here are some of my writing samples.
In her speech to the all-male congress of 1917, Carrie Chapman Catt aims to advocate for suffrage by appealing to American ideals and stressing the unfairness and hypocrisy of denying women the right to vote.
Catt begins her speech by narrating the basic history of the American revolution and enumerating slogans of a just, representative government. This is demonstrated in the address: "Ours is a nation born out of revolution, of rebellion, against a system of government so securely entrenched in customs and traditions of human society that in 1776 it seemed impregnable” (paragraph 2). This serves to provide a historical precedent for Catt’s later arguments. By referencing revolutionary history, Catt can appeal to a sense of progress and patriotism harbored by the congress.
Catt later references Abraham Lincoln and Woodrow Wilson to build continuity between the common ideas of American leaders to contrast the supposed exceptionalism that we demonstrate with the harsh reality that half of the population is being denied representation. “Behold our Uncle Sam floating the banner with one hand, “Taxation without representation is tyranny,” and with the other seizing the billions of dollars paid in taxes by women to whom he refuses representation” (paragraph 5). This stark contrast exposes contradictions in the audience’s worldview and opens them up to the idea of suffrage to have a consistent worldview.
In the later parts of the speech, Catt uses repetition to reason that it is illogical only to allot fundamental rights to only half of the population. Using phrases such as “half of the people” and “half of the population” to admonish the thought process that leads to hypocritical disapproval of suffrage but full support of “Americanisms.” “Precisely the same intuition has already taught the blindest and most hostile for of women suffrage that our nation cannot long continue a condition under which government in half its territory rests upon the consent of half of the people and in the other half upon the consent of all the people [...]” (paragraph 6). This line of logic develops the interconnectedness of the previous paragraph by following the reasoning behind American equality and representation to its natural end. If the United States is based on the fundamental principles of “Taxation without representation is tyranny” and “Governments derive their power from the consent of the governed,” then how can it be justified that women cannot vote? As Catt questions, “Is there a single man who can justify such inequality of treatment, such outrageous discrimination?” (paragraph 5).
Catt continues to affirm her reasoning by stressing the political detriments of anti-suffrage positions and the inevitability of progress. Catt provides this rationale by reasoning that fighting the imminent will only make constituents discontent, leading to political obsolescence. “If parties prefer to postpone action longer and thus battle with this idea, they challenge the inevitable. The idea will not perish; the party which opposes it may.” (paragraph 13).
As well as providing credibility to her previous arguments for women’s suffrage, Catt begins to highlight the myopic and short-sightedness of her opponents by using words and phrases such as “antagonize,” “their sincerity will be doubted,” “suspicion,” “women haters,” and “old males of the tribe.” By coupling this word choice with stressing the potential political losses of being anti-suffrage, the audience of the speech (Congress of 1917) is far more likely to politically mobilize to protect their interests and continue to be in power.
Catt ends the speech by once again emphasizing progress. “Woman suffrage is coming – you know it. Will you, honorable senators and members of the House of Representatives, help or hinder it?” (paragraph 20). Suffrage is fated to happen. By stressing this idea at many points in the speech, Catt persuades Congress to weigh the political and social advantages of women’s suffrage and engage with suffrage in a far more serious, positive way.
The first period of industrialization greatly affected the economic and social landscape of Europe. The English imposed dominance and control over various industrial aspects, mostly because of the Continental system that Napoleon forced on the area. However, during the middle of the nineteenth century, Germany as a result of later industrialization and the effects of unification, quickly became a major economic powerhouse, rivaling England. This chain of events led to further efficiencies in the European economy as well as the advent of the first vestiges of modern life. The key developments of the European economy during the second half of the nineteenth century include newfound German industrial domination and economic specialization, as well as the corresponding social effects of an increase of the standard of living and the advent of technical education.
Newfound German domination of the European industrial economy was caused in part due to the prior leadership of German chancellors. The Zollverein, as advocated by Frederich List, allowed for the Northern German states to economically unify by lifting internal tariffs and allowing for economic collaboration between local governments. The system alse placed significant tariffs on cheap English good to incentivize investment into the economy. Otto von Bimsarck used the Zollverein system to his advantage through the establishment of the North German Confederation to subdue the French during the Franco-Prussian war. The Prussian states (and later Germany) were able to take advantage of the benefits of the Zollverein and later industrialization to further enhance the base models the English had exported and expanded into new sectors such as organic chemistry and electrical engineering.
Because of the industrial advancements of the German state, the concept of mass leisure and mass consumption also began to take form. The synthesis of steel through the Bessemer method allowed for the building of railroads, gas lamps, and open boulevards for crowds of urbanites. Coupling with the manufacturing capabilities of the time, the shift from a seasonal work pattern to a standardized and rigidized work pattern also aided in the development of ‘leisure.” The further development of railroads also democratized leisure across social classes, as the lower classes were able to use this transportation to go to dance halls, beaches, and athletic levels. The increased efficiency of manufacturing machinery drove the development of department stores like Le Bon Marche, which sold standardized merchandise like clothing, utensils, furniture, stationaries, and perfume.
Another key characteristic of the European economy during this time period was the increase of white-collar jobs, The growth of specialized industries like the engineering, chemical, and electrical sectors and the expansion of government services caused the growth of white-collar positions. Though mostly filled by women, white-collar work still required a baseline of literacy and arithmetic. This, in turn, fueled the growth of the education sector and the teaching profession.
The rise of technical education (and education systems as a whole) came as a result of industrialization and white-collar work. Though education reform was mostly a political undertaking, it served the industrial class because of an almost unlimited supply of skilled employees that could operate machinery, subway stations, post offices, and financial firms. By 1900, most European states had an universal elementary school system (primarily concentrated in Western Europe) because of the abuses faced by children during the first phase of industrialization. By the end of their schooling, most elementary students were able to hold down apprenticeships and jobs and serve their modernizing, especializing economies.