LITR 4232 American Renaissance 2010 final exam—Answers to Question B2

Allison Evans

Morality’s movement from Black and White to Grey

          Throughout my time at the University of Houston Clear Lake I have studied several different literary time periods spanning hundreds of years. Specifically looking at two of the courses I have taken, a distinct difference can be seen in the stance on morality during the Early American Literature and during the American Renissance. In several texts studied throughout Early American Literature, the aspects and characteristics of what is or is not moral seems set in stone. These characteristics are strictly based upon the religious teachings of the time. The teachings of the time were strict and based upon Puritan values of hard work and a disapproval of recreational activities. Puritans believed that man was made by God so that he could please him and do his work.

A prime example of this can be seen in a speech/sermon given by Jonathan Edwards called “Sinners in the Hands of an Angry God.” In this speech/sermon, Edwards proclaims that even though no evil as come upon them yet, the wicked will get what they deserve and will be grabbed up by Satan and placed in Hell. Edwards also goes over some of the things that make a man wicked and discusses the duties that good Christians have. In this text morality is only seen in terms of black and white. You are either a good Christian who is worthy of God’s grace, or you are a wicked heathen who will suffer; no one can be in-between.

          Unlike Edwards and others who were raised with Puritan beliefs writers of the American Renaissance saw morality in shades of grey. In Susan B. Warner’s The Lamplighter particular scenes and conversations of characters give insight into the thoughts of morality during this particular time period. Near the end of the text, John and Alice have a conversation about morality and life after death. In this conversation they allude to the fact that people have different beliefs and while they do not think any belief but their own will get them into heaven, they are not angry with the others for believing as they do. Further on within the text, Ellen and Mr. Van Brunt have a revealing conversation. Mr. Van Brunt expresses to Ellen that he fears due to his bad deeds he will not meet Ellen in Heaven as she wishes. Ellen replies to him saying,

 “whether you will believe it or not. Nobody is good, Mr. Van Brunt. But Jesus Christ has died for us,–and if we ask him he will forgive us, and wash away our sins, and teach us to love him, and make us good, and take us to be with him in heaven. Oh, I wish you would ask him!" she repeated with an earnestness that went to his heart. "I don't believe anyone can be very happy that doesn't love him" (Warner Ch.39).

Here Ellen clearly expresses that people can redeem themselves, and that even those who have been bad in the past can go to Heaven. While this is a strong belief based upon Christian principles it suggests that morality is not set in stone. The flexibility offered here hints towards the idea that everyone’s situations differ and are complex. These complexities cause us to make certain decisions that may not be seen as “good” ones in the Christian light, but with prayer these decisions and actions can be forgiven. This idea sets the tone for readers to see that morality is a complex idea and that it can be seen not only in black and white but in shades of grey. This text differs greatly from Edwards speech/sermon which as previously mentioned lays out the duties that must be followed in order for followers to truly go to Heaven in the end.

          Another text which displays the complexities of morality is Harriet Jacobs Incidents in the Life of a Slave Girl. In this text, Jacobs accounts for several things that happened to her during her life as a slave. Some of these things were good, while most of them were unpleasant. Throughout the text Jacobs expresses her thoughts about the lack of morality in her master. She refers to him as evil and at one point expresses that, “Truly, Satan had no difficulty in distinguishing the color of his soul!” (Jacobs 10). In contrast to her master, Jacobs explains the complications of the decisions that slaves had to face. She expresses the life or death decision she had to make when choosing whether or not to let her mistress know the ill behaviors of her master. This was not really an option in Jacobs’ eyes and she felt as though even though all of these things were happening to her she still maintained a good soul due to the situations she was placed in. She also brings up the feelings of mothers whose children were about to be taken from them. These mothers often wished that their children were dead because they did not want them to have to suffer the consequences of being a slave like they had. Jacobs does not see this as ill intent but instead sympathizes with the situation the mothers are in. Near the end of this text, Jacobs has her child christened in the church. This action by Jacobs alludes to fact that she sees morality and religion as important assets in her life. Throughout this text, morality is seen in shades of grey. Just like Warner saw that the rules of morality could be bent and complicated for certain situations, Jacobs saw that morality was a complicated thing with no definite characteristics for right and wrong.

          When dealing with the subject of morality within texts and literature it is important for a reader to see multiple sides of the subject. Reading texts with varying beliefs about morality helps the reader to be open minded on the subject. These texts in comparison to those from Puritan authors relate to a more contemporary view of morality that is still expressed in our culture today. A reader of these texts also learns about the inward views of people who lived very different lives due to their situations. Readers find that at times these situations lead writers to see the world in a different light, and at other times despite the differences in the situations the writers have similar undertones and beliefs in their texts. Warner was a white woman who was free, Jacobs was a black woman who was a slave and both of these writers felt the need to express that morality has no defining lines.

          There are several rewards and responsibilities that come with studying the complexities of moral issues. A major responsibility of the studier is to make sure that they are entering into the subject with an open mind. Viewing a subject such as this one with a completely closed off mind leads the studier to judge the situations with bias. This studier also has the responsibility to convey what they have learned with an open mind as well. Giving the learned information to others in a biased way does not truly embrace the authors’ points of the text or the purpose of the text itself. Conveying all of the findings with an open mind can greatly reward the studier. This reward can be one of an extended concept of different beliefs on morality and the reward of knowledge. Knowing more information about a subject matter can only help one. Another reward which may be obtained through the study of morality is personal growth. Studying morality often times brings forth the studiers thoughts and feelings about the subject. Expanding upon these and growing personally is a great reward.

          Subjects such as morality are often disregarded within the public school systems. Teachers believe that this subject is a touchy one and often times the differing opinions can lead to unwanted discussions. Another reason that morality is not studied in these schools is the lack of a concrete answer to the questions. In a world filled with bubble tests, students need to be able to come to a definite conclusion; the conclusion of “maybe” is unacceptable because you cannot pick just one bubble for it. The issue of morality could fit into the subject of critical thinking. Critical thinking involves thinking and often times writing reflectively about subjects whose answers vary. It also usually involves a sense of action or answers the question of what should be done in a certain situation. Morality would defiantly fit into the category of learning if educators would allow it. Students have different thoughts about what is moral and what is not, giving them a situation and then having them respond to what actions should occur next would inspire the thoughts needed to make this a critical thinking situation. Another characteristic of morality issues that make them a shoo-in for the area of critical thinking are the boundless answers that come with them; often times a right or wrong answer are hard to identify. If schools were to allow this type of subject matter into the classrooms of the bubble tests, it would definitely fall under the subject of critical thinking, and would require students to write essays encompassing their own thoughts.