History 350
AMERICAN TRANSCENDENTALISM
MWF 1:00-1:50, Wyatt 204
Spring 2012
William Breitenbach
Office phone: 879-3167
E-mail: wbreitenbach@ups.edu
Web: http://www.pugetsound.edu/faculty-sites/bill-breitenbach/
Office: Wyatt 141
Office hours:
MWF 9:30-10:30,
TuTh 9:00-10:00
This course is a history of American Transcendentalism from the 1830s to the early 1850s. We’ll
study the movement by reading what the Transcendentalists and their critics wrote. Because
Transcendentalism was a theological, philosophical, literary, and social-reform movement, we’ll
need to be versatile and take an interdisciplinary approach to our subject. We’ll begin by
investigating the emergence of Transcendentalism as a religious and philosophical revolt against
prevailing doctrines of New England thought. Then we’ll look at it as a literary and cultural
movement, examining both its aesthetic theory and its expressive practice. Finally, we’ll explore
the ramifications of Transcendentalism in politics and social reform, studying the involvement of
Transcendentalists in the antislavery, feminist, and communitarian movements. At each stage,
we’ll read not only the Transcendentalists’ declarations of their beliefs but also the angry,
derisive, and skeptical responses those declarations provoked. By the end of the semester, you
should have gained a good understanding of why Transcendentalism was one of the more
controversial and influential movements in American cultural history.
By semester’s end, you should also have acquired, to quote the guidelines of the now-defunct
Comparative Values core, an understanding of “the way value judgments . . . enter into and shape
human activity.” The Transcendentalists were centrally preoccupied with values—defining
them, defending them, and applying them. During the coming weeks, we’ll study the emergence
of the Transcendentalists’ value system in their philosophical and theological rebellion against
Unitarianism, a rebellion that set their Romantic idealism and intuitionalism against the
Unitarians’ Enlightenment values of Lockean empiricism. We’ll investigate the metaphysical,
epistemological, and religious controversy that ensued as Transcendentalists defied their
Unitarian elders by claiming that humans were divine beings with immediate access to the realm
of Spirit, a realm that they declared to be the true reality. We’ll also trace Transcendentalists’
attempts to apply their ideas about human divinity to the world around them—in aesthetics,
personal relationships, politics, and social reform. In applying their values, Transcendentalists
found themselves in conflict not just with their Unitarian elders but also with one another and
with themselves, as self-reliant individualists confronted communitarian socialists and as aging
idealists strained to reconcile youthful hopes with chastening experience. Finally, we’ll have the
chance to consider whether the Transcendentalists’ values and examples are relevant for us
today, as we ask ourselves what Ralph Waldo Emerson called “the practical question of the
conduct of life: How shall I live?”
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History 350
Spring 2012
BOOKS AND WEBSITES
Required books. For sale at the Bookstore; ones with an asterisk are also on library reserve.
Barbara L. Packer, The Transcendentalists (University of Georgia Press) [This book first
appeared as a chapter in Sacvan Bercovitch, ed., The Cambridge History of American
Literature, vol. 2, Prose Writing, 1820-1865, which is in the library stacks.]
Perry Miller, ed., The Transcendentalists: An Anthology (Harvard University Press)*
Stephen E. Whicher, ed., Selections from Ralph Waldo Emerson: An Organic Anthology
(Houghton Mifflin, Riverside edition)*
Henry David Thoreau, Civil Disobedience and Other Essays (Dover Thrift edition)
Margaret Fuller, Woman in the Nineteenth Century (Dover Thrift edition)
Nathaniel Hawthorne, The Blithedale Romance (Dover Thrift edition)
Henry David Thoreau, Walden; or, Life in the Woods (Dover Thrift edition)
History 350 Readings Packet (a photocopied course reader; listed in the syllabus as “[RP]”)
Moodle website.
Readings marked with “[M]” may be found online at the Moodle website for this course. You
can login to Moodle at https://moodle.pugetsound.edu/moodle/login/index.php. I’ll also place on
Moodle the syllabus, paper assignments, general advice, and useful web links.
Helpful library materials (not on reserve):
Philip F. Gura, American Transcendentalism: A History [the most recent overview of
Transcendentalism, especially strong on the years after 1850; published 2007]
Anne C. Rose, Transcendentalism as a Social Movement, 1830-1850 [the best social
history of the Transcendentalist movement; published 1981]
Charles Capper and Conrad Edick Wright, eds., Transient and Permanent: The
Transcendentalist Movement and Its Contexts [a collection of fine scholarly essays
on various aspects of Transcendentalism; published 1999]
Joel Myerson, ed., The Transcendentalists: A Review of Research and Criticism
[a very helpful bibliography published in 1984; its coverage runs to 1982]
Joel Myerson, ed., Transcendentalism: A Reader [an anthology of Transcendentalists’
writings, with a bibliography and suggestions for further reading; published 2000]
Henry W. Sams, ed., Autobiography of Brook Farm [a fine selection of primary sources
relating to the Brook Farm community; originally published 1958]
American Literary Scholarship [published annually since the 1960s, it gives a summary
of each year’s most important scholarly studies of Transcendentalism]
Nineteenth-Century Literary Criticism, vol. 24 [contains extended excerpts from the
best critical studies of Transcendentalism written from the late 19th century to the
1980s; it is found in the library’s Reference stacks]
Studies in the American Renaissance [a scholarly journal that focuses on the period in
which the Transcendentalists flourished; E415.8 S7 in the regular stacks]
Website:
Ann Woodlief of Virginia Commonwealth University has created an excellent website on
Transcendentalism: http://www.vcu.edu/engweb/transcendentalism. It has documents by the
Transcendentalists, scholarly essays about the movement, and links to other websites.
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History 350
Spring 2012
PROCEDURES, REQUIREMENTS, EXPECTATIONS
Class participation
This will be a discussion class. That means everyone needs to show up on time with the
reading assignment completed, books and notes in hand, and ideas to talk about. Always bring the
day’s assigned readings to class, so you can refer to particular passages during discussions.
Be ready to join the conversation. Put your ideas and insights out there for classmates to
endorse, challenge, and transform. Be willing to ask a question, confess confusion, take a stand,
and change your mind when presented with better evidence and reasoning. Listen attentively and
respond respectfully to what your classmates have to say. Speaking directly to them (rather than
through me) is a way of showing that you take them and their ideas seriously.
Your participation will be important in determining both the success of the course and the
grade that you receive in it. After every class, I’ll evaluate your contribution to other students’
learning. Students who make outstanding contributions will get a 4, those who contribute
significantly will get a 3, those who attend but say little will get a 2, those whose behavior in the
classroom makes it harder for others to learn will get a 1, and those who are absent will get a 0.
At the end of the semester, these daily scores will be used to calculate a participation grade,
which will count for 20% of the course grade.
Absences
There comes a point when a student has missed so many classes that I cannot in good conscience
place a grade on a transcript testifying to the world that he or she has performed adequately in
the course. For me that point arrives when a student misses more than 20% of the classes (in this
course, more than eight absences). In such cases, I may ask the Registrar to withdraw the student
from the course, which will result in a grade of W or WF, depending on the time of the semester
and/or the quality of the work that the student has done.
Paper assignments. You will write three papers, chosen from four possible topics. Each of the
three papers will count for 20% of the course grade. Here are the choices and due dates:

a 7-page paper on a topic from Unit Two (Transcendentalism as a religious movement). It is
due at my office (Wyatt 141) by 4:00 p.m. on Monday, February 20.

a 7-page paper on a topic from Unit Three (Transcendentalism as a literary/cultural
movement). It is due at my office (Wyatt 141) by 4:00 pm. on Friday, March 9.

a 7-page paper on a topic from Unit Four (Transcendentalism as a political/social reform
movement). It is due at my office (Wyatt 141) by 4:00 p.m. on Wednesday, April 11.

a 7-page paper on a topic from Unit Five (Hawthorne’s Blithedale Romance and Thoreau’s
Walden). It is due at my office (Wyatt 141) by 4:00 p.m. on Friday, May 4.
Final exam. There will be a take-home final exam. It will be due at my office (Wyatt 141) by
Friday, May 11, at 2:00 p.m., which is the end of the scheduled exam period for History 350.
Grading
Grade ranges are A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79),
C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), and F (below 60). I will round up to
the next higher letter grade when the numerical score is within 0.2 points of the cut-off (for
example, an 89.8 will get an A-). Graded work will be weighted as follows: first paper 20%,
second paper 20%, third paper 20%, final exam 20%, and participation 20%.
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History 350
Spring 2012
Paper extensions, late work, and missing work
Normally I do not grant paper extensions or “Incomplete” grades except for weighty and dire
reasons like a family emergency or a serious illness. If you are facing circumstances beyond
your control that might prevent you from finishing a paper on time, talk to me early about the
possibility of getting an extension. As appropriate, provide written documentation supporting
your request from a medical professional; the Counseling, Health, and Wellness Services
(CHWS); the Academic Advising Office; or the Dean of Students Office.
Late papers should be slipped under my office door at Wyatt 141. If Wyatt is locked, you
may send me the paper by email in order to stop the penalty clock, but you must subsequently
give me an unaltered hard copy of the paper on the next day that Wyatt is open. Late papers will
be marked down according to the following schedule:
If a paper is turned in during the
 first 24 hours after the deadline, loss of 3.5 points on 100-point scale (⅓ of a letter grade);
 second 24 hours, loss of an additional 6.5 points (⅔ of a letter grade);
 each subsequent 24 hour period results in the loss of an additional 10 points (a full letter
grade) until point total reaches 0.
Other policies.
Students who want to withdraw from the course should read the rules about withdrawal
grades, which can be found in the Academic Handbook (link provided below). Monday, February
27, is the last day to drop with an automatic W; thereafter it becomes much harder to escape a
WF. Students who abandon the course without officially withdrawing will receive a WF.
Students who cheat or plagiarize; help others cheat or plagiarize; steal or deface library
materials; or otherwise violate the University’s standards of academic integrity will receive an F
for the course and will be reported to the Registrar. If you do not know what counts as academic
dishonesty at the University of Puget Sound, read the section on “Academic Integrity” in the
Academic Handbook (link provided below). Ignorance of the concept or consequences of
plagiarism will not be accepted as an excuse.
In matters not covered by this syllabus, I follow the policies set down in the current
Academic Handbook, which is available online at http://www.pugetsound.edu/studentlife/student-resources/student-handbook/academic-handbook/.
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History 350
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CLASS SCHEDULE
Reading assignments are to be completed before the class meeting for which they are listed.
Bring this syllabus, the day’s assigned readings, and your reading notes to class.
UNIT ONE: CONTEXTS
1.
Wed., Jan. 18: Introduction to the Course
In-class reading: poems by Ralph Waldo Emerson
2.
Fri., Jan. 20: Overviews
Course syllabus (This is your agreement with me. Read it!)
Lawrence Buell, "Introduction," The American Transcendentalists, xi-xxviii [M]
George Hochfield, “An Introduction to Transcendentalism” [M]
Miller, Transcendentalists, "Introduction," 2-15
3.
Mon., Jan. 23: The Social Context: Market Revolution
Robert A. Gross, "Culture and Cultivation: Agriculture and Society in Thoreau's
Concord," Journal of American History 69 (1982): read only 42-55 [M] also
available directly through JSTOR at http://www.jstor.org/stable/1887751
Anne C. Rose, “Boston Unitarianism, 1790-1840,” in Transcendentalism as a Social
Movement, 1830-1850, 1-21, 28-37 [M]
4.
Wed., Jan. 25: The Religious Context: Unitarianism
Conrad Wright, “Rational Religion in Eighteenth-Century America,” in The Liberal
Christians: Essays on American Unitarian History, 1-21 [M]
Packer, Transcendentalists, 1-19
David M. Robinson, “‘A Religious Demonstration’: The Theological Emergence of
New England Transcendentalism,” 49-53, 69 [M]
William Ellery Channing, “Unitarian Christianity” [RP, 2-7]
Miller, Transcendentalists (Assignments in this book are listed by chapter and selection
numbers, as well as by page numbers.)
1(3): William Ellery Channing, “Likeness to God,” 21-25
5.
Fri., Jan. 27: The Philosophical Context: Coleridge and the Assault on Locke
Packer, Transcendentalists, 20-31, also review 7-13
Miller, Transcendentalists
2(1): Alexander H. Everett, “History of Intellectual Philosophy,” 26-33
2(2): James Marsh, “Preliminary Essay,” 34-39
2(6): James Freeman Clarke, “Autobiography,” 47-48
3(3): George Ripley, “Charles Follen’s Inaugural Discourse,” 59-63
3(6): Frederic Henry Hedge, “Coleridge,” 66-72
3(10): James Walker, “Foundations of Faith,” 82-84
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History 350
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UNIT TWO: THE RELIGIOUS MOVEMENT
6.
Mon., Jan. 30: Emergence of Transcendentalism
Last day to drop without record
Packer, Transcendentalists, 32-45
Miller, Transcendentalists
2(3): Timothy Walker, “Signs of the Times,” read only the last paragraph on 42b-43
2(4): James Freeman Clarke, “The Influence of Carlyle,” 43-44
2(5): Orestes A. Brownson, “The Everlasting Yes,” 45-47
3(11): Orestes A. Brownson, “Benjamin Constant,” 84-88
3(14): George Ripley, “Herder’s Theological Opinions and Services,” 94-97
3(16): George Ripley, “Schleiermacher as a Theologian,” 99-102
3(17): Orestes A. Brownson, “Education of the People,” 102-03
Whicher, Emerson, 1-20 (Dip into Emerson’s journal entries; read what’s of interest.)
7.
Wed., Feb. 1: Nature and Spirit
Packer, Transcendentalists, 46-51m
Whicher, Emerson, “Nature,” 21-56 (Whicher’s anthology has helpful explanatory
notes beginning on p. 469. Consult them as you proceed through this book.)
8.
Fri., Feb. 3: New Views of Religion
Whicher, Emerson (bring this book to class so we can finish discussing “Nature”)
Packer, Transcendentalists, 51m-54m
Miller, Transcendentalists
4(1): Orestes A. Brownson, “Victor Cousin,” 106-14
4(2): Brownson, “New Views of Christianity, Society, and the Church,” 114-23
9.
Mon., Feb. 6: Annus Mirabilis, 1836
Packer, Transcendentalists, 54m-61
Miller, Transcendentalists
4(3): William Henry Furness, “Remarks on the Four Gospels,” 124-29
4(4): George Ripley, “Martineau’s Rationale,” 129-32
4(5): George Ripley, “Discourses on the Philosophy of Religion,” 132-40
4(6): Elizabeth Palmer Peabody, “Record of a School,” 140-50
4(7): Amos Bronson Alcott, “Conversations with Children on the Gospels,” 150-56
10. Wed., Feb. 8: Lines Drawn: The Divinity School Address
Packer, Transcendentalists, 72t-76b
Miller, Transcendentalists
5(1): Andrews Norton, “Ripley’s Martineau,” 157-60
5(2): George Ripley, “To Andrews Norton,” 160-63
5(6): Martin Luther Hurlbut, “Furness’ Remarks,” 171-73
5(7): Francis Bowen, “Emerson’s Nature,” 173-76
5(8): Francis Bowen, “Locke and Transcendentalists,” 177-78
5(11): Orestes A. Brownson, “Francis Bowen,” 183-86
Whicher, Emerson, “The Divinity School Address,” 97-116
11. Fri., Feb. 10: The Miracles Controversy
Packer, Transcendentalists, 76b-84m
Henry Ware, Jr., “The Personality of the Deity” [RP, 8-12]
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History 350
Spring 2012
Whicher, Emerson, 116-21
Miller, Transcendentalists
5(16): Andrews Norton, “The New School in Literature and Religion,” 193-96
5(17): The Christian Examiner, “Emerson’s Address,” 196-98
5(18): Orestes A. Brownson, “Emerson’s Address,” 198-200
5(19): James Freeman Clarke and Christopher Pearse Cranch, “R. W. Emerson and
the New School,” 200-04
5(21): Orestes A. Brownson, “Norton’s Evidence,” 205-09
5(22): Andrews Norton, “A Discourse on the Latest Form of Infidelity,” 210-13
5(23): George Ripley, “The Latest Form of Infidelity Examined,” 213-20
12. Mon., Feb. 13: The Transient and Permanent
Packer, Transcendentalists, 84m-93
Miller, Transcendentalists
5(25): Theodore Parker, “The Previous Questions between Mr. Andrews Norton
and His Alumni,” 226-31
6(4): Theodore Parker, “A Discourse of the Transient and Permanent in
Christianity,” 259-83
UNIT THREE: THE LITERARY AND CULTURAL MOVEMENT
13. Wed., Feb. 15: Beyond the Pulpit: The American Scholar
Packer, Transcendentalists, 62-72b
Whicher, Emerson, 57-96, esp. “The American Scholar,” 63-80
Miller, Transcendentalists (read at least one of the following three)
5(12): William Henry Channing, “Emerson’s American Scholar,” 186-88
8(23): Theodore Parker, “The Writings of Ralph Waldo Emerson,” 414-21
9(3): Orestes A. Brownson, “Emerson,” 431-34
14. Fri., Feb. 17: Self-Reliance: Emerson as Lecturer, Essayist, and Public Intellectual
Packer, Transcendentalists, 138t-45b, and re-read 63-64 on lecturing
Whicher, Emerson, 122-24b, 364b, 136m-78, esp. “Self-Reliance,” 147-68, and
“Circles,” 168-78
Emerson, “The Over-Soul” [RP, 13-14] (read this after “Self-Reliance”)
15. Mon., Feb. 20: The Dial: New Vocations as Editors, Reviewers, and Cultural Critics
Packer, Transcendentalists, 94-103m, 111b-21t
Miller, Transcendentalists
6(1): Ralph Waldo Emerson, “The Editors to the Reader,” 247-51
8(8): Margaret Fuller, “A Short Essay on Critics,” 366-68
8(9): Margaret Fuller, “Menzel’s View of Goethe,” 369-72
8(11): Ralph Waldo Emerson, “The New Poetry,” 375-78t (stop at the poems)
8(19): Margaret Fuller, “A Record of Impressions,” 404-07
8(20): Sophia Dana Ripley, “Painting and Sculpture,” 407-10
8(21): John Sullivan Dwight, “Music,” 410-14
A 7-page essay on Transcendentalism as a religious movement is due
at my office (Wyatt 141) by 4:00 p.m. on Monday, February 20.
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History 350
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16. Wed., Feb. 22: Informal Forms of Expression: Conversations, Aphorisms, Journals
Packer, Transcendentalists, 114-17 (again)
Elizabeth Palmer Peabody, “The Conversations of Margaret Fuller” [RP, 25-29]
Miller, Transcendentalists
7(4): Amos Bronson Alcott, “Orphic Sayings,” 303-14
8(1): Margaret Fuller, “Memoirs,” 331-39
Whicher, Emerson, 124b-36m, 179-87t, and re-read 172b-73 on conversation
17. Fri., Feb. 24: Thoreau’s Excursions
Packer, Transcendentalism, 121-28, 181m-87m; 248-49
Miller, Transcendentalists
7(6): Henry David Thoreau, “The Natural History of Massachusetts,” 324-30
Thoreau, “Walking,” in Civil Disobedience and Other Essays, 49-74
18. Mon., Feb. 27: The Poet as Seer and Seer as Poet
Last day to drop with automatic W
Whicher, Emerson, “The Poet,” 222-41
Packer, Transcendentalists, 151 middle paragraph
Whicher, Emerson, 407-67: Sample several of the following poems: The Rhodora,
Each and All, The Snow-Storm, Concord Hymn, The Problem, The Apology, Uriel,
Hamatreya, Ode, Bacchus, Merlin, Days, Brahma, Two Rivers, and Terminus
19. Wed., Feb. 29: Other Poets and Seers
Miller, Transcendentalists, sample some of the following poems:
8(7): Jones Very, “Poems,” 356-65, esp. “The Garden,” 358-59
8(11): Ralph Waldo Emerson, “The New Poetry,” 378-81 (poems by Channing)
8(12): William Ellery Channing, “Poems,” 381-83
8(14): Christopher Pearse Cranch, “Poems,” 385-95
8(15): Henry D. Thoreau, “Poems,” 396-401, esp. “The Inward Morning,” 400-01
8(16): Margaret Fuller, “A Dialogue,” 402
8(17): Ellen Sturgis Hooper, “I Slept, and Dreamed that Life was Beauty,” 402-03
8(18): Caroline Sturgis Tappan, “Poems,” 403-04
Whitman, “Song of Myself” [RP, 17 section 5]
20. Fri., Mar. 2: Walt Whitman, Self-Singer
Whitman, “Song of Myself” [RP, 15-24]
Letters by Emerson and Thoreau about Whitman [RP, 30]
Whicher, Emerson, 362-363m
UNIT FOUR: THE SOCIAL REFORM MOVEMENT
21. Mon., Mar. 5: The Transcendentalist as Citizen
Packer, Transcendentalists, 129-32t, 145b-47m, re-read 66m
Ralph Waldo Emerson, “Man the Reformer” [RP, 31-32]
Whicher, Emerson, “The Transcendentalist,” 187t-207m
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History 350
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22. Wed., Mar. 7: Brownson and Parker as Social Reformers
Packer, Transcendentalism, 103-11
Miller, Transcendentalists
9(5): Orestes A. Brownson, “The Laboring Classes,” 436-46
9(7): Theodore Parker, “A Sermon of Merchants,” 449-57
23. Fri., Mar. 9: Brook Farm as Transcendentalist Community
Packer, Transcendentalists, 132t-38t
Miller, Transcendentalists
6(2): George Ripley, “Letter to the Church in Purchase Street,” 251-57
9(9): Elizabeth Palmer Peabody, “Plan of the West Roxbury Community,” 464-69
(read after #18 in Sams)
Henry W. Sams, ed., The Autobiography of Brook Farm, selection numbers 2, 3, 4, 5,
7, 8, 18, 39, 44, 45, 46 [RP, 46-58]
A 7-page essay on Transcendentalism as a literary/cultural movement
is due at my office (Wyatt 141) by 4:00 p.m. on Friday, March 9.
SPRING VACATION: MARCH 12-16
24. Mon., Mar. 19: Alcott and Fruitlands
Packer, Transcendentalists, 147m-50m
Whicher, Emerson, re-read the journal entries on Alcott, 124b-131
A. Bronson Alcott and Charles Lane, “Fruitlands” [RP, 33]
Charles Lane and A. Bronson Alcott, “Consociate Family Life” [RP, 34-37]
Louisa May Alcott, "Transcendental Wild Oats" [RP, 38-45]
25. Wed., Mar. 21: Brook Farm as Fourierist Phalanx
Packer, Transcendentalists, 155t-64
Sams, Autobiography of Brook Farm, selection numbers 47, 48, 50, 51, 52, 53, 60, 61,
77, 85, 120, 123 [RP, 58-73]
Miller, Transcendentalists: 9(10): George Ripley, “The Harbinger,” 469-71
Rebecca Codman Butterfield, “Reminiscences of Brook Farm” [RP, 74-76]
26. Fri., Mar. 23: The Lessons of Experience
Packer, Transcendentalists, 150m-55t, 165-81
Whicher, Emerson, 207-09b on Waldo’s death; and esp. “Experience,” 253-74t
27. Mon., Mar. 26: Emerson’s Politics
Packer, Transcendentalists, re-read 65-66m, 69m-70t
Whicher, Emerson, 209b-22t; and esp. “Politics,” 241-52; and “Ode,” 439-42
Emerson, “Address at the Woman’s Rights Convention” [RP, 77-79]
28. Wed., Mar. 28: Thoreau’s Politics
Packer, Transcendentalists, 187m-95b
Thoreau, “Civil Disobedience” in Civil Disobedience and Other Essays, 1-18
Albert J. von Frank, “Mrs. Brackett’s Verdict: Magic and Means in Transcendental
Antislavery Work,” in Transient and Permanent: The Transcendentalist Movement
and Its Contexts, ed. Charles Capper and Conrad Edick Wright, 385-94, 403-04 [M]
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29. Fri., Mar. 30: Antislavery
Packer, Transcendentalists, 218-36b
Thoreau, “Slavery in Massachusetts” and “A Plea for Captain John Brown,” in Civil
Disobedience and Other Essays, 19-48
Whicher, Emerson, 353-59t, 397-99t
30. Mon., Apr. 2: Fuller as Transcendentalist
Packer, Transcendentalists, 195b-204b
Fuller, Woman in the Nineteenth Century, vii-49 (Read up to “But to return to the thread
of my subject.” It helps to read first Fuller’s summary of her argument, from the
middle of page 92 [“And now I have designated in outline. . . .”] through page 98.)
31. Wed., Apr. 4: Fuller as Feminist
Fuller, Woman in the Nineteenth Century, 49b-59t, 61b-65m, 71m-74t, 75b-76m, 79t80b, 81b-85m, 90-98 (Don’t read the Appendix.)
Packer, Transcendentalists, 204b-17
UNIT FIVE: SOCIETY, SOLITUDE, AND SUMMING-UP
32. Fri., Apr. 6: A Knot of Dreamers
Hawthorne, Blithedale Romance, v-42 (through “A Modern Arcadia)
33. Mon., Apr. 9: Friends, Lovers, and Philanthropists
Hawthorne, Blithedale Romance, 42-86 (through “A Crisis”)
34. Wed., Apr. 11: Hotel and Boarding-House: The City as Artificial Community
Hawthorne, Blithedale Romance, 86-122 (through “Fauntleroy”)
A 7-page essay on Transcendentalism as a political/social reform movement
is due at my office (Wyatt 141) by 4:00 p.m. on Wednesday, April 11.
35. Fri., Apr. 13: Masqueraders (and a Confession)
Hawthorne, Blithedale Romance, 122-56 (finish the book)
Whicher, Emerson, 403
36. Mon., Apr. 16: Emerson’s Fate
Packer, Transcendentalists, 236b-41m
Whicher, Emerson, 274t-83, 302-13m, 320b-21t, 328-30t, 376-77; esp. “Fate,” 330-52
37. Wed., Apr. 18: Living Deliberately
Packer, Transcendentalists, 241m-57b
Thoreau, Walden, 1-64 (through "Where I Lived and What I Lived For”)
38. Fri., Apr. 20: Solitude and Society
Thoreau, Walden, 64-100 (through "Visitors")
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39. Mon., Apr. 23: Fields of Vision
Thoreau, Walden, 100-36 (through "Baker Farm")
40. Wed., Apr. 25: Neighbors
Thoreau, Walden, 136-74 (through "Winter Visitors")
41. Fri., Apr. 27: Springs
Thoreau, Walden, 175-216 (finish the book)
42. Mon., Apr. 30: Emerson and Thoreau
Packer, Transcendentalists, 257-74
Whicher, Emerson, esp. “Thoreau,” 378-95, and 327b, 402m
43. Wed., May 2: Recollections
Whicher, Emerson, 406
Henry James, Sr., “Emerson” [RP, 80]
Miller, Transcendentalists
10(1): Theodore Parker, “Theodore Parker’s Experience as a Minister,” 484-93
10(2): Ralph Waldo Emerson, “Historic Notes of Life and Letters,” 494-502
A 7-page essay on The Blithedale Romance and Walden is due
at my office (Wyatt 141) by 4:00 p.m. on Friday, May 4.
Take-Home Final Exam: The typed exam essay is due at my
office (Wyatt 141) by Friday, May 11, at 2:00 p.m.
At the instruction of the Academic Vice President, I have inserted this “Classroom Emergency
Response Guidance” in the syllabus:
Please review university emergency preparedness and response procedures posted at
www.pugetsound.edu/emergency/. There is a link on the university home page. Familiarize
yourself with hall exit doors and the designated gathering area for your class and laboratory
buildings.
If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the
designated gathering area so she/he can account for your presence. Then wait for further
instructions. Do not return to the building or classroom until advised by a university
emergency response representative.
If confronted by an act of violence, be prepared to make quick decisions to protect your
safety. Flee the area by running away from the source of danger if you can safely do so. If
this is not possible, shelter in place by securing classroom or lab doors and windows, closing
blinds, and turning off room lights. Stay low, away from doors and windows, and as close to
the interior hallway walls as possible. Wait for further instructions.
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