Monthly Archives: September 2010

Mather and Sewall

Friday bloggers: Brandon, Christopher, Sarah, Marcus, Nick, Taylor, Ryan

The Salem Witch Trials marked the end of the Puritan control of New England, though we know from the McCarthy Era and ongoing racial profiling that the puritanical mindset involved in “witch hunts” has never entirely lost its grip on the American mind.

The Salem trials have recently been attributed, in part, to possible ergot poisoning. Ergot is a psychedelic fungus often found in rye wheat that is used to make LSD, and Linnda Caporeal (a behavioral psychologist at Rensselaer Polytechnic Institute) believes that moldy wheat may have induced hallucinations that could explain some of the wild accusations young girls made against elder members of the community. However possible this explanation may be, it cannot account for the behavior of the entire village, which pushes us toward the course texts in pursuit of an answer to the nagging question: How did Salem happen? A related question for our time is how to keep it from happening again.

The Salem Witch Trials Documentary Archive may be a place to look for answers, in addition to previous texts.

Questions to consider:

  • What echoes of Bradford do you hear in Mather’s “The Wonders of the Invisible World”? How does Mather’s vision compare with Winthrop’s? What do you make of Mather’s claim to be “report[ing] matters not as an advocate, but as an historian,” in light of our earlier discussions of myth and history?
  • Compare and contrast Sewall’s account of events in Salem with Mather’s account.
  • Compare the trial of Martha Carrier to the trial of Anne Hutchinson. What are the turning points in these trials? What is the evidence presented against the accused? What do these trials tell us about the governmental structure and the system of justice in Puritan New England?

Alternate prompt: Adapt the following template* for an intertextual reading of Mather and Sewall

The core messages in Mather’s essay or Sewall’s diary are ______. More specifically, Mather or Sewall shows that ______. He writes, “______.” [add more examples for depth] In this passage, Mather or Sewall is suggesting that ______. This emphasizes Mather’s or Sewall’s central theme of ______.

This theme of ______ in Mather’s essay or Sewall’s diary is similar to Author X’s work, ______. Author X deals with this theme similarly in these ways ______. For instance, Author X writes, “______.” Like Mather or Sewall, Author X concludes that ______. However, Author X differs from Mather or Sewall in these ways ______. Where Mather or Sewall suggests ______, Author X suggests ______. If Author X were reading Mather or Sewall, he/she might raise these questions ______. The differences between Author X and Mather or Sewall are especially evident in these textual examples ______. [balance quotations and paraphrases to show breadth, but also to avoid excessively long quotations] These parallels and contrasts between Mather’s essay or Sewall’s diary and Author X’s work lead me to the following conclusions ______.

*Loosely modeled after examples in Gerald Graff’s Clueless in Academe.

Rowlandson – Day Two

Wed bloggers: Melissa, Cody, Matt I., Matt G., Zach, Tyler, Chelsea, Shannon

Questions to consider:

  • How does Rowlandson’s narrative enrich our larger discussion of American identity? How does her narrative affect how you see yourself as an American? What does she add to our sense of American culture and identity in the 1600s, especially as compared with our culture and identity in 2010?
  • Tyler and Zach raised some useful points today about how Rowlandson’s suffering and the ongoing threat of war may have affected her view of Native Americans. One puzzle for me, though, is how Rowlandson and her readers were able to justify bloodshed from a Christian point of view. What does The Bible have to say about violence, and how does that square with Rowlandson’s narrative?  Why doesn’t she refer to “praying Indians” as Christians?
  • Kelly and Michele got us thinking about the intertextual relationship between Rowlandson’s captivity narrative and Cabeza de Vaca’s La Relacion. One of the central questions we asked in our discussion of that text was how thoroughly Cabeza de Vaca was transformed by his experience. What changes do you see in Rowlandson throughout this narrative (if any)?
  • In terms of gender, it might be worth comparing Rowlandson to Bradstreet as a mother. How does her perspective as a mother affect her experience of captivity?
  • Why does Rowlandson keep associating her captors with the devil? Her frequent hell metaphors will give us some insight into Puritan thinking about witchcraft that will segue well into Cotton Mather’s interpretation of the “invisible world.”

Alternate prompt: Adapt the following template* for an intertextual reading of Rowlandson

The core message in Rowlandson’s memoir is ______. More specifically, Rowlandson shows that ______. She writes, “______.” [add more examples for depth] In this passage, Rowlandson is suggesting that ______. This emphasizes Rowlandson’s central theme of ______.

This theme of ______ in Rowlandson’s memoir is similar to Author X’s work, ______. Author X deals with this theme similarly in these ways ______. For instance, Author X writes, “______.” Like Rowlandson, Author X concludes that ______. However, Author X differs from Rowlandson in these ways ______. Where Rowlandson suggests ______, Author X suggests ______. If Author X were reading “To My Dear Children,” he/she might raise these questions ______. The differences between Author X and Rowlandson are especially evident in these textual examples ______. [balance quotations and paraphrases to show breadth, but also to avoid excessively long quotations] These parallels and contrasts between Rowlandson’s letter and Author X’s work lead me to the following conclusions ______.

*Loosely modeled after examples in Gerald Graff’s Clueless in Academe.

Rowlandson – Day One

A student a few years ago described Rowlandson as a “ridiculously strong woman.” One crucial intertextual connection here is that Rowlandson’s narrative, like Bradstreet’s poetry collection The Tenth Muse, is prefaced by a male leader’s explanation of why Puritans should read this document. Pages 440-443 are Increase Mather’s words, and Rowlandson’s narrative doesn’t begin until the phrase “On the tenth of February 1675…,” by which time Mather has reassured readers that they will find spiritual edification in the narrative.

Monday bloggers: Katy, Brett, Kelly, Ivana, Justin, Carroyl, Jess, Steph, Michele

Questions to consider:

  • Race relations: How do the other texts we’ve read that pertain to race relations help you make sense of Rowlandson’s portraits of Native Americans? Remember that the publication date for this text is 1682, nearly two hundred years after Columbus’s contact. What has changed about race relations in this span of time? What has stayed the same?
  • Typology: How does the book of Job or the story of David or the the character of Daniel relate to Rowlandson’s captivity experience? Why does she use phrases like “ravenous Beasts” or “Barbarous Creatures” to describe indigenous people?
  • Calvinism will help with close readings of the text. What does Rowlandson mean, exactly, by “the strange providence of God” (450)? Where do you think her interpretation of what is happening to her seems most convincing by Calvinistic standards? What tensions or conflicts do you see in her thinking?
  • Gender: One moment of defiance in Hutchinson’s earlier transcript is her challenge to Winthrop: “…[W]hy do you call me to teach the court?” Much of their dispute centered on the issue of Hutchinson teaching men in her home. Yet, we’ve seen that Bradstreet was able to teach spiritual themes through poems like “The Flesh and the Spirit.” What do you see as Rowlandson’s message to her Puritan audience? What is she trying to teach her readers? How does she compare, in this regard, to the other women we’ve seen in colonial American literature?

Alternate prompt: Adapt the following template* for an intertextual reading of Rowlandson

The core message in Rowlandson’s memoir is ______. More specifically, Rowlandson shows that ______. She writes, “______.” [add more examples for depth] In this passage, Rowlandson is suggesting that ______. This emphasizes Rowlandson’s central theme of ______.

This theme of ______ in Rowlandson’s memoir is similar to Author X’s work, ______. Author X deals with this theme similarly in these ways ______. For instance, Author X writes, “______.” Like Rowlandson, Author X concludes that ______. However, Author X differs from Rowlandson in these ways ______. Where Rowlandson suggests ______, Author X suggests ______. If Author X were reading “To My Dear Children,” he/she might raise these questions ______. The differences between Author X and Rowlandson are especially evident in these textual examples ______. [balance quotations and paraphrases to show breadth, but also to avoid excessively long quotations] These parallels and contrasts between Rowlandson’s letter and Author X’s work lead me to the following conclusions ______.

*Loosely modeled after examples in Gerald Graff’s Clueless in Academe.

Puritan Poets – Day Three

We’ll wrap up our discussion of Puritan poets with an emphasis on the theme of family in Taylor’s poem and Bradstreet’s letter to her children. I’d encourage you to explore some of the recommended readings, too, as there are several worthy texts that we won’t be able to cover in discussion.

Melissa agreed to share her blog for today, and I’ve also posted Shannon’s response to “The Flesh and the Spirit” to our “After class thoughts” archive.

Note: Even if you only blog on one text, please complete all of the assigned reading in the syllabus to prepare for discussion!

Questions: For each of these, please also spend some time thinking about intertextual connections. This will add complexity to your reflections and help prepare for the midterm, which is coming up in about two weeks. 

  • Close reading: Read Taylor’s poem once listening to the language. Where do you notice wordplay or memorable passages? What makes Taylor’s imagery stand out in this poem? The second and third time through, reflect on the themes or ideas, forming some hypotheses, then looking at the context of the poem and the footnotes to strengthen your conclusions.
  • Family: How do Taylor and Bradstreet respond similarly and differently to their families? How would you define their family values?
  • Conversion narratives: Bradstreet’s letter has been described by some as a conversion narrative. What do you think her purpose is in this letter? How does it compare to Taylor’s purpose in writing poetry? Why does she reveal so many of her doubts about faith to her children? How might this letter enrich your understanding of “The Flesh and the Spirit”?

Alternate prompt: Intertextual reading

  1. Pick Taylor’s poem or one from the recommended reading.
  2. Identify two or three important themes that connect this poem to other readings. Explain these connections as specifically as you can, using textual examples.
  3. Identify two other readings we’ve already discussed that deal with the themes you’ve chosen. Explain how these other readings address the theme similarly or differently.
  4. What conclusions do you draw from these intertextual connections? How have these comparisons and contrasts affected your understanding of the poem(s) you selected?

Another view of “The Flesh and the Spirit”

Shannon also agreed to share her blog, so I’ve posted her text below with some minor edits:

Shannon Skalla: “The Flesh and the Spirit”

First, the language was slightly tough to get past, but when you say it aloud it helps. It’s actually easier to understand when you tell yourself if I say it, it will make sense. I read it as though I was performing it, or even writing the poem myself. It helped. Anne had a very powerful and serene way of expressing herself. It feels like a culmination of different issues that had occurred in a time period before this was written, it had to have had an effect on her and inspired the poem.

Secondly, I most definitely had more than three main themes that brought the poem together, and tied in with other readings we’ve done. Anne Bradstreet was a very emotionally in tune person, and knew how to express her feelings clearly, or clearly in the language of that time. My first theme was REMEMBRANCE. She opens the poem with a flash back, which is sort of a memorial, or if you will a eulogy to the time before she had thoughts of faith and the course of events that brought her to who she is now.

Bradstreet writes, “I heard two sisters reason on/Things that are past and things to come;/One flesh was called, who had her eye/On wordly wealth and vanity;/The other Spirit, who did rear/Her thoughts unto a higher sphere:” (lines 3-8). She’s already explaining how different the two were, and what their arguements were about. Wealth seems to be the main goal of the first sister, not caring possibly how she comes into this wealth, but she’s determined. Wealth seems to be one of the main goals of every reading to this point: in the creation, the “pale people” were trying to achieve wealth in the form of property such as land. In Wohpe, the Lakota People thirst for knowlege of other things, and so this spirit wanders into their midst and grants them their desires after tests. Wealth plays a significant part in every reading because it’s a common life goal.

QUESTIONING:  Mrs. Bradstreet had a developed and educated mind, which was unusual for women in her time, which might have been the biggest reason for her thirst of faith and more knowledge. After she delves into the past she brings up good points about people who are blinded by wealth and power. Spirit openly accuses this sister of being horrible in her beliefs, and tries to explain in a way that screams “Hello! Are you serious?”. She’s basically saying, don’t so naively and blindly take a stance without reflecting on what you’re really saying. She continues to say though riches and wealth may be great while you’re alive, there are other things worth knowing on this earth. She’s pushing the knowledge/ thirst for information card pretty hard in this section. She feels that knowlege is over all more important than material items. The materialistic push is prevalent in the other readings such as Cabeza de Vaca’s La Relacion, where he had nothing to cling to but his nakedness. All that he could ever know, he learned from the earth and from faith in God.

The next three sections emphasize what Spirit believes: “How I do live, thou need’st not scoff,/for I have meat thou not know’st not of,/The hidden manna I do eat,/ The word of life it is my meat,/ My thoughts do yield me more content” (lines 65-69). She explains that what she’s believing is the word of her life, she completely believes what she’s doing is right. It’s the pride she feels knowing herself wholly. Also she touches on overcoming the obstacles in her way. It’s a way for her to pep herself up, like a pep squad in her head.

HUMILITY: She is humble and doesn’t act as though her thoughts are the only ones to be had and difference does not anger her. She also touches back on how worldly pleasures don’t help you in heaven and that she may be wearing a ruby to show her faith, and slight power: “My garments are not silk nor gold” (line 79). She’s not about to explode with wealth and use it to prove her rights, because she believes in proving on her own terms what faith and wealth mean to her: “My crown not diamonds, pearls, and gold,/ but such as angels’ heads enfold” (lines 83-84). Diamonds, pearls, and gold have symbolic meanings to which she might be alluding. Diamonds symbolize culture, era, and religion. Gold symbolizes divinity and majesty, and pearls symbolize purity and innocence. She’s stating openly that she doesn’t need to adorn herself with elegancies just to prove she’s the meaning behind all of those things. Materialistic points of view are unworthy compared to her awesomeness.

Blog 5 – “The Flesh and the Spirit”

I asked Melissa’s permission to share her blog for today, and she agreed. Enjoy!

Melissa Dahl: Bradstreet’s “The Flesh and the Spirit”

The poem is about two “sisters,” Flesh and Spirit, who seem to be constantly battling one another, and the battle that they have seems to represent the struggle that we as human beings go through every day of our lives: Do we act like good, law-abiding people and totally ignore our wants because they lead us down the path of sin, or do we realize the old adage “you can’t take it with you” and just live for the moment? What choice would we make?

The poem starts with Flesh’s side of the argument. She says to Spirit “Doth contemplation feed thee so/regardlessly to let earth go?/Can speculation satisfy/Notion without reality/Dost dreams of things beyond the moon/And dost thou hope to dwell there soon?” (lines 11-16). Now, this sister is named Flesh, so right away, one might assume that she’s going to put forth some really bad, sinful ideas to her sister Spirit, but if you really look at the words that she says, she isn’t really proposing anything so bad. All she seems to be asking is whether or not thinking about things is enough, or if it’s better to go out and experience the world that you’re living in, which isn’t a bad thing at all. The point of living is to go out, and have different experiences: See the mountains, swim in the ocean, use your five senses to understand the world around you. And you can’t do it if you stay inside. If a person doesn’t go out and experience things, there’s the possibility of feeling regret, will you look back later on in life and wish that you’d taken a risk instead of playing it safe? This idea is represented by another quote of Flesh’s: “What can’st desire, but thou may’st see/true substance in variety?” (lines 23-24). Or “variety is the spice of life” as it were. You try things and experience things out in the world and you’ll like it.

But Spirit, who repesents a very pious, Bradford-esque stance on life has very different thoughts on what makes living worthwhile, and they are the complete opposite of Flesh’s: “Thy sinful pleasures I do hate/thy riches are to me no bait/thine honors do, nor will I love/for my ambition lies above” (lines 57-60). Reading this, it’s pretty clear what Spirit stands for: she is the one who goes down the path of righteousness. And when I read over this, I’m actually put in mind of our Bradford/Morton trial when we were trying to defend Bradford’s ultra-religious stance against Morton’s beliefs: And I feel the same way now as I felt then: that it’s really difficult for me to truly understand and side with Spirit’s argument: This is probably because we here in America don’t live in a theocracy. People have varying levels of religious belief, but we have other interests too. We’re taught to go out and experience things in the world, just as Flesh suggests, and we don’t think of exploration of that kind as “sinful.” That seems a very strong word for what Flesh is proposing at least in the beginning. Flesh doesn’t say “go out and have relationships with every guy you come across,” or “spend all your tithe money on fancy things.” All she’s saying is to go out and experience the world around you, which I have absolutely no objection to. But Spirit, who’s focus is on getting into heaven has no real need to experience the world. She knows exactly what she wants and where she wants to go, and she’s very adament about it: “How I do live, thou need’st not scoff/for I have meat thou know’st not of/the hidden manna I do eat/the word of life it is my meat./My thoughts do yield me more content/than can thy hours in pleasure spent” (lines 65-70). The interesting thing, if you look at the conversation, is that Flesh and Spirit have their own ways of living life, and both are correct in a way, depending on how you look at it, but Bradstreet seems to have a definite preference for Spirit over Flesh: Spirit is openly critical about the way Flesh exists and seeks to maybe sway her sister’s behavior, whereas Spirit doesn’t allow for sway of how she lives; she’s going to think about God, and make a goal to end up with a good existence in heaven and nothing is going to stand in the way of that.

Both really have concrete arguments about a good way to spend your life, and by today’s standards, each sister has a point: in order to be a complete person, you need to have spiritual fulfillment, but you also need to experience things, and smell the roses and maybe eat a whole chocolate cake once in awhile. Because, maybe, in a sense, giving in to temptation and sinning in little ways prevents really big sin. Kind of like when alcohol is banned, people are more likely to drink it than if it wasn’t banned at all (the thrill of the forbidden). Whereas if you just live your life and do what comes naturally for you, then you’ll be more fulfilled and not feel like your life is lacking in any way.

Bradstreet and Taylor – Day Two

Wed bloggers: Melissa, Cody, Matt I., Matt G., Zach, Tyler, Chelsea, Shannon

The reading for Wednesday includes two longer poems by Bradstreet and Taylor. Let’s work especially on close reading in these ways:

  • The questions I posed for Monday bloggers will also apply for Wednesday, if you’d prefer those prompts.
  • Read the poems once just for the language. What do you notice about the wordplay, the music of the words, memorable images or juxtapositions, ironies…?
  • Read the poems a second time to start watching for thematic patterns. What’s going on with the ideas in these poems?
  • Read the poems a third time to test your hypotheses about the ideas. Can you support a consistent interpretation of a poem with multiple lines? How might other texts that we have read help you support your interpretation? We’ll want to avoid taking lines out of context, and if we consider the intertextual context, as well as the context of the poem, we’ll have firmer footing for drawing persuasive conclusions.

Alternate prompt: Intertextual reading

  1. Pick one poem from the assigned reading.
  2. Identify two or three important themes that connect this poem to other readings. Explain these connections as specifically as you can, using textual examples.
  3. Identify two other readings we’ve already discussed that deal with the themes you’ve chosen. Explain how these other readings address the theme similarly or differently.
  4. What conclusions do you draw from these intertextual connections? How have these comparisons and contrasts affected your understanding of the two poems you selected?

Bradstreet and Taylor

I hope you’ll find a breath of familiarity in these poems, as they are more conventionally literary than some of the narratives we’ve read thus far. Close reading will help us trace patterns of Calvinism and typology (keep working with TULIP and biblical allusions). Metaphor is a central literary device in poetry, so watch for symbolism, too.

Monday bloggers: Katy, Brett, Kelly, Ivana, Justin, Carroyl, Jess, Steph, Michele

Questions to consider:

  • What similarities or differences do you see between these poems and metaphysical poetry, as we defined it in class? (See also Abrams 53, 192-9, 239, 263-4). Those who have taken Renaissance Literature classes or know something about 17th-century England might have some useful insights here.
  • What seems distinctly Puritan about these poems?
  • Which passages in these poems strike you as particularly powerful? What makes the images or metaphors so beautiful or forceful? Watch for tensions in the metaphors, paradoxical elements in the poems, or lyricism in the language.
  • How might other texts we’ve discussed affect your reading of Bradstreet and Taylor ? Keep thinking of unifying themes, as we’re working toward the midterm exam.
  • How does Anne Bradstreet’s “The Prologue” tackle gender similarly or differently to Anne Hutchinson’s attempts at self-defense in her trial transcript?

Alternate prompt: Intertextual reading

  1. Pick two poems from the assigned reading. 
  2. Identify three or four important themes that connect these poems. Explain these connections as specifically as you can, using textual examples.
  3. Identify two other readings we’ve already discussed that deal with the themes you’ve chosen. Explain how these other readings address the theme similarly or differently.
  4. What conclusions do you draw from these intertextual connections? How have these comparisons and contrasts affected your understanding of the two poems you selected?

Making Sense of the Merrymount Debachle

Many of the disputes that the Puritans (including Bradford’s Separatists and Winthrop’s Congregationalists) had with dissenters are buried in court transcripts, as per Anne Hutchinson’s trial at Newton, or have been preserved in texts written by Puritan leaders, who naturally had their own interests in preserving history. If one begins with the assumption that the Puritan leaders were not only interested in defending themselves personally, but were also committed to interpreting history according to Calvinistic theology, then there is a clear basis for reading against the grain of historical documents.

But does this mean that a reader of American literature ought to believe the dissenting viewpoint without question? It is often fashionable to do this, perhaps because rebels are more appealing than those in power, and there is some satisfaction in tearing down figures of authority. However, it is crucial to investigate the claims of those whom the Puritans punished as aggressively as a reader may investigate the logic of the punishment itself.

What reasons, then, might a reader have to believe Thomas Morton over William Bradford, or vice versa, about the events of May 1, 1638?

Bradford’s account is prefaced by a string of slanderous claims about Morton’s character, styling him the “Lord of Misrule” and asserting that Morton sought to inaugurate a “School of Atheism” in his community at Merrymount (334). The bitter personal nature of such remarks, coupled with Bradford’s disapproval of the “dissolute life” (334) led by the inhabitants of Merrymount, cast doubt on the accuracy of the text, suggesting that Bradford’s ideological differences with Morton have begun to cloud his comprehension of the May Pole celebration. Morton explains that this was an “old English custome” affiliated with an Anglican holiday that has a long history (301). Naturally, Morton’s festivities and his association with the Church of England represented the sort of religious and social philosophies that Bradford had attempted to escape by coming to the New World. Morton’s presence in North America was thus a challenge to the utopian visions that Bradford and Winthrop cherished for their communities. In this light, Bradford’s motive for distorting the facts would be clear: to eliminate a rival colonist and purge the new colonies of the “corruption” that he was already facing among servants like Thomas Granger.

What motive would Morton have for slandering Bradford? Revenge might factor into the equation, since both accounts were written after Morton had already been overthrown and sent back to England. Morton points out that the “precise separatists” (301) misunderstood the symbolism of the May Pole, “not knowing that it was a Trophe erected at first in honor of Maja, the Lady of learning,” rather than a “whore,” as the Puritans ostensibly claimed (303). However, he is unable to resist a petty dig at Bradford, painting him and his colony as anti-intellectuals who see university education as “unnecessary learning” and do not realize that “learninge does inable mens mindes to converse with eliments of a higher nature than is to be found within the habitation of the Mole” (303). The exchange of insults like this discredits both figures to some degree.

Morton’s economic interests as a competing colonist also fuel his opposition to Bradford, since the primary disagreement between the two communities (Plymouth and Merrymount) hinges on the question of whether or not to sell guns and ammunition to the Native Americans. Morton would clearly benefit from this, and Bradford’s involvement in the Pequot War would have already placed his colony in jeopardy without additional firepower for neighboring tribes.

So, both figures have a motive to distort the claims of the other. Whom to believe?

1) Morton does not deny Bradford’s most incendiary claims about a “dissolute” lifestyle. Rather, he argues that the Pilgrims were “troubling their braines more than reason would require about things that are indifferent” (303). Since some of Bradford’s chief complaints are drinking and dancing, seemingly harmless occupations by contemporary standards, Morton seems more reasonable on this count.

2) Weapons sales to natives are a more troubling matter. Bradford’s emotional outbursts about the “horribleness of this villainy” seem to undermine his credibility, since Morton was not openly allied with a neighboring tribe against the Plymouth colony (336). Furthermore, Bradford’s decision to take Morton by force on his own property in order to remove the threat of his personal corruption and financial negotiations from the area suggests far more aggressive behavior than Morton’s. However, Morton claims that the Puritans were jealous of the “prosperity and hope of the Plantation at Ma-re Mount,” which implies that he misunderstands the military predicament that Bradford had gotten himself into through the Pequot War (303). Clearly, he brought some of the hostility from Bradford upon himself. As Kenneth Hovey and Thomas Scanlan point out, New English Canaan was meant to be read as a “mock-heroic epic,” where caricatured names might reinforce the satirical themes of the narrative (295). Morton seems to have willfully provoked his neighbors, which reinforces some of Bradford’s claims about his arrogance. However, the fact that he did not explicitly attack them or openly threaten them with an opposing military alliance suggests that Morton’s sense of justice was more consistent than Bradford’s. If justice is any measure of credibility, one might conclude that Morton is the more reliable of the two.

Morton’s project at Merrymount is compelling by contemporary standards for several reasons. He offered servants a much more egalitarian living arrangement than Winthrop’s fixed caste system at Massachusetts Bay. His sympathy for Native Americans obviously positions him well for recognition as a progressive thinker for his time. He seems aware of the difference between metaphor and fact, as per his characterization of Miles Standish as “Captaine Shrimpe” (306); consequently, his purpose in the New World was significantly more modest than that of the Puritans, who frequently equated the metaphors of Old Testament stories with their own experience. This distinction made Morton much less dangerous. He sought economic freedom and social egalitarianism. He might be said to have been the first American capitalist, though he would likely have been horrified if he could have anticipated the rise of institutions like Enron and Wal-Mart that have bullied local economies and short-changed laborers.

Would it be too much of a stretch to hold Thomas Morton up as an American hero? Maybe his colonists wouldn’t have lasted too many winters on their party mountain, and maybe it would be embarrassing now to try explaining to children why dancing around a May Pole is more honorable than killing the “enemy” tribes, but many of the attributes that the U.S. now claims as a free-market democracy were much more evident at Morton’s Merrymount than they were at Massachusetts Bay or Plymouth.

Bradford vs. Morton

Our two texts for next time are the excerpts from Morton’s New English Canaan and Bradford’s Of Plymouth Plantation. If you like, you can certainly read more of Morton than I’ve assigned or more about both authors on the course website.

All Wednesday bloggers and all Friday bloggers will write for Wednesday’s mock trial.

Bradford bloggers: Brandon, Tyler, Melissa, Matt G., Christopher, Cody, Zach, Brett, Sarah

Morton bloggers: Chelsea, Shannon, Marcus, Matt I., Taylor, Nick, Michele, Ryan

Jury members (Justin, Jess, Katy, Kelly, Carroyl, Steph, Ivana) should read both texts closely and come with some ideas about whom they support.

Blog guidelines:

  1. What are the charges? From Morton’s biography, you’ll see that he was banished twice by the Plymouth authorities and imprisoned a third time in Boston. So, our first task is to determine from these texts what Morton could have been charged with that would justify or not justify the use of civic force.
  2. The rest of our task is to argue for one side or the other, based on the textual evidence in the reading. The Bradford group will want to prepare its charges against Morton and gather whatever evidence it can to prove those charges. The Morton group will try to anticipate those charges and gather evidence in defense of Morton’s innocence.
  3. There are some legal ambiguities, because Morton and Bradford are competing colonists. This is a bit like the Wild West territories before their annexation as states, except that there was no central U.S. government in 1630 (the U.S. did not exist). So it will be useful to consider that both Morton and Bradford have radically different visions of social order, and their two little settlements are like tiny governments. So, there really is a lot of room for creativity in the arguments for and against Morton.
  4. Note: Since Morton was arrested by the Plymouth authorities, he was tried according to their laws. So, even though there is no overarching U.S. government, Morton was convicted (rightly or wrongly) by the theocratic government that both Winthrop and Bradford describe.

Bradford – Day One

Of Plymouth Plantation was written as history, but we know that Bradford, as a Calvinist, would have been looking for confirmation of his election (or predetermined salvation) while remembering his past. Once again, we need to ask ourselves: How much of this narrative is factual history, how much is mythical or symbolic (like Reagan’s description of Winthrop as a “freedom man”), and how can we identify the difference? See the film clip below for one example of how Bradford has been mythologized in popular culture.

Monday bloggers: Katy, Brett, Kelly, Ivana, Justin, Carroyl, Jess, Steph

Questions to consider:

  1. What evidence of Calvinism and/or typology do you find in Bradford’s narrative? 
  2. How do you think Bradford’s vision of Plymouth compares with Winthrop’s vision of Massachusetts Bay in “A Model of Christian Charity”? We’ll want to watch for harmony and dissonance here.
  3. We get two contrasting glimpses of relations with Native Americans here. How might the oral narratives help you understand these contrasts? What do Bradford’s entries say about the state of seventeenth-century race relations in the New World?

Alternate prompt: Integrating textual examples

  • Pick one of the questions from above
  • State your response in a few clear and focused sentences.
  • Integrate at least four textual examples from the reading for Monday to support your ideas. End your blog with strong conclusions and any questions the text raised for you.
  • Work especially carefully at introducing each textual example with a signal phrase. If you’d like to challenge yourself further, try to condense your quotations with partial paraphrases, quoting only the most memorable language and integrating the quotation into the flow of your own language.
  • Example: For instance, the journal claims that Columbus “suffered nothing to be touched” (120) when he initially found an abandoned village and later commanded that “nothing which they had left should be taken, not even the value of a pin” (121) after watching the population of a town flee in fear of the advancing Spanish.

This children’s series could be useful to compare with Bradford’s description of Squanto and Samoset:

Anne Hutchinson

If you’d like to read more reflections on today’s reading, see Winthrop and the beginning of the American dream.

Anne Hutchinson has been a controversial figure in American history for her explicit challenges to the patriarchal structure of Winthrop’s utopian project. She has been referred to by some as an “American Jezebel,” but her resistance might also be seen as one of the earliest examples of conscientious objection or political dissent. Let’s try to understand both voices–Winthrop’s and Hutchinson’s–as we read this transcript and the story it tells.

Friday bloggers: Brandon, Christopher, Katy, Sarah, Marcus, Nick, Taylor, Ryan

Questions to consider:

  • We’ll start in small groups with this role-playing exercise:  Imagine you are a Supreme Court Justice, and this trial has been appealed. It is your job to evaluate Winthrop’s conviction of Hutchinson for threatening the unity of the commonwealth. What reasons might you have for upholding this decision? What reasons might you have for overturning it? Feel free to use any of the literature we have read so far as evidence for your opinions, as well as testimony from the transcript. You can decide whether you want to use the TULIP handout as part of your reasoning.
  • Intertextual analysis will be very useful, particularly using Winthrop’s sermon as a lens for reading the transcript, and vice versa. The recommended readings (Winthrop’s journal and Hawthorne’s sketch) could be helpful, as well, as they offer differing views of Hutchinson.
  • Let’s start thinking about the women we’ve seen so far (Eve, Wohpe, Gaqka’s wife). Where does Anne Hutchinson fit among these other figures, and what do the texts we’ve read so far tell us about the views of gender in the New World during this period? 
  • How does Hutchinson’s use of typology both help and hurt her case? See Titus and Jeremiah 46:27-28. This online Bible could be useful for searches about Daniel, Abraham, John the Baptist, and other figures that Hutchinson mentions: http://www.hti.umich.edu/k/kjv/.
  • What other questions does this trial transcript raise for you? See Campbell’s other definitions of literary movements for more on covenant theology and conversion narratives.

Alternate prompt:

  1. State the case against Anne Hutchinson
  2. List textual examples illustrating the charges against her
  3. Explain why you agree or disagree with these charges
  4. List textual examples illustrating your agreement or disagreement
  5. Describe the conclusions you’ve reached
  6. Explain the questions the transcript leaves for you

Alternate blog prompt

Some suggested last Friday that they wanted more guidance for the blogs, so I thought I might offer an alternate prompt for this week. The blogs are designed to practice writing and thinking habits that will strengthen your midterm and final exam essays. Most often in my weekly feedback I’m suggesting ways to either add depth to your critical thinking or integrate more textual examples as illustrations of your ideas.

If you feel comfortable with the current model, there’s no need to change your approach, but if you have a hard time getting started with the reading response or find it difficult to organize your thoughts, the following template* might be useful (bloggers for Friday could adapt it to Bradford):

  • I hear Winthrop’s message as the following:
  • Textual examples illustrating this main idea throughout his sermon are (list at least three or four):
  • Here’s where I agree/disagree with Winthrop’s message:
  • Textual examples illustrating my agreement/disagreement:
  • After considering these examples, I’ve reached the following conclusions:
  • Winthrop’s sermon has left me with the following questions:

* Loosely modeled after examples in Gerald Graff’s Clueless in Academe.

Winthrop’s “Model of Christian Charity”

Thanks for your feedback on the course thus far. I’ll offer some thoughts and clarifications on Wednesday. Since class doesn’t meet on Monday, bloggers for both Monday and Wednesday should plan to respond to Winthrop by Tuesday night. Please read my comments on your earlier blogs and let me know if you have questions about my feedback.

We’re fast-forwarding nearly ninety years from Cabeza de Vaca’s Relacion (1542) to Winthrop’s sermon (1630). Winthrop’s “Model of Christian Charity” has so profoundly impacted American thought that Ronald Reagan alluded to it in his farewell speech and John McCain invoked it during his most recent presidential campaign. It’s a rich and challenging text, so give yourself time to read it at least twice.

Wed bloggers: Brett, Kelly, Ivana, Justin, Carroyl, Jess, Steph, Michele, Melissa, Cody, Matt I., Matt G., Zach, Tyler, Chelsea, Shannon

Questions to consider:

  • What metaphors do you find in this sermon, and how do they help you understand the Puritans’ goals for their new community?
  • What evidence do you find of Winthrop’s understanding of social class? How does this compare with your own opinions about wealth and poverty in the U.S.?
  • What examples of the five points of Calvinism do you see?
  • How might a sermon be understood as a literary text? What makes a sermon different from other narratives, and what stylistic examples do you see in Winthrop’s sermon that differ from the other texts we’ve read so far?
  • What mythological elements might we find in Winthrop’s sermon? What does the sermon contribute to our historical understanding of the Colonial period? Let’s keep in mind that these big-picture questions about how each author fits into the intertextual conversation about American history and identity will always be a way to respond meaningfully to our readings this term.

An excerpt of Reagan’s farewell speech:

An excerpt of one of John McCain’s 2008 speeches:

Cabeza de Vaca – Day Two

As we finish La Relacion for Monday, let’s revisit the “Prologue” and consider Cabeza de Vaca’s audience (see footnote on page 141). Also, you might find it useful to explore the links on the Authors page, the General Resources page, or in the right column under the “Colonial and New England” heading. I’ve posted a sample blog from this week to the “After class thoughts” archive, as well, if you’d like to see another model for the reading responses.

Friday bloggers (please post by Thursday night): Brandon, Christopher, Katy, Sarah, Marcus, Nick, Taylor, Ryan

Questions to consider:

  • Scholars have described this narrative variously as an immigrant tale, a captivity narrative, a “hybrid text” (see Ledford’s biographical introduction), hagiography (“holy writing”), and a cronica (a detailed account of new lands to record discoveries and conquests). What do you think the appropriate literary classification for La Relacion should be? Why?
  • We talked a bit today about allusions to Exodus and Numbers in the early chapters. What other biblical parallels do you see in the rest of the text? What significance do these allusions add to the storyline?
  • We will want to ask of every autobiographer we read whether we can trust him or her as a narrator. What makes you believe that Cabeza de Vaca is or is not a reliable narrator of his experiences in the New World? Of course, this isn’t entirely an either/or, so it may be useful to watch for moments in the text that seem more authentic and moments that seem less credible.
  • Let’s also keep in mind that larger question about how to define the Colonial period: does this literature reveal a history of discovery, contact, and/or conquest?

Sample blog on La Relacion

I thought I’d share a blog from this week that does a nice job of unpacking the Exodus allusions in La Relacion. One thing I admire about this blog, in addition to the strong critical thinking, is the precision and fluid integration of the textual examples.

Blog 2

Immediately, I noticed that Cabeza de Vaca conveys very strong beliefs in Christianity. Sincere devotion and reliance on God’s sovereignty is expressed in a number of ways in the text.  For example, in Chapter VIII titled “We Go From Aute,” de Vaca finds strength in depending on God for his fellow explorers’ needs as well as his own. He sees little opportunity in moving ahead as resources are scarce and the health of the men is declining without much hope for recovery. Yet in the midst of such trials, de Vaca declares “most certain assistance is in God, our Lord, on whom we never failed to place reliance” (144). He also draws clear references to Numbers 13: 18-32, in which Moses sends the leaders of the Israelite tribes to explore the foreign land of Canaan: “See what the land is like and whether the people who live there are strong or weak, few or many. What kind of land do they live in? Is it good or bad?” (verse 18-19a). This parallels de Vaca’s initial exploration in the New World as he writes about the land and his first encounters with the Indians. He describes the land as being composed of sand and “stiff earth” (142). Bodies of water, fields of many kinds, and various types of wildlife surround him in this new, strange country. Although his narrative accounts for very few people living on the land, the Indians that do reside there are seen as harmful and violent, disrupting the peace and causing conflict with the Spaniards, at least in the first few chapters.

There is a direct correlation between Exodus 3 and this narrative as well. In Exodus, God is promising to relieve His people from their current tribulations by leading them into a land flowing with milk and honey, (the Promised Land) after some time has passed. The prophet Moses raises many questions and concerns before God, but keeps his faith regardless. De Vaca and his men have been experiencing numerous hardships and are struggling to see the Indians in a positive manner. However, once on shore, the men discover that the Indians can actually help them and they began to form a new relationship. “We gave them beads and hawk-bells, and each of them gave me an arrow, which is a pledge of friendship,” De Vaca writes (145). The Indians are now willing to assist the men in gathering food and are most generous to the men, offering wisdom in protection and basic survival tactics. This is similar to the story of Moses and the Israelites in that De Vaca’s group was wandering through this unknown land for months and even years on end—they may have had to wait more than they desired, but they were provided for (eventually) and delivered from their current state.

His identity does change throughout the chapters, and I believe that is primarily due to the challenges he had to face and overcome if he was to have a successful exploration. Challenges do change our character and make us stronger, as well as wiser. His opinion of the Indians is radically transformed once he discovers that they are the very people his men need—they have been occupying the land and are knowledgeable of what works and what does not in regards to survival. I believe that he begins to see them as much more than just evil men, out to cause destruction and chaos. As he continues to rely on God and accept the challenges that He is giving them, his heart towards the Indians change and his perception towards outsiders does too. From the beginning, de Vaca believes that God has “permitted [them] to suffer on account of [their] sins” and that He is going to rescue them and bring them to greater discoveries and knowledge, a variation of the original Promised Land (141).