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Paul Lauter

Trinity College

General Editor

Richard Yarborough

University of California, Los Angeles

Associate General Editor

Jackson R. Bryer

University of Maryland

King-Kok Cheung

University of California, Los Angeles

Anne Goodwyn Jones

University of Missouri

Wendy Martin

Claremont Graduate University

Quentin Miller

Suffolk University

Charles Molesworth

Queens College, City University

of New York

Raymund Paredes

University of Texas, San Antonio

Ivy T. Schweitzer

Dartmouth College

Andrew O. Wiget

New Mexico State University

Sandra A. Zagarell

Oberlin College

Lois Leveen

Electronic Resources Editor

James Kyung-Jin Lee

The University of California,

Santa Barbara

Associate Editor

Instructor's Guide

The Heath

Anthology

of

American

Literature

Fifth Edition

Edited by

John Alberti

Northern Kentucky University

Mary Pat Brady

Cornell University

Associate Editor

Houghton Mifflin Company

BostonNew York

Publisher: Patricia A. Coryell

Executive Editor: Suzanne Phelps Weir

Sponsoring Editor: Michael Gillespie

Development Manager: Sarah Helyar Smith

Associate Editor: Bruce Cantley

Editorial Assistant: Lindsey Gentel

Project Editor: Robin Hogan

Manufacturing Assistant: Karmen Chong

Senior Marketing Manager: Cindy Graff Cohen

Marketing Associate: Wendy Thayer

Copyright © 2006 by Houghton Mifflin Company. All rights reserved. Houghton Mifflin Company hereby grants you permission to reproduce the Houghton Mifflin material contained in this work in classroom quantities, solely for use with the accompanying Houghton Mifflin textbook. All reproductions must include the Houghton Mifflin copyright notice, and no fee may be collected except to cover the cost of duplication. If you wish to make any other use of this material, including reproducing or transmitting the material or portions thereof in any form or by any electronic or mechanical means including any information storage or retrieval system, you must obtain prior written permission from Houghton Mifflin Company, unless such use is expressly permitted by federal copyright law. If you wish to reproduce material acknowledging a rights holder other than Houghton Mifflin Company, you must obtain permission from the rights holder. Address inquiries to College Permissions, Houghton Mifflin Company, 222 Berkeley Street, Boston,

MA 02116-3764.

Printed in the U.S.A.

ISBN: 0-618-54250-7

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ivPart I

Contents

xvPedagogical Introduction xixCourse Planning and

The Heath Anthology of

American Literature:

Challenges and

Strategies

xxixUsing

The Heath Anthology of American

Literature

Website

Pedagogical Introduction: Colonial Period to 1700

1

5Native American Oral Literatures

8 Native American Oral Narrative

11 Native American Oral Poetry

19Cluster: America in the European Imagination

25New Spain

30 Álvar Núñez Cabeza de Vaca (1490?-1556?)

36Cluster: Cultural Encounters: A Critical

Survey

39New France

43Chesapeake

43 Thomas Harriot (1560-1621)

45 Edward Maria Wingfield (1560?-1613?)

47 John Smith (1580-1631)

49 Richard Frethorne (fl. 1623)

51 Nathaniel Bacon (1647-1677)

v

54 James Revel (after 1640s-?)

56New England

56 Thomas Morton (1579?-1647?)

58 John Winthrop (1588-1649)

60 William Bradford (1590-1657)

64 Roger Williams (1603?-1683)

69 Thomas Shepard (1605-1649)

76 Anne Bradstreet (1612?-1672)

80 Michael Wigglesworth (1631-1705)

84
The Bay Psalm Book (1640), The New England Primer (1683?)

87 Mary White Rowlandson (Talcott) (1637?-1711)

89 Edward Taylor (1642?-1729)

98 Samuel Sewall (1652-1730)

102 Cotton Mather (1663-1728)

106 John Williams (1664-1729)

110A Sheaf of Seventeenth-Century Anglo-

American Poetry

Pedagogical Introduction: Eighteenth Century

113

116Settlement and Religion

116 Sarah Kemble Knight (1666-1727)

119 Louis Armand de Lom d'Arce, Baron de Lahontan (1666-1715)

121 William Byrd II (1674-1744)

125 Jonathan Edwards (1703-1758)

127 Elizabeth Ashbridge (1713-1755)

130 John Woolman (1720-1772)

132 Francisco Palou (1723-1789)

134A Sheaf of Eighteenth-Century Anglo-

American Poetry

137Voices of Revolution and Nationalism

137 Handsome Lake (Seneca) (1735-1815)

138 Benjamin Franklin (1706-1790)

222Native America

222 Teaching the Texts in "Native America"

233 Jane Johnston Schoolcraft (Ojibwa) (1800-1841)

234 Major George Lowrey (Cherokee) (c. 1770-1852)

241 Elias Boudinot (Cherokee) (c. 1802-1839)

242 John Ross et al. (Cherokee)

viii•Contents

299 Thomas Wentworth Higginson (1823-1911)

302 Harriet Ann Jacobs (1813-1897)

305 Mary Boykin Chesnut (1823-1886)

307 Wendell Phillips (1811-1884)

310 Abraham Lincoln (1809-1865)

312 Literature and the "Woman Question"

312 Sarah Moore Grimké (1792-1873)

313 Sojourner Truth (c. 1797-1883)

315 Fanny Fern (Sara Willis Parton) (1811-1872)

318 Elizabeth Cady Stanton (1815-1902)

321 The Development of Narrative

321 Cluster: Humor of the Old Southwest

323 Washington Irving (1783-1859)

326 James Fenimore Cooper (1789-1851)

329 Catharine Maria Sedgwick (1789-1867)

332 Caroline Kirkland (1801-1864)

335 Nathaniel Hawthorne (1804-1864)

340
Edgar

Allan Poe

(1809-1849)

344 Harriet Beecher Stowe (1811-1896)

348 William Wells Brown (1815-1884)

352 Herman Melville (1819-1891)

371 Alice Cary (1820-1871)

375 Elizabeth Stoddard (1823-1902)

377 Rebecca Harding Davis (1831-1910)

380 The Emergence of American Poetic Voices

380 Songs and Ballads

382 William Cullen Bryant (1794-1878)

384 Henry Wadsworth Longfellow (1807-1882)

386 Frances Sargent Locke Osgood (1811-1850)

388 Walt Whitman (1819-1892)

391 Emily Dickinson (1830-1886)

Pedagogical Introduction: Late Nineteenth Century:

1865-1910 399

530Toward the Modern Age

530 Booker Taliaferro Washington (1856-1915)

532 W. E. B. Du Bois (1868-1963)

533 James Weldon Johnson (1871-1938)

538 Edwin Arlington Robinson (1869-1935)

540 Ellen Glasgow (1873-1945)

543 Edith Wharton (1862-1937)

546 Edgar Lee Masters (1869-1950)

548 Willa Cather (1873-1947)

549 Susan Glaspell (1876-1948)

552 Robinson Jeffers (1887-1962)

556 Robert Frost (1874-1963)

558 Sherwood Anderson (1876-1941)

562 Theodore Dreiser (1871-1945)

564 Edna St. Vincent Millay (1892-1950)

727Earlier Generations

727 Ann Petry (1908-1997)

730 Theodore Roethke (1908-1963)

732 Eudora Welty (1909-2001)

734 Charles Olson (1910-1970)

737 Elizabeth Bishop (1911-1979)

739 Tennessee Williams (1911-1983)

742 Tillie Lerner Olsen (b. 1912 or 1913)

746 Muriel Rukeyser (1913-1980)

748 Carlos Bulosan (1913-1956)

751 Robert Hayden (1913-1980)

753 Bernard Malamud (1914-1986)

756 Ralph Waldo Ellison (1914-1994)

759 Arthur Miller (b. 1915)

762 Saul Bellow (b. 1915)

766 Gwendolyn Brooks (1917-2001)

768 Robert Lowell Jr. (1917-1977)

769 Hisaye Yamamoto (b. 1921)

773 Grace Paley (b. 1922)

775 John Okada (1923-1971)

778 James Baldwin (1924-1987)

781 Flannery O'Connor (1925-1964)

1 The term transaction is borrowed from Louise Rosenblatt's reader-response model of literature pedagogy.

Pedagogical Introduction•xix

Copyright © Houghton Mifflin Company. All rights reserved. instructors could prevent somehow "contaminating" the students' first experience of a text by avoiding sweeping generalizations about historical periods or intellectual trends, students always already bring with them just such large-scale conceptions, generalizations, myths, and beliefs about American cultural history. While

American Renaissance may only

resonate with a small group of students, terms like slavery, abolition, the

Civil War, Manifest Destiny

and the North and the South will call forth a wide range of associations, assumptions, and generalizations. These assumptions do not merely influence the reading experience; they are intrinsic to it, and the rhetorical approach to literary study recognizes that it is just as important for students to think about why and how they came to hold these assumptions as it is to question the historical validity of these assumptions. As James Berlin puts it, "In the effort to name experience, different groups [and, I would add, the individuals in and constituted by those groups] constantly vie for supremacy, for ownership and control of terms and their meanings in any discourse situation" (82-83). In other words, the cultural rhetoric approach in particular and multicultural pedagogy in general are not about replacing "false consciousness" with "true consciousness" or replacing an old-fashioned and rigid classification system with an updated but equally rigid classification system. Instead, the focus on literature as an active strategic cultural process recognizes the pedagogical importance of what Paul Lauter has referred to as "starting points" - the basic frameworks and assumptions readers bring to texts and instructors bring to the class in the form of syllabus design and teaching practices. As a result, many of the pedagogical introductions in the Instructor's Guide suggest that the study of the texts in

The Heath Anthology begin by exploring the

assumptions, biases, and historical consciousnesses that students - and instructors - bring to the classroom. The point of these exercises is not the impossible task of freeing students from the influence of classification systems or preexisting ideas but to study how different assumptions, mindsets, and beliefs affect the reading experience; where these assumptions come from; and, perhaps most important to any rhetorical approach, what and whose interests they serve. The cultural rhetoric approach implies that a strategic maneuvering for social power, influence, and authority is intrinsic to literary activity, including the reception and discussion of that activity in the classroom. If teaching the new canon means foregrounding discussions about the workings of cultural authority and power, that discussion must also include the classroom and institutional context of instruction as well in order for students to become aware of and reflect critically upon the part they play in arguments about cultural identity and values. xx•Pedagogical Introduction Copyright © Houghton Mifflin Company. All rights reserved. The teaching approaches outlined in this Instructor's Guide do not require completely abandoning the pedagogical techniques that many of us experienced as students and that we use in our own classes. If anything, a cultural rhetoric approach demands an ever closer "close reading," but a close reading that includes the cultural context of the reading experience, a close reading that indeed problematizes the boundary between text and context in order to get at the strategic questions of the kinds of cultural work engaged in by the creators of the texts in

The Heath Anthology, the

students in the classroom, and the teacher in the class. xxi Copyright © Houghton Mifflin Company. All rights reserved.

Course Planning and The Heath

Anthology of American Literature:

Challenges and Strategies

As Paul Lauter notes in his Preface to this 5th edition of The Heath

Anthology of American Literature

, the multicultural movement in American literary and cultural studies has fundamentally changed the experience of teaching and studying what has always problematically been called "American literature." The initial oppositional model, in which a more expansive understanding of cultural and literary history and analysis challenged what seemed a deeply entrenched canon of American literature, has increasingly given way to a situation in which that ongoing challenge has become the norm in the American literature classroom. Jeffrey Insko, for example, points out that for students who entered college in the 1980s and later, their more multiculturally informed literature classrooms did not cause them to "question any deeply held literary values or assumptions, simply because our values (if we had any) were still being formed," and as a result, "one of my first learned American literary values was to question what constitutes American literature. So rather than challenge my views, this notion became, for me, a defining feature of American literature" (345). To be sure, the multicultural transformation of American literary studies and pedagogy remains very much a work in progress: decentered; uneven; haphazard; always in the process of ongoing debate, definition, and redefinition. Insko's experiences suggest, if anything, the depth and complexity of the challenges that contemporary instructors of American literature and culture now face as we evolve an approach to the study of culture born in opposition and struggle into what AnaLouise Keating calls a "transformational multiculturalism" that "opens space for individual and collective agency that makes change possible (though not inevitable)" (98, 99). As the appearance of a 5th edition of

The Heath Anthology makes

clear, the multicultural transformation of American literary studies is no longer new if no less radical, and the pedagogical challenges and opportunities created by a more diverse and inclusive American literature classroom remain as exciting as they can sometimes be daunting. One of the key challenges in planning a culturally diverse American literature course is the inevitable and necessary prospect of assigning and teaching texts that an instructor may never have taught before or may be 1 Randy Bass, "New Canons and New Media: American Literature in the

Electronic Age,"

Using The Heath Anthology of American Literature Website•xxxv Copyright © Houghton Mifflin Company. All rights reserved. cultural objects on the Internet that are useful to readers of particular texts. The timeline can be used inside the classroom or by students working on their own. The breadth of the anthology has set demanding parameters for the website. Our timeline covers nearly five full centuries (1535-2000), and we are committed to having it be as inclusive as possible. This commitment requires our staff to find sources from different cultural, class, and gender perspectives. It means we have grappled with the ideological implications of listing oral texts by approximate dates of creation and selecting a starting point for the chronology that didn't privilege a European colonialist perspective. The enormous amount of information included in this section of the site is wonderful, although no comprehensive timeline can ever really be complete. Despite my tendency to obsess about possible holes in our chronology, I find myself learning things precisely from the odd juxtapositions the timeline affords. Is it surprising that 1840 saw both the publication of

The Lowell Offering, a

journal of writings by "mill girls," and the first Bachelor of Arts degrees conferred on women in the United States, at Wesleyan College in Macon, Georgia? What should one make of the concurrence in 1831 of Cherokee Nation v. Georgia, an appeal to the Supreme Court to preserve tribal lands through recognition of Cherokee national sovereignty; the establishment of the Workingmen's Party in Philadelphia, Boston, and New York City; the first Convention of People of Color in Philadelphia; the inaugural publication of William Lloyd Garrison's

The Liberator; and Nat

Turner's insurrection in Virginia? The implications suggested by such proximate entries provide new ways for instructors and students to think about the social and political forces that shaped the creation and reception of literary texts. While I hope the resources available on our site encourage instructors to adoptquotesdbs_dbs48.pdfusesText_48

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