WHAT IN A GOOD CAUSE MEN MAY BOTH DARE AND VENTURE Karen

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Copyright Karen Schwarze 2016,All Rights Reserved, What in a Good Cause Men May Both Dare and Venture. Karen Schwarze Master of English,Utah State University 2016. Major Professor Dr Charles Waugh,Department English. What in a Good Cause Men May Both Dare and Venture is a historical short story that. features schoolteachers in Munich Bavaria during the revolutionary period of 1848 The. principle character Franz Schuler must decide whether or not to join an illegal teachers union. Simultaneously he must choose whether or not to stand up against his emotionally abusive father. King Ludwig I Lola Montez Karl von Abel and the revolutionary fervor that bubbled up in. several European regions all function as part of the backdrop of this story Paired with current. struggles educators face in the United States and around the world Cause demonstrates that. some social justice issues continually resurface Every generation whatever the location must. decide how it will respond to institutionalized injustice whether in 19th century Germany or. modern America,PUBLIC ABSTRACT, What in a Good Cause Men May Both Dare and Venture. Karen Schwarze, In this thesis I present a short story in the historical fiction genre I researched the plight.
of Bavarian schoolteachers during the 1848 revolution and integrated this historical information. into the story The Cultural Minister at the time Karl von Abel had instituted strict measures. against schoolteachers For example they were forbidden to read certain books a key element in. the story attend taverns and meet outside of regulated teachers conferences Teachers also were. denied civil servant status which meant that no pension was available to them. In my short story the main character Franz Schuler must decide whether or not to join. an illegal teachers union After he witnesses the march of the burghers prominent citizens in. protest against Lola Montez the king s mistress and his friend s near arrest he chooses to. participate in the union The union writes petitions to the Bavarian Diet and the king When the. German National Assembly convenes in 1848 they also write petitions to that body in hopes of. redress Franz also must choose how to respond to his father s domineering behavior The conflict. Franz faces in his professional life mirrors to some degree the one he faces in his family. Ultimately the National Assembly fails to enact real change and is disbanded Revolutionaries. across Germany are punished by the existing governments who reassert their power Franz and. his friends decide to leave Bavaria Franz goes to America to prepare a place for his family and. the others go to France, In this story I do not attempt to give a definitive historical interpretation of how the. revolutionary events of 1848 49 affected the schoolteachers of Bavaria Rather I offer a glimpse. into the lives of a few schoolteachers whose professional challenges coincide with the. revolutionary fervor and suggest how imagined individuals may have dealt with those challenges. ABSTRACT iii,PUBLIC ABSTRACT iv,HISTORICAL TIMELINE vii. INTRODUCTION 1,BIBLIOGRAPHY 12,HISTORICAL TIMELINE. 1825 Ludwig I crowned king of Bavaria at age 39,1837 Minister of Interior Karl von Abel put into. office institutes strict conservative measures,against the Volksschullehrer schoolteachers of.
the lower class,October 1846 Lola Montez soon to be King Ludwig s. mistress arrives in Munich, November 1846 Montez intercedes on Bavarian schoolteachers. behalf according to some accounts persuades,Ludwig I to make 120 000 florins available to. increase their salaries, 10 11 February 1847 Ludwig I grants Lola Montez Bavarian. citizenship his cabinet resigns en masse in,March 1848 In Munich burghers prominent citizens.
march in protest demanding that Ludwig,rescind order to shut down the university They. also demand that Lola Montez leave Bavaria,Montez leaves the next day. 19 March 1848 Ludwig I abdicates son Maximilian II takes the. 30 May 1848 National Assembly also called Frankfurt. Parliament is born,May 1849 National Assembly disbanded. CRITICAL INTRODUCTION, In this Critical Introduction I discuss several aspects of my experience as I wrote What. In a Good Cause Men May Both Dare and Venture hereafter Cause a historical fiction. piece Those aspects are conceiving the story and dealing with craft writing historical fiction. writing about 19th century German schoolteachers in particular balancing historical accuracy and. artistic license and conducting research, The Conception of Cause and Challenges It Presented.
My ancestors on my father s side immigrated to America from Germany Prussia and. Czechoslovakia in the 19th century My great great grandfather Ernst Schwarze left Germany in. 1860 While I do not know the details of why Ernst Schwarze left Germany I feel safe in. assuming that his reasons were similar to those that prompted other German immigrants to come. to America reasons like economic and political instability Those conditions were involved in. the German Revolution of 1848, After I made the decision to write a fiction piece for my thesis I had to decide on what to. write about I discovered that I wanted to get inside the cultural milieu of my ancestors As I. explored this milieu further the European Revolutions of 1848 surfaced as an intriguing and in. terms of fiction fodder relatively untapped series of events I learned that little fiction that deals. with these events exists in the English language, Once I decided to write about the 1848 revolutionary events in Germany I wanted to find. an even narrower demographic to work with some group of people whose interests aligned with. what unfolded in 1848 Though it would have been interesting to try to re create my own. ancestor s story I also felt drawn to a specific demographic group whose lives changed through. the events of 1848 The group I chose was Bavarian schoolteachers. Schoolteachers were marginalized in 19th century German society in terms of social. status and pay especially Historians such as Wilhelm Riehl Steven R Welch Heinrich Busshoff. and others have commented on the role of schoolteachers in the revolution Opinions vary from. that of Riehl who labeled the perverse schoolmaster as the Mephisto and evil demon who. inspired the peasantry to rise against the established order Welch 25 to those similar to that of. Heinz Elmar Tenorth who states that the teachers while not a central factor in the Revolution. certainly cannot be overlooked and has insisted that teachers were active not only in matters. affecting their own profession but in the broader politics of the liberal movement Welch 26. When choosing a demographic to zero in on with my creative thesis I chose schoolteachers partly. due to my interest in the genre of education protest literature I also agree with historians who. have portrayed these Bavarian teachers as a politically volatile group they were literate. thoughtful and consigned to a low echelon in society a group ripe for frustration Welch 26. Nipperdey 413 14, In an early draft I began the story with my version of an actual conversation between the. king and von Abel I followed that scene with alternating scenes that featured Lola Montez and. the king and the schoolteachers As the story evolved it became clear that I needed to choose an. emphasis Did I want to focus on Lola Montez and her role in Munich Should I eliminate a. portrayal of the king and his ministers almost entirely and focus on the common people In the. end I chose to center the story in one schoolteacher s experience In the story I mention the major. historical figures the king and Lola Montez but they are part of the background and do not act. as highly visible characters in Cause, One of the first questions I had to address and one that continually surfaced throughout. multiple drafts was the nature of the main schoolteacher s In my first draft the main character. was a woman teacher After checking the research however I discovered that at least according. to Welch s findings female teachers were nuns If I wanted my principle character to be a. woman I d have to bring in other elements of research such as nunneries and beliefs and culture. of the Catholic church in Germany in the 19th century I chose to avoid this eventuality by making. my schoolteacher a man There was from the beginning the dynamic of one schoolteacher trying. to persuade the protagonist to join the union For a reason that is still mysterious to me that. aspect of the story never changed What did change was how the principle schoolteacher was. drawn into the union, The nature of the union evolved throughout the writing process I knew from the.
beginning of the drafting process that my teachers would have an underground union in which. they wrote petitions One version of the story involved the expansion of the teachers union into a. full fledged revolutionary coup that wanted to take over the government There were two. problems with this idea First I had no evidence that the real teachers of 19th century Bavaria had. wanted to take over the government and I wanted to created historical fiction not an alternate. history Second it seemed to me that if they carried out a coup someone would have to kill the. king and I did not want my teachers to be murderers. When deciding on what characters to use and their attributes I ultimately chose to work. with personal material That is the Schuler family represents my family dynamics A. domineering wife mother figure however felt inauthentic in 19th century German society so I. reversed Kurt and Caroline Schuler s roles I originally grounded Franz in my brother s. personality and Heinrich in my own Their characters evolved and gained independence from. these original outlines which I think is a natural process in writing fiction When I started with. past family tension and personalities I found an emotional energy that complements the. professional and national tension Franz faces Likewise Franz s choice to finally defy his father. mirrors his decision to join the teachers union and break the law in a more major way than he has. in the past, A challenge I faced pertained to audience and point of view I wrote my first drafts in a. third person omniscient point of view in the past tense On the third draft I chose to change the. point of view to first person limited past tense I felt that the story came easier when I wrote it. using this point of view However it also meant that I had to consider other factors that hadn t. needed consideration before Such as To whom does the main character tell the story and why I. settled on the rhetorical situation of the main character writing a memoir like piece to his future. children As I changed the short story to the first person limited point of view I had to cut scenes. because the narrator would not have witnessed them himself Anything that he did not witness. had to be communicated through his friends or family members Because of this his. understanding of one particular event the part of the story in which Johan Weber is almost. arrested is limited as is the reader s I am glad I made the choice to change the point of view. and I would not want to change it back to third person omniscient That said there were sacrifices. that came with this choice One of those sacrifices was that I could not include epigraphs at the. start of the story because as my thesis chair explained they did not work with the rhetorical. situation I d set up, A lesson I do not think I could stress enough to potential writers of historical fiction is. this Work with a historical location where the spoken language is one you understand There is. no substitute for the ability to read and analyze primary documents I had to rely on other. historians interpretations of events and patterns Ideally a historical fiction writer delves into the. primary documents herself and makes her own conclusions which she then transfers into her. fiction Cause would have benefited from primary document research Unfortunately again. as I had to rely on English sources there are fewer descriptive details i e architecture clothing. in the piece than I would like there to be simply because I struggled to find definitive sources. that gave me this information One 18th century German author proved valuable as I looked for. sources to help me recreate this time and place In Cause I reference works by Friedrich. Schiller According to The Schiller Institute N o one more effectively united the conception of. republican freedom with the principle of poetic beauty than Friedrich Schiller His works. include a play called Don Carlos and a book called The Revolt of the Netherlands from which my. principle character Franz Schuler quotes I took the title of the story from The Revolt of the. United Netherlands At the suggestion of Dr Waugh I used these works to encourage Franz s. transformation from an obedient Bavarian citizen to a rebellious one In this way they help move. the story forward Don Carlos and Revolt are texts that schoolteachers and other revolutionaries. may have read texts that may have informed their revolutionary sentiments Don Carlos a. fictional play questions the arbitrary authority of kings and Revolt praises the Netherlands. rebellion against Spain in the 15th and 16th centuries. As I worked on my thesis I learned about not only how to write historical fiction but also. What in a Good Cause Men May Both Dare and Venture is a historical short story that features schoolteachers in Munich Bavaria during the revolutionary period of 1848 The principle character Franz Schuler must decide whether or not to join an illegal teachers union Simultaneously he must choose whether or not to stand up against his emotionally abusive father King Ludwig I Lola

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