*    Professor McBride opened class discussing the changes that were made to the daily syllabus, and she passed back
        our quizzes. Quizzes are graded on our ability to retain what we have read and state it concisely in essay form.
*    The changes in the syllabus are due to guest speakers that will be teaching  class as part of the candidate's application
        and selection process for a faculty position in the women's study department.
    *    As a result of this, we will lose one quiz, and discussion time for the articles we read. Thursday February 1, we will
            view the first half of a video; One Woman One Vote. Tuesday, February 6, we will have the first candidate give a
            lecture, and the following Thursday we will finish the video. We will then pick up with the discussion over the Hazel
            Carby, Ida B. Wells, and Gerta Learner articles. Please update you records.

*    Ruth Dickstein gave a presentation on the use of JSTOR. JSTOR is a collection of electronic journals covering some
        dating back to the sixteenth century up to approximately five years ago. There is a hotlink to the site from the class
        syllabus to the SABIO page. The directions are on the page for both on campus and off campus users. If off campus, you
        must provide your name and ID number.
    *    Click on JSTOR search to find handout., type in Grimke Sisters, set key to title, click on all history journals, then click
            search. The article will then come up.
    *     Printing the article cannot be done from the screen, you must click on the print key on the left side of the screen, choose
            ADOBE, if installed. This is the reading for Thursday. If you have questions contact Ruth: (621-4866)
            or dickstei@bird.library.arizona.edu

*    Professor McBride then passed out Essay one assignment. Each essay assignment will build upon the previous one
        chronologically. Each person will be assigned to the archived publication number which cooresponds with their group
        numbers. we are to use 1-2 sources, for help in siting, go to the online link entitled Guide To Research within essay one
        assignment. Professor McBride advised using the material within the Carby, or Welter articles in your research.

*    We broke into our groups and Ruth continued with a second presentation. We were given a handout of collected articles
        from the Chautauquan Society publication.We practiced analitical strategies for an article by looking at the portrayal of
        women and their social constructs of the day. (l890's) The handout contained four articles and some ads of the time. The
        four readings were divided between our groups. We were given ten minutes to read and discuss within our groups.

        *    The Chautauquan was a summer camp where well known scholars would congregate and give lectures and
                women would come from all over to hear them speak.
        *    Groups 1 & 2 read the article on Southern Colored Women; 3, 4, & 5 read White Husbands and Indian Wives; 6,
                7, & 8 read The Story of an Ugly Girl; and groups 9 & 10 read about Ida B.Wells and Anti-Lynching.
        *    We were to consider the social constructs in place; who the audience was; how race, class, or women were
                represented; and what was the political point of view.

*    Class discussion began with groups 9, and 10, and the Ida B. wells story. The topic was the anti-lynching movement in
        England, and a response from the north and south. There was a sharp division between the two sides. The north said that
        the southerners were going to get theirs, and the south said that lynching was a necessary custom for controlling the
        African Americans. This was 30 years after the Cival War

*    Groups 6, 7, & 8 summarized their article by saying that it presented a fictional first person experience of a girl who was
        not attractive. She was treated as less than a woman.  It explored the ideology of women's roles and geared to an
        audience of women.

*    Groups 3, 4, & 5 discussed how the article about white husbands and their indian wives went both ways between less than
        human and opressed Native Americans. It called for these men who married these women to take responsibility for their
        offspring and spouses, rather than live off the Tribal Reservations and exploit their resources. The tribes were moved to
        these reservations and they had no means of economic survival save what the government gave them. It sited that
        American taxpayers should not be paying for lazy white men living off these tribal grants and not giving anything back to
        society or the tribes they took from.

*    Groups 1 & 2 discussed the article on Southern Colored Women as geared toward wealthy southern white women. It
        contained advice to these women about how to relate to the southern black woman. It was very condescending toward
        the integrity of black women. It called for extending them a degree of courtesy and educating them. It was written during
        the reconstruction after 1890. It was treated as entertainment for the white women, not as equality for the black woman.
        It also implied that what the white woman had to teach was superior to any knowledge that the black woman already
        possessed.

*    We ended class with a discussion on the ad for a superior corset due to its elasticity so the lungs could function properly. The audience was definitely women. Time, alas, inturrupted any further insights from the class.