LITR 4232: American Renaissance

University of Houston-Clear Lake, spring 2002

Student Presentation Summary

Tuesday, 19 February: Frederick Douglass, 1814-1880 (Narrative of the Life . . . + opening of “What to the Slave is the Fourth of July?” (1881-82)

Reader: Sheri O'Rourke

Discussion notes recorder: Stephanie Allen

Discussion of Frederick Douglass’ Slave Narrative

I was overwhelmed by Douglass’ account of his experiences.  I am curious to know how this piece affected the rest of the class.  It was difficult to choose the passages which I felt best did him justice.  I chose my readings from page 1824, 1826, 1829, 1838, 1839 and 1841.  I also mentioned a quote from Chapter 11 regarding Douglass’s statement that only if  someone was placed in the trying position of slavery, only then would they fully appreciate the hardships of it. The power and style of his writing portrays both the subtle and more heinous evils of slavery, as well as the strength of the human spirit.

 I focused on  Obj 3- which is using literature as a basis for discussing representative problems and subjects of American Literature. 

1^st readings will be from pages 1824 and 1829

I chose these passages because when I read them, it struck me that even though slavery was a dehumanizing experience, they still searched for and found some kind of meaning and criteria from which to define their lives.

Read p 1824 1^st paragraph- they had to find some sense of identity

p. 1829- beginning of 2^nd paragraph-they struggled to find something positive in their lives.

Next 2 passages vividly illustrate to us or at least me a side of slavery that I had seen quite so vividly revealed before.

P. 1826 P. 1839

I am curious to know how the women in the class felt after reading these passages.

Now, to bring a short lived ray of light to these readings, I read from opposite page of 1838.  This action takes place when he first gets to Baltimore.  He is about 7 years old.  I then read  page 1841-2^nd paragraph.

My first question was why the class thought that his young mistress was able to be so nice to him at first, and what made her change?

The class responded well to the question, and discussion centered on the fact that, at first, she had come from a working class background, had not been pampered, nor owned slaves.  She was able to treat him as another human being out to be treated.  The class also offered reasons for her change.  In those days, women were beholden to their husbands, and obeyed their wishes.  To do other wise may have meant trouble for their marriages and livelihoods.  She was forced to comply with her husband’s wishes.  Also, with regard to Harriet Jacobs’ observation that slavery is a “bad institution that deadens the moral sense,” she became desensitized to the evils of slavery.

2^nd question-in your opinion, what makes this piece so powerful and sets it apart from the rest of the pieces we have read?

Discussion brought up points concerning the effects of slavery on slaveholders, the brutality toward the women slaves.  Students also offered opinions on the wonderful strength and style of Douglass’ writing skills.