LITR 4232 American Renaissance 2008
Text-Objective Presentation

Tuesday, 14 October: Frederick Douglass 2060-2143, introduction + (Narrative of the Life . . . + opening of “What to the Slave is the Fourth of July?”

Text-Objective Discussion: Adrian Holden

   

This presentation will cover the following course objectives:

1. To use "close reading" and "Historicism" as ways of studying classic, popular, and representative literature and cultural history of the "American Renaissance" (the generation before the Civil War).

3. To use literature as a basis for discussing representative problems and subjects of American culture (Historicism), such as equality (race, gender, class); modernization and tradition; the individual, family; and community; nature; the role of writers in an anti-intellectual society.

Objective 1

On the importance of “close reading”

                Upon reading and discussing an important and emotional topic such as that of American slavery, it can become entirely too easy to immediately latch on to the overt and ignore the subtle; or in the very least, it is possible to relegate these subtleties to the periphery in favor of broad strokes of reactionary sentiment.  That is to say, it should stand to reason that the average person in 21st century America can agree that, “Slavery was bad, and freedom is awesome!!”  This elementary point of view should be obvious and is unequivocally base, as the perpetuation of this “peculiar institution” is the single most heinous violation of human rights that continues to have debilitating effects on American society. 

Douglass addresses this sentiment in his scathing “What to the Slave…” speech saying –

                -“Would you have me argue that man is entitled to liberty? That he is the rightful owner of his own body?  …Must I argue for the wrongfulness of slavery?  …Must I argue that a system, thus marked with blood and stained with pollution, is wrong?”  (2142)

                The perspective garnered by the usage of “close reading” is contextual.  This means that “close reading” can shed light on the set of circumstances or facts that surround a particular event or situation, in this case, those that encompass the institution of slavery. An institution can be defined as well-established and structured pattern of behavior or of relationships that is accepted as a fundamental part of a culture 

These facts include, but are not limited to, topics such as the logistics surrounding the ability to maintain a slave plantation. Consider the mere size of the operation into which Douglass is born

                “Colonel Lloyd kept from three to four hundred slaves on his home plantation, and owned a large number more on the neighboring farms belonging to him (2075). 

A fairly obvious, yet intelligent question is how could a staff including the slavemaster, his family, and about twenty overseers manage approximately 600-1000 slaves – an answer posed by Douglass himself, “fear, intimidation, and degradation”

Examples: Fear – (2080) slaves were afraid to even tell the truth to anyone about their treatment

                Intimidation – (2099) Mr. Covey’s deceitful intimidation and harrassment

                Degradation – many violent and degrading incidents were directed towards women – (2074) description of Aunt Hester’s beating; (2087) Mrs. Hamilton’s Henrietta and Mary; evidence of further degradation can be seen in Mr. Auld’s explanation on why slaves should not be taught to read (2086)

-          Willie Lynch Letter (handout)

To say that the Narrative provides the “close reader” is with a personal view of American slavery almost does a disservice to the benefits gained, because this close examination also reveals the affects of slavery on American society as a whole. 

DISCUSSION:

What types of methods were used by slavemasters to perpetuate the system of slavery?  What are some of the ramifications of these methods?

Objective 2

3. To use literature as a basis for discussing representative problems and subjects of American culture (Historicism), such as equality (race, gender, class); modernization and tradition; the individual, family; and community; nature; the role of writers in an anti-intellectual society.

                (Focus) Examining the character of Ms. Auld in The Narrative of the Life of Frederick Douglass, helps to give us that basis for discussing the representative problems of American culture including equality (of race, gender, and class) and modernization and tradition as it pertains to the individual, family, and community.

                GENDER

                QUESTION:  How can Ms Auld be judged as a 19th century woman??  (From information gleaned from the text )

                                FD first impression – “a woman of the kindest heart and finest feeling….her face was made of heavenly smiles and her voice of tranquil music” (2085, 86)

                                -her “goodness” utterly astonishes Frederick (2085)

                                -she was a new slave owner that didn’t adhere to normal guidelines (i.e. allowing slaves to look her in the face, attempting to teach FD to read); Fred admits that when initially dealing with her, “My early instruction was all out of place…The meanest slave was put fully at ease in her presence, and none left without feeling better for having seen                   her” (2085, 86)              

                                As a literate, enterprising, single woman she made her own way as a successful businesswoman before she was married and I suspect that any slaves that were purchased were bought with her money.

                These characteristics tend to paint Ms. Auld as the picture of modernization, however once her husband is made aware of her endeavors to educate Frederick, she is forced to adhere to the traditional ideologies of the ruling class and more specifically, her husband.  Interestingly enough, he doesn’t beat her or handle her violently; he sits her down and explains to her what would be “a new and special revelation” to Frederick concerning why slaves should not be educated.  She immediately ceases Frederick’s lessons, and he begins to notice the debilitating effect that owning slaves is beginning to have on his mistress.

                QUESTIONS FOR DISCUSSION

                What are your thoughts concerning Mr. Auld’s explanation to his wife?

                (for the ladies) What are your thoughts concerning the change in Ms. Auld?

                What about Mr. Auld’s conversation with his wife connects to the role of writers in an anti-intellectual society?

                -What does Douglass’s subsequent revelation about education do for him as a person?