 For this lesson, we will study American Gothicism, which is also at times called Dark or Negative Romanticism. We will examine how literature can be used to critique societal practice or the nature of existence.  According to Morse Peckham,  The Negative Romantic perceives  “neither beauty nor goodness in the universe, nor any significance,  nor any rationality,  nor indeed any order at all, not even evil order”  The Negative Romantic experiences  “a period of doubt, of despair, of religious and social isolation, of the separation of reason and the creative power” – Morse Peckham  Morse Peckham writes, “The typical symbols of negative romanticism are individuals who are filled with guilt, despair, and cosmic and social alienation. They are often presented, for instance, as having committed some horrible and unmentionable crime in the past. They are outcasts from men and from God, and they are almost always wanderers on the face of the earth” (qtd. In Eberhard Alsen).  Robert Hume suggests that these traits define Negative      Romanticism “(1) doubt, despair, and personal and religious alienation; (2)the exploration of dilemma, ugliness, and perversion; (3)the fascination with evil and pain; (4)disbelief in love and human compassion.” (From The New Romanticism: A Collection of Critical Essays edited by Ebhard Alsen)  G. R. Thomson writes,  “Dark Romanticism is the drama of the mind engaged in the quest for metaphysical and moral absolutes in a world that offers shadowy semblances of an occult order but withholds final revelation and illumination.” Garry Richard Thompson further explains Negative Romanticism as encompassing these beliefs:  “Fallen man's inability fully to comprehend …supernatural realm that yet seemed not to exist,  the constant perplexity of inexplicable and vastly metaphysical phenomena,  a propensity for seemingly perverse or evil moral choices that had no firm or fixed measure or rule,  and a sense of nameless guilt combined with a suspicion the external world was a delusive projection of the mind--these were major elements in the vision of man the Dark Romantics opposed to the mainstream of Romantic thought.” Nathaniel Hawthorne – Biographical Overview 1804 – 1864 Biographical overview  His father was a sea captain. Hawthorne was four when his father died.  He had two Puritan ancestors who judged “witches” during the Salem witch trials.  “Hathorne and another justice of the peace, Jonathan Corwin, took very seriously complaints about suspected witches. Both immediately issued warrants for Sarah Good, Sarah Osborne, and Tituba when witchcraft accusations were made against them. As justices of the peace, Hathorne and Corwin conducted initial examinations of the suspected witches. Hathorne often appeared to act more as a prosecutor than an impartial inquisitioner.”  (From The Famous American Trials website created Prof. Douglas O. Linder)  Hawthorne added a “w” to his name in order to move away from his Puritan ancestry. He was troubled by his ancestors. He felt that his family was cursed for persecuting Quakers and alleged witches.  He married Sophia Peabody, who was a painter.  They had three daughters.  The death of his mother caused him a deep depression.  Hawthorne tended to live an isolated life. Hawthorne’s ideas  “When God expressed himself in the landscape to mankind, He did not intend that it should be translated into any tongue save his one immediate one.”  Hawthorne's Conception of the Creative Process  By Richard J. Jacobso Hawthorne’s ideas  “In the depths of every heart, there is a tomb and a dungeon, though the lights, the music, and revelry above may cause us to forget their existence, and the buried ones, or prisoners whom they hide. But sometimes, and oftenest at midnight, those dark receptacles are flung wide open. In an hour like this, when the mind has a passive sensibility, but no active strength; when the imagination is a mirror, imparting vividness to all ideas, without the power of selecting or controlling them; then pray that your griefs may slumber, and the brotherhood of remorse not break their chain.” – From “The Haunted Mind” by Hawthorne For the Homework Assignment  Keep in mind that according to Morse Peckham, The Negative        Romantic experiences “a period of doubt, of despair, of religious and social isolation, of the separation of reason and the creative power.” Morse Peckham also writes, “The typical symbols of negative romanticism are individuals who are filled with guilt, despair, and cosmic and social alienation. They are often presented, for instance, as having committed some horrible and unmentionable crime in the past. They are outcasts from men and from God, and they are almost always wanderers on the face of the earth” (qtd. In Eberhard Alsen). Robert Hume suggests that these traits define Negative Romanticism “(1) doubt, despair, and personal and religious alienation; (2)the exploration of dilemma, ugliness, and perversion; (3)the fascination with evil and pain; (4)disbelief in love and human compassion.” (From The New Romanticism: A Collection of Critical Essays edited by Ebhard Alsen) Look above for the theories of G.R. Thompson. Your Task for the Homework Assignment  Explain how “Rappacini’s Daughter” reflects Negative Romanticism.  When you are done with the above question, think about your final thoughts on Hawthorne. Ultimately, does Hawthorne seem to embrace Negative Romanticism or does he seem to criticize or question it? What perception about the meaning of existence does he seem to hold?  Mention Morse Peckham, Robert Hume and or GR Thompson in your analysis. Refer to specific explanations from at least one or all of these theorists.  Refer to at least three quotes from the short story.  Rely on your own thinking and analysis.  In a class of twenty two students, I am expecting twenty two different interpretations.  Come up with your own original ideas. Grading Rubric for the Homework Assignment:  The following will positively affect the students' performance:  Academic Effort: It is clear that the student has read the assigned texts from start to finish.  Content: The student has covered the overall themes of the reading being studied and the student also refers to specific quotes from various parts of the readings. Comments and quotes are not just limited to the beginning only or to one part of the reading only.  Content: The student has thoroughly answered the questions for this homework assignment.  Content: The student presented his or her own unique understanding of the literature. The student’s analysis was his or her own and did not rely on summaries or analysis from the internet or other sources. The student took complete ownership of understanding the literature on his or her own terms. Content, support, and analysis  Comments reveal deep understanding of the material.  Comments reveal a skillful application of theoretical ideas to the reading.  The student has revealed his or her clear understanding of the material by providing adequate and solid references from the readings or other materials. In other words, the student has quoted at least three different sentences or important ideas and has summarized other segments of the narrative.  The student has referred to ideas presented by the theorists.  The student's comments demonstrates critical understanding of the topic by expanding the issue, bringing in additional perspectives, and promoting additional discussion.  The student remains focused on the topic under study.  Editing, Style and Formatting: There were few or no errors in the writing, mechanics and citation. The writing is clear and the student has made sophisticated stylistic choices.  Academic Effort: Contributions were made in a timely way and displayed a high level of engagement.  Academic Effort: The student has obviously taken this assignment seriously.  Academic Effort: The student has gone above and beyond the requirements. These will negatively affect the student's performance:  The homework assignment is clearly plagiarized. The post will earn a grade of zero and all incidents of plagiarism, per Moraine Valley bylaws, must be reported to the dean.  The ideas in the homework assignment are not the student’s own. They are presented as the student’s own, but they have been summarized from another source, which has not been given credit.  No attempt has been made to understand the literature on the student’s own terms.  The student has clearly read the material but may have misunderstood key       points. The student included few or no reference to the readings. The student has just referred to one part of the reading or the assignment and thus presents a limited view of the literature. The student has quoted one part of the reading throughout. There was little to no level of engagement. The student submitted the homework assignment after the due date. Please keep in mind that homework assignments posted after the due date and time receive a grade of zero. There were significant errors in writing, mechanics and citation that disrupted communication of ideas 
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