REREADING HAWTHORNE DISSERTATION Presented to The
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Hawthorne's Concept of the Creative Process Thesis
48 BSI 78 HAWTHORNE'S CONCEPT OF THE CREATIVE PROCESS THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Retta F. Holland, B. S. Denton, Texas December, 1973 TABLE OF CONTENTS Chapter Page I. HAWTHORNEIS DEVELOPMENT AS A WRITER 1 II. PREPARATION FOR CREATIVITY: PRELIMINARY STEPS AND EXTRINSIC CONDITIONS 21 III. CREATIVITY: CONDITIONS OF THE MIND 40 IV. HAWTHORNE ON THE NATURE OF ART AND ARTISTS 67 V. CONCLUSION 91 BIBLIOGRAPHY 99 iii CHAPTER I HAWTHORNE'S DEVELOPMENT AS A WRITER Early in his life Nathaniel Hawthorne decided that he would become a writer. In a letter to his mother when he was seventeen years old, he weighed the possibilities of entering other professions against his inclinations and concluded by asking her what she thought of his becoming a writer. He demonstrated an awareness of some of the disappointments a writer must face by stating that authors are always "poor devils." This realistic attitude was to help him endure the obscurity and lack of reward during the early years of his career. As in many of his letters, he concluded this letter to his mother with a literary reference to describe how he felt about making a decision that would determine how he was to spend his life.1 It was an important decision for him to make, but consciously or unintentionally, he had been pre- paring for such a decision for several years. The build-up to his writing was reading. Although there were no writers on either side of Hawthorne's family, there was a strong appreciation for literature. -
Popular Sovereignty, Slavery in the Territories, and the South, 1785-1860
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2010 Popular sovereignty, slavery in the territories, and the South, 1785-1860 Robert Christopher Childers Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the History Commons Recommended Citation Childers, Robert Christopher, "Popular sovereignty, slavery in the territories, and the South, 1785-1860" (2010). LSU Doctoral Dissertations. 1135. https://digitalcommons.lsu.edu/gradschool_dissertations/1135 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. POPULAR SOVEREIGNTY, SLAVERY IN THE TERRITORIES, AND THE SOUTH, 1785-1860 A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of History by Robert Christopher Childers B.S., B.S.E., Emporia State University, 2002 M.A., Emporia State University, 2004 May 2010 For my wife ii ACKNOWLEDGMENTS Writing history might seem a solitary task, but in truth it is a collaborative effort. Throughout my experience working on this project, I have engaged with fellow scholars whose help has made my work possible. Numerous archivists aided me in the search for sources. Working in the Southern Historical Collection at the University of North Carolina at Chapel Hill gave me access to the letters and writings of southern leaders and common people alike. -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University M crct. rrs it'terrjt onai A Be" 4 Howe1 ir”?r'"a! Cor"ear-, J00 Norte CeeD Road App Artjor mi 4 6 ‘Og ' 346 USA 3 13 761-4’00 600 sC -0600 Order Number 9238197 Selected literary letters of Sophia Peabody Hawthorne, 1842-1853 Hurst, Nancy Luanne Jenkins, Ph.D. -
I Pledge Allegiance to the Embroidered Scarlet
I PLEDGE ALLEGIANCE TO THE EMBROIDERED SCARLET LETTER AND THE BARBARIC WHITE LEG ____________ A Thesis Presented to the Faculty of California State University Dominguez Hills ____________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in Humanities ____________ by Laura J. Ford Spring 2018 ACKNOWLEDGEMENTS I would like to acknowledge the people who encouraged and assisted me as I worked towards completing my master’s thesis. First, I would like to thank Dr. Patricia Cherin, whose optimism, enthusiasm, and vision kept me moving toward a graduation date. Her encouragement as my thesis committee chair inspired me to work diligently towards completion. I am grateful to Abe Ravitz and Benito Gomez for being on my committee. Their thoughts and advice on the topics of American literature and film have been insightful and useful to my research. I would also like to thank my good friend, Caryn Houghton, who inspired me to start working on my master’s degree. Her assistance and encouragement helped me find time to work on my thesis despite overwhelming personal issues. I thank also my siblings, Brad Garren, and Jane Fawcett, who listened, loved and gave me the gift of quality time and encouragement. Other friends that helped me to complete this project in big and small ways include, Jenne Paddock, Lisa Morelock, Michelle Keliikuli, Michelle Blimes, Karma Whiting, Mark Lipset, and Shawn Chang. And, of course, I would like to thank my four beautiful children, Makena, T.K., Emerald, and Summer. They have taught me patience, love, and faith. They give me hope to keep living and keep trying. -
University Micrxxilms International 300 N
INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of "sectioning" the material has been followed. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. -
The Colonizing Force of Hawthorne's the Scarlet Letter
Laura “A” for Atlantic: Doyle The Colonizing Force of Hawthorne’s The Scarlet Letter In The Scarlet Letter, colonization just happens or, more accurately, has just happened. We might recall, by contrast, how Catharine Maria Sedgwick’s novel Hope Leslie elaborately narrates the sociopolitical process of making an Indian village into a native English spot. Hawthorne eclipses this drama of settlement. Although Haw- thorne, like Sedgwick, sets his plot of sexual crisis in the early colo- nial period of Stuart political crisis and English Civil War, he places these events in the distant backdrop, as remote from his seventeenth- century characters as his nineteenth-century readers. Meanwhile, he recasts Sedgwick’s whimsical heroine, Hope Leslie, as a sober, already arrived, and already fallen woman. In beginning from this already fallen moment, Hawthorne keeps off- stage both the “fall” of colonization and its sexual accompaniment. He thereby obscures his relationship to a long Atlantic literary and politi- cal history. But if we attend to the colonizing processes submerged in The Scarlet Letter, we discover the novel’s place in transatlantic his- tory—a history catalyzed by the English Civil War and imbued with that conflict’s rhetoric of native liberty. We see that Hawthorne’s text partakes of an implictly racialized, Atlantic ur-narrative, in which a people’s quest for freedom entails an ocean crossing and a crisis of bodily ruin. That is, The Scarlet Letter fits a formation reaching from Oroonoko, Moll Flanders, Charlotte Temple, and Olaudah -
What Literature Knows: Forays Into Literary Knowledge Production
Contributions to English 2 Contributions to English and American Literary Studies 2 and American Literary Studies 2 Antje Kley / Kai Merten (eds.) Antje Kley / Kai Merten (eds.) Kai Merten (eds.) Merten Kai / What Literature Knows This volume sheds light on the nexus between knowledge and literature. Arranged What Literature Knows historically, contributions address both popular and canonical English and Antje Kley US-American writing from the early modern period to the present. They focus on how historically specific texts engage with epistemological questions in relation to Forays into Literary Knowledge Production material and social forms as well as representation. The authors discuss literature as a culturally embedded form of knowledge production in its own right, which deploys narrative and poetic means of exploration to establish an independent and sometimes dissident archive. The worlds that imaginary texts project are shown to open up alternative perspectives to be reckoned with in the academic articulation and public discussion of issues in economics and the sciences, identity formation and wellbeing, legal rationale and political decision-making. What Literature Knows The Editors Antje Kley is professor of American Literary Studies at FAU Erlangen-Nürnberg, Germany. Her research interests focus on aesthetic forms and cultural functions of narrative, both autobiographical and fictional, in changing media environments between the eighteenth century and the present. Kai Merten is professor of British Literature at the University of Erfurt, Germany. His research focuses on contemporary poetry in English, Romantic culture in Britain as well as on questions of mediality in British literature and Postcolonial Studies. He is also the founder of the Erfurt Network on New Materialism. -
University of Oklahoma Libraries Western History Collections Ralph
University of Oklahoma Libraries Western History Collections Ralph H. Records Collection Records, Ralph Hayden. Papers, 1871–1968. 2 feet. Professor. Magazine and journal articles (1946–1968) regarding historiography, along with a typewritten manuscript (1871–1899) by L. S. Records, entitled “The Recollections of a Cowboy of the Seventies and Eighties,” regarding the lives of cowboys and ranchers in frontier-era Kansas and in the Cherokee Strip of Oklahoma Territory, including a detailed account of Records’s participation in the land run of 1893. ___________________ Box 1 Folder 1: Beyond The American Revolutionary War, articles and excerpts from the following: Wilbur C. Abbott, Charles Francis Adams, Randolph Greenfields Adams, Charles M. Andrews, T. Jefferson Coolidge, Jr., Thomas Anburey, Clarence Walroth Alvord, C.E. Ayres, Robert E. Brown, Fred C. Bruhns, Charles A. Beard and Mary R. Beard, Benjamin Franklin, Carl Lotus Belcher, Henry Belcher, Adolph B. Benson, S.L. Blake, Charles Knowles Bolton, Catherine Drinker Bowen, Julian P. Boyd, Carl and Jessica Bridenbaugh, Sanborn C. Brown, William Hand Browne, Jane Bryce, Edmund C. Burnett, Alice M. Baldwin, Viola F. Barnes, Jacques Barzun, Carl Lotus Becker, Ruth Benedict, Charles Borgeaud, Crane Brinton, Roger Butterfield, Edwin L. Bynner, Carl Bridenbaugh Folder 2: Douglas Campbell, A.F. Pollard, G.G. Coulton, Clarence Edwin Carter, Harry J. Armen and Rexford G. Tugwell, Edward S. Corwin, R. Coupland, Earl of Cromer, Harr Alonzo Cushing, Marquis De Shastelluz, Zechariah Chafee, Jr. Mellen Chamberlain, Dora Mae Clark, Felix S. Cohen, Verner W. Crane, Thomas Carlyle, Thomas Cromwell, Arthur yon Cross, Nellis M. Crouso, Russell Davenport Wallace Evan Daview, Katherine B. -
SOPHIA PEABODY HAWTHORNE Lessons from an Old Manse
SOPHIA PEABODY HAWTHORNE Lessons from an Old Manse Sophia Hawthorne’s window etching in her studio at The Old Manse: “Endymion painted in this room - finished January 20, 1844.” HISTORY On the morning of July 7, 1842, Nathaniel Hawthorne and Sophia Peabody were married in Boston. That afternoon, they rode out to Concord to begin their married life at The Old Manse. The Hawthornes were eager to begin this new chapter of their lives because they shared a vision of what their married life. Nathaniel was a writer, Sophia was an artist, and together they had planned to each develop their respective crafts while inspiring the other. The Old Manse was an ideal home for the Hawthornes with its shared and individual spaces. Sophia promptly transformed the dining room into her painting studio. By 1842, Sophia was a respected painter in the prime of her career. Current research shows her to be the first female American painter who was paid for her work, thus paving the way for others of her gender. In 1844 Sophia marked the completion of Endymion, the painting she considered her masterpiece, by using her diamond ring to etch the note above into her studio window. As her notes in this glass also show, Sophia’s life changed in 1844 when she gave birth to her first child, Una. The transition to motherhood was accompanied by an end to Sophia’s painting career. However, her diaries and letters show that she loved being a mother. And, in the second inscription on the window, Sophia expressed her daughter’s joy in seeing the shimmering icicles on maple trees in the yard after a winter storm: “Una Hawthorne stood on this window sill January 22’d 1845 while the trees were all glass chandeliers – a goodly show which she like much tho only ten months old” FOR CONTEMPLATION OR DISCUSSION Gender Roles - In the three years that the Hawthornes lived at The Old Manse, Sophia’s artistic career peaked and ended while Nathaniel’s grew to great acclaim. -
The Democratic Party and the Transformation of American Conservatism, 1847-1860
PRESERVING THE WHITE MAN’S REPUBLIC: THE DEMOCRATIC PARTY AND THE TRANSFORMATION OF AMERICAN CONSERVATISM, 1847-1860 Joshua A. Lynn A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History. Chapel Hill 2015 Approved by: Harry L. Watson William L. Barney Laura F. Edwards Joseph T. Glatthaar Michael Lienesch © 2015 Joshua A. Lynn ALL RIGHTS RESERVED ii ABSTRACT Joshua A. Lynn: Preserving the White Man’s Republic: The Democratic Party and the Transformation of American Conservatism, 1847-1860 (Under the direction of Harry L. Watson) In the late 1840s and 1850s, the American Democratic party redefined itself as “conservative.” Yet Democrats’ preexisting dedication to majoritarian democracy, liberal individualism, and white supremacy had not changed. Democrats believed that “fanatical” reformers, who opposed slavery and advanced the rights of African Americans and women, imperiled the white man’s republic they had crafted in the early 1800s. There were no more abstract notions of freedom to boundlessly unfold; there was only the existing liberty of white men to conserve. Democrats therefore recast democracy, previously a progressive means to expand rights, as a way for local majorities to police racial and gender boundaries. In the process, they reinvigorated American conservatism by placing it on a foundation of majoritarian democracy. Empowering white men to democratically govern all other Americans, Democrats contended, would preserve their prerogatives. With the policy of “popular sovereignty,” for instance, Democrats left slavery’s expansion to territorial settlers’ democratic decision-making. -
Hawthorne's Conception of History: a Study of the Author's Response to Alienation from God and Man
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1979 Hawthorne's Conception of History: a Study of the Author's Response to Alienation From God and Man. Lloyd Moore Daigrepont Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Daigrepont, Lloyd Moore, "Hawthorne's Conception of History: a Study of the Author's Response to Alienation From God and Man." (1979). LSU Historical Dissertations and Theses. 3389. https://digitalcommons.lsu.edu/gradschool_disstheses/3389 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. -
Slavery in White and Black Class and Race in the Southern Slaveholders’ New World Order
This page intentionally left blank Slavery in White and Black Class and Race in the Southern Slaveholders’ New World Order Southern slaveholders proudly pronounced themselves orthodox Chris- tians, who accepted responsibility for the welfare of the people who worked for them. They proclaimed that their slaves enjoyed a better and more secure life than any laboring class in the world. Now, did it not follow that the lives of laborers of all races across the world would be immea- surably improved by their enslavement? In the Old South, but in no other slave society, a doctrine emerged among leading clergymen, politicians, and intellectuals, “Slavery in the Abstract,” which declared enslavement the best possible condition for all labor regardless of race. They joined the socialists, whom they studied, in believing that the free-labor system, wracked by worsening class warfare, was collapsing. A vital question: To what extent did the people of the several social classes of the South accept so extreme a doctrine? That question lies at the heart of this book. Elizabeth Fox-Genovese (1941–2007) was Eleonore Raoul Professor of the Humanities at Emory University, where she was founding director of Women’s Studies. She served on the Governing Council of the National Endowment for the Humanities (2002–2007). In 2003, President George W. Bush awarded her a National Humanities Medal; the Georgia State Senate honored her with a special resolution of appreciation for her contri- butions as a scholar, teacher, and citizen of Georgia; and the fellowship of Catholic Scholars bestowed on her its Cardinal Wright Award.