LITR 4332 American Minority Literature Model Assignments Research Project Submissions 2013 research journal

Cohen P. Landry

The African Experience

Studying American Minority Literature has instilled a desire within me to learn more of the styles, expressions and history about the writings of minority authors. Initially my aim was to learn about the literary perspectives of different writers and their works. Although American minority writings may differ culturally, I was hoping to discover many parallel writing styles. I wanted to discover whether the writings represented a classic, popular, or a representative style. I hoped to be inspired to learn about their distinctive voices during their individual and collective struggles. Another goal was to distinguish which American minority writers used the style of prose, satire, or a traditional style used by poets and authors. I also wanted to learn how each writer incorporated their choices of characterization, sentence structure, organization, or word choice.

After studying several minority literature writers such as Toni Morrison, Harriet Jacobs, Frederick Douglass, and Louise Erdrich, I found that the authors were influenced from previous literature styles and techniques. This was evident in their individual works. I also wanted to learn what were the main ideas when using words, images, symbols, themes and concepts of each writer? Furthermore, I was eager to learn about the culture, expression and influences of not just the writers alone, but for the entire culture they were representing. Each writer contains a special voice that expresses a message to others. I wanted to hear that voice of each writer. At times it seemed difficult to decipher or interpret the meaning of the theme from each writer; however, I was able to draw my own conclusions and appreciate the style each writer chose to display. I enjoyed reading Love Medicine by Louise Erdrich. She displays her creativity by emphasizing on the many different symbols throughout her story. Most of the main characters were represented by a symbol. These symbols had dual meanings that conveyed what the hidden message in the story meant. I was moved from the writing of Frederick Douglass. He personifies what a great writer is. Throughout his autobiography, he emphasizes how much he emphatically learns how to write and read. This made me feel a personal connection to the story because it personified goodness and determination. The most interesting aspect about the writers I have read is that each had a significant way of communicating to the listener. More importantly communicating about the struggle and informing their fellow man/woman, on how to survive through adversity.

In selecting this course, I was expecting to learn about American Minority Literature in a similar way I learned in all of my previous Literature courses. This was with extensive reading and some additional research to understand the writings. As expected, some readings and research was involved; however, the aspect of interactive reading and student-centered dialogue was a new experience. Hearing literature perspectives from other students like myself was enlightening and inspiring. Each class member had different backgrounds, experiences, and perceptions that made the learning environment more appealing. Utilizing technology in literature was also a new experience. The online directions and readings were a somewhat different but were effective by centralizing all of the information about related topics and concepts.

With an effort to continue my previous research about African Americans' struggle to assimilate and adapt to new circumstances, I have expanded upon the idea of the impact of slavery. With more detailed information about the slavery experience, I was able to uncover many interesting ideas that are relative to my initial perspective. The negative effect that slavery has had on the African has altered the identity of the African American. According to the Encarta World English Dictionary, the state of being is defined as “the state or quality of having existence”(Soukhanov and H.). During the prime years of slavery, the quality of existence for the African American was non-existent. Therefore the African existed in western civilization for exploitation purposes only; consequently it affected the socio-biological, and cultural essence of the African American.

This concept of socio-biology is based on the Darwinian evolutionary theory. This theory emphasizes the notion of morphological adaptation (Holcomb, Holcomb and Holcomb). This theory is mostly used to determine how “social behaviors have been shaped by natural selection for reproductive success”(Holcomb, Holcomb and Holcomb 3). This theory is also used to identify certain social behaviors in animals and insects. When applied to human behavior the theory is slightly altered. When correlating human behavior with sociobiology, the “contributions of the mind and culture,” has to be applied and considered  (Holcomb, Holcomb and Holcomb). What makes this theory difficult to adapt to human sociality, is most assumptions of sociobiology can be based on two concepts. The first concept of, “proximate causes of human behavior,” and the second concept of ultimate or “distal explanations” are both scientific assumptions. In this study I focus on the proximate cause for behavior of slaves, as opposed to the relation between behavior and proximate factors.

The idea is that evolution encompasses not just “genes and bodies”, but also “psychological, social, and cultural features” (Holcomb, Holcomb and Holcomb). So “When humans reproduce, offspring inherit the genes of their parents and when the relevant genetic, developmental, physical, and social environments of parents and offspring are shared, offspring inherit the gene-effects of their parents (Holcomb, Holcomb and Holcomb 3-5). This concept does not explain all behaviors of slave life, but indicates how certain characteristics are permeated through an entire culture of people.

The relevant genetic that is shared between parent and child can be a contributing factor when considering slaves and slave conduct. This genetic similarity can be made up of different variables such as disease, intellectual disabilities, physical capabilities and adaptation.

More specifically, the developmental factors can contribute to some slave behaviors. In early African societies, Africans experienced “spectacularly rapid development” (Wesley). It only took four thousand years between the original “Nile valley civilization in 3200 BC,” and the revitalized civilization in Egypt to flourish. Early farmers had become “engineers, artists, high priests and bureaucrats with alphabets and calendars”(Wesley). This remarkable expansion of power, intellect, and skill is hard to describe by many historians. This vast development however, is the embodied developmental aspect that was extremely discontinued by the entire slavery concept. Even though slavery did not last four thousand years, the progression socially, mentally, physically, and emotionally, has all been detoured and restructured according to foreign practices and beliefs.

 In addition, to make a distinct comparison, the affect that western civilization slavery has had on the African American will not be determined for several more thousand years. What is evident is the progression of the African American is still current. Only one hundred thirty years removed from the Emancipation Proclamation, the African American still struggles with differentiated levels of development.

The physical aspect of the early African had a negative effect on the transition and assimilation of Africans to the western countries. In a study done by the Chinese Academy of Sciences, evidence determined that “certain disease-causing variant genes became more common in African-Americans after their ancestors reached American shores”(Wade). According to Wade, some of these variants identified by the Shanghai scientist are associated with higher risk of hypertension, prostate cancer, sclerosis, and bladder cancer. These physical ailments had never been a factor in the biological make up of the African. Until arrival, inter-relations with Europeans, and indigenous persons, these diseases and sicknesses were non-existent in the biological genome of the African. Dr. Li Jin of the Chinese Academy of Sciences also stated that, “it was plausible that some versions of a gene would become more common as African-Americans adjusted to a new environment” (Wade). Although the biological factor caused some physical impairment, the Africans strength, endurance, and physical capabilities were a positive attribute seen by the Europeans. With these unexpected physical challenges, many Africans experienced sickness and death making the transition extremely difficult.

Furthermore, the most difficult aspect of assimilation for Africans was the extreme culture change. Many African tribes had complex systems of political, social, and economics.  During the fifteen century, “the prototypical political organization was the Sudanic State” (Wesley). These political regimes covered the land “extended across Africa south of the Sahara and north of the tropical rain forest” (Wesley 11).  According to Wesley, most in which was influenced by the Kushite monarchy. During the middle ages, the expansion of the royal family to the southern and western parts of Africa transitioned the political system from a monarchy to a centralized bureaucracy. Afterwards, slave voyages to the new world started in the late fifteenth and sixteenth centuries. Especially in early colonial times, transported Africans had no political influence. The political leaders of British rule in the early American colonies, only perceived Negroes as chattel and property, and never acknowledged them for any political influence; only as catalyst used for economic and fiscal gains. All laws were made to protect this interest and all doctrine was deliberately convoluted to persuade, manipulate and conquer the African.  This political ideology restricted the inferior African to any form of progression and acceptance of any new political perspectives.

 Socially, Africans in their native countries had different family and community structures. Without any substantial evidence of racial division, according to anthropologist, the tropical African names of groups and subgroups had only ten different name variations. Among those groups there was a social order according to lineage, skill, and religion. Religion was the main element used for structure in tribes. Some African tribes were known for pagan religious beliefs and practices. Each tribe had its own gods to praise and worship. According to Wesley, “throughout the medieval period, there was increasing contact between Islamic North Africa and pagan Africa”(Wesley 13). Many of these encounters were for economics and warfare. As stated by Wesley, “frequently the royal families of various African kingdoms would accept the faith of Mohammed” (Wesley 13).

This was also done for economic purposes. African religion was based on “systematically contrived hierarchy of values and powers in which everything had its place and its role” (Wesley 14). African societies who practiced these principles were highly respected by other African tribes because of the “low crime rate and high moral standards that prevailed among their peoples” (Wesley 14). During later years, European attempts to convert many Africans to Christianity were made.  Most missionaries used a mixture of “pagan and Christian elements” (Wesley 13). This concept of syncretism was a major factor in influencing Africans to assimilate to European beliefs and cultures. Even though many missionaries in African and early American colonies were successful, the ancient history of African religions was proven to be similarly divine in spirituality and not “magical in content and devoid” (Wesley 14). These peaceful social networks between Africans were disrupted and new ideals were forced upon a different culture of people, making any form of transitions extremely difficult.

Africans also had a system of economic stability. Agriculture, commerce, and manufacturing were some functions of the economic system. Some of these practices were gold mining, and trade in ivory tusks (Wesley). Before the slave trade, many Africans traded gold with Western Europe, and Iron with Arabs and Indians (Wesley). Africans were also experienced in trade and bookkeeping. Many of their domiciles were along riverbanks, and trade routes, which gave them a direct connection to visitors traveling Far East. Africans were also experienced in manufacturing precious metals, cotton plants, and iron smelting prior to European inventions. New forms of trade were introduced during the fourteenth and fifteenth centuries.  In 1441 a Portuguese sailor named Antam Goncalvez, captured a Moor slave seeking a commercial reward from his prince (Wesley). This led to the first significant slave trade enterprise that catapulted a worldwide epidemic of exploitation of Africans. In an effort to obtain economic wealth, many African tribes engaged in the trade with Europeans. The introduction of using slaves as a form of economic growth was not new to Africans; but it did influence some tribes to engage in more advanced intercontinental trades corrupting the “ political, moral and social fabric of African life” (Wesley 15).

The once peaceful, religious, moral, and righteous people of Africa were transformed into murderers, and corrupt manipulators. There is much to blame on the European influence, but it is evident that the lack of industrial advancements of African led to the interest in obtaining other goods and services. This influence of profitable trade encouraged other countries that had aspirations of global expansion. The intentions of European, Spanish and Portuguese, travelers were deliberate in disassociating Africans from their natural way of life. Under these circumstances, the African cannot be progressive, assertive, or acknowledge any sense of self worth; this perception has tremendously affected the African Americans socio-biological and cultural make up causing more dissention and disassociation from European ideologies.

Africa is not a “barbarous land filled with cannibals, head hunters, and ignorant superstitious natives, “this is untrue and unfair” (Wesley 14).

In researching the effects that Western civilization has had on the African and African American, I have discovered that the concepts, ideas, and philosophies of many historians and western educational institutions are erroneous and biased. Whether this concept is respected or not, it is evident that most history whether biblical, or historical is convoluted to benefit a specified cultural, religion or ethnicity. What is amazing is that it is relevant in all cultures and history around the world. What was most interesting, is how early Africans had advanced civilizations. They composed of scholars, artist, spiritual leaders, and many other community based professions. Another interesting point was how different tribes had their own traditions, customs and social structure. Most Africans had a standard form of social structure, but was extremely different from European civilizations.

This journal has inspired me to do additional research on the minority and immigrant societies in America. Many concepts, ideals, and philosophies of these forgotten cultures are not prevalent in America studies as they should be. The studies of American Minority literature, only grasp a grain of information needed to determine the true essence of these cultures. Literature focuses on the expression and voice of a culture, and is a great introduction to understanding the similarities and differences that embodies the American melting pot.

From a teaching perspective, I think that it is important to understand different ethnic backgrounds and cultures. A diverse society is evident today in all institutions. Whether in church, school, or in the workplace a basic knowledge of someone else’s culture is vital for psychological and academic advancements. Understanding this concept, as a teacher I would encourage all students to be informed about different cultures. More importantly I would teach them that the History of America is also the history of their native culture as well.  The history of minorities and immigrants in America is distinctive yet complex.  American History should be taught with all other history included. European influence in some way has influenced all national origins across the world. More specifically the European experience and influence has transformed many idealistic perspectives. The lack of documentation and written history is one of the main reasons that most cultures can be easily forgotten. The Native American for instance is a spoken culture, made up of stories and oral history. These concepts and Ideas will be part of my main focus as an educator.

I intend to do more extensive research in reference to the complete minority experience. This includes different races and ethnicities that similarly to the African-American, were faced with struggles of identity. I am also eager to define how this country has changed over the last 500 years in literature and creative arts, and what specific events helped develop those changes.  Even though I have a small understanding of literature and history, the amount of information that needs to be absorbed is vast and also very challenging. I am interested in studying the origins of words and communication styles. With a deeper understanding of Greek and Latin, I believe I can decipher many of the ancient literature and writings in many other civilizations. I have always been intrigued with the alternate meaning in other languages and cultures. With a hope to find a single source of power and enlightenment, is one of my ultimate goals in education.

Biographical Sketch

Harriet Ann Jacobs was considered one of the finest African-American female prose writers during the nineteenth century. As an African-American Slave, she endured many pain and struggles before receiving any acknowledgments or accolades for her writing brilliance and skills. Mostly known for her narrative Incidents in the Life of a Slave Girl, Harriet Jacobs has astonished critics, and supporters with a distinctive insight on the struggles of a female slave in America, Though limited with social, academic, and formal skills, Jacobs captures the essence of pain and sufferings using it to help propel the voice for freedom and liberty for the African-American Slave.

 According to James Riemer, Harriet Ann Jacobs was born in Edenton, North Carolina in the fall of 1813. Her parents were Delilah Jacobs and Elijah Jacobs.(Riemer). According to Reimer, her father was a carpenter and slave to a doctor named Andrew Knox. Her mother died in 1819, and the six year old Harriet Jacobs was forced to live with her mistress(Riemer). During this tenure, Harriet learned to read, write, and spell from the kind teachings of Margeret Horniblow(Riemer). During Harriet’s teenage years, she was faced with harassment, sexual abuse, manipulation, psychological, and emotional strains.  Most of this abuse came from her mistress’s father, who aggressively sought after her for sexual and selfish pleasures. Rebelling from her slave master, Harriet later had two children Joseph born in 1829, and Louisa Matilda born in 1835 for a lawyer in town (Riemer). According to Riemer, after countless years of threats from her slave master, Jacobs chose to hide in her grandmother’s attic to secretly care for her two children. Here Jacobs “read, sewed, and practiced writing” (Riemer 1).

In 1842 Jacobs escaped from Edenton and fled to Philadelphia, Brooklyn and Boston, where she became a seamstress, and nursemaid.(Riemer). According to Riemer, Jacobs moved t6 Rochester, NY, where she worked in an anti-slavery reading room and bookstore. This extensive reading and writing practices would later become the defining moments of inspiration in Harriet Jacobs writing endeavors. In 1852 Jacobs was purchased for three hundred dollars by Cornelia Grinnell Willis, in which freed her from legal bondage and slavery (Riemer). According to James Riemer, in 1853, Jacobs and her daughter fled to Massachusetts. Here is when Harriet Jacobs truly considered “making the events of her life available to the public”(Riemer). Jacobs expressed these emotions and feelings in letters and friends conveying the message that, “If it could help save another from my fate, it would be selfish and unchristian in me to keep it back”(Riemer). According to Riemer, as Jacobs contemplated writing about the events of her life, she proposed the idea to the seasoned writer Harriet Beecher Stowe. Turned down die to creative differences, Jacobs decided to encounter the challenge herself. Jacobs continued to develop her writing skills, by writing slavery letters in the local newspaper.

According to Riemer, her first publications appeared in the New York Tribune on June 21, 1853. Jacobs completed her manuscript in 1858; however she had trouble finding a commitment from a publishing firm (Riemer). According to Riemer, Harriet Jacobs contacted publishers in New York and in London and eventually agreed to terms with the Boston firm of Thayer and Eldridge. Thayer and Eldridge considered publishing her work under one condition only. This condition was that an experienced writer, preferably Lydia Maria Child, write her introduction. In addition to applying a professional introduction, Lydia Child also considered structure, and word arrangement in Jacobs’s narrative. She mentioned in a letter to Jacobs, her implications on changing the manuscript by, “transposing of sentences and pages so as to bring the story in continuous order and remarks into appropriate places” (Riemer 4). According to Riemer, Jacobs purchased her own printing plates in 1861 and then released her narrative in London in 1862 titled The Deeper Wrong; Incidents in the Life of A Slave Girl. Many reviews and reports of the American edition appeared in The Liberator, Salem Anti-Slavery Bugle, the National Anti-Slavery Standard, and the Weekly Anglo-African (Riemer).

Approaching Civil War in America, Jacobs decided to focus her energy on relief work for “contrabands, black refugees, and escaped slaves from the south in search for freedom and shelter” (Riemer 5). According to Riemer, in January 1863 Jacobs continued her relief work and opened a free school for contrabands in Alexandria, Virginia. Her writing then took form of “letters and reports to northern and English newspapers” about the struggles of southern blacks (Riemer 5). According to Riemer, Harriet Jacobs returned to Boston in 1870 running a boarding house for several years helping freed slaves and families. According to Riemer, Jacobs relocated to Washington, D.C.in 1892.Jacobs later died in her Washington home at the age of eighty five years old in 1897(Riemer).

With the writing of Incidents of the Life of A Slave girl, Harriet Jacobs’s narrative has become a staple in the slave narrative genre. Many other contributions in writing such as letters and reports, has encouraged, informed, and enlightened many others of the struggles of the African-American slave.

Works Cited

Holcomb, Jason, Harmon Holcomb and Byron Holcomb. "Sociobiology." 1 September 2010. Stanford Encyclopedia of Pholosophy. Web. 17 April 2013. http://plato.stanford.edu/entries/sociobiology.

Riemer, James D. "Harriet A(nn) Jacobs." Dictionary of Literary Biography. Ed. Amy E. Hudock and Katherine Rodier. Vol. 239. Detroit: American Women Prose Writers, 2001. 1820-1870. Web. 23 April 2013.

Soukhanov, Ann H and H. Encarta World English Dictionary. Ed. Ann H. Soukhanov. Illustraded. St. Martin's Press, 1999. Print.

Wade, Nicholas. "Genome Study Points to Adaptions in Early African-Americans." The New York Times 3 January 2012: 3. Web. 20 April 2013.

Wesley, Charles H. Iternational Library of Negro Life and History IN FREEDOM'S FOOTSTEPS. New York: Publishers Company, INC., 1968. Print.