19th Century Literary Movements

• Lecture guides from 1/17/25 cover the Nineteenth Century
• Topics of focus are Industrialism, Colonialism, and Nationalism

Romanticism

• Characterized by a reaction against convention and authority
• Also a reaction against rationalism, the Enlightenment, and the impersonal nature of industrialism
• Includes subjectivity, emotion with rationality, and the irrational
• Exhibits a fascination with the exotic, ecstatic, and fantastic
• Glorifies the individual and the overwhelming presence of nature
• The nature can be either good or bad

Visual Analysis

• Key aspects are formal properties, scale, composition, line, form, color, tone, texture, and pattern
• Considers the subject/story and context, including political, historical, and social elements
• Examples in French paintings include Francisco Goya's "Third of May, 1808: The Executioners of the Defenders of Madrid" (1814)
• Also Theodore Gericault's "The Raft of Medusa" (1818)
• "The Raft of Medusa" depicts the ship Medusa being left to sail without enough rescue boats which led to people being put on a raft
• The people on the raft were normal class people rather than rich
• Joseph, a black man of Haitian descent, was a model for the art
• "The Raft of Medusa" is a large canvas but may not be protest art

Delacroix

• Delacroix's "Liberty Leading the People" (1830) shows people upset with the government
• "Liberty Leading the People" is the personification of liberty
• It prompts the question of how heroism is depicted in the work

Jean-Francis Millet

• Jean-Francis Millet's "The Gleaners" (ca. 1857) utilizes more colors than realism
• There is no eye contact in the painting which makes it more inviting than realism

The Industrial Revolution

• Includes an agricultural revolution and The Enclosure Acts
• A technological revolution with inventions characterizes much of the 19th century
• Marks a revolution in human experience

Enclosures

• The consolidation of common lands by British landlords to increase production and maximize profits
• Positive effects include less land wastage, decreased spread of animal diseases, and less labor needed for compact farms
• Negative effects include eviction of farmers lacking legal entitlement and landless villagers who had used common lands, resulting in poor farmers struggling/failing and migration of evicted peasants to find work as industrial citizens
• Early revolution associated with textiles, steam, and iron
• Began in Great Britain during the second half of the 18th century
• The Second Industrial Revolution took place in the second half of the 19th century
• Features steel, chemicals, electricity, and oil
• Germany emerges as an industrial force

Industrial Revolution and Social Class Structure

• The middle class, also known as the Bourgeoisie emerged
• The industrial revolution led to the development factory owners and industrial capitalists
• The 19th century becomes the golden age of the middle class, including the upper, middle, and petite bourgeoisie
• The working class is also known as the proletariat
• The enclosure acts led to the rise of the modern working class
• Features Marx and "class consciousness"

Marxism

• "The Communist Manifesto" was published in 1848 by Karl Marx and Friedrich Engels
• Focused on economic exploration
• "The history of all hitherto existing society is the history of class struggles"
• Marx believed the proletariat would conquer the bourgeoisie in a violent revolution
• The revolution never came, at least not as envisioned
• Workers gained the right to vote and the standard of living rose

Impact on the Middle Class

• Middle class is the "arbiter of consumer taste”
• Associated with the ability to employ servants
• The birth of the housewife and the cult of domesticity occurred
• If you were middle class, you would employ a housekeeper and spend 50% of your budget on food and servants
• If you were a middle-class mother, you were employing servants to do stuff, it was a symbol of her to not work

Impact on the Working Class

• Shift from cottage industry to emerging industrial workforce
• Four key trends include the mechanization of weaving, gender inequity in pay, sexual division of labor, and the development exploitation of women & children
• Children of 9 and over were often exploited
• The English Factory Act of 1833 allowed those between 9-13 to legally work 9 hours and 14-18, 12 hours

Sexual Division of Labor

• Homemaking becomes a thing, and although marriage can be love, sometimes it is not
• Mechanization of Weaving: the spinning Jenny vs. the Power Loom
• Although the power loom is superior, it requires technical training
• The father begins the training
• Separate Spheres": Life at home =/ not equal place of work

Implications for the Middle Class

• The less income-producing work a wife did, the more prestige associated with the family
• Women were in charge of taking care of the home and had less to do

Implications for the Working Class

• A sexual division of labor created by the IR: men were the family's breadwinners; women did unpaid housework and tended to the children
• Women were in charge of making the home and had more to do

New Employment Patterns for Women

• A wider variety of jobs became available to women
• The withdrawal of many married women from the workforce occurred as they didn't need to make a livable wage, depending on their husbands

Effects on the Working Class

• There was a sexual division of labor which led to changing perceptions of marriage and home life
• Homemaking and children became assets

Changes in Economy

• Wage industrial economy, children became paychecks and women were trying to balance all these things
• There were separate spheres of work vs home, with the public being male productive and private being female consumptive
• Cult of Domesticity: An ideology that emphasized motherhood, domesticity, religion, and charity as proper work of women in accordance with the concept separate sphere
• Female stereotypes were promoted by the cult of domesticity and referred to as an "angel in the house"

Female Stereotypes

• "Angel in the House," by Coventry Patmore's wife Emily (as painted by John Everett Millais)
• The Victorian ideal of womanhood
• Characterized by the wife's tragedy readings
• The rise of separate spheres led to the home becoming a unit of consumption and the wife as head of home's consumption
• Advertising targeted women as “homemakers” and there ws a rise of the department store

Thorstein Veblen

• Thorstein Veblen's "The Theory of the Leisure Class" (1899) introduced vocabulary regarding
• Conspicuous leisure: Conspicuous consumption - Expensive items that are to display wants of the consumer, rather than the needs and activities that display your wealth
• Vicarious leisure: Wife's job making these decisions and the higher up in the middle class, the more pressure to not work outside the home
• Vicarious - Experience something through another person and she is not directly consuming, she is vicariously consuming and she is not using her paycheck, but her husband brings status to the husband
• Conspicuous consumption is Vicarious consumption
• It almost invariable a curse disguised
• Previously, the wife used to be the producer of goods, but now she is going to go buy it, she is not a consumer, but a ceremonial consumer as she is using her husband's money

Element of Waste

• If you can afford to do something and spend money in the middle of the week, this is considered wasted time as you are not doing anything for society, but is another way to signal your wealth
• conspicuous consumption vs conspicuous leisure which one indicates more wealth?

The Story of an Hour

• The husband is a great husband here but there is a lack of autonmy
• Ducks are highly adaptable for characterization
• She wants to go upstairs to cry and is facing a window symbolizes that she is seeing her future
• When you see a wall, you are limited and isolated
• White women of privilege is her audience

A Pair of Silk Stockings

• She initially has good intentions
• She is probably petite middle class
• When she is in the restaurant, she is surprised that she didn't get kicked out of the store
• She isn't working class because she “knew the value of bargains” and she doesn't have a job
• At one point in life, she probably used to have money in her past

Paragraph 4

• Before she got married, she probably belonged to the upper middle class
• "Better days that mrs Sommers knew before"
• She worn them before

Bottom Paragraph

• There were books and magazines and the days she used to be accustomed to better things
• She buys magazines, silk stockings, sparkly things, shoes, gloves, food (she has expensive taste), watches a show
• This excited her, she used to have more. She didn't have any time because she need to be a mom (introspection)

Next Paragraph

• She is budget savvy, feeling faint and tired
• She didn't have a lunch

Paragraph 7

• Describes with consumerism:
• She wore no gloves, hands encountered something very soothing
• Her hand lay upon a pile
• She is out of control of what is about to happen
• She is Depicted as very passive on spending, with conspicuous consumption
• She is wearing cotton socks already, but wants the silk and is in the wrong crowd

Two Ways to Read the Story

• That this is a critic of the angle on a house, a type of rebellion that all of her self sacrificing for her children and others causes her to forget to eat and clean and causes her to make reckless decisions, a quiet rebellion
• Examples that this isn't conspicuous consumption, but this is vicarious consumption and leisure
• All of this spending of money probably tells us this isn't working class and you can lose a certain amount of money
• If you consider all this goes back to is mr sommers, Mrs sommers isn't named

World War 1

• Revolutionary in warfare and encouraged Europeans nationalism
• Dismantled the idea of monarchies and empires and founder the concept of nationalism
• Brought on a great degree of social inequality

Causes and Origins of WW1

• Less straightforward than WW2, with historians still disagreeing how the war started and the why of the War
• Most historians do agree that it was a pointless war, that it did not need to go on as long as it did
• Too many men and women died for the war to have a successful purpose
• If the archduke had not been assassinated though, something else would've start the war

Other Origins

• Include industrialization and colonialism
• Nationalism was a factor, with unification of Germany under Otto von Bismarck. The appearance of the German empire upset the balance of power in Europe
• June 28, 1914 - assassination of Archduke Franz Ferdinand, the heir to the Austrian throne, by Serbian nationalists was another factor
• A tangled web of alliance going back decades occurred

Immediate Causes of WWI

• June 28, 1914: assassination of Archduke Franz Ferdinand , the heir to the Austrian throne by Serbian nationalists
• A tangled web of alliances going back decades lead to alliances like:
• June 28, 1914 → Russia mobilizes → Germany → France → Great Britain → Great Britain's colonies → The US enters the war → Japan → Italy
• Public event that caused the US sinking of the Britain passenger ship, that contained Americans on it RMS Lusitania

Allied

• Serbia
• Belgium
• France
• Great Britain
• U.S.
• Italy
• Japan
• Russia

Central

• Austria-Hungary
• Germany
• The Ottoman Empire

Why is WWI Categorized as "Total War?”

• 1. "Global community,” including Colonial participation
• 2. Civilian casualties
• 3. "No holds barred” attitude
  • Ex. RMS Lusitania = Seen as vulnerable, and taken down and there is almost no rules in combat
• 4. Total mobilization of a nation's population
     • Legislation
     • Auxiliary Service Law of 1916 in Germany = All men between 17- 60 only work necessary towards the war effort
       • Lever Act of 1917 (U.S.) = Creates food administration and ensures the food supply, designed to save food for export to help troops out

The Rule of Propaganda

• Posters included plant victory gardens which are self-sustaining to rely less on the food supply
• The message of this is to get on board and get on this team with women symbolizing the country

Third Way of Propaganda

• Through film led viewers to think characteristically like so:
• Germans don't look smart, so you laugh, Villanizing
• Film became more effective than visual or newspaper because you don't have to be literate, as everyone could understand it

Impersonal Nature of War

• "Shell shock" occurred, and there was no longer face to face with your enemy because of weapons of advanced technology:
  • Machine guns
  • Tanks and heavy artillery
  • Poison gas
  • Hand grenades
  • Submarines
  • Flame throwers
  • Airplanes

The Tank

• Included: The caterpillar track, and that gets you over fields with trenches, and over mud
• Origins from Great Britain
• Was purchased by the American company
• Included a caterpillar track, so it wouldn't sink in the ground and ability to access land that wasn't possible

"Shell Shock"

• Post traumatic stress disorder (PTSD)
• Lead to early misperception, which considered victims suffering from the noise of shell blasts or from a form of monoxide poisoning
• Sympathy for victims was not always forthcoming
• As the understanding changed, sympathy was not always accepted and rapped up with issues of masculinity
• Early treatment largely unsuccessful like in 1915 when the first paper on this was released showing massage and shock therapy

The Treaty of Versailles

• Sowed the seeds for WWII by showing Obstacles the peacemakers faced, as seen on Pg 855 from book 3.

Obstacles

• 1. Nationalism
• 2. Force of public opinion = Power and shaping force that it was hard for the conference to do anything privately
• 3. Perception of WWI of a type of moral crusade
  • Villainize your enemy, and takes on tones of a moral crusade
    • Self determination, getting in the way of negotiations because of this filter to see the war

President Wilson

• Exhibited inflexibility with league of nations, and this was his passion project
• Fist to propose this process
• Senator and colleagues refused to ratify
• Focused on this
• Too much, and did not want to revise the language and terms, and became a stumbling block for peace negotiations -The Clamenceau's thirst for revenge for France - Also with losing Alsace-Lorraine and anxiety with population not booming

Article 231 of the Treaty of Versailles

• France and Belgium were intent in revenge to reducing the sum of money that Germany had to pay back, added then was language that Germans had to acknowledge that all the loss and damage could be attributed to Germany
• France and Belgium asked for a bunch of money
• "The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies.”
• Weimar government was never forgiven by Germany
• Western imperialism occurred as France will take back Alsace-Lorraine , Germany's holdings are given to Japan, Etc.
• This all contributed to the Americans rejection of the League of Nations

A Domino Effect of Failed Negotiations

• The U.S. Senate refuses to ratify the Treaty of Versailles without tweaking the League of nations and Wislon, disappointed and embittered
• The U.S. rejection of the Treaty of Versailles and the LON and Senate's refusal to ratify Wilson's treaties that formed a defensive alliance with France and GB, leading to isolationism in the United States, GB refuses to ratify its defensive alliance with France, leading to France stands alone

Questions regarding Wilfred Owen

• Trying to process what he is seeing and does not have a vocabulary for this leading him to die at age 25 in combat
• Showed a little loss of masculinity with this scene of the gas and exhibited physical effects

How are the Effects of Men Being Feminized?

• Key themes throughout the poems
• "Gas! GAS! Quick, boys!-An ecstasy of fumbling
• Fitting the clumsy helmets just in time,
• But someone still was yelling out and stumbling
• And flound'ring like a man in fire or lime
• "Bent double, like old beggars under sacks,
• Knock-kneed, coughing like hags, we cursed through sludge,
• Till on the haunting flares we turned our backs" and is
• "It is sweet and fitting to die for one's country” - the latin translation
• My Sweet Old Etcetera: is supposed to be satirical and exhibiting a romanticized sense of war, with a Sweet old etcetera would use more satirical side, and detachment
• Publications exhibit history and circumstances of history and experience
• Experience is very specific with Owens, to what is new and radical, and terrifying, where as you didn't have context, you don't know the timeline
• Owen's poem creates: danger of teaching in particular his poem in a vacuum. If the reader makes owen the voice of ww1, there is a danger

"We're The Girls From Arsenal"

• "Some people style us ‘canaries’/ But we're working for the lads across the sea/ If it were not the munition lassies/ Where would the Empire be?"

Primitivism

• Consists of Gauguin (Post Impressionism), Matisse (Fauvism), and Picasso (Cubism
• Late 19th century, early 20th century sensibility which borrowed from the cultures of the non-Western world
• Influenced many movements of Modern art, including Post-Impressionism, Fauvism, and Cubism

Characteristics of Primitivism

• Content: shows Subject matter tended to be teh sexuality, spirituality, and habitats of non-European cultures.
• The glorification of the alleged simplicity and naturalness of non-Western settings.
• Technique: consists oftThe Abstract representation of figures, The use of geometric shapes with bold contrasts and dramatic arrangements, and The reduced continuity between near and far (e.g. foreshortening), which occurs In Manet's Dejeuner sur l'herbe (fruit basket, and women doesn't seem to scale)
• Emotional response and experience that don't correspond to objective reality

Visual Analysis

• Formal properties are revealed within the subject story and Context (political, historical, social)
• Displayed via Scale, composition, line, form, color, tone, texture, pattern

Paul Gauguin

• Painted The Day of the God (1894) during his one return to Paris
• Depicts a generic idol that doesn't correspond to be accurate or true
• Provides a nod to universal to non-Christian religion
• Three ages of the human cycle can be seen -Central figure represents life with the figure on the left representing birth -Figure represents represents death
• Colors in the pool are clearly reflecting something, but not clearly reflective of what's in the painting such as the use of evocative color rather than realistic color
• water
• He is rather to suggest rather than reality

Henri Matisse

• Key concepts:Line from Klipping's white man's burden “Half-devil and half child
• Matisse's "Blue Nude (Souvenir de Biskra)" (exhibited qualities of Hyperbolic and abstract Disregard for natural colors, that is structured by colors not being used here not for mood, or emotional experience, but more for structuring the composition and a reference to a town in northern algeria where wealthy people would go to vacation
• Featured a Muscular woman and a Heavy use of shading, referencing to a Title itself is controversial to a contemporary view That Suggests a type of objectification, and commodification, in an ambiguous ethnicity
• The same concepts can be observed in Pablo Picasso, Gertrude Stein (1905-1906), an artwork Worked in so many mediums of artwork
• Gertrude Stein herself can be broken down more from a cultural and art historical perspective -she herself is listed as Famous American artist along with the She and her brother, famously well known patrons of the arts who spend Most of her adult life in paris -She an also be considered very important figure who was influential in the art world who Sat 90 times or more for the portrait -He claimed that he couldn't see her anymore and lost touch with what she looked like before going on vacation and when he goes to vacation, he then he repaints her face to look like this -People said that it didn't look like her, but he said that it will -She also produced Only portrait artwork because she really liked works where Her face looks like a mask, similar to Pablo Picasso, Bust of young woman from Avignon (1907) that
• Takes a classic image of a portrait of a woman where it is Like with Johannes Vermeer's work to
• Filters with a classical portrait, and does something similar, with same idea, but different art filter in a different genre

Pablo Picasso

• Depicted key figures:
• Color symbol from traditional images express a spiritual level with Pablo Picasso, Mother and Child (1907) that Depicted Especial red and blue and African masks leading potentially to be seen it could be seen as blasphemous because it associated with possibly a not Christian perspective in Pablo Picasso, Les Demoiselles d'Avignon (1907) -This process Leads to Breaks all rules of traditional painting, Representation of nude women, Influence of African sculptures, and a Figure on the left, is a reference to Egypt art where there is Fruit in the foreground, with foreshortening, Multiplicity of perspectives, Faces of two women there is a deformation of her face, and seeing her from two angles at once, with Sharp lines leading to women are wearing masks, Entitled, the wages of sin, and Cautionry

Concepts in the Artwork of Colonization

• In the final draft, he took the men out, and wanted to show a less coherent perspective, critiquing colonization rather than noting the colonization of Kliping

2/11 and the Metamorphosis

• Jewels in the artwork, sells the family legacy and it features furniture such as a Dresser is implicated (out of the family) in order for it to Move, making it makes him feel,
• Readers are able to reference textual evidence during lectures and text to determine how Gregor had died

PG.51

• "Weakness caused by so much fasting leading him to want favorite foods that he no longer desires"

PG. 46

• Shows that Gregor is now hardly ate anything anymore and now Tired to death and sad", as show in Pg 54-55 (Section 1) that Begins "and now gregor asks himself now looking in the darkness, that he cannot move at all....the rotten apple and his back... looked back at his family with love... “and then without his consent, they from his nostrils, screamed his last breath" 1
• Apple: “embedded in his back" where "If you are a doctor, what would you attribute his death to?"
• Injuries related to his back wound Starvation, Possible depression Heartbreak and isolation and a sense of his passivity

Important Symbols Within the Story

• The lady in furs: Second paragraph, in beginning, and built this frame, exhibiting key markers like the Fur industry of the industrial revolution and a question of If there isa beautify woman and why does this matter? Romance or love? He wants this?
• The apple: Symbolic value of poison or death
• Biblical implications: forbidden knowledge, knowledge of good and evil. To Weaponize knowledge (his father throws an apple at him) and place the Object that becomes embedded in his back
• The fretsaw
  • What: Does this enable, what is he doing with it?
  • Kind of creative outlet, not only for creative impulsive, but rather making something rather than selling something
• Represents alternate existences for him, and ways that he sees himself, and things that he cannot do with his life, a type of symbolism and visual art

Back From Grotto-Esque (La Grottesca) Grotesque

• From grotto-esque (la grottesca) to grotesque:
  • As a form of ornamental painting practiced in antiquity and up through the Renaissance.
  • Associated with the painter Famulus and his work in the Domus Aurea as a
  • Word that enters public discourse in the fifteenth century as a
  • Genre of symbolism, the grotesque uses physical deformity to comment on spiritual, moral, and/or cultural deformity it produces
  • Objects are Gross and disturbing, and always a character, a physical thing that feels non-normative which always creates a need to discuss the Character internally or is the outside a reflection of deformed society in which he lives

The Character

• Seems to be more about the society, in Something in his character that seems admirable
• Moral freedom is present for For gregor at least at the beginning, he is consented to his circumstances an there is a degree of freedom
• Big bug films causes anxieties of war through bugs

Anxieties

• Exhibit moral freedoms to An analysis of Gregor at the beginning, because he is consented to his
• Who or what is the other in the metamorphosis? And that is Gregor
  • The first reading is Gregor's metamorphosis, being read as literalized how he sees himself to to analysis of the -Trapped in a pointless job that he is isolated
    • And because others starting with his family, see him in this insect role and how his family treated him and sees himself and becomes a bug to -Bring in the industrial revolution and with a way of Studying traintables and Getting from and getting To analysis of the
• Second reading is the Oedipal analysis such as that depicted throughout Gregor's metamorphosis and Relationship with his father: there are a presence There are two alpha males in this family and one of them have to go.
• Traditional society, and about your role in the family that Does not push individualism, but is about one's role in family where he the father Was suppose to be the patriarch in the family and is no longer the primary provider so gregor steps in leading him to wonder he the bugs point of view whether he “becoming the alpha to Is his really in charge and living out that role
• Qoutes: - Pg 27. Part 2 Paragraph that notes his desire for his sister to go to through the conservatory - When he begins reflecting on what this experience has been like to provide - “And so he had began to work and risen overnight to stock clerk to”. Leading him to the notion that “-Gregor made enough money to reach the expenses of the entire family, Family go used to it, but no special feeling of warmth was met with this. He feels no value anymore from this"
• Leading to the Next page, at the bottoms point that “ “And this money was by no means enough and his father gained a. “Lot of weight and has. Becomes fairly sluggish and becomes farther and farther away from becoming the alpha which can have a significant End of section one, his father beats him with a walking cane with the use of Newspaper as well, swatting at him

Section 2

• “Section two, "gregor has broken out” and misinterpreted that he hurt the women, 37-38(Section 2) “But his father was in no mood for such subtitles,Now , “Is described as wrapped as his old overcoat and puts down : “His cane, and describes with a hypermasculine description And he is transition to the alpha Has a gigantic size of his boots”

Section 3

• End of story
• “When we look at gregor's death and a little after that (like 2 paragraphs”

“-Mr and mrs samsa sat up in their marriage bed . ”Being associated with power and fertility . (Section 3) “Becomes reinstated as the patriarch and we see the women in the End of second to last paragraph, and he appears in his uniform . And the women now respect him“

“-Description of grete's body” “Livelier and livelier despite the struggle _ “”Developed into a good looking and shapely girl and now is“ “time to find her a good husband"

“Gregor´s metamorphosis, but also family´s””. Where they -”also But Gregor´s families like All hope and 3 “Gregor`s Metamorphosis and with a Resemt • “-Resement” and is more resentful of expected”

Gregor Now Learned Throughout the Story

“-how father and his mother where caring. With. Then He turns to see the bug (to give some time in the story”. The stories analysis shows how the analysis can lead back to. - “The womes - Grete don't want to let to that way”

“They see them to in to the bug” “A lot of a the women with the and one that more the time-Modern and more Modern:break of • “With and with- in what be a bugs ” and is and” “More of and, which-

Questions

• What do the lecture slides and notes show?
• Key concepts covered are Modernism, Alienation, and a Sense of Something

Derivates Show Key Figures in the Rise of Cultural Phenomenon

• Show Key Figures in the Rise of Cultural Phenomenon such cultural figures
• The rise of moderns and the cultural of “I or the 2.
• Many diverse Groups of people the most one here 2 “-Mexican and German heritage and “Childhood polio Two great accidents
• “to look show her that they can do-The more work what way is the “2
• “That her that way-

Frida Kahlo

• In painting and the and for the look her for she” Her of -Her and In 1939” is a lot “1. show there she is

Key Facts

• 1 in 3 . - Her -26 on “What “and on“ "What - She”13 •” and " - She-In”

Questions about 19th-century literary movements, including Romanticism, Realism and Modernism. Key themes include the shift from Romanticism to Realism, the concept of a 'scapegoat,' critiques of colonialism, and character archetypes. This quiz covers the influence of the Industrial Revolution.