The Rise of Humanism (background) Rocky coast near Newcastle Female Orations Debate by Margaret Cavendish, Duchess of Newcastle did you know? Margaret Cavendish . . . • wrote what has been described as the first science fiction novel. • thought it was against nature for a woman to spell correctly. • used her own remedies to treat her illnesses, a course of action that probably hastened her death. Meet the Author Margaret Cavendish was probably the first Englishwoman who wrote with the intent of being published. She desired fame, but she gained notoriety. Her many critics called her “mad, conceited, and ridiculous.” They attacked her writing style as well as the outlandish clothes she wore. Today, however, Cavendish is appreciated for her originality and for what Virginia Woolf called her “vein of authentic fire.” Loyal Royalists Born Margaret Lucas around 1623, Margaret was two years old when her father died. Her mother, who assumed control of the family’s extensive estate, proved to be a shrewd businesswoman and as a result was not well liked by the locals. The Lucases further alienated their neighbors by allying themselves with the monarchy during the political and religious conflicts between Charles I and Parliament. When civil war broke out in England in 1642, the Lucas family fled to Oxford, where the royal court was in exile. Margaret became an attendant to Queen Henrietta Maria and traveled with her to Paris in 1645. There, Margaret met and married William Cavendish, the duke of Newcastle, a man 30 years her senior. A Writer Is Born William Cavendish had commanded an army for Charles I and was known to his enemies as “the greatest traitor in England.” As a result, the Cavendishes were forced to live in France and later Belgium after the king was overthrown. During their exile, Cavendish completed her first book, Poems and Fancies. When the monarchy was restored in 1660, Cavendish and her husband returned to England, where she began to pursue a literary career in earnest. Cavendish wrote about science, mathematics, and philosophy—subjects considered beyond the capacities of women in the 17th century—and produced numerous works of poetry, prose, and drama. Mad Madge Cavendish’s bold writings and strange manner earned her the nickname Mad Madge of Newcastle. In spite of her reputation, she became the first woman to attend the Royal Society of London, a scientific academy founded in 1660. Cavendish also enjoyed the love and support of her husband throughout their marriage. At her death, he wrote that “This duchess was a wise, witty and learned lady, which her many books do well testify.” Margaret Cavendish, Duchess of Newcastle 1623?–1674 Go to thinkcentral.com. KEYWORD: HML12-470 Author Online kground) ky coast N New ewca cast stle le When civil war b in 1642, to O cou be Q an to P Mar Will of N her s 470 RI 2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another. RI 3 Analyze a complex set of ideas and explain how specific ideas interact and develop over the course of the text. RI 9 Analyze documents of historical and literary significance. Focus and Motivate Selection Resources RI 2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another. RI 3 Analyze a complex set of ideas and explain how specific ideas interact and develop over the course of the text. RI 9 Analyze documents of historical and literary significance. about the author As students read and discuss Cavendish’s biography, explain that the opinion that she was “mad, conceited, and ridiculous” was voiced by Samuel Pepys, an author contem- porary to Cavendish. Point out that Cavendish was outspoken and expressed some of her maverick opinions in “Female Orations.” notable quote “I would rather die in the adventure of noble achievements than live in obscure and slug- gish security.” –Margaret Cavendish Read aloud this declaration from Margaret Cavendish. Ask students to identify the tone in the declaration and to connect its thought to the idea that Cavendish was an “oddity” to many of her literary peers. * Resources for Differentiation † Also in Spanish ‡ In Haitian Creole and Vietnamese See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com. RESOURCE MANAGER UNIT 2 Plan and Teach, pp. 215–222 Summary, pp. 223–224†‡* Text Analysis and Reading Skill, pp. 225–228†* DIAGNOSTIC AND SELECTION TESTS Selection Tests, pp. 133–136 BEST PRACTICES TOOLKIT Interactive Notes, p. B4 Word Squares, p. E10 Argumentation, p. B11 Question and Answer Note Taking, p. B7 TECHNOLOGY Teacher One Stop DVD-ROM Student One Stop DVD-ROM Audio Anthology CD ExamView Test Generator on the Teacher One Stop
Transcript
NA_L12PE-u02s34-brFemale.indd 471 11/24/10 11:57:18 AM
The Rise of Humanism
(background)Rocky coast near Newcastle
Female OrationsDebate by Margaret Cavendish, Duchess of Newcastle
did you know? Margaret Cavendish . . .• wrote what has been
described as the first science fiction novel.
• thought it was against nature for a woman to spell correctly.
• used her own remedies to treat her illnesses, a course of action that probably hastened her death.
Meet the Author
Margaret Cavendish was probably the first Englishwoman who wrote with the intent of being published. She desired fame, but she gained notoriety. Her many critics called her “mad, conceited, and ridiculous.” They attacked her writing style as well as the outlandish clothes she wore. Today, however, Cavendish is appreciated for her originality and for what Virginia Woolf called her “vein of authentic fire.”
Loyal Royalists Born Margaret Lucas around 1623, Margaret was two years old when her father died. Her mother, who assumed control of the family’s extensive estate, proved to be a shrewd businesswoman and as a result was not well liked by the locals. The Lucases further alienated their neighbors by allying themselves with the monarchy during the political and religious conflicts between Charles I and Parliament.
When civil war broke out in England in 1642, the Lucas family fled
to Oxford, where the royal court was in exile. Margaret became an attendant to Queen Henrietta Maria and traveled with her
to Paris in 1645. There, Margaret met and married William Cavendish, the duke of Newcastle, a man 30 years her senior.
A Writer Is Born William Cavendish had commanded an army for Charles I and was known to his enemies as “the greatest traitor in England.” As a result, the Cavendishes were forced to live in France and later Belgium after the king was overthrown. During their exile, Cavendish completed her first book, Poems and Fancies.
When the monarchy was restored in 1660, Cavendish and her husband returned to England, where she began to pursue a literary career in earnest. Cavendish wrote about science, mathematics, and philosophy—subjects considered beyond the capacities of women in the 17th century—and produced numerous works of poetry, prose, and drama.
Mad Madge Cavendish’s bold writings and strange manner earned her the nickname Mad Madge of Newcastle. In spite of her reputation, she became the first woman to attend the Royal Society of London, a scientific academy founded in 1660. Cavendish also enjoyed the love and support of her husband throughout their marriage. At her death, he wrote that “This duchess was a wise, witty and learned lady, which her many books do well testify.”
Margaret Cavendish, Duchess of Newcastle 1623?–1674
Go to thinkcentral.com. KEYWORD: HML12-470
Author Online
kground)ky coast
NNewewcacaststlele
When civil war bin 1642,
to OcoubeQan
to PMarWillof Nher s
470
RI 2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another. RI 3 Analyze a complex set of ideas and explain how specific ideas interact and develop over the course of the text. RI 9 Analyze documents of historical and literary significance.
NA_L12PE-u02s34-brFemale.indd 470 12/30/10 10:46:58 AM
Focus and Motivate
Selection Resources
RI 2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another. RI 3 Analyze a complex set of ideas and explain how specific ideas interact and develop over the course of the text. RI 9 Analyze documents of historical and literary significance.
about the authorAs students read and discuss Cavendish’s biography, explain that the opinion that she was “mad, conceited, and ridiculous” was voiced by Samuel Pepys, an author contem-porary to Cavendish. Point out that Cavendish was outspoken and expressed some of her maverick opinions in “Female Orations.”
notable quote“I would rather die in the adventure of noble achievements than live in obscure and slug-gish security.” –Margaret Cavendish
Read aloud this declaration from Margaret Cavendish. Ask students to identify the tone in the declaration and to connect its thought to the idea that Cavendish was an “oddity” to many of her literary peers.
* Resources for Differentiation † Also in Spanish ‡ In Haitian Creole and Vietnamese
See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.
RESOURCE MANAGER UNIT 2Plan and Teach, pp. 215–222Summary, pp. 223–224†‡*Text Analysis and Reading
Skill, pp. 225–228†*DIAGNOSTIC AND SELECTION
TESTSSelection Tests, pp. 133–136
BEST PRACTICES TOOLKITInteractive Notes, p. B4Word Squares, p. E10Argumentation, p. B11Question and Answer Note
Taking, p. B7
TECHNOLOGY
Teacher One Stop DVD-ROM
Student One Stop DVD-ROM
Audio Anthology CD
ExamView Test Generator on the Teacher One Stop
NA_L12TE_u02s18_female.indd 470NA_L12TE_u02s18_female.indd 470 1/3/11 9:36:46 AM1/3/11 9:36:46 AM
Does gender impose limits?From birth, you are identified by your gender. In every society, certain traits and behaviors are considered typically masculine or feminine; for example, some of the speakers in “Female Orations” believe that women should be submissive toward men and strive only to become good housewives. Of course, attitudes toward women have changed greatly since the Renaissance, but many people feel that gender still influences how we see ourselves and how others see us.
DISCUSS With a partner of the same gender, discuss whether you feel that your gender has limited choices or opportunities. Share your conclusions with a pair of the opposite gender.
text analysis: historical contextThe historical context of a work consists of the events and social conditions that inspired or influenced its creation. In 17th-century England, society placed severe limitations on women. For the most part, women were confined to the home and family. Margaret Cavendish responded to these limitations by writing sentences such as the following in “Female Orations”:
Alas! men, that are not only our tyrants but our devils, keep us in the hell of subjection, from whence I cannot perceive any redemption or getting out. . . .
As you read, look for sentences that refer to the condition of Englishwomen in the 17th century.
reading strategy: reading a debateA debate is an organized exchange of opinions on an issue. In academic settings, debate refers to a formal oral contest in which two opposing teams defend and attack a proposition. Cavendish loosely uses the debate form in “Female Orations” to express seven different views on the role of women in society. Determine two or more claims, or central ideas, that each speaker uses, and note how the speaker defends this claim. In addition, look for the following in each oration:
• Counterarguments, the arguments the speaker makes to oppose another speaker’s claim
• Support, such as reasons, evidence, or appeals to the audience’s values, that helps the speaker prove a claim
• Assumptions, the beliefs that are taken for granted by the speaker as the basis for a claim
As you read each oration, record the speaker’s counterargument to the previous argument and her own claim in a chart like the one shown.
Speaker Counterargument to Previous Argument
Speaker’s Own Claim
no previous argument Women should unite to free
themselves from the control
of men.
Complete the activities in your Reader/Writer Notebook.
Does GENDER impose limits?Read the question aloud. As you discuss the paragraph, encourage students to take notes about their thoughts and feelings when considering issues about gender. After pairs of students have completed the DISCUSS activity, invite volunteers to share insights from the completed activity with the class.
Model the Skill: historical context
To model how to analyze historical context, have students review Loyal Royalists and A Writer Is Born on the previous page. Work together to identify events and social conditions that may have influenced Cavendish (if not for the writing of “Female Orations,” then perhaps for her other writings). Remind students that Caven-dish was the daughter of a woman whose take-charge behavior made her suspect in her neighbors’ eyes; she had to live away from England—and thus lived in parts of Europe—because she supported the Eng-lish monarchy.GUIDED PRACTICE Have students look back at the historical essay at the beginning of the unit and name events that may have influenced Cavendish’s writing.
T E X T A N A L Y S I S
Model the Skill: reading a debate
To model how to analyze a written debate, point out the difference between the infor-mal debate form that Cavendish employs and more traditional debates with which students may be familiar. GUIDED PRACTICE Have students look ahead to see that in “Female Orations,” each speaker after the first one begins by recapping the previous speaker’s main point before arguing against it.
RESOURCE MANAGER—Copy MasterReading a Debate p. 211 (for student use while reading the selection)
R E A D I N G S T R A T E G Y
for struggling readersVocabulary Support• notoriety, “fame, but because of poor
opinion or bad deeds”• outlandish, “extremely odd or unnatural”• shrewd, “clever and practical”• alienated, “made hostile; isolated”• Fancies, “imagined things”• capacities, “mental or physical abilities”
• manner, “behavior”• testify, “to serve as evidence”• subjection, “the condition of being under
authority”• redemption, “salvation or rescue”• position, “an opinion or point of view”
female orations 471
RI 9
RI 2RI 3
NA_L12TE_u02s18_female.indd 471NA_L12TE_u02s18_female.indd 471 1/3/11 9:36:56 AM1/3/11 9:36:56 AM
NA_L12PE-u02s34-Female.indd 473 11/24/10 11:56:59 AM
472 unit 2: the english renaissance
ILadies, gentlewomen, and other inferior women, but not less worthy: I have been industrious to assemble you together, and wish I were so fortunate as to persuade you to make frequent assemblies, associations, and combinations amongst our sex, that we may unite in prudent counsels, to make ourselves as free, happy, and famous as men; whereas now we live and die as if we were produced from beasts, rather than from men; for men are happy, and we women are miserable; they possess all the ease, rest, pleasure, wealth, power, and fame; whereas women are restless with labor, easeless with pain, melancholy for want of pleasures, helpless for want of power, and die in oblivion, for want of fame. Nevertheless, men are so unconscionable and cruel against us that they endeavor to bar us of all sorts of liberty, and will not suffer us freely to associate amongst our own sex; but would fain1 bury us in their houses or beds, as in a grave. The truth is, we live like bats or owls, labor like beasts, and die like worms. a
IILadies, gentlewomen, and other inferior women: The lady that spoke to you hath spoken wisely and eloquently, in expressing our unhappiness; but she hath not declared a remedy, or showed us a way to come out of our miseries; but, if she could or would be our guide, to lead us out of the labyrinth men have put us into, we should not only praise and admire her, but adore and worship her as our goddess: but alas! men, that are not only our tyrants but our devils, keep us in
10
background In 17th-century England, women could not own property or vote, and most received little formal education. Their lives generally revolved around family, religion, and the responsibilities of keeping a household. Margaret Cavendish addresses some of these limitations in “Female Orations.”
Female OrationsMargaret Cavendish, Duchess of Newcastle
a
ANALYZE DEBATEReread lines 12–13, in which the speaker compares the condition of women to that of lowly animals. Why might Cavendish have chosen to have the first speaker use these similes as support for her position?
Practice and ApplysummaryIn this debate, seven women express their thoughts about the status of women in 17th-century England. The women review and respond to opinions that are shared in their meeting—some defending a traditional view of womanhood and traditional relationships with men; others complaining, in varying degrees, about their treatment by men; and still others campaigning for changes in the behavior of their gender.
read with a purposeHelp students set a purpose for reading. Tell them to look for the viewpoint of each of the women in Cavendish’s Female Orations.
revisit the big question
Does GENDER impose limits?Discuss In lines 1–5, what does the first speaker propose to the other women as a plan for improving the status of their gender? Possible answer: The first speaker proposes that the women meet frequently to discuss gender issues and ways in which they can become “as free, happy, and famous as men.”
a Model the Skill: analyze debate
To model how to read a written debate, begin by reading this sentence: “The truth is, we labor like beasts.” Then read aloud the sentence in lines 12–13. Discuss that making the same point in several different ways is an important debating tool.Possible answer: Cavendish might have chosen these similes to create a strong emotional impact; they make her argument vivid and compelling. In addition, the fact that she uses three similes to illustrate the same idea makes the idea hard to forget.IF STUDENTS NEED HELP . . . Model the use of Interactive Notes to record details such as these similes and comments about them.
BEST PRACTICES TOOLKIT—TransparencyInteractive Notes p. B4
R E A D I N G S T R A T E G Y
for english language learnersComprehension: Compare and Contrast Have students listen to the Audio Anthology CD. As they listen to the CD, have them make notes about each speaker’s argument. When finished, ask students to decide whether the speakers seem to represent two distinct “sides” or a variety of overlapping positions.
for advanced learners/apExpert Groups Encourage students to become subject experts by selecting and researching one of these topics:• specific restrictions upon women in
17th-century English society• quotations from Renaissance figures about
women’s roles• guidelines for formal and informal debates• women’s discussion groups, past and present
472 unit 2: the english renaissance
RI 2RI 3
NA_L12TE_u02s18_female.indd 472NA_L12TE_u02s18_female.indd 472 1/3/11 9:37:05 AM1/3/11 9:37:05 AM
female orations 473
the hell of subjection, from whence I cannot perceive any redemption or getting out; we may complain and bewail our condition, yet that will not free us; we may murmur and rail2 against men, yet they regard not what we say. In short, our words to men are as empty sounds; our sighs, as puffs of winds; and our tears, as fruitless showers; and our power is so inconsiderable, that men laugh at our weakness. b
IIILadies, gentlewomen, and other inferior women: The former orations were exclamations against men, repining at their condition and mourning for our own; but we have no reason to speak against men, who are our admirers and lovers; they are our protectors, defenders, and maintainers; they admire our beauties, and love our persons; they protect us from injuries, defend us from dangers, are industrious
20
b
HISTORICAL CONTEXTWhat 17th-century social conditions help explain the sense of hopelessness expressed in lines 21–24?
Analyze VisualsHow well does this painting match the mood of the selection? Explain.
2. rail: complain violently or speak bitterly about.
NA_L12PE-u02s34-Female.indd 473 11/24/10 11:56:59 AMNA_L12PE-u02s34-Female.indd 472 11/24/10 11:56:58 AM
tiered discussion promptsUse these prompts to help students grasp the structure of this debate in lines 1–24:
Restate Who is the audience? Possible answer: The audience consists of women of all classes. Interpret What does the first speaker set forth as the purpose of the meeting and the proposition for debate? Possible answer: She says that the purpose is to interest these women in ongoing meetings, through which they might better their status (lines 2–5). Her proposition is that men treat women as animals, not as equals (lines 5–13). Synthesize If all subsequent speakers fol-low the second speaker’s pattern, how will this debate be structured? Possible answer: Each speaker will address the group, review the previous speaker’s main point, and then agree or disagree with the previous speaker.
Analyze Visuals
Possible answer: The women are dressed in finery and seem to be enjoying themselves, con-veying a more positive mood than the speeches. About the Art Conversation of Women During the Absence of Their Husbands is an oil painting by French artist Abraham Bosse (1602–1676). Made a member of the Académie Royale, he was expelled ten years later, when his col-leagues decided that he was too unorthodox. Bosse was similar to Margaret Cavendish in that he also defended his views in writings.
for struggling readersExplore Emotion [small-group option] Have students work in a group to draw a ther-mometer with a range from freezing to scalding, to represent the emotional force of the seven speakers. Then ask students to discuss each speaker and place her on this scale. Remind students that emotional tone is different from point of view; speakers may be equally excited but on opposing sides of an argument.
b Model the Skill: historical context
Remind students to keep in mind the con-ditions under which the author is writing. Recognizing the unequal legal treatment of women at this time helps understand the feeling of powerlessness expressed here.Possible answer: These women had no voice—no vote or other lawful recourse that might improve their condition.
T E X T A N A L Y S I S
female orations 473
RI 9
NA_L12TE_u02s18_female.indd 473NA_L12TE_u02s18_female.indd 473 1/3/11 9:37:10 AM1/3/11 9:37:10 AM
NA_L12PE-u02s34-Female.indd 475 11/24/10 11:57:05 AM
474 unit 2: the english renaissance
for our subsistence, and provide for our children; they swim great voyages by sea, travel long journeys by land, to get us rarities and curiosities; they dig to the center of the earth for gold for us; they dive to the bottom of the sea for jewels for us: they build to the skies houses for us: they hunt, fowl, fish, plant, and reap for food for us. All which, we could not do ourselves; and yet we complain of men, as if they were our enemies, whenas3 we could not possibly live without them, which shows we are as ungrateful as inconstant. But we have more reason to murmur against Nature, than against men, who hath made men more ingenious, witty, and wise than women; more strong, industrious, and laborious than women; for women are witless and strengthless, and unprofitable creatures, did they not bear children. Wherefore, let us love men, praise men, and pray for men; for without men, we should be the most miserable creatures that Nature hath made or could make. c
IVNoble ladies, gentlewomen, and other inferior women: The former oratoress says we are witless and strengthless; if so, it is that we neglect the one and make no use of the other, for strength is increased by exercise, and wit is lost for want of conversation. But to show men we are not so weak and foolish as the former doratoress doth express us to be, let us hawk, hunt, race, and do the like exercises that men have; and let us converse in camps,4 courts, and cities; in schools, colleges, and courts of judicature; in taverns, brothels, and gaming houses; all of which will make our strength and wit known, both to men and to our own selves, for we are as ignorant of ourselves as men are of us. And how should we know ourselves, when we never made a trial of ourselves? Or how should men know us, when they never put us to the proof? Wherefore my advice is, we should imitate men; so will our bodies and minds appear more masculine, and our power will increase by our actions.
VNoble, honorable, and virtuous women: The former oration was to persuade us to change the custom of our sex, which is a strange and unwise persuasion, since we cannot change the nature of our sex, nor make ourselves men; and to have female bodies, and yet to act masculine parts, will be very preposterous and unnatural. In truth, we shall make ourselves like the defects of Nature, and be hermaphroditical,5 neither perfect women, nor perfect men, but corrupt and imperfect creatures. Wherefore let me persuade you, since we cannot alter the nature of our persons, not to alter the course of our lives; but to rule so our lives and behaviors that we be acceptable and pleasing to God and men; which is, to be modest, chaste, temperate, humble, patient, and pious; also, be housewifely, cleanly, and of few words. All which will gain us praise from men and blessing from Heaven; love in this world and glory in the next. e
30
40
50
60
d
HISTORICAL CONTEXTReread lines 45–50. Judging from the background information you have read, how would most readers in 17th-century England have responded to the fourth speaker’s suggestions?
c
ANALYZE DEBATEReread lines 34–39. What objection does the third speaker make to the positions of the first two speakers? What is her counterargument?
e
CONTRADICTIONAs the debate progresses, each speaker begins by contradicting, or opposing, the claims of the previous speaker about the role of women in society. By disputing the previous speaker’s claims, the fifth speaker attempts to strengthen her own position about the issue. Which of the previous speaker’s claims does the speaker in this paragraph contradict?
3. whenas: when in fact.
4. camps: military encampments.
5. hermaphroditical (hEr-mBfQrE-dGtP-G-kEl): having both male and female characteristics in one body.
c analyze debatePossible answer: The third speaker claims that women should be grateful rather than resentful because they are naturally infe-rior to men and need men’s help.IF STUDENTS NEED HELP . . . Guide them in using the chart introduced on page 471.
Speaker Objection to Previous Argument
Speaker’s Own Position
III Thinking of men as our enemies is ungrateful.
Men were made by Nature to do things for women that women cannot do for them-selves.
R E A D I N G S T R A T E G Y
d historical contextPossible answer: Most readers would have considered most (if not all) of the fourth speaker’s suggestions outrageous because women generally were forbidden from engaging in “masculine” activities.
T E X T A N A L Y S I S
for english language learnersVocabulary Support Use Word Squares to teach these words: assemble (line 2), sex (line 4), converse (line 47), alter (line 61).
BEST PRACTICES TOOLKIT—TransparencyWord Squares p. E10
Comprehension: Text Structure Explain that even as the various speakers in the debate express different opinions, they structure their arguments in different ways. Help students determine that the fifth speaker uses a com-pare-and-contrast structure; she says that if women become more masculine, they will be unnatural and corrupt; whereas if they strive to perfect the female virtues, then they will be praised by men and blessed by Heaven.
e contradictionHave students reread the fourth and fifth speaker’s positions, focusing on the main point of each speaker.Possible answer: The fifth speaker contra-dicts the fourth speaker’s claim that women should imitate men.
R E A D I N G S T R A T E G Y
474 unit 2: the english renaissance
RI 2RI 3
RI 9
NA_L12TE_u02s18_female.indd 474NA_L12TE_u02s18_female.indd 474 1/3/11 9:37:14 AM1/3/11 9:37:14 AM
female orations 475
VIWorthy women: The former oratoress’s oration endeavored to persuade us that it would not only be a reproach and disgrace, but unnatural, for women in their actions and behavior to imitate men: we may as well say it will be a reproach, disgrace, and unnatural to imitate the gods, which imitation we are commanded both by the gods and their ministers; and shall we neglect the imitation of men, which is more easy and natural than the imitation of the gods? For how can terrestrial creatures imitate celestial deities?6 Yet one terrestrial may imitate another, although in different sorts of creatures. Wherefore, since all terrestrial imitations ought to ascend to the better and not to descend to the worse, women ought to imitate men, as being a degree in nature more perfect than they themselves; and all masculine women ought to be as much praised as effeminate men to be dispraised; for the one advances to perfection, the other sinks to imperfection; that so, by our industry, we may come, at last, to equal men, both in perfection and power. f
VIINoble ladies, honorable gentlewomen, and worthy female-commoners: The former oratoress’s speech was to persuade us out of ourselves and to be that which Nature never intended us to be, to wit, masculine. But why should we desire to be masculine, since our own sex and condition is far the better? For if men have more courage, they have more danger; and if men have more strength, they have more labor than women have; if men are more eloquent in speech, women are more harmonious in voice; if men be more active, women are more graceful; if men have more liberty, women have more safety; for we never fight duels nor battles; nor do we go long travels or dangerous voyages; we labor not in building nor digging in mines, quarries, or pits, for metal, stone, or coals; neither do we waste or shorten our lives with university or scholastical studies, questions, and disputes; we burn not our faces with smiths’ forges or chemists’ furnaces;7 and hundreds of other actions which men are employed in; for they would not only fade the fresh beauty, spoil the lovely features, and decay the youth of women, causing them to appear old, when they are young; but would break their small limbs, and destroy their tender lives. Wherefore women have no reason to complain against Nature gor the god of Nature, for although the gifts are not the same as they have given to men, yet those gifts they have given to women are much better; for we women are much more favored by Nature than men, in giving us such beauties, features, shapes, graceful demeanor, and such insinuating and enticing attractives, that men are forced to admire us, love us, and be desirous of us; insomuch that rather than not have and enjoy us, they will deliver to our disposals their power, persons, and lives, enslaving themselves to our will and pleasures; also, we are their saints, whom they adore and worship; and what can we desire more than to be men’s tyrants, destinies, and goddesses? �
70
80
90
100
f
ANALYZE DEBATEWhat flaw does the sixth speaker point out in the fifth speaker’s claims?
Language CoachFixed Expressions As a verb, wit (“to know”) is now only used in the fixed expression to wit, meaning “that is; namely” (line 82). Rephrase lines 81–82 in your own words.
g
ANALYZE DEBATESpeaker VII makes several assumptions about how men live. How do these assumptions support her claim that women should not “desire to be masculine”?
7. smiths’ forges or chemists’ furnaces: furnaces used by blacksmiths to heat metal or those used by alchemists to heat chemical substances.
NA_L12PE-u02s34-Female.indd 475 11/24/10 11:57:05 AMNA_L12PE-u02s34-Female.indd 474 11/24/10 11:57:04 AM
f analyze debatePossible answer: It is preposterous for women to imitate men by stating that men are supposed to imitate the gods, who are superior to them.
R E A D I N G S T R A T E G Y
revisit the big question
Does GENDER impose limits?Discuss What are some of the advantages that women enjoy because of their gender, accord-ing to the seventh speaker in lines 83–104? Possible answer: Women do not have to face the dangers or hard work that men do and that women are prettier.
selection wrap–upREAD WITH A PURPOSE Ask students how they might summarize the main opinions. Possible answer: Opinions of men varied from seeing them as extreme oppressors to generous protectors.
CRITIQUE Ask students which speaker pre-sented her opinion most effectively.
INDEPENDENT READINGFor additional reading, students may wish to read A Room of One’s Own, by Virginia Woolf.
for english language learnersLanguage CoachFixed Expressions Possible answer: The last speaker’s talk was meant to persuade us to be something that Nature never intended us to be—namely, masculine.Explain to students that looking at a fixed expression’s context often can help them determine its meaning. Ask them how the context of to wit in lines 81–82 can help in determining its meaning.
for advanced learners/apCompare and Contrast Arguments Ask students to compare and contrast the reason-ing by which the fourth and sixth speakers conclude that women should become more masculine. Possible answer: The fourth speaker reasons that women should become more masculine because they need to prove to men and to themselves that they are not weak and foolish. The sixth speaker argues that women should become more masculine because men
are superior and because it is only natural and right to strive for improvement.
g analyze debatePossible answer: Living like men would destroy women’s beauty and youth.
R E A D I N G S T R A T E G Y
female orations 475
RI 2RI 3
RI 2RI 3
NA_L12TE_u02s18_female.indd 475NA_L12TE_u02s18_female.indd 475 1/3/11 9:37:18 AM1/3/11 9:37:18 AM
NA_L12PE-u02s34c-EveApo.indd 477 11/24/10 11:56:48 AM
Connect: Poem
Eve’s Apology in Defense of Women
But surely Adam cannot be excused;Her fault though great, yet he was most to blame.What weakness offered, strength might have refused;Being lord of all, the greater was his shame;Although the serpent’s craft had her abused,God’s holy word ought all his actions frame;
For he was lord and king of all the earth,Before poor Eve had either life or breath,
Who being framed by God’s eternal handThe perfectest man that ever breathed on earth,And from God’s mouth received that strait command,The breach whereof he knew was present death;Yea, having power to rule both sea and land,Yet with one apple won to lose that breath
Which God had breathéd in his beauteous face,Bringing us all in danger and disgrace;
5
10
15
background In the biblical Book of Genesis, Eve is tempted by a serpent to eat the fruit of the forbidden tree of knowledge, and she in turn offers it to Adam. As a result of their disobedience, God expels them from the Garden of Eden, taking away the gift of human immortality. These stanzas are from Amelia Lanier’s defense of Eve, in which the poet (1570?–1640?) adopts a position that was quite radical at the time.
from
Amelia Lanier
476 unit 2: the english renaissance
NA_L12PE-u02s34c-EveApo.indd 476 11/24/10 11:56:47 AM
tiered discussion promptsWhen discussing the background and lines 1–16, use these prompts to help students grasp the key points of the narrative to which this poem refers:
Restate According to the BACKGROUND, why did Adam and Eve have to leave the Garden of Eden? Possible answer: They had to leave because they disobeyed God by eat-ing the fruit of a forbidden tree.Interpret The biblical narrative says that both Adam and Eve ate the forbidden fruit. According to the speaker, whose sin was greater, and why? Possible answer: Adam’s sin was greater; although he had a higher position in God’s creation (lines 4, 7–10, and 13) and knew God’s command better (lines 6 and 11–12), he still disobeyed.Synthesize The BACKGROUND states that Lanier’s position “was quite radical at the time.” From these two stanzas, what can the reader infer about the position that most people took at that time? Possible answer: The reader can infer that the traditional position was that although Adam and Eve both sinned, Eve’s sin was greater because she gave in to the temptation first.
476 unit 2: the english renaissance
NA_L12TE_u02s18_female.indd 476NA_L12TE_u02s18_female.indd 476 1/3/11 9:37:21 AM1/3/11 9:37:21 AM
And then to lay the fault on patience’s back,That we (poor women) must endure it all;We know right well he did discretion lack,Being not persuaded thereunto at all.If Eve did err, it was for knowledge sake;The fruit being fair persuaded him to fall.
No subtle serpent’s falsehood did betray him; If he would eat it, who had power to stay him?
Not Eve, whose fault was only too much love,Which made her give this present to her dear,That what she tasted he likewise might prove,Whereby his knowledge might become more clear;He never sought her weakness to reproveWith those sharp words which he of God did hear;
Yet men will boast of knowledge, which he tookFrom Eve’s fair hand, as from a learned book.
Language CoachMutliple Meanings The word endure has more than one meaning. It can mean “bear,” “tolerate,” or “last.” What does it mean in line 18? What does in it mean in this sentence? Scruffy is gone but his memory will endure.
tiered discussion promptsUse these prompts to help students relate lines 1–32 of this poem to “Female Orations”:
Restate In “Female Orations,” much is said about the alleged weaknesses of women. In these stanzas, how does the speaker defend Eve’s weakness? Possible answer: The speaker admits that Eve was weak (lines 3 and 29), but she defends Eve’s weakness by asserting that Eve ate the fruit because she was deceived and lied to (lines 5 and 23) and then offered the fruit to Adam out of love and a desire to improve his capacity for knowledge (lines 21 and 25–28). Analyze Why might the fourth and sixth speakers in “Female Orations,” in particular, have commended this speaker? Possible answer: The sixth speaker probably would have commended this speaker’s implication that Eve was seeking—for herself and for Adam—to imitate God by growing in knowl-edge (lines 21 and 25–28 of the poem and lines 67–72 of the debate); the fourth speaker might have commended the idea that in reaching for knowledge, which men find important (lines 31–32 of the poem), Eve was doing something “masculine,” displaying her strength and wit (lines 47–54 of the debate).Evaluate Which of these selections would a 17th-century audience find more persuasive, and why? Possible answer: Women would find the poem more persuasive because it frees their gender from blame for the expul-sion from Eden. Men might find the poem more persuasive because the argument is logical but does not vilify men in general. Many men and women would find the poem more persuasive because the argument is less extreme; it does not propose that either women or men change their roles or their habits.
for english language learnersLanguage CoachMultiple Meanings Possible answer: In line 18 it means “bear,” as in bear a burden. In the other sentence, it means “last.”Have students use a dictionary to learn more about the different meanings ofendure. Then instruct them to write three sentences, each using endure in a different way. Possible answer: She did not think she
could endure the pain any more. This stone bench will endure for eternity. Steel struc-tures can endure large amounts of weight.
connect: poem 477
NA_L12TE_u02s18_female.indd 477NA_L12TE_u02s18_female.indd 477 1/3/11 9:37:25 AM1/3/11 9:37:25 AM
NA_L12PE-u02s60-wu3.indd 479 12/15/10 7:49:12 PM
After Reading
Comprehension 1. Recall Why does the second speaker doubt that women will free themselves
of male domination?
2. Clarify Why does the fourth speaker suggest that women should hunt, gamble, and engage in other typically male activities?
3. Summarize How would you summarize the seventh speaker’s view of limitations placed on women?
Text Analysis 4. Make Inferences Reread the sixth speaker’s oration. What can you infer
about the speaker’s values?
5. Analyze a Debate Review the chart you created as you read the speeches in “Female Orations.” Why do you think Cavendish chose to present her discussion of women’s issues in the form of a debate?
6. Analyze Historical Context In what ways does “Female Orations” reflect or challenge social conditions experienced by women in the 17th century?
7. Compare Texts Consider the view of the relationship between men and women expressed in “Eve’s Apology in Defense of Women” (page 476). How is it similar to or different from the view of one or more of the speakers in “Female Orations”? Use details from the poem and from the orations to support your ideas.
8. Evaluate an Argument Choose one of the orations, and evaluate the argument that the speaker presents. Discuss how well the speaker uses reasons and evidence to support her claims.
Text Criticism 9. Different Perspectives In what ways do the views expressed about gender in
“Female Orations” differ from commonly accepted views in our society today? Support your response with evidence from the text.
Does gender impose limits?What are activities today that we still consider more appropriate for men than for women, or for women more than men? Why do you think this is the case?
478 unit 2: the english renaissance
RI 2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another. RI 3 Analyze a complex set of ideas and explain how specific ideas interact and develop over the course of the text. RI 9 Analyze documents of historical and literary significance.
7. The poem’s idea about Eve’s weakness and Adam’s strength is similar to the view of the third and seventh speakers in the debate; the poetic idea that Adam was “framed by God’s eternal hand” recalls similar descrip-tions by the fifth and sixth speakers; the poetic assumption that women are held in subjection by men is similar to the view of the first and second speakers.
8. common core focus Reading a Debate The seventh speaker relies on faulty logic (there is nothing natural about grace-
ful demeanor, for example) and does not provide evidence to support her view that women are superior to men.
9. Most people in our society no longer accept the view expressed by the seventh speaker that nature limits women from holding jobs or pursuing advanced education.
Does GENDER impose limits? Accept reasonable responses.
For preliminary support of post-reading questions, use these copy masters:
RESOURCE MANAGER—Copy MastersReading Check p. 229Historical Context p. 225Question Support p. 230Additional selection questions are provided for teachers on page 219.
answers 1. She says that women’s voices have no
power in a male-dominated world. 2. to improve their bodies and minds 3. She feels that women should not be resent-
ful; these limitations allow women to main-tain their beauty and qualities that make them attractive to and superior to men.
Possible answers: 4. The sixth speaker is very religious and be-
lieves in maintaining the established order of things.
5. common core focus Reading a Debate to present a variety of views re-garding the role of women and to show the complexity of gender issues
6. common core focus Historical Context The first speaker complains that women are confined to the home and are forced to labor like beasts. The second speaker states that women are powerless to change their condition because their voices are ignored. Several speakers argue that it is the nature of women to be weak or to rely on their beauty rather than on physical and intellectual powers, but others argue that women can become more like men if given the opportunity.
Assess and ReteachAssessDIAGNOSTIC AND SELECTION TESTS
Selection Test A pp. 133–134Selection Test B/C pp. 135–136
Interactive Selection Test on thinkcentral.comReteachLevel Up Online Tutorials on thinkcentral.comReteaching Worksheets on thinkcentral.com
478 unit 2: the english renaissance
RI 2, RI 3, RI 9
NA_L12TE_u02s18_female.indd 478NA_L12TE_u02s18_female.indd 478 1/13/11 11:40:31 AM1/13/11 11:40:31 AM
ExtensionSPEAKING & LISTENING With a partner, choose one of the selections from this section and stage a point/counterpoint debate. One partner will argue the writer’s position, while the other will offer counterarguments. Present your debate to the class.
Wrap-Up: The Rise of Humanism
wrap-up 479
Persuasive Techniques inHumanist LiteratureWriter John Milton once said, “Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions; for opinion in good men is but knowledge in the making.” The writers in this section (pages 444–478) certainly have strong opinions, and they use a variety of persuasive techniques to convince their audiences to adopt those opinions, including incorporating rhetorical devices such as
Writing to EvaluateWrite an evaluation of the persuasive techniques used by two of the writers whose work you have read in this section by focusing on the rhetorical devices they use to make their arguments. Be sure to cite specific passages to support your evaluation. Completing a chart like the one below will help you organize your thoughts. In the conclusion of your evaluation, explain which writer you think is most persuasive and why. Include specific references to rhetorical devices used by that author.
Title of Selection Persuasive Techniques Used
Examples
from Utopia
“Speech Before the Spanish Armada Invasion”
W 1a Create an organization that logically sequences claims, counterclaims, reasons, and evidence. SL 1c Ensure a hearing for a full range of positions on a topic. SL 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
NA_L12PE-u02s60-wu3.indd 479 12/15/10 7:49:12 PMNA_L12PE-u02s34-arFemale.indd 478 1/8/11 12:30:41 PM differentiated instructionfor english language learnersWriting Evaluative Sentences Provide students with a list of terms that signal evaluation, such as:• good/bad• powerful/weak• exceptional/dull• in my opinion (view)• I think that• as I see it
Then discuss sentences such as these, which show some of these terms at work but which also set up some discussion of evidence for an opinion:• I feel that the use of rhetorical questions
helps make Sir Thomas More’s ideas in Utopia memorable.
• In “Female Orations,” Margaret Cavendish makes the argument of each speaker more powerful through an appeal to the emo-tions of the other speakers.
W 1a Create an organization that logically sequences claims, counterclaims, reasons, and evidence. SL 1c Ensure a hearing for a full range of positions on a topic. SL 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Wrap-Up: The Rise of HumanismThis Wrap-Up provides students with an opportunity to evaluate the persuasive tech-niques used by humanist writers of the Renais-sance. Call on volunteers to identify the main authors in this section—Sir Thomas More, Queen Elizabeth I, Niccolò Machiavelli, Sir Francis Bacon, and Margaret Cavendish—and some of the opinions presented. Also note the techniques listed, and encourage students to review notes that they took while reading.
Writing to Evaluate• Review with students that evaluating means
forming a reasoned judgment about value. Evaluating literature means expressing an opinion, but not a mere personal like or dis-like (for the author or for the opinion); rather, an effective evaluation must provide sup-port for the opinion (in particular, citations from the work). In this case, it also must reflect an analysis of the authors’ persuasive techniques (again, with citations).
• To help students write the evaluations, urge them to review the Text Analysis questions in each selection. Suggest that they also use the summary frame for argumentation to explore each author’s persuasive skills.
BEST PRACTICES TOOLKIT—TransparencyArgumentation p. B11
Extension• Explain that some selections lend them-
selves to a point/counterpoint debate better than others. For example, “On Marriage and Single Life” and “Female Orations” include both points and counterpoints, but students will need to form counterarguments for the excerpts from Utopia and The Prince.
• Suggest that students use Question & Answer Note Taking to develop the debate.
BEST PRACTICES TOOLKIT—TransparencyQuestion & Answer Note Taking p. B7
wrap–up 479
NA_L12TE_u02s18_female.indd 479NA_L12TE_u02s18_female.indd 479 3/22/11 9:18:56 AM3/22/11 9:18:56 AM
