(6V) Hardy, Barbauld, and Wollstonecraft

Thomas Hardy

"The Ruined Maid"

Anna Barbauld

"The Rights of Woman"

Mary Wollstonecraft

"A Vindication of the Rights of Woman"

Simile 1

"Your hands were like paws then, your face blue and bleak But now I'm bewitched by your delicate cheek"

Imagery 1

"You left us in tatters, without shoes or socks, Tired of digging potatoes, and spudding up docks; And now you've gay bracelets and bright feathers three!" — "Yes: that's how we dress when we're ruined," said she."

Irony 1

"The Ruined Maid"

Narrative

What type of poem is "The Ruined Maid"?

an unnamed woman who is an old friend of Melia

Who is the Speaker of "The Ruined Maid"?

curiosity and admiration

What is the tone of "The Ruined Maid"?

1866

When was "The Ruined Maid" published?

Fine Garments

Melia's elegant clothing symbolizes her HER CHANGED STATUS and the MATERIAL BENEFITS that come with being "ruined." These garments reflect both her social elevation and the stigma associated with her past.

The Term "Ruined"

This word itself symbolizes the societal perceptions of women who have lost their virginity outside of marriage. It encapsulates the duality of shame and empowerment, representing both Melia's perceived downfall and her newfound confidence.

Feathers and Gowns

Symbolizes societal aspirations and the allure of wealth and status. It underscores the idea that appearance can be deceptive and that social mobility often comes at a cost.

Themes 1

Social Class and Status, Gender and Sexuality, Pride and Shame, and Friendship and Disconnection.

Contextual information 1

a poem set in the Victorian era, a time when societal norms around MARRIAGE, SEXUALITY, and WOMEN’S ROLES were strictly DEFINED. The poem reflects the complex social dynamics surrounding women who had lost their virginity outside of marriage, often labeled as "ruined."

Stanza 1

The speaker greets her friend Melia, expressing surprise at her elegant clothing and apparent prosperity. However, Melia reveals that she feels "ruined," a term in the Victorian era that indicated a woman who had lost her virginity outside of marriage. This suggests that Melia's FINE GARMENTS are linked to her SEXUAL EXPERIENCE, highlighting the complex SOCIAL IMPLICATIONS of her situation.

Stanza 2

The speaker then gives the readers more insight into Melia's past by a continuance of exclamations concerning Melia's transformation from wearing "tatters, without shoes or socks" to wearing "gay bracelets and bright feathers". Melia simply responds that such is the way ruined women dress.

Stanza 3

The speaker then comments on Melia's speech, suggesting that it has become more proper and "quite fit" for "high company". Melia replies that a little polished speech comes along with being ruined.

Stanza 4

The speaker continues to point out all the changes that have happened to Melia, including that instead of rough-looking hands, she was wearing lady's gloves. Melia replies that women who are ruined never do work.

Stanza 5

After commenting on Melia's appearance, the speaker notes her change in attitude, indicating a close relationship. Melia asserts that a "ruined" woman can still be "pretty lively," yet her responses lack personal detail and are monotonous. This suggests a disconnect between her past self and her current life, as she only repeats that this is the reality of being "ruined."

Stanza 6

In the final stanza of "The Ruined Maid," it becomes clear that the two speakers are women. The first woman envies Melia's luxurious lifestyle and wishes for fine clothing, but Melia retorts that SUCH LUXURIES ARE UNATTAINABLE for someone who hasn't been "ruined." Interestingly, Melia appears unbothered by her status and somewhat condescending towards her old friend, indicating that she takes pride in her new clothes and refined demeanor.

between two women: the speaker, who is an old friend, and Melia, the "ruined" woman

Who is talking to whom in "The Ruined Maid"?

a town setting

Where is "The Ruined Maid" taking place?

the speaker expresses surprise and admiration for Melia's new appearance, creating a tone of curiosity. However, as the conversation progresses, particularly when Melia describes her status as "ruined," the tone becomes more complex, revealing a mix of pride and bitterness

Does "The Ruined Maid" have a turning point where the tone, focus, or rhyme scheme changes?

Imagery 2

"Woman! Too long degraded, scorned, opprest"; "Of bright artillery glancing from afar."

a feminist poem that can be categorized as a lyrical poem

What type of poem is "The Rights of Woman"?

a collective voice representing women, possibly reflecting Barbauld herself

Who is the speaker of "The Rights of Woman"?

urgent and empowering

What is the tone of "The Rights of Woman"?

1792-95

When was "The Rights of Woman" published?

Power and Authority

The notion of a "scepter" symbolizes women's rightful claim to power and leadership, contrasting with the traditional male authority.

Weapons

The references to women's beauty and grace as what? This symbolizes the unconventional strengths women possess, highlighting their ability to influence and assert power without traditional means.

Nature

Symbolizes the innate rights and qualities of women, suggesting that their power is natural and should be recognized.

Themes 2

Empowerment and Assertion of Rights and Critique of Patriarchy

Contextual information 2

The poem emerged during a period when ideas about individual rights and equality were gaining traction, influenced by events like the American and French Revolutions. Barbauld's work reflects the growing awareness of women's subjugation and the need for social reform.

Stanza 1 (2)

Barbauld urges women globally to rise and assert their rights, addressing a collective experience of injury and oppression. The term "injured" reflects the diverse afflictions faced by women, emphasizing that many have been devalued or abused. Her message advocates for solidarity and awareness in the ongoing struggle for justice and equality among women. Barbauld addresses women who have been "degraded," "scorned," and oppressed, urging them to reclaim their rightful place and authority taken by the "Law."

Stanza 2 (2)

The speaker urges awakened women to "Go forth" and EMBRACE their diverse identities while asserting their rightful power. They are instructed to confront men, demanding that they relinquish their claimed authority. The time has come for men to acknowledge women's reign and abandon their prideful positions.

Stanza 3 (2)

The speaker urges the awakened women to "Go forth" and embrace their diverse identities as they spread across the world. They are called to confront men, declaring that their reign is over and demanding that men relinquish their prideful authority. It is time for men to acknowledge women's rightful power and submit to their leadership.

Stanza 4 (2)

In "The Rights of Women," the narrator asserts that women should pursue their rights across the entire "empire" and not settle for anything less than total power. Their strength is inherently felt rather than defined, emphasizing its authenticity. The speaker warns that DWELLING on DISCUSSIONS about POWER will only WEAKEN their POSITION, advocating for a firm and unquestionable rule by women. The revival of women's power is described as a "sacred mystery," gaining depth from its historical silence, and becomes more impactful when these previously hidden stories are finally revealed.

Stanza 5 (2)

To regain power, women must do whatever it takes to subjugate men, treating them as adversaries rather than allies. They are urged to use their wit to compel men to submit and recognize female authority. The speaker insists that men must be firmly under women's command, with no compromise or freedom allowed.

Stanza 6 (2)

In one's quest to gain power one should use different tactics with different types of people. One should "restrain the rude" and "soften the sullen." The new female rulers will need to know how to "Awe the licentious" and understand who to give favors to, and who to shun. Most of all, she should not allow people to power over her because of gifts or favors done for her. This is supremely dangerous.

Stanza 7 (2)

The speaker warns that GAINING POWER is NOT a GUARANTEE of its PERMANENCE, as women have historically been seen merely as "courted idols." She emphasizes that their newfound "eminence" requires vigilance, as time may diminish their authority. A woman's waning "coldness" and decreasing "pride" signal the potential end of her rule, which must be avoided at all costs.

Stanza 8 (2)

The speaker warns powerful women that ALLOWING their AUTHORITY to DIMINISH will lead to the FAILURE of their AMBITIONS and WEAKEN their CONQUESTS. She emphasizes that while Nature may desire peace between the sexes, true equality cannot exist, as one party's rights are compromised when united with the other. Unions with men particularly undermine a woman's hard-won power and position.

he speaker addresses women collectively, urging them to recognize and assert their rights

Who is talking to whom in "The Rights of Woman"?

does not specify a particular physical location but instead creates a broader, universal context

Where is "The Rights of Woman" taking place?

Does "The Rights of Woman" have a turning point where the tone, focus, or rhyme scheme changes?

- This shift often occurs in the later stanzas, where the speaker warns against complacency and the dangers of unions with men, suggesting that these can undermine women's authority.

- The tone becomes more cautionary, emphasizing the need for vigilance in the struggle for rights.

- While the rhyme scheme remains consistent throughout, the change in focus and tone marks a critical moment in the poem, highlighting the complexities of gaining and maintaining power.

an argumentative essay

What is the text structure of "A Vindication of the Rights of Woman"?

The Advocate

Mary Wollstonecraft herself embodies this archetype, championing the cause of women's rights and education. She serves as a voice for the oppressed and argues for rationality and equality.

The Oppressed

Women in society are CONSTRAINED by SOCIETAL NORMS and EXPECTATIONS. Wollstonecraft highlights their struggles and the limitations imposed on them.

The Revolutionary

Wollstonecraft herself can also be seen as challenging the status quo and advocating for radical change in societal views on gender.

The Journey

Wollstonecraft's exploration of women's potential and the necessity for education represents a journey toward enlightenment and self-awareness, both for women and society as a whole.

The Fall

This archetype can be interpreted in the context of women's subjugation and the societal fall into ignorance and inequality, emphasizing the need for a return to rational thought and equality.

The Quest

Wollstonecraft's advocacy for women's rights and education can be seen as a quest for equality and self-realization, where she seeks to change societal norms and empower women.

1792

What year was "A Vindication of the Rights of Woman" published?

Action develops from conflict 3

- Wollstonecraft highlights the tension between the RESTRICTIVE ROLES assigned to women and their POTENTIAL for RATIONAL THOUGHT and INDEPENDENCE. The action of her argument seeks to empower women against these limitations.

- The lack of education for women creates a conflict between IGNORANCE and the PURSUIT of KNOWLEDGE. Wollstonecraft argues that educating women is essential for SOCIETAL IMPROVEMENT, creating a dynamic tension that fuels her call for reform.

Lack of Education

Women are DENIED ACCESS to EDUCATION, which limits their potential and reinforces their subservient roles in society. This lack of knowledge affects their ability to think critically and participate fully in social and political life.

Misrepresentation of Women

Wollstonecraft argues that women are often depicted as frivolous and emotional, which perpetuates stereotypes and justifies their subjugation.

Are these problems solved? 3

Wollstonecraft does not claim that the problems she addresses are fully solved. Instead, she advocates for change and lays the groundwork for future reform

Important statements 3 (1)

- "Contending for the rights of women, my main argument is built on this simple principle, that if she be not prepared by education to become the companion of man, she will stop the progress of knowledge, for truth must be common to all, or it will be inefficacious with respect to its influence on general practice. And how can woman be expected to co-operate, unless she know why she ought to be virtuous?"

- "In the same strain have I heard men argue against instructing the poor; for many are the forms that aristocracy assumes. "Teach them to read and write," say they, "and you take them out of the station assigned them by nature."

Important statements 3 (2)

- "Educate women like men," says Rousseau, "and the more they resemble our sex the less power will they have over us." This is the very point I aim at. I do not wish them to have power over men; but over themselves."

- "I am fully persuaded, that we should hear of none of these infantine airs, if girls were allowed to take sufficient exercise and not confined in close rooms till their muscles are relaxed and their powers of digestion destroyed."

Important statements 3 (3)

- And what is sensibility? "Quickness of sensation; quickness of perception; delicacy." Thus is it defined by Dr. Johnson; and the definition gives me no other idea than of the most exquisitely polished instinct. I discern not a trace of the image of God in either sensation or matter. Refined seventy times seven, they are still material; intellect dwells not there; nor will fire ever make lead gold!” 

- In the government of the physical world, it is observable that the female, in general, is inferior to the male. The male pursues, the female yields—this is the law of nature; and it does not appear to be suspended or abrogated in favor of woman. This physical superiority cannot be denied—and it is a noble prerogative! But not content with this natural pre-eminence, men endeavor to sink us still lower, merely to render us alluring objects for a moment; and women, intoxicated by the adoration which men, under the influence of their senses, pay them, do not seek to obtain a durable interest in their hearts, or to become the friends of the fellow creatures who find amusement in their society.” 

Important statements 4 (3)

- “the attainment of those talents and virtues, the exercise of which ennobles the human character, and which raise females in the scale of animal being, when they are comprehensively termed mankind—all those who view them with a philosophical eye must, I should think, wish with me, that they may every day grow more and more masculine.”

Main themes 3

Education and Rationality, Equality and Social Justice, and Critique of Gender Roles

Education:

Represents empowerment and enlightenment. Wollstonecraft views it as the key to unlocking women's potential and achieving equality.

The Social Contract

The concept of a social contract symbolizes the expectations placed on individuals within society. Wollstonecraft critiques this notion as it pertains to women, arguing that it unjustly excludes them from the rights and responsibilities afforded to men.

Education Access

The importance of education for women and girls continues to be a critical issue worldwide. Initiatives aimed at improving access to education in developing countries reflect Wollstonecraft's belief in education as a path to empowerment.

Feminism and Activism

Contemporary feminist movements, including intersectional feminism, build on Wollstonecraft's legacy, addressing not only gender but also race, class, and other forms of inequality.