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Universe^ Microfilms International 300 N. Z eebR oad Ann Arbor. Ml 48106 8300373 Waggenspack, Beth Marie ELIZABETH CADY STANTON’S REFORM RHETORIC 1848-1854: A PERELMAN ANALYSIS OF PRACTICAL REASONING The Ohio State University Ph.D. 1982 University Microfilms International300 N. Zeeb Road, Ann Arbor, MI 48106 PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V . 1. Glossy photographs or _____pages 2. Colored illustrations, paper or_____ print 3. Photographs with dark background_____ 4. Illustrations are poor copy______ 5. Pages with black marks, not original copy 6. Print shows through as there is text on both sides of page______ 7. Indistinct, broken or small print on several pages^ 8. Print exceeds margin requirements_____ 9. Tightly bound copy with print lost______ in spine 10. Computer printout pages with indistinct______ print 11. Page(s)__________ lacking when material received, and not available from school or author. 12. Page(s)__________ seem to be missing in numbering only as text follows. 13. Two pages numbered___________ . Text follows. 14. Curli ng and wrinkled pages______ 15. Other_________________________________________________________________ University Microfilms International ELIZABETH CADY STANTON'S REFORM RHETORIC 1848-1854! A PERELMAN ANALYSIS OF PRACTICAL REASONING DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Beth Marie Waggenspack, B.A., M.A. The Ohio State University 1982 Reading Committee Approved By Dr. Goodwin F. Berquist Dr. James L. Golden Dr. Paul Bowers </ Adviser Department of Communication The efforts behind this work are dedicated to the Waggenspacks, whose love and support, confidence and trust, have always been there whenever I needed them. Old f r i e n d s .... They mean much more to me than the new friends. For they can see where you are And they know where you've been. -Stephen Chapin ACKNOWLEDGEMENTS The author would like to thank Professor Goodwin F. Berquist, advisor and friend, for his guidance and support. His constant concern and encouragement were essential in the completion of her graduate program. Also to be thanked for their friendship are fellow Graduate Teaching Associates Samuel Wallace, Patti Lind-Toledo, and Susan Swan Mura. They made the last year bearable with their occasional bursts of sanity. iii VITA August 27, 1952 ........... Born, Alliance, OH M a y 1 9 7 4 .................... B .£., Muskingum College New Concord, OH August 1975................. M.A., Texas Tech University Lubbock, TX September 1975-August 1978 Instructor of Communications Central Ohio Technical College N e w a r k , OH September 1978-June 1982.. Graduate Teaching Associate Department of Communication The Ohio State University Columbus, OH PUBLICATIONS AND PRESENTATIONS "Graduate Teaching Associate Training: A Competency-Based Approach to Functional Communication" with Patti Lind-Toledo; Speech Communi­ cation Association Instructional Practices Division, Louisville 1982 "Linguistic Sexism: A Rhetorical Perspective" with Susan Swan Mura; chapter in Golden, Berquist, and Coleman, The Rhetoric of Western Thought, Third Ed. (Dubuque: Kendall/Hunt, 1982) "In Search of Responsibility" Ohio Association of Two-Year Colleges Journal, Vol. 4, no. 2, Winter 1979. "Juror Perceptions of Participants in Criminal Proceedings" with M. McLaughlin, T. R. Cheatham, and K. Erickson, Journal of Applied Communications Research, Vol. 7, no, 2, Nov. 1979. FIELDS OF STUDY Major Field: Rhetoric and Public Address Minor Fields: Communication Theory Adult Education Secondary Education TABLE OF CONTENTS page DEDICATION ........................................................... ii ACKNOWLEDGEMENTS .....................................................iii VITA ................................................................... iv TABLE OF CONTENTS ................................................... v Chapter ONE. INTRODUCTION .............................................. 1 TWO. THE THRUST OF REFORM IN THE NINETEENTH CENTURY ......15 THREE. ELIZABETH CADY STANTON: BIOGRAPHY..................... 40 FOUR; PERELMAN'S NEW RHETORIC: PRACTICAL REASONING IN ARGUMENTATION ............................................64 FIVE. ELIZABETH CADY STANTON'S REFORM RHETORIC 1848-1854 ................................................. 86 SIX. CONCLUSIONS............................................... 135 Endnotes CHAPTER ONE ...................................................... 149 CHAPTER TOO ...................................................... 150 CHAPTER T H R E E ....................................................156 CHAPTER FOUR .....................................................161 CHAPTER FIVE ....................................................163 CHAPTER SIX ...................................................... 169 APPENDIX .............................................................. 170 BIBLIOGRAPHY ..........................................................174 V CHAPTER ONE INTRODUCTION Rationale The history of Western civilization records many challenges to its basic assumptions. The divine rights of kings, the propriety of slavery were once accepted as naturally correct ideas. If these assumptions had not been challenged, had not been replaced by what was right based upon important values, then Amevica would not new be the democracy we kown. Ours is a history of crucial decisions where our nation's fate hung in the balance. Another perilous juncture existed in the issues raised in the mid- Nineteenth Century by people agitating for reforms in woman's roles, rights, and status in society. The ideals espoused by our founders to justify the American Revolution were used by feminists to legitimize their demands. When Elizabeth Cady Stanton, Lucretia Mott, and three others walled the first Woman's Rights Convention at Seneca Falls, NY, in 1848, they beg^n a movement to achieve sexual equality which has reverb­ erations lingering today. Elizabeth Cady Stanton is a prototype of modern feminists, and a study of her early reform rhetoric reveals insight into the start of the women's rights movement and today's feminist revolution. Such a study sheds light on the constrains which prevented her persuasive appeals from achieving their desired effects. Her leadership is demonstrated in many ways: she was one of the organizers of the convention? she was also one of the editors of The 1 2 Revolution (1868-1870), an early feminist newspaper; she served as president of both the National Woman Suffrage Association (1869-1890) and the National American Woman Suffrage Association (1890-1892). It would appear that if the Twentieth Century Women's Movement is to achieve its equal rights goals, then it must first be aware of and understand the successes and failures in theory and practice of someone such as Cady Stanton, a Nineteenth Century leader whose reform rhetoric and desires foreshadow the persuasive efforts of our own day.^ By studying Cady Stanton's techniques of argumentation, we may more clearly understand the present and preview the future. Elizabeth Cady Stanton appears to have been almost instinctively drawn to women's reform causes. She became unsettled over the law's treatment of women as a child listening to clients' woes in her father's law office. Here the seeds of discontent were sown; Cady Stanton's expectations of woman's sphere expanded into