American Romanticism UHCL 2008 web highlight

Thursday 16 October: Harriet Jacobs, Incidents in the Life of a Slave Girl, N 804-825. Frederick Douglass, Narrative of the Life . . . , N 920-991.

When considering the slave narrative, romantic notions considered often include “desire” and especially “rebellion.” The first example by Cynthia Garza shows an ability to think “outside the box” and provide gothic elements to an otherwise romantic narrative centered around rebellion. The second example, by Lynda Williams, develops characteristics within the theme of “desire” that apply specifically to Frederick Douglass.

Question: “Citing at least three authors, review, describe, and evaluate the varieties of the Gothic we have encountered this semester. Why does the Gothic recur so frequently in American Romanticism or literature in general? Why or how is it so adaptable to different sensory environments, and what different purposes may it serve? What are its possible intellectual limitations and cultural biases?”

Answer: “Harriet Jacobs’ Incidents in The Life of a Slave Girl presents Gothic in the haunted physical and mental spaces of both slavery and Linda Brent. Slavery is described as a demon. Jacobs, like Poe, carefully chooses her vocabulary; she describes the slave owners’ impression of slaves as ‘God-breathing machines.’ The light and dark imagery is prevalent and Jacobs’ constantly uses this imagery to represent the trials of slavery versus the empowering of freedom. When Linda decides to live in the garret above her grandmother’s house, I feel like I am thrown into Poe’s world. Initially, there is no admission of light, and very little air, her home is stifling. This retreat into a confined space for 7 years is unfathomable and Gothic in nature, especially since this is a true account. Linda is continually haunted mentally by the choices she makes in her life. She feels betrayed by her mistress, confused by her role as a black woman in society, and locked in the confinements of slavery. Through conventions similar to Poe, Jacobs’ uncovers a work containing several Gothic elements.”

Strengths: Link to Poe; unique perspective and relationship between the Gothic and Slave Narratives. Good link with the “demons,” and the spiritual world.

Weaknesses: “Unfathomable” usually connotes “sublime.” A quote from the text concerning the lack of light? (N 818). And how exactly is Linda “haunted”…is it described in gothic terms? Or is it just a figurative haunting?

Question: “Write an essay concerning some persistent or occasional issue, problem, or theme significant to the course but overlooked by the previous four questions. You are welcome to use aspects of the course objectives. If your topic appears to range beyond the course's evident subject matter, defend or rationalize your topic. Relate your topic to the larger subject of American Romanticism--what relevant insights does your discussion reveal or suggest? Refer to at least three writers and their texts.”

Answer: “Then, in 1845, Frederick Douglass, whose ancestors did not willingly immigrate to America, takes the Western idea of the quest and makes it his own in the Narrative of the Life of Frederick Douglass, an American Slave. Even though not a product of Western culture, Douglass shows how pervasive this theme is in America, how even those who do not actively participate in the culture are nevertheless affected by it. And when one looks at what Douglass does with the theme of the quest, it really does not differ that much from other immigrants as they too are often spurred into their quest because of oppressive situations. The difference lies in that Douglass’s quest takes place within the United States; his quest leads him to cross boundaries also as he flees the slavery system of the South and heads to the North for freedom. But like other immigrants, Douglass has the characteristics and skills necessary to make that journey to freedom. For one, he has the desire: “[He] resolved that, however long [he] might remain a slave in form, the day had passed forever when [he] could be a slave in fact.” In other words, he does not submit to his circumstances (as many do), but defiantly decides to escape. Next, he has the wherewithal to understand the particulars of such a quest. Knowing that he cannot simply run away without a plan, he prepares for the trip, learning to read and write and learning a trade that will serve him when he crosses into his promised land. His patience and his hard work serve him well, as he is able to write his own passes and then when he gets to the North, he has a skill by which to support himself.”

Strengths: Strong textual evidence; overall good analysis of Douglass’s life. Interesting way to address the question – focuses on “persistence” and “ingenuity,” which are not explicitly romantic terms, but

Weaknesses: Only one – the term “rebellion” should be mentioned in reference to the sentence(s) concerning Douglass’s acts of defiance.

Cynthia’s essay contains a strong idea, but could’ve been followed through a bit more. Nevertheless, she takes an incredibly unique idea and runs with it. If she had more time, perhaps she would’ve been able to develop these ideas further.

Lynda’s essay takes a strong, fundamental analysis of Douglass’s life and applies it to themes that are somewhat outside the scope of this class. He is an “individual separate from the masses,” but the characteristics about the manner in which he attempts his escape from society (plans it out) are certainly expansive. Lynda takes “desire” to a whole new level, since she chooses to comment on the qualities which Douglass develops to reach his romantic dream.