ENL 164: "Angels in angles and other observations." Response to Crystallography by C. Bok.

I just want to talk about a few interesting passages that caught my eye while reading these poems.

First, the dedication at the beginning of the book caught my eye. There is a simple ninety degree angle drawn out with a line, and inside that angle it reads: "for the angel in the angle." It reminded me of several things, immediately of people who misspell the word "angel" with its geometric rearrangement. After my initial reaction, I thought about what he could have meant by rearranging the letters this way. I realized that there is an 'angel' in 'angle,' that is discovered by a simple rearrangement of letters. It made me feel a little silly for criticizing people for their innocent misspellings, and also put me in a right frame of mind for what was to come.

The next passage that caught my eye was on page 12:

A crystal is nothing more

than a breeze blowing sand

into the form of a castle

or a film played backwards

of a window being smashed.

It immediately reminded me of our discussion in class on Thursday about Bergvall's poem. I had written about liquids as a comparison for her poem, and the "trickling" of the letters on the page to form words by accident. Bok's description of a crystal is opposite of that observation: the accident is so elaborate and obvious it seems hardly an accident at all. A "film played backwards" implies that this is an event that has been staged, and planned to formation, and yet the description of "a breeze blowing sand" seems to undermine that very idea. It is also violent, with the "window being smashed" but also regal in "the form of a castle." It is complicated, these crystals, and it is an interesting comparison to be made just in one very short passage.

The final passage I will discuss is on page 53:

amethyst teeth grow into the yolk

of a geode, each interior crystal

a rock song of thought, an engram

forgotten inside a stone cranium.

I read an article on memory formation a long time ago, and the word "engram" triggered a memory while reading. Interesting that the term engram is defined in Merriam Webster's online dictionary as "a hypothetical change in neural tissue postulated in order to account for the persistence of memory." How appropriate that this word should evoke such ideas. Returning to the poem, I enjoyed the comparison of an amethyst crystal in a geode to the deep thoughts of a "stone cranium." The implications of a miner digging out those precious memories that were all but forgotten is a beautiful and compelling visual, and even more priceless than jewels are those memories that were once lost. Even the use of the word "yolk" implies an egg, which, when broken, will show the rich interior birthed by the fusion of crystal and rock.

ENL 164: "Letters or Liquids?" Response to the poetry of Caroline Bergvall.

There is something alluring about texts written illegibly, especially when those words are in such a serious "print" format, like poetry. It is like a puzzle, albeit a puzzle that has as many solutions as people who read it. Some works of literature are fantasic because they have no meaning that is universal, and instead offer only questions to the reader, who must accept the questions and try to find answers. In a work this abstract, it might be said the questions are infinite, leading to an even great number of answers, both of which are based solely on the interpretation of the reader.

The words in the poem border on inappropriate, but the reader must ask himself if the words are inappropriate, or if the reader just chooses to interpret them in this way. It takes a dirty mind to see the dirty--is that how the saying goes? Several times I would see something, only to stop myself, backtrack, and realize that what I saw was a word different, but subtly so. One page, 48, has words that form a shape like fluid trickling down the page, and the words formed within the letters could be interpreted as "gagging," "disgorging," "puke," "suck," "excrement," and "sack." Or, is it something else entirely? If so, I should probably get some help.

The meaning may not be immediate, and we may not be the ones to understand it, but there is meaning there. Perhaps the meaning is nothing more than making the reader consider for a moment that there is no meaning. Or maybe it is a commentary on our own understanding: we must find an interpretation or we're left unhappy with our ignorance. Whatever it is, I found this an interesting piece to read.

UWP 104D: "Online Versus On-Campus: Comparing eLearning and In-Person Delivery in College Classrooms"

Online Versus On-Campus:

Comparing eLearning and In-Person Delivery in College Classrooms

We are submerged in a culture that has embraced the technological age, which has gained momentum, fueling our want for new and exciting technologies. Want has become need, for those things that were only dreams of science fiction writers less than thirty years ago: wireless blue tooth headsets, notebook computers, touch screen cell phones, and wireless internet. Technology has bled over into education subtly, with entire campuses offering wireless internet, hybrid (internet and in-person delivered) courses, and courses entirely online. Online education, or eLearning, has quickly become the solution to recruiting and integrating the untraditional, the working, and the returning adult students into the college the college environment without putting demands on their time for commute and in-person lectures. The flexibility offered by online education is creating new opportunities for students who would not otherwise have the promise of education. However, there are drawbacks that must be considered by institutions before offering online curriculum such as costs, accessibility, effectiveness, the time that must be invested by both student and instructor, and what is lost and gained in the online classroom.

Costs of eLearning, for the institution and student, are one of the first considerations in the development of online curriculum. In the article “Cost Analysis of E-Learning: A Case Study of a University Program,” it is stressed that an institution must look at both the cost-efficiency and cost-effectiveness of eLearning programs, and that the two considerations are quite different. The author writes “many educators and decision-makers believe that the fact that e-learning can save costs is the major advantage of an e-learning program, because it is assumed that enhanced student enrollment would result in increased revenue and lower cost” (Wentling 2). Though it is true that online offerings have potential to bring in more students, even a larger variety of students, what is not considered is the costs of creating and implementing online curriculum effectively. Wentling goes on to point out that “Because of the high start-up and fixed costs, e-learning programs are more expensive than traditional classroom learning in the case of small enrollment” (3). Another study published by The Journal of Interactive Online Learning finds that for the development of a “3-semester hour online course required in excess of 700 hours of instructor and staff time” and that was not including technical support (Shaw 7). For online curriculum to be cost-effective and self sustaining the classes must have more students to monetarily compensate for the instructor having to spend more time planning and implementation, and to pay for the technical support. It is important for institutions to keep in mind the costs of online curriculum before making a long-term commitment to its implementation.

Costs play an important role in the effectiveness of the online classroom, including those costs to the students. A traditional classroom has desks facing an instructor and a chalk or dry erase board. Compare this to the online classroom which consists of a forum for students to post discussion topics and replies, and perhaps a small online chat room that is monitored by the instructor or a teacher’s assistant. This “classroom” is where most of the student-student and student-teacher interaction is supposed to take place. An institution that wants to create a more realistic online classroom may add live video capabilities, so the instructor may have video chats with students in real time. This technology, which would be very effective, can be expensive and also requires training for the instructor to be able to use it effectively. For a student, access to a computer that is workable and internet capable proves to be another hurdle. Often, institutions that serve a poorer public may have to provide open labs for students to be able to participate effectively in their online classes, but this still it not saving students the cost of transportation to campus.

Compared to the traditional classroom, where the teacher and subject are given most of the attention, and there are minimal distractions from the lecture topics, the online classroom has some drawbacks. For a student who is at home on their computer, distractions can become overwhelming, taking away from the effectiveness of the class: children are crying, dinner is cooking, parents are fighting, friends are calling, and these are psychological hindrances on the student who is trying to become actively involved in the online classroom. Students can also be discouraged if they are not comfortable the technological demands of the online venue. Students from a generation less familiar with home computers, especially older students and returning students, face a struggle to become comfortable in the online world. These students quickly fall behind in their online classes because of the atmosphere, which can be perceived as isolating and intimidating. Soon, feeling they are not welcome in the young, tech-savvy ranks of the computer literate, drop the class, and sometimes out of school altogether. Unfortunately, these are the same students who would benefit most from acclimation in an online environment: often they are returning to school to improve their career, which usually translates into a desire to be more computer literate and technologically oriented.

Online classes have been proven to be useful and effective in several ways. They offer convenience and a source of education for students who have limitations on their travel and time. Moreover, online courses have been proven an effective medium for education of students at college-level. According to a study done by Shujen L. Chang and Kathryn Ley at the University of Houston, Clear Lake, students can adapt to strenuous expectations in the online classroom by modifying techniques already used in traditional classrooms. The authors specifically address student’s use of printed materials, and found that the average test scores “favored the online sections only slightly” and that the two venues produced “comparable levels of student learning” (7). Another article found on eLearnMag.org addresses cheating in the online classroom, pointing out several tips that discourage cheating without the use of a proctor. “The increased risk of candidate cheating [in the online classroom] can be mitigated by a number of factors, including an expanded online test item bank and standardized test item development” as well as “instituting scheduled test-item refreshment policies and processes that ensure candidates do not see the same online items…generally decreasing the likelihood of information-sharing” (Eatchel 1). Students are learning as effectively as students in the traditional classroom, but can also be tested by rigorous standards that discourage cheating and encourage knowledge of the subject. eLearning utilizes different methods of teaching, but supplies students with the tools they need for success as they continue with their education.

Online curriculum in colleges can be an effective way to offer college education to a more diverse group of students who would otherwise see education as out of reach. Creating these opportunities might be time consuming and expensive to implement, but the outcome produces an innovative classroom experience that is comparable to the traditional classroom setting. With proper planning, the internet classroom provides students with the classes they need, with experience with computers and internet that some students are sorely lacking to be successful in our very technological world. eLearning offers the best of both worlds: effective education for students, in a technological forum, that allows students to experience communication in a new and quickly-emerging technology driven environment.

Works Cited

Chang, Shujen and Kathryn Ley. "A Learning Strategy to Compensate for Cognitive Overload in Online Learning: Learner Use of Printed Online Materials." Journal of Interactive Online Learning Vol 5, Num 1: Spring 2006 http://www.ncolr.org/jiol/issues/PDF/5.1.8.pdf.

Eatchel, Nikki Shepherd. “Online Testing: Making it Count.” 2001. February 8, 2009 http://www.elearnmag.org/subpage.cfm?section=best_practices&article=38-1.

Shaw, Dale and Suzanne Young. “Costs to Instructors in Delivering Equated Online and On-campus Courses.” Journal of Interactive Online Learning Vol 1, Num 4: Spring 2003 http://www.ncolr.org/jiol/issues/PDF/1.4.2.pdf.

Wentling, Tim and Ji-Hye Park. “Cost Analysis of E-Learning: A Case Study of a University Program.” University of Illinois at Urbana –Champaign, 2002. February 8, 2009. http://learning.ncsa.uiuc.edu/papers/AHRD2002_wentling-park.pdf.

ENL 164: "Comparing [Alfred] Jarry to music,” a response to “Dr. Faustroll, Pataphysician.”

I hope this is not completely irrelevant, but this piece reminds me of the work of one of my favorite musical artists. Mike Patton, of Faith No More fame, has several interesting musical side projects that he has participated in and overseen since the demise of FNM. One project, in particular, Maldoror, is actually named after one of the works that is found in the collection of Dr. Faustroll: Lautréamont’s The Lays of Maldoror. However, many of his projects are great representations of ‘pataphysical ideas in music: Fantômas, Mr. Bungle, Tomahawk, Peeping Tom, and several albums done with the composer John Zorn.

These albums could (to varying degrees) be described as “aural insanity.” Some have seemingly random noises as part of a track, for example, several minutes of one album is just the sound of a clock ticking. I know some people would not consider this to be “music” but I have developed an ear for it; to me, it still “sounds” like music, and it is created to be a modernist idea of music, and a vision futuristic music. It is a fusion of several genres of music, including rock (guitars, drum set), jazz (horns, cymbals, scat singing), classical (strings, larger horns, especially seen in the Zorn works), and even elements of hip-hop, punk, and metal.

I think much of this work as ‘pataphysical implications, mostly due to the unusual and random nature of some of the sounds. Consider the conjuring of Faustroll in Book I, chapter 7: “Across the foliated space of the twenty-seven equivalents, Faustroll conjured up into the third dimension” (190) which continues with a list of items that are “conjured” from the 27 equal books. One could argue that musical and non-musical elements are “conjured” from their original purpose to create music. It also has elements of the clinamen, such as a quote of Book VI, chapter 34 describes the Painting Machine:

…Meanwhile, after there was no one left in the world, the Painting Machine…like a spinning top, it dashed itself against the pillars, swayed and veered in infinitely varied directions, and followed its own whim in blowing onto the walls’ canvas the succession of primary colors…(238)

Much like the painting machine randomly puts color around its canvas, the sounds used in the music seems just as random: musical representations of the work of the Painting Machine.

Thanks for reading, and I'm sorry for the length. I think I got carried away.

ENL 164: "Irrational Foundations of a Rational World"

Irrational Foundations of a Rational World

The philosophers Lucretius and Hume were both rationalist philosophers, developing theories based solely on what man can reason within their mind alone, deemphasizing the importance of the senses. In believing that the senses were inferior to reason both philosophers limited themselves to reasonable explanations, using their mind and limiting their senses, to describe not only the world around them, but also to explain the very origins of man, the earth, and indeed the universe. Lucretius’ use of the clinamen as an explanation for the beginning of life is similar to Hume’s explanation of induction, in that both thinkers pose theories that are built on arguments springing from the irrational. Both authors attempt to describe the rational world in a logical way, yet end up resorting to, or realizing that, it is ultimately irrational beginnings that underlie all their rational explanations of reality. Each explanation pulls from the absurd and irrational to describe the origins of the universe, thus ultimately creating a rational world from irrational origins.

Lucretius’ posed that the origins of life were explained by the slight tilt of atoms within a void, which he called the “clinamen,” and it is this swerve that created collisions and binding of atoms that formed all that we know. In the following, Lucretius describes clinamen, and the origins of being:

And a random point in space [the atoms] swerve a little,
Only enough to call it a tilt in motion.
For if atoms did not tend to lean, they would
Plummet like raindrops through the depts of space,
No first collisions born, no blows created,
So nature never could have made a thing. (220-225)

The important word in the above passage is “random,” for it seems completely irrational, and therefore contrary to a rationalist perspective, for an incident leading to all of life to be a consequence of a “random” swerve in the void. This random swerve, and especially his use of the word “random,” implies a lack of rational cause, purpose, or idea that was the force behind the swerve in itself. A rational perspective emphasizes the importance of reason driving all incidents in the world, and only what man can rationalize can be conceived. To propose an origin of the world based on the foundation of a single, irrational, random event contradicts the rest of the theory in its entirety, undermining the foundations before the rest of the arguments are even described.

Lucretius posits, subtly, the argument of the clinamen as just another rational proposition in his argument for atomic structure and formulations. However, unlike Lucretius, Hume does not approach induction as an infallible argument, instead quickly disputing the inductive rationale and posing the limitations of induction at the core of his argument. Hume writes that “The mind can never possibly find the effect in the supposed cause, by the most accurate scrutiny and examination. For the effect is totally different from the cause, and consequently can never be discovered in it” (111). This is Hume’s fundamental flaw of induction, because induction can only be used with a foundation of experience to guide inductive conclusions. Experience cannot dictate the future, explains Hume, because if one did not have experience to dictate the outcome of a cause, then every effect would be subject to extreme doubt. Subsequently, Humans cannot understand the ultimate cause of all being without the ability to conceive of a cause based on an effect. After all, the “effect” that one perceives is, in many cases, entirely different from the cause: “It is impossible, therefore, that any arguments from experience can prove this resemblance of the past to the future; since all these arguments are founded on the supposition of that resemblance” (117). The ultimate cause, or root cause, cannot be derived from events that occur after the cause, just as future events cannot be predicted from previous.

Experience is weak forms of evidence used explain the relation between cause and the supposed perceived effects. One example of experience being weak evidence is the impossibility that any person can experience the beginnings of the universe, or even conceive of the beginnings of time. Humans have no experiences that can be reasonably used to describe these events, but it is only those experiences that can be used as evidence. This explanation then, is not satisfactory to describe the origins of being, and Hume realizes that these correlations are entirely arbitrary. He writes:

In a word, then, every effect is a distinct event from its cause. It could not, therefore, be discovered in the cause, and the first invention or conception of it, a priori, must be entirely arbitrary…the conjunction of it with the cause must appear equally arbitrary…In vain, therefore, should we pretend to determine any single event, or infer any cause or effect, without the assistance of observation and experience. (111)

Hume’s induction plays a similar role to Lucretius’ clinamen because, though induction at first seems to be based in rational thought, ultimately there seems to be no rational foundations for it. Induction is based on experience, argues Hume, but experience is limited and cannot be applied to those events that have not, or cannot be experienced. Nor can the cause be drawn from the effect that we perceive, as the above quote describes, as is shown in everyday examples of what we consider to be cause and effect.

The shortcomings of each of the arguments are given different emphasis by each author. Lucretius does not attempt to explain the absurdity of his unexplained postulate. Of course it is not hard to understand why, because it is hard to explain the origins of life without the use of a higher power as a source of creation. Lucretius, however, rules out even that option early in Book Two with the assertion that “not for us and not by gods/was this world made. There’s too much wrong with it” (181-182). His theory of clinamen is as imperfect as the world itself, and it is the imperfect beginning that will birth the imperfect world. Hume realizes this when he writes that “one mistake is the necessary parent of another” (88). It is definitely reasonable for Lucretius to assume an irrational beginning for an irrational world, so the absurd becomes normal in light of this correlation. Hume, in contrast, approaches the limitations of induction confidently, and purposefully, exposing the weaknesses as more evidence of its certainty. He explains:

All reasonings concerning matter of fact seem to be founded on the relations of Cause and Effect…And here it is constantly supposed, that there is a connexion between the present fact and that which is inferred from it. Were there nothing to bind them together, the inference would be entirely precarious. (109)

Much like Lucretius’ imperfect beginning, induction is another example of imperfect reasoning that seems to harbor the truth within its imperfections, for, even “the most ignorant and stupid peasants, nay infants, nay even brute beasts, improve by experience” (118).

Lucretius resorts to irrationality to prove his argument, and Hume realizes the irrationality of his argument, yet both authors are rationalists attempting to find rationale in the world. This only proves the absurdity of the world around us, and the relevance of a “science of the imaginary” that we find described by ‘pataphysics. Hume seems to realize this when he writes:

Hence we may discover the reason, why no philosopher, who is rational and modest, has ever pretended to assign the ultimate cause of any natural operation, or to show distinctly the action of that power, which produces any single effect in the universe…The most perfect philosophy of the moral or metaphysical kind serves only to discover larger portions of our ignorance. (111-112)

Lucretius also describes a ‘pataphysical idea when we writes:

Nothing’s so very easy to believe
Which at first does not seem incredible;
So too nothing’s so great or wondrous, whose
Wonder will not diminish, little by little. (1025-1028)

We are left with few arguments that give us knowledge, and many questions that take away what we thought we knew. Our foundations in science leave us with more answers than solutions, and the closer we come to the rational, the more irrational we become.

Works Cited

Hume, David. An Enquiry Concerning Human Understanding. London: Oxford University Press, 2000.

Lucretius. On the Nature of Things: De rerum natura. Trans. Anthony M. Esolen. Baltimore: The Johns Hopkins University Press, 1995.

UWP 104D: "The Importance of Rules in the Classroom"

The Importance of Rules in the Classroom

I am a student who enjoys rules, inside the classroom as well as in life, comparing the rules of the classroom to the rules of the society in which we all live. Without rules, it would be impossible to know success, no way to measure ourselves based on the expectations of an instructor, leading to an unsatisfying school experience. This is not a call for a classroom dictatorship; on the contrary, it is the instructor who can give and enforce rules while maintaining a welcoming environment, who has truly mastered the art the class room. I appreciate an instructor’s ability to lay down rules and then enforce the rules exactly how promised; providing a classroom where there is no question about the consequences of certain actions and fairness for all students regarding those consequences.

Several semesters ago I had a teacher for an American history class who I deeply respected for his authority within his classroom. It was an early-morning class that met twice a week, and many of the students mentioned working full time in their class introductions. I, too, was working full time and at the beginning of class was sitting at my desk nursing my large cup of coffee to try to keep myself awake. I dreaded sleeping through my alarm, not having time to swing by Kinko’s to print my papers before class, or—worse—losing all motivation to get myself out of bed before 6:30 in the morning. I was sure that many students had the same early-morning class anxieties.

After our introductions, the professor launched into a short lecture on the classroom syllabus, and what he called “behavior expectations.” Every teacher begins class this way, and there was really nothing exceptional: no cell phones ringing, no tardiness, no talking during class to disturb those around you. When he finished he stopped and asked if anyone had any questions, there were none. He ended the lecture with a firm reminder that any broken rules would result from removal from the class room, and if a student had more than one infraction he would drop the student from his roster: seemingly idle threats from yet another professor who wants to scare students into academic submission.

Many students have experienced classrooms where instructors lay down the rules at the beginning of a term only to make “exceptions” for students, with little to no instances where the rules are actually enforced. I have witnessed instructors taking papers from students, hand written, after telling the class that no such exceptions would be made; instructors who continue on with their lectures while a student answers their phone in class, and much worse. Those students who follow the rules feel cheated, and those who choose not to follow the rules suffer no consequences for doing so. The instructor is hurting both groups of students by allowing exceptions to take place without warrant, leading to an environment where neither group takes the instructor seriously. Nothing is learned either of the subject, or of the sacrifices students must make in order to be successful in both school and in life. The other extreme is the instructor who holds the rules in such high regard that the student learns only how to maintain a satisfactory grade in a class where it is only the rules that are taught, and very little of the subject matter.

A few weeks into the semester a student entered the class nearly twenty minutes after the class had started. The professor was mid-sentence when the student sat down in his chair, and he calmly finished it as the student took out his cell phone and began punching keys, presumably to set the volume to silent. The instructor asked the student to pack up his things and leave, and he would be welcome into the class during the next session, at the time that class began—8:00 a.m. The student began to argue, but before he could get out his defense, the teacher just reiterated the importance of not being tardy for class—he was there on time for each class, and the student could do him the same courtesy. There was no yelling and though the student was visibly upset, the manner in which the transaction was handled was not derogatory or condescending, and it was obvious that the instructor did not intend it to be. It was hard to tell immediately if the student would return the next class period, but he did, on time, without his cell phone. In fact, everyone who witnessed the transaction realized that the rules were enforced, and I even found myself leaving ten minutes early every morning after that, just to make sure I was on time.

That was the only time during the semester he removed someone from the classroom, and it was the only time he had to. The professor did his best, the whole semester, to maintain a classroom where questions were welcome, comments were heard, and encouraged. Despite the harshness of his rules, his classroom was one where the students felt welcome, and it was a positive experience for all involved, even the student who had to leave class for tardiness. We did not just learn about history, we learned the importance of being professional, and punctual, in the classroom.

It is natural, especially in school, for people to test the rules for slack, or find loopholes in expectations. There will always be instructors who do not want to limit the freedoms of their students with rules and guidelines or perhaps they are just afraid to do so for personal reasons. This methodology, however, does not educate students in the importance of rules and guidelines in real-world settings. An instructor who can allow students the freedom to be themselves, but also maintain standards for everyone in the classroom is one who is truly rare in the world of education.

ENL 142: Short Essay Submission 4

Equiano argues for the abolition of slavery by presenting the argument that if the English were to “civilize” the Africans then the English will have a new market to trade with. The benefits of abolition are described solely in terms of improved commerce: if Africans were left on their own continent, to multiply and thrive, and those people were taught the ways of the Europeans, then soon enough the whole continent would demand those European goods which would greatly increase the overall trade of Europe (especially that of England). Also, the African land supplies crops that could be traded to the Europeans, such as cotton and indigo, and these the Africans could trade, adding to the supply of the Europeans.

According to Equiano, this approach to the abolition of slavery is mutually advantageous to both the Europeans and the Africans. The Africans would no longer be subject to the “tortures, murder, and every other imaginable Barbary and iniquity” (234), and the Europeans would have an ample market, that would only grow as the populations of Africans increase. Equiano states that “A commercial intercourse with Africa opens an inexhaustible source of wealth to the manufacturing interests of Great Britain” (234), and he asserts that the British are not taking advantage of the market in the way it should be. Slavery is, then, contrary to the manufacturing ideals of England, and through abolition, the wealth of Africa would be shared with England and indeed, all of Europe.

His approach in justifying the abolition of slavery in this way seems very cold and heartless, especially from a man who spends the greater part of his narrative describing in great detail the atrocities of slavery, most of which he witnessed himself. This argument from a commercial perspective is lacking in the humanity that we would expect someone in his position to use. However, his narrative was written to prove that an African, educated in the ways of the English, could integrate into British society, and embrace their ways. By taking this pragmatic stance against slavery, he is showing that his loyalties are with the English, not with the Africans, and aligning himself with the interests of the English. In doing this, his skeptics might be more likely to give his narrative –and with it, his ideas regarding abolition—the consideration that they might otherwise dismiss as the rantings of an African who is bitter about his own captivity.

ENL 158B: "The Juxtaposition of History and Literature in Flight to Canada"

The Juxtaposition of History and Literature in Flight to Canada

The novel Flight to Canada by Ishmael Reed misrepresents history of the United States in such a way that the reader is left to wonder the purpose for such a distortion and though it seems comical at first, the purpose of the distortion is more than just for comic effect. The history of the slave trade in the United States is haunting to all the citizens of the country, especially to those of African origins. It has become the topic that no one likes to speak of, and yet no one wants to forget, and this awkward silence has cultivated generations of people who wonder how this sordid history has shaped the social identity of our country. Flight to Canada offers a new perspective on the history of the emancipation of slaves, one that allows us to laugh at our past, but also, through these gross historical errors, allows us to see how history and literature can be interchangeable: by rewriting the past in literature, the present and future history can be changed.

The novel opens with a poem, before the first chapter, titled “Flight to Canada.” It is a letter from a slave to his master giving an account of his escape, and the liberties the slave took with the master’s women, property, and money. However, the poem includes the description of an airplane trip that slaves, or anyone from 1865 for that matter, would have never experienced. The poem integrates what the reader knows as modern invention with the history of slavery with no subtlety, and in doing so, brings slavery into the modern age. Slavery is now made timeless and ageless by this novel, despite the modern ingenuity of aircraft flight and modern thought. The author of the poem still manages, however, to incite laughter at the “modern” slave owner, who we can imagine recoiling at the thought of his slave running away, then returning several times to cause mischief and steal his money while the master is out of town. The poem becomes the reader’s first introduction to this world that is a mixture of past and present realities, which at first seems absurd. The poem, as a letter, ends with a signature from its author: “Your boy Quickskill” (5) and the reader is left to assume that what is written in the poem is the truth of a slave’s narrative about his own escape from slavery. What we learn later, though, is that the poem is a fictional representation of history, exactly like the novel itself.

Literature plays an important role in documenting events as they happen, but literature also helps to shape the minds of the public as time puts distance between past and present. Fiction, though by definition a work of human imagination, can document history in ways that can be more suitable to future generations. “Fiction, you say? Where does fact begin and fiction leave off? Why does the perfectly rational, in its own time, often sound like mumbo-jumbo?” asks the narrator (10). This question is the central idea in Flight to Canada, because the novel puts no distinction between fact and fiction. History can only tell us the events of the past as they happened, but fiction can tell us, through abstractions, about the truths not documented by history. By leaving out the truth of the past in his novel, Reed is telling us something more substantial about our current interpretations of our history, how our ideas of right and wrong have changed, and how even history, with all its facts, can be turn out different from its original interpretation.

Literature is powerful in changing the interpretation of current events, and when those events pass into history. Quickskill tells 40’s at the end of chapter 12 that “words build the world and words can destroy the world” (81) and this is especially true for Quickskill. He was the “first one of Swille’s slaves to read, the first to write, and the first to run away” (14), so, it one can argue that it was words that gave Quickskill his freedom. However, it is those very same words that threaten his freedom, since it is his poem that ultimately leads Swille to his runaway slaves’ whereabouts. Quickskill, like his creator Reed, was “so much against slavery that he had begun to include prose and poetry in the same book, so that there would be no arbitrary boundaries between them” (88). The blending of the literary forms mirrors the blending of history with fiction, and both of these fusions take place with the use of words on paper. The ideas contained within the words give freedom to the author, whether the author is using a poem to earn the money to go to Canada, or the author is rewriting history itself to give a new interpretation to the history of slavery.

One example of a different interpretation of history is Harriet Beecher Stowe’s novel, Uncle Tom’s Cabin. It is mentioned in several places over the course of the novel, and at the very beginning the narrator alleges:

She [Stowe] popularized the American novel and introduced it to Europe. Uncle Tom’s Cabin. Writing is strange, though. That story caught up with her. The story she “borrowed” from Josiah Henson. (8)

Stowe gained notoriety with her novel Uncle Tom’s Cabin, but the novel also paved the way for the emancipation of the slaves in the United States, as people who did not at first support the movement were inspired by its story. Her story narrates the life of a black slave, yet Stowe was white—the story she was telling was not hers to tell. She may not have plagiarized the story, but it was “borrowed,” not from one man, but from an entire race of people who lived the very story she was telling. History records her novel as being the key to swaying the masses to believe in emancipation and reserves for her an exalted place for influencing a generation to embrace this movement, but literature has the flexibility to see her as a villain: as a white woman who stole the story of one man who symbolized all black slaves.

This contrast between the interpretations of history and literature is an example of how history and literature influence each other to evolve the thoughts of society. Considering the following quote from chapter 13 of Flight to Canada:

Book titles tell the story. The original subtitle for Uncle Tom’s Cabin was “The Man Who Was a Thing”…Over one hundred years after the appearance of the Stowe book, The Man Who Cried I Am…was published. Quickskill thought of all the changes that would happen to make a “Thing” into an “I am.” Tons of paper. An Atlantic of blood. (82)

It is clear that history and literature are directly compared in Quickskill’s timeline of the book titles. A slave, in the novel, begins as nothing more than a “thing” but, over time, is finally given the liberty to use a pronoun, “I.” It took, not just history filled with blood, to supply this liberty, but paper in the form of books, novels, writing consisting of nothing more than words.

One of the best examples of fact and fiction fused together in the novel is the novel’s explanation of the assassination of Lincoln. According to the novel, the assassination is captured on television, with news reporters commenting on every gory detail of the death. Included with these details is a literary view of how history will see the event: “Booth, America’s first Romantic Assassin…leaping from the balcony, gracefully, beautifully, in slow motion” (103). This portrayal is more than just a recitation of facts of the death of a president—it is a prophecy of how history, at least in terms of his novel, will view this assassin. History will see both victim and perpetrator how literature portrays them in the role they are assigned: Booth as the “Romantic Assassin” (103) of “Lincoln, the American Christ” (11).

History and literature play an important role in shaping the how people view events, no matter how significant or insignificant they may seem at the time. Slavery, which was accepted and considered rational in the United States for a substantial amount of time, has evolved through the use of literature written by whites and blacks alike to form a new opinion. It started before Stowe, with her “borrowing” the story of the black man, but it continues today with many authors employing slavery to not only give depth to their own story, but to help build on the stories inspired by slavery. The juxtaposition of literature and history allows future generations to see events of the past more clearly, and to form opinions based on both the detailed account of the event and the literary interpretations of past and present. “Strange, history. Complicated, too. It will always be a mystery, history. New disclosures are as bizarre as the most bizarre fantasy” (8). Perhaps history, alone, is strange, and mysterious, too, but when we use literature to shed light on history we are given a more complete picture of where we have come from.

ENL 142: "Defining America: the Ideal and the Actual"

Defining America: the Ideal and the Actual

In comparing the works “Common Sense” by Thomas Paine and Letters from an American Farmer by J. Hector St. John de Crevecoeur the reader is shown two sides of what is to become the United States: the ideal, and the actual. The contrast between these two is what helps to define early Americanism as shaped by what is was meant to be and what it actually was during the founding of this new country. It is Paine who set out to encourage what he felt was an inevitable independence from England to form a country founded on the natural rights of man, but is Crevecoeur who puts Paine’s idea of natural law into a practical application in society, through his narration of a ‘typical’ American farmer. Through both these works we see that that underlying theme is the desire for natural rights, but the interpretation of how these natural rights will maintain the virtuousness of America is what ultimately divides these two authors.

The idea of natural rights and natural law were not new ideas to the time. In fact, Paine’s conception of a government upon a “principle in nature” and “the simple voice of nature and of reason” echoed ideas that were put forth by John Locke (Paine 9). Locke’s political theories were quite popular during the American revolutionary period even with Thomas Jefferson, who later included these same ideas to form the basis of the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are life, Liberty and the pursuit of Happiness.” Natural law is distinct from divine law in that it relies on man’s reason alone to determine laws, not divine command, and this distinction was important to recognize, especially since the King of English derived his power through the divine law of the Anglican Church. It is the king that resides at the heart of the complaints of the colonists, and the call for independence relies on this desire for guidance not based on divine law, but that is based on the laws natural world, and what man can reason.

England and her king are vilified with the claim that the laws of England were encroaching on American’s right to self-governance and open-market commerce. These rights, Paine argues, are natural because they are universal rights, of every man the world over:

The cause of America is in a great measure the cause of all mankind…The laying a Country desolate with Fire and Sword, declaring war against the natural rights of all Mankind, and extirpating the Defenders thereof from the Face of the Earth, is the Concern of every Man to whom Nature hath given the Power of feeling. (6)

Paine considers freedom of religion, property, and personal liberty to be staples of natural rights (43) and he believes that all men are naturally entitled to these things that are being stripped away by the aristocracy of England. He blames England for depriving America of the ability to give her people what they need, namely the freedom to set up a government, to practice religion freely, to trade in an open market, to have representation in a government they are being taxed by, and to have due course of the law to petition for those shortcomings of the English government. Each of these needs contribute to America’s dissatisfaction with belonging to the English nation, and Paine attempts to build a case for revolution based on these needs, and other sources of perceived injustice.

Paine then gives the reader an explanation of how a self-governing American republic would operate, putting special emphasis on the independence of the American nation. This independence is as natural as the laws, he claims, that will make her successful:

…there is something very absurd, in supposing a continent to be perpetually governed by an island. In no instance hath nature made the satellite larger than its primary planet, and as to England and America, with respect to each other, reverses the common order of nature, it is evident they belong to different systems: England to Europe, America to itself. (28)

Robert A. Ferguson looks at the popular reaction to this new scope of government in his essay “The Commonalities of Common Sense” when he discusses the implications of this new, independent identity that Americans were considering for the first time:

The implications for Americans choosing between their king and their independence were mesmerizing. You could be fallen and naturally depraved and, thereby, subject to the crown under previous historical conceptions of identity, or you could find yourself to be socially integrated in your natural goodness and therefore, deserving of ever greater dimensions of freedom. (479)

Independence is more than just the absurd notions of a displaced Englishman trying to stir trouble in the American colonies. It is the statement of people who are rational enough to realize that they have rights beyond those given by the crown, and are willing to seize those rights through the unity of their stance as a country. “In short, Independence is the only BOND that can tye and keep us together. We shall then see our object, and our ears will be legally shut against the intriguing, as well, as a cruel enemy” (Paine 53).

Crevecoeur recognized America as the testing ground for several new theories of social order that were rising up from the people must like the farmer’s crops were raising from the soil. Elayne Rapping writes in her article “Theory and Experience in Crevecoeur’s America” that:

…agrarian democracy was an ideal social structure, for it allowed man to live in a middle state between primitive savagery and overly complex civilization…The American continent…was an ideal setting in which to bring the model to life; and so the establishment of a perfect society became an actual possibility for the first time in history. (708)

In the spirit of this seemingly perfect model of natural law, Crevecoeur’s third letter “What is an American?” presents this ideal nation built upon the very idealistic foundations that Paine proposes in his pamphlet. He brags of a nation that is “…the most perfect society now existing the world. Here man is free as he ought to be, nor is this pleasing equality so transitory as many others are” (67). As evidence, he describes a society “not composed…of great lords who possess everything and of a herd of people who have nothing,” which also lacks titles, having “no courts, no kings, no bishops, no ecclesiastical dominion,” and where “the rich and the poor are not so far removed from each other” (67).

Like Paine’s emphasis of natural law over divine law, Crevecoeur downplays the role of religion as a major force in the colonies. He describes a generational gap, where religious zeal is lost as the younger generations learn instead to embrace the “imperfect education” of a mixed-religious family (75). This is important to note from the text, because it is religious zeal that keeps most English tied to the crown, as the symbol of the Anglican religion. “James” is a perfect model for Paine’s new America, and he embodies all of the assumptions that one would have to make about a perfect American citizen. James is a working freeholder, who relies on his reason and industry to be a success. He has faith in human reason, and belief in simple and just laws based on the natural order of the world without zealous ties to a crushing religious influence (Rapping 709).

Despite the high hopes for these new ways of governance, there are subtle doubts expressed through the letters of James’ travels through the American landscape, especially in his letter “On Charles Town and Slavery.” This letter shows a perversion of the natural laws to the fullest extent:

…the poison of slavery, the fury of despotism, and the rage of the superstition are all combined against man! There only the few live and rule, whilst the many starve and utter ineffectual complaints; there human nature appears more debased, perhaps, than in the less favoured climates. (176)

Elayne Rapping extends this observation by pointing out that “Farmer James becomes confused and dismayed as he tries to interpret behavior in Charles Town in terms of his model…here reason, self-interest, and natural law lead to gross inequity and cruelty rather than peace, because human instinct is vicious instead of virtuous” (711). Instead of an ideal society built on natural laws, and reason, Crevecoeur shifts into a vision of humanity twisted into selfish, heartless individuals who are using a subservient race to keep their own in power.

It is realized with these later letters that the natural laws have the same flaws of those divine laws of Europe that Paine turns away from in “Common Sense.” The same individuality that is so revered in “Common Sense” is shown to be inadequate against the passions of man, which “must forever oppose his happiness” (Crevecoeur 174). In contrast to this call for independence is how Crevecoeur identifies that man “cannot live in solitude; he must belong to some community bound by some ties, however imperfect” (201). This skepticism of independence that Crevecoeur expresses does not necessarily mean that he intended America to throw down its weapon and succumb to British rule. Instead he is simple giving these new “Americans” a clearer portrait of the nation that they will have once they are independent, and he is proposing that independence from England should not mean independence among brethren: the very survival of America will rely on its own unity as a nation.

Both authors, as foreigners, show America from a perspective that would not otherwise be captured by an American-born citizen. They both are trying to create a better America, Paine through the use of propaganda to support his cause of independence, and Crevecoeur by pointing out the flaws in what was then a budding American culture. Natural rights as men are the focus of their writing because that is what they feel is lacking in the European strategies of government. Robert Ferguson explains Paine’s insight into American reasoning when he writes:

Paine, the disenchanted Englishman, knew what American colonials could never quite admit to themselves as imperial subjects in need of a useable past. He saw that a belief in monarchy was the mortal enemy of common sense in representative government and that it had to be answered directly. (480)

Even the name “Common Sense” implies that reliance on reason alone would lead the reader to the same conclusions that Paine is drawing from his rhetoric, and common sense would dictate that the rationality of man is more than adequate to maintain a healthy nation independent of the unnatural leadership of monarchy.

It is also of great significance that the authors of these works that help to shape the definition of an American, are themselves outsiders to the culture. As James says,

He is an American, who, leaving behind him all his ancient prejudices and manners, receives new ones from the new mode of life he has embraced, the new government he obeys, and the new rank he holds…Here individuals of all nations are melted into a new race of men, whose labours and posterity will one day cause great changes in the world.” (Crevecoeur 70)

The act of someone born on foreign soil, of foreign citizenship writing these words gives truth to the very meaning of them. It is the same with Paine: a European creating an acceptable definition of what it is to be an American only confirms that there is an acceptance of those who do not belong in Europe, and in not belonging they are themselves defining America.

This new world hath been the asylum for the persecuted lovers of civil and religious liberty from every part of Europe…In this extensive quarter of the globe, we forget the narrow limits…and claim our friendship on a larger scale; we claim brotherhood with every European Christian, and triumph in the generosity of the sentiment. (Paine 23)

Through the contrast of these two works a definition is generated of what it is to be an American in early America, and the definition comes not from what is said, but from what is not said. Paine wants to inspire Americans to take pride in the rare opportunity they have to found a country based on the natural rights of all men, and not on the divine right of one man as it is in a monarchy. In contrast, Crevecoeur shows the reality of such laws in action, and we realize that this natural law is not the ideal that it seems to be. What we are left with is what is in between the ideal and actual: man’s natural rights, with a government that has power enough to enforce the law, but also the reason and foresight to realize that founding a new nation is not easy and will not always be ideal, but the virtue that will come from the foundation will serve to create a great nation if it can become unified in its cause.

Works Cited

Crevecoeur, J. Hector St. John. Letters from an American Farmer. New York: Penguin Group (USA), 1986.
Ferguson, Robert A. “The Commonalities of Common Sense.” The William and Mary Quarterly, Third Series, Vol. 57, No. 3 (Jul., 2000): 465-504. Published by: Omohundro Institute of Early American History and Culture, http://www.jstor.org/stable/2674263.

Jefferson, Thomas. “The Declaration of Independence.” The U.S. National Archives & Records Administration. www.archives.gov/exhibits/charters/declaration_transcript.html.

Paine, Thomas. “Common Sense.” In Collected Writings, ed. Eric Foner. New York: Library of America, 1995.
Rapping, Elayne Antler. “ Theory and Experience in Crevecoeur’s America.” American Quarterly, Vol. 19, No. 4 (Winter, 1967): 707-718. Published by: The John Hopkins University Press, http://www.jstor.org/stable/2710897.

PHI 102: "Indexical Contextualism as a Solution to Dretske's 'Zoo Problem'"

Indexical Contextualism as a Solution to Dretske’s “Zoo Problem”

Epistemological contexualists argue that the variation of standards in knowledge is what guides an attributor to assign to a subject knowledge or ignorance. One example of this kind of variation in standards is Dretske’s “zoo case,” or an alternative case presented in class by Dr. Mattey of the people in different situations waiting in the airport for a flight. The similarity between both of these cases is that a subject is attributed knowledge in one context, and ignorance in another, with no changes in the situation of the subject, but changes in the context of the attributor. This unusual occurrence creates a lack of argument closure that undermines the original assessment of the attributor leading to a reassessment on the part of the attributor. This lack of closure lends itself to a solution found within indexical contextualism in that it is the context of attributor that confirms the knowledge or ignorance of the subject.

An example of this problem can be formed through a modification of a scenario given by Dr. G.J. Mattey early in the fall 2008 quarter in his epistemology course (PHI 102). In one discussion the question was raised as to whether or not one knows if an old car is a genuine antique, or if it is a car built from a kit to look like an antique, and, he argued, if one has not the training to identify the true antique cars from the new kit cars, then one may not say they “know.” To retool this scenario for the purpose of contextualism, suppose there is a museum of antiquated cars, and subject S is looking at one of the cars on display, and he reads a sign that says the car was built in the year 1945. An attributor A is looking on when S tells A that S knows that the car was built in 1945. S acquired this information, he tells A, by reading the sign on the wall next to the car stating that the car was built in 1945. A has evidence that S knows that p such that the sign was supplied by a reputable source (a museum), and S believes that the car was built during 1945 from some basic understanding of what cars built in that era look like. This casual scenario, context 1 at time 1 (C1 at T1), allows A to draw with some confidence the conclusion that S does, in fact, know that p (the car was built in 1945). This argument can be written:

A attributes knowledge to S at T1 in context C1, given the casual nature of this scenario.

To change the scenario such that the attributor A has a more pressing situation to consider may change the attribution for knowledge to ignorance on the part of subject S. Perhaps a camera crew walks over to A after S claims knowledge and tells him that if S is correct in his knowledge that the car was built in 1945, then A will win a million dollar prize. S is not told about this camera crew, and has no idea there is a contest going on in the museum. In this way, S’s context has not changed: he still believes that the car was built in 1945, and has based this belief on the sign posted in the museum. A’s context has changed with this information and A might then be even more willing to attribute knowledge to S in this scenario given his enthusiasm for winning a substantial prize. A is then told by the camera crew that several of the cars in the museum have been replaced with forgeries of antique cars built from kits, nearly indistinguishable from the antique cars they represent and none of the forgeries were built in 1945. A’s context has changed yet again and A must then decide if he is going to attribute knowledge or ignorance to subject S, and based on his correct choice will be awarded the prize money. A, in this less casual context, may be less likely to attribute knowledge to S simply based on the information that A has that some of the cars in the museum he now knows to be forgeries. Thus, we have the following propositions:

1. A at C1 believes that S knows at C1 (at T1) that the car in question was built in 1945.
2. A at C2 believes that S does not know in C2 that the car in question was not built in a year other than 1945.
3. A at C2 believes that S does not know in C2 that the car in question was built in the year 1945.

Given this change in circumstances, or context, it would seem that A has now the potential to change his original attribution of knowledge to ignorance, and would be justified in doing so, with the intention of winning the prize. Proposition one was correct in the context in which A attributed knowledge to S because he did not have evidence otherwise to attribute ignorance instead. In light of new evidence, A was then justified to attribute ignorance instead of knowledge to S, if he doubts S’s ability to distinguish antique cars from kit cars. This change in context leading to a new attribution is what causes problems in epistemology, which could be solved through indexical contextualism.

The indexical contextualist would argue that the word ‘knows’ is indexical, that is, the word ‘knows’ in one context (C1) is being used in a different way than in another context (C2). This seems to be a good solution to this problem of contextual difference that we see in this problem. If one views the word ‘knows’ as indexical then it makes sense that the word will mean one thing in one context and another thing in another context. As Steven Luper, from the Stanford Encyclopedia of Philosophy, writes:

According to contexualists, whether it is correct for a judge to attribute knowledge to someone depends on that judge’s context, and the standards of knowledge differ from context to context…What passes for knowledge in ordinary contexts does not qualify for knowledge in contexts where heightened criteria apply (Luper).

It is A’s change in context, in the form of being monetarily inclined to make the correct decision in attributing knowledge or ignorance to subject S, that creates a problem with closure in the argument of whether or not S can be attributed knowledge. Contextualism can salvage closure by allowing the use of the word knows to change from context to context. Returning to our earlier problem, A was not wrong in C1, when he did not have anything at stake by attributing knowledge to S, despite his later evidence stating that some of the cars in the museum were forgeries. Since A did not have that evidence at the time he made the utterance, then at the time he made the utterance his attribution of knowledge was correct.

One solution that seems to work well in cases such as these is Stewart Cohen’s Indexical Contextualism. Cohen’s attempt to solve this problem holds that closure should be kept intact. To quote Mattey’s lecture notes: “Indexicality is certainly one way to generate sentences which express propositions which vary with the context of assertions,” and Mattey goes on to say “one way of expressing the indexical view is to think of ‘knows’ as an elliptical verb that contains a hidden parameter” (2008). For example Cohen argues that the word knows works like other indexical words in the language, for example the word “I.” When the sentence “I am hungry” is uttered by a person, the utterance at the moment it is uttered is true for the person making the utterance (as long as the person is making the utterance in sound mind, and not because the person is suffering from a mental condition or some other mental disturbance). This flexibility allows for the argument to draw closure from the propositions within the argument being evaluated at the same context, and drawing conclusions of knowledge from within those contexts. Mattey discusses how Cohen’s indexical contextualism attempts to salvage closure within his Philosophy 102 web notes:

Cohen holds that closure can be saved by allowing that the sense of ‘knows’ changes from context to context. Within the same context, closure holds, but when the context on the premise and the conclusion operate with a different sense of ‘know’ due to shifting contexts of attribution, there is no failure of closure (2008).

It is important to note the consistency being attained by looking at the antecedents and consequents of an argument in light of the same context, as pointed out in the above quotation. Take, for example, our case earlier, of the attributor and the subject in the car museum. It would be unlikely that any reasonable person would agree that A was incorrect at the time T1 in attributing knowledge to subject S. The evidence that was available to both the subject and to the attributor when he made the attribution of knowledge seemed, at that time and in that context, sufficient enough to warrant the attribution that S had knowledge of the car being built in 1945. It was only after the introduction of new relevant evidence that A’s knowledge attribution is then doubted, and A becomes unlikely to attribute knowledge to S, and even then would only be doing so under the context of a higher-stake situation in his favor (namely, monetary gain).

Based on this and other examples there does not seem to be a “fixed” standard of knowledge. Instead, knowledge is something that is determined by context, and we can accomplish this while still keeping closure intact through Cohen’s explanation of the indexical way that the word ‘knows’ works. Without a fixed standard of knowledge there is a flexibility in the truth and falsehood of sentences, as they are uttered by the subject and the attributor, and the context in which the sentence is uttered.

Works Cited

Luper, Steven, "The Epistemic Closure Principle", The Stanford Encyclopedia of Philosophy (Winter 2008 Edition), Edward N. Zalta (ed.), forthcoming URL = .

Mattey, G.J., “Contemporary Epistemology III: Language.” Version 1.1, November 9, 2008.

ENL 142: Short Essay Submission 3

Hunting in Letters from an American Farmer

Letter 3 from Letters from an American Farmer by Crevecoeur discusses the lives of the people who live in various types of climates across the Americas, from the sea to the more inland parts, and he discusses the customs of these people based on their surroundings. Farming is what the narrator, James, considers the most virtuous employment, and in contrast, hunting is what turns a farmer “bad.”  For example, on page 78 James says “our bad people are those who are half cultivators and half hunters; and the worst of them are those who have degenerated altogether into the hunting state.” In opposition to the bad and worse people are the farmers and cultivators of the land. He asserts the claim that plants, like man, grow abundantly and can provide ample subsistence with little to no use of hunting, so hunting is not only a wasteful use of time that could be used for agriculture, but also a needless waste of animal life.

At one point he directly compares men to the plants they cultivate, and the land that grows the plants:

Men are like plants; the goodness and flavor of the fruit proceeds from the peculiar soil and exposition in which they grow. We are nothing but what we derive from the air we breathe, the climate we inhabit, the government we obey, the system of religion we profess, and the nature of our employment (71).

By drawing this comparison the narrator not only puts man and plants on a closer plane of existence, but also implies that man, like plants, are only products of the environment that cultivate them. If a man grows up in an environment that relies on hunting, and hunting is inferior to agriculture, that man will grow somehow inferior in virtue to the man raised as a farmer. He goes on to say that:

By living near the woods, their actions are regulated by the wildness of the neighbourhood…this surrounding hostility immediately puts the gun into their hands; they watch these animals, they kill some; and thus by defending their property, they soon become professed hunters; this is the progress; once hunters, farewell to the plough (76).

Not only do they lose their virtue in becoming hunters, but, as implied by the last passage, once they begin hunting there is no going back.

There are also portions of the work that, one could argue, point to James’ objection to hunting because of the civility he sees in the animals around him, especially when compared to the uncivilized men who hunt them. For example, his description of birds gives them much credibility to the civility of their homes.

The astonishing art which all birds display in the construction of their nests…always make me ashamed of the slovenliness of our houses; their love to their dame, their incessant careful attention, and the peculiar songs they address to her while she tediously incubates their eggs, remind me of my duty could I ever forget it…in short, the whole economy of what we proudly call the brute creation is admirable in every circumstance (61-62).

In contrast, the civility of the people who live in the wildernesses is lacking in what James calls a “new set of manners:”

That new mode of life brings along with it a new set of manners, which I cannot easily describe. These new manners being grafted on the old stock produce a strange sort of lawless profligacy…The manners of the Indian natives are respectable compared with this European medley (77).

To conclude, Crevecoeur, through his narrator, James gives several reasons why hunting is inferior to farming, including comparing man to plants, and showing how the two can work cooperatively to sustain life, and that animals have an inherent civilized nature that is lost when subject to hunting my less civilized wild-men.

ENL 142: Short Essay Submission 2

The Female American by Unca Eliza Winkfield, page 121:

My next fear was for the poor Indians, who would come in the evening, and not finding me by the shore…would no doubt come upon the island, in search of me, and be taken for slaves. Nor might the evil stop thus; their country might be discovered, and probably invaded, and numbers of the people be carried away into slavery, and other injuries committed.

“The Most Remarkable and Strange State Situation and Appearance of Indian Tribes in the Great Continent” by Samuel Occam, page 58:

…when I come to look and view the nations of the World I can’t see that they [the Indians of America] are under Greater Curse than other nations…and when I come to Consider and See the Conduct of the Most Learned, Polite, and Rich Nations of the World, I find them to be the Most Tyrannical, Cruel, and inhuman oppressors, and their Fellow Creatures in the World, these make all the confusions and destructions among the Nations of the Whole World, they are the nations that enslave the poor Negroes in Such Barbarous manner, as out do the Savage Indians in North America, and these are Called Christian Nations…

Both of the passages point to the hypocrisy that exists among the English when one considers their Christian ideals versus the slavery perpetuated by the English in the New World. Both Unca Eliza Winkfield and Samuel Occam were trans-cultured Native Americans, and both point out how the humanity of the English is lacking, primarily in the way that the English take slaves. Slavery, no matter how well the slaves may be treated, is still wrong in that it strips humanity of its liberty and rights. In that sense, slavery should be contrary to the beliefs of Christians at this time (or any time for that matter), but instead it is embraced as a staple of “modern” English colonial society.

Both authors attribute knowledge and civility to the English, and yet still understand that civility does not equate to universal philanthropy and liberty. Instead, the English are self-serving, and ethnocentric, believing that all cultures outside their own, especially of non-Christian origins, are lacking even basic human qualities deserving of respect. For example, Unca fears that her Indian friends will not only be taken as slaves but also that “their country might be discovered, and probably invaded, and numbers of the people be carried away into slavery, and other injuries committed.” This passage really reveals her mistrust of the intentions of the English who have stumbled upon her island, and her fears seem out of place with someone who was basically raised in an English community, and spend most of her youth in England. She recognizes that despite the civility of the English, they suffer from a savagery in the form of enslaving for wealth and gain.

Her views are very similar to Samuel Occam, who was not raised in an English society, does not have English blood, and did not spend much time in England during his life. He points out a paradox of nations, as he writes: “I come to consider and see the conduct of the most learned, polite, and rich nations of the world, I find them to be the most tyrannical, cruel and inhuman oppressors.” Such descriptions paint the English in a conflicting manner, since it is hard to imagine a nation to be both polite and cruel at the simultaneously. His disgust is even more apparent when he remarks that “…these are called Christian nations…” In this way he makes it obvious that savagery and barbarism is not limited to only heathens, and such problems occur even with good “Christian” nations. This paradox, however, is not an isolated case with these two Native American authors; this idea is carried through many works of this time as writers try to maintain the Christian values that the English put forth with the savage brutality of slavery that they value.

ENL 142: Short Essay Submission 1

--but we boast no feats

Of cruelty like Europe’s murdering breed--

Our milder epithet is merciful…

Gold, fatal gold, was the alluring bait

To Spain’s rapacious tribes--hence rose the wars

From Chili to the Caribbean sea,

And Montezuma’s Mexican domains:

More blest are we, with whose unenvied soil

Nature decreed no mingling gold to shine…

…more noble riches flow

From agriculture, and the industrious swain,

Who tills the fertile vale, or mountain’s brow

Content to lead a safe, a humble life…

In this passage is from pages 9 and 10 of Poems of Freneau, from his poem “The Rising Glory of America,” the speaker, Eugenio, is discussing what he calls the blessings and “more noble riches” of North America compared with those of South America. The speaker describes an image of war-torn South America, from Chile, to the Caribbean, including Mexico, fighting over what he calls the “fatal gold.” This seems appropriate, since after the discovery of the Maya in Mexico by Cortez, and the Incans in Peru by Pizarro, the Spaniards became obsessed with the wealth of the New World in the form of jewels, gold, and other precious metals. North America does not have overwhelming riches that are “boasted” to the rest of the world by Spain following the conquests. This blood-thirsty drive for wealth led the Spanish to ravage many tribes across South America, leading to wars that lasted for decades and decimated entire cultures within only a few years. The North American lands, however, were not rich in those kinds of jewels, as the speaker points out, but instead rich with soil that could grow many different kinds of crops successfully and abundantly.

The wealth of North America comes instead from the agriculture that the rich soil provides, and agriculture is the result of hard work. As the speaker goes on to point out, the gift of fertile soil is nothing without the hardworking farmer, the “industrious swain,” who is “content to lead a safe and humble life.” It is through his hard work that America is bestowed yet another kind of noble wealth: that of virtue earned through hard work and humble existence. This wealth is priceless, and timeless, unlike the wealth of material riches, which is fleeting. It is also industrious, built on hard work, which only adds to the nobility of the American farmer: their wealth does not come from stripping other people, mainly natives, of their materials, and instead comes from working the land to make grow riches from the soil.

It is that wealth of virtue, earned through the hard, honest work of the land, that Freneau seems so proud of in this particular work. Compared with the cruelty of the Europeans, especially the Spanish, the Americans are described as peaceful, wanting nothing more than to live free of the tyranny of England and the other nations of Europe. In taking a stand against Europe in this way, the American speakers in this poem see themselves as being more civilized, noble, and virtuous than their European brethren.