In 1844, Lydia Sigourney asserted, "Man's warfare on the trees is terrible." Like Sigourney many American women of her day engaged with such issues as sustainability, resource wars, globalization, voluntary simplicity, Christian ecology, and environmental justice. Illuminating the foundations for contemporary women's environmental writing, Fallen Forests shows how their nineteenth-century predecessors marshaled powerful affective, ethical, and spiritual resources to chastise, educate, and motivate readers to engage in positive social change. Fallen Forests contributes to scholarship in American women's writing, ecofeminism, ecocriticism, and feminist rhetoric, expanding the literary, historical, and theoretical grounds for some of today's most pressing environmental debates. Karen L. Kilcup rejects prior critical emphases on sentimentalism to show how women writers have drawn on their literary emotional intelligence to raise readers' consciousness about social and environmental issues. She also critiques ecocriticism's idealizing tendency, which has elided women's complicity in agendas that depart from today's environmental orthodoxies. Unlike previous ecocritical works, Fallen Forests includes marginalized texts by African American, Native American, Mexican American, working-class, and non-Protestant women. Kilcup also enlarges ecocriticism's genre foundations, showing how Cherokee oratory, travel writing, slave narrative, diary, polemic, sketches, novels, poetry, and exposé intervene in important environmental debates.
Fallen. Forest. And. A. Golden. Ring. Once upon a time, the forest hills were once a place of beauty and life from the green grasses, large trees, beautiful flowers and lively animals that wandered the grounds, bugs that flew from ...
Zoë had fallen in love with him and had been suffering from a broken heart since she'd turned him down. “Let me explain, Zoë. ... And Jonah. And when I realized that, nothing else mattered except being Falling for the Forest Ranger 204.
Introduces deciduous forests, describing where they are located, what seasons they experience, and which plants and animals live in them.
40. On natural history education in early America, see Kohlstedt, Teaching Children Science, chap. 1. 41. Mary Louise Pratt, Imperial Eyes, 4, 37. 42. Harrison and Johnson, “Introduction: Science and National Identity,” 4, 9.
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