Page 83 - The Language of Composition 4e Teacher Edition Sample.indd

kingdom over which we reign must be first formed Happily there is now another locomotive 4
within us on what the psychic people call the ‘astral contrivance which is no flatterer, and which
plane,’ but what I as a bicycle look upon as the peasant and prince must master, if they do this CHECK FOR UNDERSTANDING chapter 4
common parade-ground of individual thought.” at all, by the democratic route of honest hard
Y
ou might ask students to discuss what
work. Well will it be for rulers when the tough You might ask students to discuss what
d suggests we must do first, befor
e
Willar
The Process old Yorkshire proverb applies to them as strictly Willard suggests we must do first, before
expanding our “r
eign” to a “kingdom”
Courtiers wittily say that horseback riding is the as to the lowest of their subjects: “ It’s dogged as Other Voices / Frances Willard expanding our “reign” to a “kingdom”
(par. 5). You could then use this discussion
only thing in which a prince is apt to excel, for does it. ” We all know the old saying, “Fire is a (par . 5). Y ou could then use this discussion
as a bridge to reading Ralph Waldo
the reason that the horse never flatters and good servant, but a bad master.” This is equally as a bridge to r eading Ralph W aldo
s famous essay “Self-Reliance.”
Emerson’
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would as soon throw him as if he were a groom. true of the bicycle: if you give it an inch — nay, a Emerson’s famous essay “Self-Reliance.”
Students might compare Willard’s
Therefore it is only by actually mastering the art hair — it will take an ell — nay, an evolution — Students might compar e Willar d’ s
philosophy to Emerson’s.
of riding that a prince can hold his place with and you a contusion, or like enough, a perforated philosophy to Emerson’ s.
the noblest of the four-footed animals. kneecap. . . .
TION
DIFFERENTIATION
DIFFERENTIA
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extending beyond the text
e xtending beyond the te xt Scaffolding
Scaffolding
You could pause and do a quick refresher
Y ou could pause and do a quick r efr esher
Shown here are two advertisements for bicycles from the 1890s. As you look at them, consider
Shown her e ar e two advertisements for bicycles fr om the 1890s. As you look at them, consider on aphorisms with your students. After dis-
on aphorisms with your students. After dis-
the differences in the way bicycles were marketed to men and women during this time period. cussing what an aphorism is, ask them to
cussing what an aphorism is, ask them to
explain the ef fect of Willar d’ s aphorisms in
explain the effect of Willard’s aphorisms in
paragraph 7. Point out the similarity of “if
paragraph 7. Point out the similarity of “if
you give it an inch . . . it will take an ell
you give it an inch . . . it will take an ell
[45 inches]” to “if you give an inch, they’ll
[45 inches]” to “if you give an inch, they’ll
take a mile.”
take a mile.”
Library of Congress, LC-USZC4-6645 PHOTOTEQUE PERRIN/Private Collection/Bridgeman Images

1. What did advertisers consider important selling points for each gender?
2. Does Frances Willard’s piece reflect the mind-set conveyed by these ads? What

connections do you see to Willard’s experience of learning to ride a bicycle?

3. What connections do you see to contemporary advertisements for women’s athletic gear?
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Other Voices / Frances Willard 189

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