In twentieth century America, women continue the age-old struggle for recognition
as whole, intelligent individuals, not just an "other," less hearty, less deserving
or less capable being than man. Sarah Grimke spoke of the inequalities over 150 years
ago during the abolitionist movement when she compiled her major arguments into a
series of letters originally published individually in the New England Spectator, then
as a volume in 1838 entitled Letters on the Equality of the Sexes and the Condition of
Woman. Grimke gets to the core of the matter and dares to challenge long-standing
patriarchal tradition and beliefs.
Feminists have since tried to categorize her ideas into a particular philosophy,
giving her credit as the first American feminist. However, the difficulty lies in labeling
her from a twentieth century perspective (feminism) when her intent was to be
heard as an individualshe wanted to break the barriers which categorizing creates.
The strength of the Letters lies in their rhetorical soundness as an art which speaks
profoundly to its audience, transcending the boundaries of time.
This study focuses on the rhetorical soundness of the Letters, providing a close
analysis, that reveals Sarah Grimke's rhetorical methods, and her reaffirmation of
classical notions of rhetoric. The study also contextualizes the letters while answering
the critical question: Why should we read the letters now, in the twentieth century
when slavery is an issue long since resolved and women have been given the right to
vote and have been assured of equal rights under the equal rights amendment? We
must read primary texts, not secondary or interpretive texts, to experience the
author's rhetoric and recapture her intentions. / Graduation date: 1992
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37154 |
| Date | 01 May 1992 |
| Creators | Hamilton, Susan E. Maier |
| Contributors | Glenn, Cheryl |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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