Monday, March 28, 2016

Minimal presence of the Church


Ashley Pelczynski

ENGL 327

Dr. Coronado

28 March, 2016                                         

Absence of the Church

           When the colonists first settled in North America they focused on surviving, which made them blindly follow what they had always been taught in Church since they had no time to think about the details of their religion. A century or two later the colonies were well settled and towns were growing and expanding, meaning people were able to move farther into the continent. However this also caused them to be farther from the influence of a church, and from the influence of the Church of England. This distance from the Church caused some groups to be more susceptible to questioning God and the Church of England. Some of these questions made it onto letters that were sent back to family members in England. At some point the letters got into the hands of a man named David Humphreys who wrote the book An Historical Account of the Incorporated Society for the Propagation of the Gospel in Foreign Parts. He mentions in this book how there is a lack of representation of the Church in every single colony that Britain controls and how the society sent missionaries to fix this problem. This book should be part of the cannon of American Literature because it mentions the individual colonies and how much strength religion had in each of them, how the SPG(Society for the Propagation of the Gospel) went about educating black slaves, as well as the relationship between the colonists and the British in the late 17th century and early 18th century.

        Not much is known about the author, David Humphreys. What we do know is that he lived between 1689 and 1740 and that he was a secretary for the Society for the Propagation of the Gospel. Little more is known about the society he was a part of. According to Caroline Brick, who researched for the Mundus Project, the society was created in 1701 because of a charter that King William III issued in June of 1701.  The mission of this society at its creation was to send priests and schoolteachers from England to the colonies. This was because the ones in the colonies were weak in their teachings and spirituality. A few years after they first went to the colonies, the SPG began to go to other nations that had a small presence of the Church in them. Such countries include: India, China, the Carribbean, and various countries in Europe.

        In his book Humphreys also mentions the black slaves and that he and the society feel that they should be allowed to be taught. However, according to Carter Godwin Woodson in his book The Education of the Negro Prior to 1861: a History of the Education of the Colored People of the United States from the Beginning of Slavery to the Civil War, the masters believed that if the slaves were taught they would want freedom, which would not have been good for the masters since the masters needed the slaves to run their plantations, or in some cases maintain the household. The colonists also said things like how the slaves don’t have a soul so they can’t be converted or saved. They used this to go around the belief of that time that a Christian cannot be held as a slave under any circumstances. This was where the SPG stepped in and began to educate as many slaves as they could, believing that every person has a soul and that everyone can be saved, be they slave, master, or average person. However there were three groups of people that sided with the society and aided in the quest of education for the slaves. These were “masters who desired to increase the economic efficiency of their labor supply; second, sympathetic persons who wished to help the oppressed; and third, zealous missionaries who, believing that the message of divine love came equally to all, taught the slaves the English language that they might learn the principals of the Christian religion” (Woodson, 3.)

      There is a lot we can learn from this book since it is an inside scope into what a specific religious organization did for the advancement of the colonies, as well as how each colony was and the direct effects expansion has on the beliefs of the colonists. Not only that but we can see a that the idea of educating slaves is becoming more widely spread and more people are beginning to agree with it.

     



Cited Sources

Brick, Caroline. “Lambeth Palace Library: Society for the Propagation of the Gospel.” Lambeth Palace: Society for the Propagation of the Gospel. Mundus Project, 22, Mar. 2002. Web. 28 Mar, 2016

Humphreys, David. An Historical Account of the Incorporated Society for the Propagation of the Gospel in Foreign Parts. New York: Arno, 1969. Print.

Woodson, Carter Godwin. "Chapter 1 Introduction." The Education of the Negro Prior to 1861 a History of the Education of the Colored People of the United States from the Beginning of Slavery to the Civil War. New York: G.P. Putnam's Sons, 1915. 3-5. Web.

Click here for David Humphreys book

Account of Two Voyages to New England: Travis Northern. "An Informative Account"

John Josselyn's Account of Two Voyages to New-England : Made during the Years 1638, 1663:  http://content.wisconsinhistory.org/cdm/ref/collection/aj/id/9153


Travis Northern
English 327
Dr. Coronado
25 March 2016
An Informative Account
            Early Puritan and colonial literature constitutes some of what we consider to be official American history of the time.  In almost all academic courses related to the early history of the American colonies, multiple literary accounts of specific events are strung together within the curriculum to establish a baseline of historical events.  This tactic is the optimal way to teach information to students and historians, as the comparison and contrast of information and perspectives gives well-rounded insight into the people of the time.  In regard to relevant perspective and informational data, there are multiple works of literature from the 17th and 18th centuries that deserve to be recognized and integrated within the academic curriculum and historical societies that have not been published widely.  Namely, John Josselyn’s Account of Two Voyages to New-England : Made during the Years 1638, 1663 is an obscure public journal that could contribute greatly to a student’s understanding of the American colonies through literature.  John Josselyn’s Account deserves to be recognized amongst the canon of early American literature because it contains a massive amount of information about the people, the nature, and the history of the American colonies, as well as providing a view of the information from a unique perspective of the time. 
            John Josselyn was born in Essex, England in 1608.  He was born into a family with substantial income, and was able to indulge in medicine and botany as a result of his fortunate circumstances (Background 1).  Though the reason why he visited the New World is not officially known, his first trip in 1638 involved making contact with his brother, who was an influential member of the colonial government in Maine.  Josselyn’s stay only lasted a few months before he returned to England.  During his travels, he recorded information regarding the day-to-day events that occurred during the sailing trip, such as the aquatic life they encountered, the weather they endured, and the diseases they overcame.  After about two months of sailing, they finally arrived at the New World, where Josselyn was intrigued by the nature he encountered.  The first recorded instance where this becomes apparent is when Josselyn encounters a wolf early during his stay.  Some of their goats had fallen prey to the beast, so he followed the wolf’s path to gain “further discovery,” remarking that it was “very observable, that when the wolves have killed a beast, or a hog, not a dog-wolf amongst them offers to eat any of it, till the she-wolves have filled their paunches” (Josselyn 21).  In this endeavor, Josselyn notes an interesting hunting dynamic in which the male wolves will prioritize the female wolves and allow them to eat first.  His commentary over the incident shows just how much the observation piqued his interest, and this study of nature is something that he developed much further during his second journey.
            He embarked on his second journey in 1663.  Over the course of eight years, his desire to learn information about the New World led him to observe and record great amounts of information about a variety of subjects.  Much of his writing during the second journey is focused on the flora and fauna of the New World, as this was his primary subject of expertise as a naturalist.  While recording the first voyage, he only mentions the aquatic life in passing.  Here he provides a list of all the documented types of aquatic creatures he could discover, and goes into detail of his knowledge of each animal.  Additionally, he elaborates on the different land creatures and plant life he encountered during his time spent in the New World.  He even clarifies that creatures such as mice were native to the land while rats were a foreign species brought over by the Europeans (Josselyn 94).  This book is full of observations of the flora and fauna residing in the American colonies, providing some insight into how people treated and used different plants and animals to improve their living conditions.  This could greatly benefit any scholar’s education because it provides a host of information on the relationship between the colonists and nature.  Including it within an anthology of early American literature regarding biology would help play a role in providing data to be compared and contrasted with different explorer’s accounts and records, and students could draw from the comparisons to make conclusions about the relationship between humans and nature during the early 17th century.
            Not only is John Josselyn’s Account of Two Voyages to New England full of information on the natural environment of the New World, it also provides observations Josselyn noted about the culture of the Native Americans and the European colonists.
            Josselyn records his observations of multiple facets of the Native American tribes.  Some of the information he learned through the stories of other colonists, but some he learned by witnessing their behavior himself.  He writes about their attire, housing, diets, hunting methods, lifespan, religion, and economy.  He writes about specific instances of torture methods, such as when he describes the treatment of Mohawk prisoners of war by their opponents, which Josselyn calls "the Eastern Indians":

They bind him to a tree and make a great fire before
    him, then with sharp knives they cut off the first joints
   of his fingers and toes…so they cut him to pieces joint
                                           after joint. (Josselyn 114)

Josselyn’s use of graphic detail helps place the reader in the moment and aids them in their understanding of the situation through gripping description.  Writing strategies such as these combined with the presentation of information would enhance any readers’ education of the Native American culture during the time of the American colonies.  The detailed socio-political notes and observations on the people’s lifestyles could broaden the painting of the Native Americans for modern scholars and historians while the interesting description and broad, overarching information make the work accessible to students.  There’s plenty to learn within this piece of work for almost any reader, and its addition to the canon of early American literature would help expand the material’s distribution.
              During the time of Josselyn’s second voyage to the Americas, a new religious and political system had established itself within the colonies.  The Puritans, a sect of English protestants who left Europe because they considered the church reformations to be inadequate and underdeveloped, set sail for the Americas in the 1620’s and 1630’s (Puritans 2).  When Josselyn spent eight years in the colonies in 1663, he experienced many facets of the Puritan culture. He recounts the history of John Winthrop and his Puritan followers settling within the Massachusetts Bay colony.  He discusses topics including their government, laws, ethnic backgrounds, diseases, and physical features.  Being the naturalist he is, he even provides detail about the domesticated animals and medicinal plants, both of which the colonists have symbiotic relationships with.  However, some of his most significant notes focus on the relationship between the church and government.
            Puritanism had a major influence on colonial American culture, as it was the northern colonies’ most predominant religious power throughout the 17th and 18th centuries (Kang 148).  By 1640, “Ministers had great political influence, and civil authorities exercised a large measure of control over church affairs” (Kang 148).  The political power of Puritan ministers signifies how politics and religion were tightly interwoven, and the importance of civil authority demonstrates how values of the majority influenced the values of the ruling power.  The colonies’ cultures were a product of Puritan rule, and Josselyn’s perspective of the Puritan rule in his Account was taken to be quite controversial in Europe.  Josselyn’s work wasn’t well-received by his target audience due to his criticism of the Puritan society overseas, and knowledge of the writing was kept minimal throughout history as a result (Background 2).
            Josselyn shows how harshly the Puritans rule when he outlines the crime and punishment laws enforced in the colonies.  He says “For being drunk, they either whip or impose a fine of five shillings; [this is also the case] for swearing and cursing, or boring through the tongue with a hot iron” (Josselyn 137).  He also mentions that whipping can be a possible punishment for kissing a woman in the street, and that the punishment for adultery is death (Josselyn 137).  These harsh punishments would normally be admissible and insignificant notes at the time, but Josselyn states other examples that call the Puritan values into question.  For example, he says that Quakers, Anabaptists, and suspected witches are all punished, either by death, physical brutality, banishment, or imprisonment (Josselyn 138).  These people are harshly punished because their beliefs differ with those of the dominant religion, and making mention of that in Europe could cast a negative light on both the Puritans who ruled the colonies and the Puritans who remained in Europe.  Josselyn does not explicitly state that he disapproves of the Puritan rule, but he mentions many issues that would imply a critique and spark questioning amongst his audience.  On top of the crime and punishment, he also mentions that many of the colonists are denied religious privileges if they can’t afford the hefty prices of joining the church gatherings (Josselyn 138).  Later in the document, he points out the ludicrous pricing of goods for the working class and how the economic system coerces the poor into excessive labor and forces them to embrace alcoholism to cope with the pressure.  These instances are examples Josselyn uses to implicitly criticize the Puritan culture by showing examples of its flaws.  It provides a new analysis from the mind of a minority thinker, but it was repressed as a result.  Students and scholars would benefit from reading a perspective that was critical of the culture written at the time when the Puritans were at their strongest.
            Historically, the book provides quite a bit of information for the modern reader as well.  Not only does Josselyn describe the history and geography of the specific towns and colonies within the text, but he also provides a timeline of relevant events to punctuate his work.  Occupying almost 50 pages, the timeline spans from 1320 to 1674, and includes information such as the rise of certain monarchs, the discoveries of select countries, and the establishment of world orders that influenced the formation of the American colonies.  By comparing this timeline to other historical records, readers can make observe what the 17th century people knew of their own history, and how their beliefs and accounts measured up against what modern historians know to be fact.
            Additionally, readers are able to intake the eyewitness account of a standard journey to the New World.  Josselyn includes plenty of information regarding the living conditions, required supplies, and travel methodology of the difficult journey.  This type of firsthand writing is crucial to the integrity of what modern scholars know to be history.  Other than archaeology, literature is the most important key to understanding history.  Recognizing this specific account full of information, perspective, and cultural flavor on the identity of the New World would greatly benefit the canon of early American literature.  Even though John Josselyn’s Account of Two Voyages to New-England : Made during the Years 1638, 1663 is very obscure, the book is extremely informational regarding multiple facets of colonial America.   It should be recognized within the classroom because combining the stores of legitimate information with other literary texts, students can gain a clearer understanding of the time period, naturally, culturally, and historically.
            There are mountains of information contained within this book.  Students and historians can use many sections of the book to gain insight into what the colonists knew and how they behaved at the time.  One could draw from the naturalistic description of colonial America to learn of the era’s perspective on biology, zoology, botany, and medicine.  One could draw from the acute observations of societal patterns, religious structures, or cultural phenomena to learn of the era’s perspective on morality, spirituality, and socio-economics.  One could draw from the eyewitness account of history in the making or from the recorded timeline of relevant events to learn what the era’s people believed about their own past, present, and future.  Such conclusions, drawn by comparing the individual account to others in the canon of early American literature, could serve as interesting or even invaluable pieces of school curriculum or scholarly databases.  Partnering the information and perspectives with other documents from the time can clear up inconsistencies and match facts in order to gain a better understanding.  This is why it should be accepted with the canon of early American literature, because pairing it with other works in the curriculum can teach students intriguing and vital information about colonial America and its people.  John Josselyn’s Account deserves to be recognized in this way because it contains a massive amount of information about the people, the nature, and the history of the American colonies, as well as providing a view of the information from a unique perspective of the time.  If historical literature constitutes our official history, then this account should be included within that realm of literature.

Works Cited
"American Journeys Background on An Account of Two Voyages to New-England Made during the Years 1638, 1663." American Journeys Background on An Account of Two Voyages to New-England. © 2016 Wisconsin Historical Society, n.d. Web. 07 Mar. 2016. <http://www.americanjourneys.org/aj-107/summary/>.
Josselyn, John, and William Veazie, Publisher. An Account of Two Voyages to New-England : Made during the Years 1638, 1663 / by John Josselyn, Gent. Boston: William Veazie, 1865. Print.
Kang, Ning. "Puritanism and Its Impact upon American Values." Review of European Studies 1.2 (2009): 148-51. Web. 25 Mar. 2016.

"People & Ideas: The Puritans." PBS. PBS, 11 Oct. 2010. Web. 26 Mar. 2016. <http://www.pbs.org/godinamerica/people/puritans.html>.

On Mary Collier's "A Women's Labour" by J. Miller

This blog is part of a student project for ENG327: Puritan and Colonial American Literature at the University of Wisconsin-Parkside. Students were requested to upload and share texts written prior to 1800 for research into American colonization.

Free online edition of Mary Collier’s “The Woman’s Labour”: http://www.usask.ca/english/barbauld/related_texts/collier.html

Free online version of Virginia Woolf’s “A Room of One’s Own” http://ww3.haverford.edu/psychology/ddavis/psych214/woolf.room.html


Jasa Miller
Dr. Teresa Coronado
Archive Assignment
03/29/2016

Mary Collier’s “The Woman’s Labour”

            Mary Collier was an English washerwoman from Petersfield in Hampshire during the eighteenth century. She is the first working-class poetess to be published in England. Her claim to fame was the poem, “The Woman’s Labour,” which she wrote as an angry response to the author Steven Duck of the poem “The Thresher’s Labour,” which includes a contemptuous description of “lazy” women who work alongside men in hay fields. Collier’s poem was written in 1739 and was published in London until 1780. “The Woman’s Labour” was sold in pamphlet shops near the Royal Exchange and by an independent store owner named J. Roberts of Warwick-lane. The purpose of this essay is to share a rare glimpse into the life of an English working woman during the 18th century and to compare and contrast elements of Collier’s work to Virginia Woolf’s “A Room of One’s Own” to demonstrate historically unfavorable attitudes towards women. Woolf’s work stressed the importance for women to adopt and maintain their own identities. The impossibility of that concept during Collier’s lifetime strengthens Woolf’s argument. “The Woman’s Labour” text is important and of interest to history and literature critics because it was written by one of the first English female literary commentators who divulges the exploitation of women in the working class. It also illustrates England’s cultural perspective on indentured servant women’s socioeconomic status during the 1700’s. The purpose of this essay is to gain insight to the attitudes towards working women during England’s 18th century and to encourage readers to formulate ideas as to how those attitudes shaped perspectives on women in America.
            As previously mentioned, “The Woman’s Labour” was a response to Stephen Duck, author of the poem, “The Thresher’s Labour.”  Duck was an indentured servant, who worked in hay fields, and was recognized by members of the English monarchy for his interest in books and for his poetry. He was given a small house to live in by Queen Caroline. Later in his life, he made Royal court appearances, became a preacher at Kew Chapel, and wrote an elegy for the Queen after her death. According to the University of Nebraska Press Introduction to The Thresher’s Labour:
The Thresher’s Labour is more than an encomium to industry and a condemnation of tyranny… In this unjust situation the villain was the greedy, callous farmer, the victims were the workers. Rural English society was dividing…the result was the transfer from the village community to the individual farmer of a whole range of economic decisions which had hitherto been decided collectively. (Castle Press v).
The intended audiences for Duck’s poem were sympathetic rural land owners and other indentured servants who could relate to his daily lamentations. The majority of his work chronicles what he considers extreme work hazards. He makes allusions to characters of classical literature such as the Greek nymph Echo in, “So lou’d their Speech, and so confus’d their Noise, Scarce puzzled Echo can return the Voice” (Duck 21).Of the twenty-seven pages that comprise his work, four pages are dedicated to his derisive opinions of working women. The first stanza of Duck’s gender slander reads:
                  Soon as the rising Sun has drank the Dew, Another Scene is open to our View:
Our Master comes, and at his Hells a Throng, Of prattling females, arm’d with Rake and Prong; Prepar’d whilst he is here, to make his Hay, Or, if he turns his Back, prepar’d to play: But here, or gone, sure of this Comfort still; Here’s Company, so they may chat their Fill, Ah! Were their Hands so active as their Tongues, How nimbly then would move the Rakes and Prongs! (Duck 20).
Duck was trying to reach a sympathetic audience to illustrate the injustices of a changing society, complicated tax amendments, and being subjected to greed and lack of pay, having to deal with lazy, gossipy females was to him the last straw. Yet, to Collier, reading his opinions were just the tip of the iceberg for protesting working-class women’s rights. One can sense the anger and defiance in Collier’s work firstly by its title, next by her mocking tone when quoting parts of “The Thresher’s Labour”, and by her own allusions to classical literature.
Collier’s poem is a rare glimpse into the personal life of the indentured female servant. She informs the world of working-class female exploitation in eighteenth century England with the following statements: “The Washing is not all we have to do: We oft change Work for Work as well as you” and “When Ev’ning’s come, you Homeward take your Way, We, till our Work is done, are forc’d to stay; And after all our Toil and Labour past, Six-pence or Eight-pence pays us off at last; For all our Pains, no Prospect can we see, Attend us, but Old Age and Poverty” (Collier 15). In these statements, Collier informs the reader that female hired help is not restricted to the duties of their titles.  For example, Collier was a washerwoman, which is a woman who tends to the laundry of her employers’ household. She speaks of the endless list of household chores that await for the women after they are done in the fields: mending her master and mistresses’ clothing, cooking dinner, scrubbing pots and pans, polishing silverware, doing laundry, assisting the masters as they ready for bed, and any other task that is demanded of them. The aforementioned tasks are in addition to Collier’s official duty as washerwoman.
 Throughout the rest of her poem, the reader witnesses several other aspects of her daily work, which include duties outside of her job description. She illustrates long days of exhausting physical work that begins at midnight and lasts late into the next night in the following statements:
Often at Midnight, from our Bed we rise, At other Times, ev’n that will not suffice; Our Work at Ev’ning oft we do begin, And ‘ere we’ve done, the Night comes on again… Now Night comes on, from whence you have Relief, But that, alas! Does but increase our Grief; With heavy Hearts we often view the Sun, Fearing he’ll set before our Work is done; For either in the Morning, or at Night, We piece the Summer’s Day with Candle-light” (Collier 16).
            From Collier’s perspective, the working woman’s life was spent in continual drudgery, exhaustion, and with little hope of financial independence.
Collier speaks also of women having to bring their young children with them to the fields and having to care for them while they sweat, bleed, and toil the day away: “To get a Living we so willing are, Our tender Babes into the Field we bear, And wrap them in our Cloaths to keep them warm, While round about we gather up the corn; And often unto them our Course do bend, To keep them safe, that nothing them offend” (Collier 10). Collier catapults the heroism of working class women by informing Duck, as well as the reader, that while men toil their days away in sweaty drudgery, (and their only real annoyance is having to deal with women) women endure the same sweaty drudgery and take care of their children while they work. She continually reminds Duck that while men receive the luxury of supper and relaxation at the end of their work shifts, women immediately set to work on additional household tasks after laboring in the fields, while simultaneously tending to children. Duck’s poem makes no mention of children laboring in the fields. By including the burden of childrearing on top of daily work, Collier suggests that women actually work harder than men and should therefore be recognized.
There are several areas of “The Woman’s Labour” in which Collier unapologetically and shrewdly addresses Duck. In the first stanza of her poem, Collier scolds Duck for his derisive writing on women laborers and forgetting his own socioeconomic status with, “Immortal Bard! Thou Fav’rite of the Nine! Enriched by Peers, advanced by Caroline! Deign to look down on One that’s poor and low, Remembering you yourself was lately so” (Collier 5). With this statement, Collier attempts to demonstrate to Duck his hypocritical self-assessment, as his early socioeconomic standing was nearly identical to Collier’s.
Another area in which Collier addresses Duck can be found in, “What fully to declare is part of my Art; So many Hardships daily we go through, I boldly say, the like you never knew” (Collier 12). This statement was made after Collier’s several stanzas-long descriptions of child rearing while working in the fields and several examples of additional work to her title of washerwoman. While in her Advertisement introduction, Collier mentions that she published her poem upon the encouragement of her master and to help gain notoriety, it is clear by her use of the word you that her intended audience is only Stephen Duck.
The final examples of Collier directly confronting Duck can be found in the following verses: “Weary, alas! But ‘tis not worth our while Once to complain, or rest at ev’ry Stile;” and in “Our Toil and Labour’s daily so extreme, That we hardly ever Time to dream.” (Collier 11). Her italicized use of the phrases rest at ev’ry Stile and Time to dream are in response to certain verses in “The Thresher’s Labour,” in which Duck mentions that female laborers enjoy several breaks from work and how in events of inclement weather, women run for cover and retire for the day. Collier italicizes those phrases as a means of defying Duck’s accusations and to stress that his opinion of women in the fields is incorrect.
As previously mentioned, Duck makes references to classical literature in his poems, and such wordplays were partly what gained him the attention of British Royals. Collier, in similar fashion, makes her own allusions to classical literature. In the following statement, she directly confronts Duck with, “And you, great DUCK, upon whose happy Brow, The Muses seem to fix the garland now, In your late Poem boldly did declare, Alcide’s’ Labours can’t with your compare” (Collier 7). In this statement, Collier accuses Duck of comparing his work grievances and daily tribulations to that of Alcide, also known as Heracles, the Greek hero who was ordered to conclude his Twelve Labors as repentance to King Eurystheus.
Another example of Collier’s allusions to classical literature can be found in, “While you to Sisyphus yourselves compare, With Danaus’ Daughters we may claim a Share; For while he labours hard against the Hill, Bottomless Tubs of Water they must fill” (Collier 16). In Greek mythology, Sisyphus was a former king who was condemned to pushing a massive boulder up a hill only to watch it roll down again and to repeat for eternity. Danaus’ Daughters were the fifty daughters of an Egyptian king who were ordered to marry the fifty sons of his twin brother. All but one daughter murdered her new husband, and all fifty daughters were punished by carrying water in sieve containers to fill a vessel. However, their sieves constantly leaked and the vessel was never filled. Both the story of Sisyphus and the story of Danaus’ Daughters exemplify punishment by a repetitive task that can never be completed. In this example, Collier reminds Duck that their lives and circumstances are more alike than they are different. Though Collier makes mention that Duck was socially advanced by Queen Caroline at the very beginning of her poem, in this statement she reminds him that had the Queen’s intervention never happened, Duck would be in the same socioeconomic situation as Collier and that neither laborer is superior to the other.
During research for “The Woman’s Labour” I remembered an essay by Virginia Woolf called “A Room of One’s Own” and drew some parallels to both Collier’s and Woolf’s written works and their perspectives on women.  The beginning of the Woolf’s essay laid a perfect groundwork for her narrative on a less common but important role of women in Western culture. Woolf argued that aside from stereotypical child-rearing and household slavery, the woman’s role in society was to feed the narcissistic side of man;
Women have served all these centuries as looking-glasses possessing the magic and delicious power of reflecting the figure of man at twice its natural size. Without that power probably the earth would still be swamp and jungle… That is why Napoleon and Mussolini both insist so emphatically upon the inferiority of women, for if they were not inferior, they would cease to enlarge (Woolf).
What Woolf meant is that men could not indulge in an image of greatness, or be seen as leaders, if there were not less desirable existences to compare those images to. So women became the default negative, inferior class, to which men had a reason to outshine.
            The idea of women existing as looking-glasses is comparable to Collier’s idea of women as men’s source for greatness in following verses:
Our first Extraction from a Mass refin’d, Could never be for slavery design’d, That happy State our Sex at first enjoy’d. When Men had us’d their utmost Care and Toil, Their recompense was but a Female Smile; When they by Arts or Arms were render’d Great, They laid their Trophies at a Woman’s Feet; They, in those Days, unto our Sex did bring, Their Hearts, their All, a Free-will Offering; And as from us their Being they derive, They back again should all due Homage give (Collier 6).
In this example, Collier first speaks of a time when men appreciated women and would acknowledge them for their support and inspiration in a man’s life. In her last sentence, “And as from us their Being they derive, They back again should all due Homage give,” Collier instructs future generations of men to purge themselves of superiority complexes over women and give them credit for their assertive livelihood as she feels is due.
            Another similarity between “The Women’s Labour” and “A Room of One’s Own” lies in Woolf’s description of the history of women prior to the eighteenth century. Woolf identifies an interesting fact that not much is recorded about women before the 18th century. She mentions that basic information like dates of birth, baptism, or marriage could be found in official registries. But one cannot find any literature from women before that time. It is sad to think that a women’s worth was that of a farm animal such as a cow or a horse. British society continually viewed a woman as a piece of property that was certified and valued only for what kind of profit she could yield and not for any significant contributions to the home.
            Woolf also introduced readers to an idea she called “Shakespeare’s sister, Judith.” Judith was a woman born in the mid to late 1500’s. She was adventurous, smart, intellectually curious, and just as talented as her brother William Shakespeare. But she was born female. She did not enjoy education at schools but was forced to work in the home and forced to marry at a young age. Because of the lack of opportunities for women in the arts during her time, Judith went mad and eventually committed suicide out of desperation, and was buried in obscurity. Two hundred years later, during Mary Collier’s lifetime, the attitudes towards women in England were virtually unchanged. While female indentured servants were able to receive petty wages for honest work during the eighteenth century, opportunities for education and financial independence were all but impossible, and their roles as property remained the same.
            Speaking out against social injustices, especially as a working-class servant woman, was radical during Mary Collier’s lifetime. At the suggestion of her employers, Collier brought to life the old adage: “The pen is mightier than the sword” by exercising her right to protest unjust and inaccurate judgments upon women with language that is clever, shrewd, and unapologetic while simultaneously remaining delightfully polite. Although she was a lowly washerwoman, Collier is a strong woman exuding with unintentional bravado and is worthy of respect and admiration. She spoke out about the inequalities among the sexes in the working class before they became hot political issues. Her words were powerful enough that they garnered attention from people higher on the social ladder than she, and who encouraged her to circulate her thoughts into immortality via publication. She never gained international fame. Her plight into the literary world was a brief one and she lived the rest of her life out in obscurity. However, reprints of her work remain as a reminder of what life was like for women in history and how far they have come. She is an exemplary model of strength and smarts, of sass and significance, for women of all ages and backgrounds, for several generations to come.








Works Cited

Duck, Stephen. The Thresher’s Labour. Pasadena: Castle Press, 1985. Print.
Collier, Mary. The Women’s Labour. Pasadena: Castle Press, 1985. Print.
Woolf, Virginia. A Room of One’s Own. Haverford University. Web. 29 Feb 2016.

           





           
            

Memoir of Duluth on the Sioux Country, 1679-1682: Brina Ward, "The Friendlier Side: Daniel Duluth’s Moments in the New World";



Brina Ward
English 327
Dr. Coronado
The Friendlier Side:  Daniel Duluth’s Moments in the New World
            Early stories told of the New World, describe the settlers view and opinion of the Native Americans. Many of these accounts depict the friction between the Native Americans and the settlers. However, it’s important to the American Canon to see other versions of interactions between the two parties. Daniel Greysolon Duluth provides these moments of friendliness through writing about his interactions between his crew and the Native Americans. In his accounts, entitled, “Memoir of Duluth on the Sioux Country, 1679-1682”, Duluth provides many moments from his time in the New World of friendly encounters with the Natives. Duluth talks about his significance to France, which is important because it shows the historical background of France in the New World. Duluth’s position in American literature is significant because he was one of the leading men in establishing trade and peace with the Natives around Lake Superior. Without the background of his story and his memoirs, there would be missing information about the development of the New World. He provides important information about the Natives, especially the structure of their relationship to the settlers and the geographical nature of Lake Superior and the Midwest. Duluth’s Memoir is important for the American Canon because it highlights the moments in his travels that are pivotal to America development, and readers should be exposed to these moments in history where settlers use friendlier tactics to intertwine with the Natives, gain land, and improve trade and travel.
            Daniel Greysolon Duluth, originally from France, traveled to the new world under the influence of King Louis XIV; both men hoping to discover something extraordinary in the New World. Duluth was a part of the French royal court, and when he arrived in the New World in 1674, he became the commander of the French Marines (Greysolon, Daniel, Sieur du Lhut”). King Louis’s plan entailed spreading French influence and control among the Natives, which Duluth chose to use friendlier tactics rather than abrupt force, unlike many commanders around him. Duluth traveled to North America near Lake Superior, especially near the Dakota lands. His main task was to create peace among the existing settlers and Natives, since conflict was predominate in the Dakota lands. In one moment of his account, he establishes the kind of relationship he gained with the Natives. Duluth states, “they [the natives] all appeared there, where I had the good fortune to gain their esteem and their friendship, to bring them together, and in order that peace might last longer among them…I caused them to hold meetings in the forest, in order to hunt together, feast, and thus draw closers the bonds of friendship” (Duluth 330-331). Duluth highlights the ways he brings the Natives and settlers together, such as establishing meetings, which allowed the bond between the two to grow stronger.  It’s important for readers to understand that through Duluth’s peace-making skills, there was an increase in wealth and trade for the settlers. Duluth released some of the tension between the settlers and the Natives, creating strong pathways for trading and gaining the control that King Louis wanted.
            Another important aspect of Duluth’s account pertains to the history of France in the New World. Duluth begins this excerpt discussing his relation to other Frenchmen and to royalty in France. Duluth states, “my affairs having obligated me to come back here, whence, after having made the campaign of Franche Comte, and of the battle of Senef, where I had the honor to be a gendarme of the guard of his Majesty and squire of Monsieur de Lassay” (Duluth 329). Duluth’s ability in the military shows the importance of connections to royalty, especially to the ability to travel to the New World. Duluth’s connection to royalty provided him the ability to travel to the New World which he proves in the first paragraph of this excerpt. Duluth “fought against the Dutch under the Great Conde in 1674, by which time he had already made two voyages to New France”  which proves his dedication to France and his interest to the New World (“Greysolon, Daniel, Sieur du Lhut”). Establishing that he is returning to the New World illustrates his successfulness in the New World and in France. Considering Franche Comte accepted Duluth’s campaign shows his responsibility and capability in the New World. His importance as a solider and part of the Majesty’s guard shows how the royalty trusted him, which is important in terms of legitimacy of his word and of his travels. If the French were trusting enough to send him to create peace and gain land in the New World, he must have been a significant figure in the French history as well as American History.
            Coming from a military background, many of the tasks Duluth had in the New World were creating peace in the battles between the Natives and the French. He was a great negotiator, which was one of his most predominate jobs in the New World. According to the Columbia Electronic Encyclopedia, Duluth was able to use his negotiation skills to “claim the upper Mississippi region for France” (“Daniel Greysolon Duluth, Sieur" 2). His ability to negotiate between the Natives and the French provides his reliability as a solider. In his memoir, Duluth discusses some of the negotiations he conducted in the New World. Duluth states, “I had the honor to set up the arms of his Majesty in the great village of the Nadouecioux” where he continues to talk about the land he claimed and established villages for Frenchmen in conjunction with the Natives (Duluth 330). Duluth, who is writing to his Lord, provides these moments of negotiation and claiming of land to prove he’s accomplishing the tasks that were set to him when he left to come to the New World. Duluth proves that his job as a negotiator is accomplished in this memoir, and through the narratives of his negotiations, the reader learns the importance of Duluth in America’s history. Without his negotiations, there could have been a lack of French presence in the Midwest. He established villages that allowed Frenchmen to colonize and live among the Natives. Duluth’s negotiation narratives should be included in the canon for this exact reason, since he was able to gain land for settlers.
            In addition to his narratives of negotiation, Duluth’s description of the Midwest and Lake Superior proves important in the reading and canonizing of his memoirs. Throughout his memoir and many of the bibliographies about him mention the idea that Duluth was interested in the land and being able to see as much of the New World as possible. In his memoir, Duluth provides descriptions of the land while he is traveling with a Native who was interpreting for him and some of his crew. Duluth states, “I entered into a river which has its mouth eight leagues from the extremity of Lake Superior on the south side….then made a carry of half a league to reach a lake which emptied into a fine river, which brought me to the Mississippi” where Duluth met with other Natives and Frenchmen (331). Duluth details out many of his travels, providing a narrative map of the land, which would help further readers if they were to travel the same land and waterway that he traveled. Also, his descriptions provide a further look into the land that he is helping take over. Since he is writing to his Lord and to other men in France, his descriptions help further young men travel the New World. Duluth helped “raise the French standard at Lzatys” which is in the Nadouecioux tribe, and from there, Duluth traveled and “hoped to find a northwest passage to the Pacific Ocean” (Greysolon, Daniel, Sieur du Lhut”). Once Duluth accomplished his task at peace making, he attempted to find more land and ways to make it easier to travel and trade in the New World. Duluth’s initiative to expand the land shows the importance of his memoirs because it helps establish, in writing, the land and his importance to the discovery of part of the New World.
            In this particular account, Duluth narrates a moment where his peace making and negotiating were used in conjunction with each other. In this narrative, Duluth discusses a situation where the Nadouecioux take captive two Frenchmen. Duluth becomes a mediator between the two parties, allowing for a friendly re-connection with the Nadouecioux tribe and the Frenchmen. Duluth uses his negotiating skills to get the Natives to release the Frenchmen, without violence or fighting. He uses his abilities to communicate with the Natives and understand their culture, he sent “two calumets to be given back to them in recognition of the insult they had done us, these being the things most esteemed among them for pacifying affairs” (Duluth 332). According to the Oxford English Dictionary, a calumet is a pipe used among Natives as a symbol of peace or friendship (OED, “calumet”). Duluth was able to take something from the Natives’ culture and provide a way of peace exchange to pacify the conflict between the Natives and the Frenchmen. Duluth negotiated with the Natives, accomplishing peace among the two parties, which is what Duluth is notorious for. It’s important to read moments in history where the settlers use peaceful exchange in order to achieve what they wanted, contrasting to the force and destruction that is normal in the reading of American history.
            In most cases, Natives and settlers were at war and conflict among land, trade, and the simple taking over the settlers were doing to the Natives and their culture. Duluth took a different approach with the Natives and provided peaceful encounters with the Natives, by being a strong negotiator and solider of the French military. His ability to focus on the Natives culture allowed him to provide peace between the Natives and the French. He was able to claim land and strengthen trade, which were his two top priorities coming to the New World from France. It’s important for Duluth’s memoir and story to be told in American canon because it sheds light on a side of Native/Settler interaction that isn’t as common as many of the other narratives. Duluth provides a side of French exploration that should be commonly read in the American canon, since he negotiated and created peace in the Midwest, which is important in the historical narrative of how the New World was discovered and in the overall development of America.
Works Cited
"calumet, n." OED Online. Oxford University Press, March 2016. Web. 28 March 2016.
"Daniel Greysolon Duluth, Sieur." Columbia Electronic Encyclopedia. History Reference Center, 2005. Web.
Duluth, Daniel Greysolon. "Memoir on the Sioux Country, 1678-1682." American Journeys. Wisconsin Historical Society, 2003. Web.
"Greysolon, Daniel, Sieur du Lhut (c.1639–1710)." MNopedia. Minnesota Historical Society, 2013. Web.