussia, 1724-1804) genuinely liked women. (There is much misogyny in the suppression of women, but misogyny is not a crucial ingredient.) Kant loves women just the way they are so much that he worries about what will happen if women endeavor to worry their pretty little heads over the affairs of men. (Some might argue that this is itself a form of misogyny.)

Laborious learning or painful pondering, even if the woman should greatly succeed in it, destroy the merits that are proper to her sex, and because of their rarity they can make of her an object of cold admiration; but at the same time they will weaken the charms with which she exercises her great power over the other sex (131).

The three ugliest villains in History of Ideas on Women are Paul the Apostle, Augustine of Hippo, and Thomas Aquinas.

Here’s Agonito on Paul:

There is evidence, consistent with Jesus’ example, that women played an important part in the earliest days of the new church, even engaging in such evangelical work as teaching the faith and converting large numbers to Christianity. Whatever the reason, Paul explicitly objected this new turn, and his reactionary efforts in the matter of women succeeded in setting the tone for thinking about women that would be continually reinforced in the intellectual and practical tradition in the West for the next two thousand years (68).

Paul thought women were pretty icky, and it was best to stay away from them:

Now concerning the things whereof ye wrote unto me: It is good for a man not to touch a woman.
Nevertheless, to avoid fornication, let every man have his own wife, and let every woman have her own husband.

(1 Corinthians 7:1-2)

Like many contemporary Muslims, Paul felt that women should cover their heads in public in order to emphasize the greater glory of men:

For a man indeed ought not to cover his head, forasmuch as he is the image and glory of God: but the woman is the glory of the man
.
(1 Corinthians 11:7)

According to Augustine, man derives his superior status over women directly from God. (See Genesis, Adam and Eve).

And indeed He did not even create the woman that was to be given to him as his wife, as he created the man, but created her out of the man, that the whole human race might derive from one man (75).

Like many influential Western male thinkers including Sigmund Freud, Aquinas sees women as an inherently defective, naturally subordinate creatures.

As regards to the individual nature, woman is defective and misbegotten, for the active force in the male seed tends to the production of a perfect likeness in the masculine sex; while the production of woman comes from defect in the active force or from some material disposition, or even from some external influence; such as the south wind, which is moist….woman is naturally subject to man, because in man the discretion of reason predominates (85).

John Stuart Mill, David Hume, Ashley Montagu, and Herbert Marcuse are the only male thinkers in History of Ideas on Women whose ideas on women are not appalling by today’s standards. History of Ideas on Women is mostly a dismal read. But it’s an indispensable book.

by Richard W. Bray

When Yer Gone

September 19, 2013
dirty kichen

This place gets awful messy
   when yer gone
Things ain’t in the places
   they belong
The boys and me been stayin
   up till dawn
And three of them are sleeping
   on the lawn

if you gonna go
baby, let me know
i’ll hire me a crew
to do the things you do
several will get paid
a cop, a chef, a maid
a seamstress and a shrink
someone to hall away my stink

Things get mighty lonesome
   when you go
Days are long and nighttime
   lost its glow
The boys and me been raisin
   Cain too long
Won’t you please come back
   where you belong?

if you gonna go
baby, let me know
i’ll hire me a crew
to do the things you do
several will get paid
a cop, a chef, a maid
a seamstress and a shrink
someone to hall away my stink

by Richard W. Bray

Monsters to Feed

September 2, 2013

fire pit

Can’t quench my hunger
Can’t comfort my greed
Born with this burning
Got monsters to feed

I signed on the line
With blood from my vein
All I got left is
A wicked stain

I did what I did
I am where I am
Discarded, forgotten
Forsaken and damned

Hope you get used to
The sulfur you smell
Give my regards to
My buddies in hell

by Richard W. Bray

Stanzas in My Head: Hayden, Raleigh, and Browning

August 18, 2013

640px-WalterRaleigh2

Thy gowns, thy shoes, thy beds of roses,
Thy cap, thy kirtle, and thy posies
Soon break, soon wither, soon forgotten–
In folly ripe, in reason rotten.

(In other words, “I’ll choose my own life, Mister.” Marlowe’s shepherd painted a lovely portrait of a life for two, but he didn’t ask the nymph for her input until he was finished. That’s why I find the feminism of Raleigh’s nymph so appealing.)

No one has ever asked me to recite the fourth stanza of “The Nymph’s Reply to the Shepherd” by Sir Walter Raleigh. But my brain is constantly preparing itself for the task. Often I’m riding my bicycle when those twenty-seven marvelously collocated words decide to flow across my consciousness.

How long do I stretch out the three soons? (Listen to how Nancy Wickwire does it) How long do I pause after break and wither? How much sarcasm can I pack into the first syllable of reason? How long do I pause after reason and how hard do I hit the first syllable of rotten?

In one year they sent a million fighters forth
South and North,

And they built their gods a brazen pillar high
As the sky,

Yet reserved a thousand chariots in full force–
Gold, of course.

Oh HEART! oh blood that freezes, blood that BURNS!
Earth’s returns

For whole centuries of folly, noise and sin!
Shut them in,

With their triumphs and their glories and the rest!
Love is best.

Love or war, which is better? It seems like such an easy question. So why do we waste so much of ourselves making war when we could be making love? The final stanza of Robert Browning’s “Love Among the Ruins” reminds us how absurd our priorities can be.

I love the way Steven Pacey reads “Love Among the Ruins.” He emphasizes the word heart as a hinge upon which the entire poem turns. He also emphasizes burns at the end of the line. Browning’s exclamation points suggests this reading is correct.

Speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
WHAT did I know, what did I KNOW
of love’s AUStere and LONEly offices?

So e.e.cummings isn’t the only poet whose father moved through dooms of love.

In marked contrast to Pacey’s reading of “Love Among the Ruins,” Robert Hayden’s rendition of “Those Winter Sundays” is subtle. In the penultimate line he emphasizes What a little bit and know even less. Hayden also breathes a little extra heart into the first syllables of austere and lonely in the last line.

by Richard W. Bray

A Guy I Saw

August 14, 2013

sadman

Life could never punish me enough
For everything I did

I struggle just to say my name
A single word could knock me down
It hurts to breathe
It hurts to think
It hurts to move

Helpers tell me it’s ok:
The sky won’t shatter if I smile

by Richard W. Bray

Sate the Holy

August 4, 2013

vultures

Freedom, honor, enterprise
Fatherhood and faith
The gallant shall not compromise
With heathens at the gate

Fear and hatred breed the guns
Inseminating wealth
Warfare yields the bloody ones
That signify our health

Indignation plants the seeds
That sanctify our culture
Corpses feed the swords of greed
And sate the Holy Vulture

by Richard W. Bray

Grab a Breath

July 27, 2013

Grab a breath
Let it out
Make some noise
Stomp and shout

Clickity-clack, snicker-snack, holly-jolly, sing song
Whickity-whack, pitter-pat, golly-molly, ding dong
Bippity-bap, sunny-snap, wimple-wumple, voodoo
Dippity-dap, bunny-tap, fimple-fample, hoo-doo

It’s your day
Don’t be shy
Act before
It passes by

Clickity-clack, snicker-snack, holly-jolly, sing song
Whickity-whack, pitter-pat, golly-molly, ding dong
Bippity-bap, sunny-snap, wimple-wumple, voodoo
Dippity-dap, bunny-tap, fimple-fample, hoo-doo

Now’s the time
Wait no more
Live your rhyme
Let it roar

Clickity-clack, snicker-snack, holly-jolly, sing song
Whickity-whack, pitter-pat, golly-molly, ding dong
Bippity-bap, sunny-snap, wimple-wumple, voodoo
Dippity-dap, bunny-tap, fimple-fample, hoo-doo

by Richard W. Bray

Rigged

July 25, 2013

aaaaaaaariged

The thieves in charge
Just dangle some cash
And dirty politicians
Kiss a whole lotta ass

The game is rigged
In the USA
The American Dream’s
Been dealt away

Crooks and traitors
Keep getting paid
Send jobs overseas
And call it free trade

The game is rigged
In the USA
The American Dream’s
Been dealt away

Ain’t got no money
To fix our schools
We’re going down hard
Like a punch-drunk fool

The game is rigged
In the USA
The American Dream’s
Been dealt away

by Richard W. Bray

Scrambled Paragraph Lesson Plan

July 20, 2013

scrambled p

Here’s an activity which demonstrates how the sentences in a well-constructed paragraph should fit together like the pieces of a jigsaw puzzle. The following scrambled paragraph is a true story that happened to me when I was around ten years old.

____ Unfortunately, I also got my foot.

____ I got his shadow.

____ I will never forget the time I stuck an awl through my foot.

____ I pulled it out, ran into the house, and shouted, “Mom, Dad, I
        just stuck an awl through my foot.”

____ They did not believe me until they saw it.

____ The knife not only penetrated Andy’s shadow, it went through
        the top of my foot and came out the other side.

____ This happened one day when I was stabbing the awl from my
        dad’s pocket knife into my front lawn.

____ My neighbor Andy and I were playing a game in which I
        attempted to stab his shadow as he ran across the yard.

Activity:

#1. Pass out this Scrambled Paragraph to students and have them number it.
#2. Show them the answers and let them correct their own papers.
#3. For homework, have the students write a first-person narrative paragraph between eight and eleven sentences long about something interesting or exciting that has happened to them. Then they should “scramble” their paragraphs like the example above. (Answers should go on the back of their papers.)
#4 Classroom activity: Students swap each other’s paragraphs and number them.

(Scrambled Paragraph answer: 5,4,1,7,8,6,2,3)

Richard W. Bray

A Lesson Plan on Complex Sentences

July 14, 2013

zzzsubordinators

#1. Read the following paragraph to your students:

This morning I woke up. The time was 7:30 a.m. I went to the bathroom. I took a shower. I shaved. I brushed my teeth. Max barked at me. I took him for a walk. It was a glorious day. He was happy. I was happy. I felt famished. We both had breakfast. I went to work.

#2. Ask students how they liked your paragraph. They will probably tell you that it sounded “boring,” “weird,” “choppy,” and/or “monotonous.”

#3. Ask them why it sounds “boring,” “weird,” “choppy,” and/or “monotonous.” Someone will say because the sentences are too short. Or, if you have already taught this lesson, someone will say that they are all simple sentences. Bingo. Paste a metaphorical gold star on that student’s forehead.

#4. Explain: Simple sentences are elegent and beautiful, and you wouldn’t want to live in a world without them. They are great for headlines, epigrammatic song lyrics, and those occasions when you want to make a point cogently and directly. But a story or an essay made up entirely of simple sentences is apt to be “boring,” “weird,” “choppy,” and/or “monotonous.” (There are some exceptions to this observation, notably books by Dr. Seuss and James Elroy). Fortunately, there are various sentence patterns which, along with strategically-placed simple sentences, will give your writing rhythm and flair. Today we will be entering the wonderful world of complex sentences.

#5. Explain: A complex sentence contains two clauses: a main clause and a subordinate clause. It’s easy to spot the subordinate clause because it begins with a subordinator.

#6. Provide students with this list of subordinators.

while, after, though, because, as soon as, wherever, when, before, as,
so that, unless, since, although, if, until, even though, whether

#7. Explain: If anyone ever presents you with a complex sentence and asks you to identify the subordinate clause, you can say, “That’s easy; it’s the one that begins with a subordinator.”

(One of the most common mistakes my students make is putting a comma in front of the subordinator. A complex sentence only requires a comma when the first clause is subordinate.)

#8. Provide students with these pairs of correctly-punctuated complex sentences. (If you love trees as much as I do, you can put them on the same piece of paper as the subordinators. Or, if you are a tree-worshipping Druid, you can post the information on Blackboard or some other Cloudy space.)

If I were a rich man, I wouldn’t be here.
I wouldn’t be here if I were a rich man.

I did not pass the Algebra exam even though I studied for over twelve minutes.
Even though I studied for over twelve minutes, I did not pass the Algebra exam.

Because you have a pool, you can be my friend.
You can be my friend because you have a pool.

#9. Activity
a) Group students into threes.
b) Number each group.
c) Instruct each group to create a complex sentence test with six problems like the two examples below.
d) Examine each test.
e) Have groups swap tests and answer each other’s tests on a single sheet of paper. (Students should not write on tests.)
f) When finished, the students should check their answers. (If they have any arguments with the answer key, they should not take matters into their own hands; they should call the teacher over.)
g) Continue to swap tests until every group has taken every test.
h) Students hand in all tests and answer sheets.

Examples Below

Create six problems. Place key on the back.

1.
___a. If you love me you will take out the trash.
___b. If you love me, you will take out the trash.
2.
___a I love you because you buy me things.
___b. I love you, because you buy me things.

Key
1.b
2.a

Coming up: Spectacular lessons on compound sentences and conjunctive adverbs.

Richard W. Bray