LITR 5731:
Seminar in American Minority Literature
University of
Houston-Clear Lake, Fall 2001
Sample Student Midterm
Tara Edwards
LITR 5731—Seminar in American Minority Literature
Dr. Craig White
2 October 2001
Education
in African American Literature
The issue of education has a profound personal and professional impact on
individuals. Education involves skills that allow individuals to know themselves
with respect to the world in which they live, thus gaining the ability to
participate most fully in society. Education is often understood as the key to
obtaining choices as well as a voice in American society. The lack of education,
and in its most extremes the denial of education, oppress individuals by
limiting the choices and voice obtained through education. The issue of
education, primarily the choices and voice that come through education, plays a
critical role in historical text such as the Classic Slave Narratives as
well as in the more contemporary works of Song of Solomon and Push.
The denial of education is demonstrated frequently in the Classic
Slave Narratives as a method of oppression. The choices and voice gained
through literacy are understood well as a threat to the control of slaves.
Slaves often face severe repercussions for gaining literacy, if not directly
through harsh punishment, at least indirectly by having no overt voice and
choices despite literacy. Allowing slaves to have such voice and choices through
literacy would severely undermine their submission to the institution of
slavery, thus the issue of literacy among slaves is treated with extreme caution
in the dominant white society.
Taught to read and write by her mistress,
Linda is one slave who is privileged to be literate in the Classic Slave
Narratives. Linda, in the slave narrative "Incidents in the Life of a
Young Girl," understands immediately the value of literacy, and is
appreciative of such knowledge. Understanding the value of literacy with respect
to her slave status also means understanding the need for caution in disclosing
her literacy. She is aware of the implications of revealing her literacy, and
initially admits that literacy only at times such as when she is invited to
attend church services because she is literate.
Although he does not directly punish her for
her literacy, Linda’s literacy is not so openly welcomed by her owner, Dr.
Flint. He does, however, treat her literacy with caution. Dr. Flint, in fact,
participates in Linda’s literacy by writing her letters. The letter exchange
becomes a game between Linda and Dr. Flint. Linda initially denies her literacy
while Dr. Flint knows she can read: "One day he caught me teaching myself
to write. He frowned, as if he was not well pleased; but I suppose he came to
the conclusion that such an accomplishment might help to advance his favorite
scheme. Before long, notes were often slipped into my hand. I would return them,
saying, ‘I can’t read them, sir.’ ‘Can’t you?’ he replied; ‘then I
must read them to you.’ He always finished reading by asking ‘Do you
understand?’" (Child 364).
Although Dr. Flint participates in Linda’s
literacy by writing her letters, he is aware of the implications of literacy.
Linda knows her literacy puts her in danger even by her owner because, "He
knew that I could write, though he failed to make me read his letters; and he
was now troubled lest I should exchange letters with another man" (Child
372). Dr. Flint understands that literacy allows communication, and that
communication is the key to one’s voice and choices. Limiting literacy is one
way to limit slaves’ access to each other in that with illiteracy there is no
written communication with each other.
Even if they are not punished directly by their owners for literacy, the
slaves face problems from society at large for their literacy. When slave
quarters are searched by outsiders, signs of literacy, such as finding books,
cause intense problems, such as Linda experiences:
When their captain
informed them of their contents, they seemed much disappointed. He inquired of
me who wrote them. I told him it was one of my friends. ‘Can you read them?’
he asked. When I told him I could, he swore, and raved, and tore the paper into
bits. ‘Bring me all your letters!’ said he, in a commanding tone. I told him
I had none. ‘Don’t be afraid,’ he continued, in an insinuating way.
‘Bring them all to me. Nobody shall do you any harm.’ Seeing I did not move
to obey him, his pleasant tone changed to oaths and threats." He inquires
as to who writes to her, and she replies, "…most of my letters are from
white people. Some request me to burn them after they are read, and some I
destroy after reading. (Child 395)
It is only an unexpected distraction, an
exclamation of surprise, that ends the situation.
Although they are coming from opposite perspectives, Linda in the Classic
Slave Narratives and Precious in Push are both cautious about
disclosing their levels of literacy. Linda is careful about disclosing her
literacy, while Precious is careful about disclosing her lack of literacy.
Precious initially shows mixed responses to education and hides her illiteracy
from her math teacher, Mr. Wicher, a teacher with whom she has a certain degree
of rapport. Although her behavior in the classroom could be extremely
disrespectful, Precious wishes she could tell him about her illiteracy. She
would not reveal such response, but Precious is touched when she is told Mr.
Wicher referred to her as a good student.
Linda in the Classic Slave Narratives understands the voice and
choices that come through literacy, and so wants to pass the opportunity for
literacy on to others. She agrees to teach another man to read and write, but
only after making sure he understands the implications. An old, black man begs
Linda to teach him to read: "I asked him if he didn’t know it was
contrary to law; and that slaves were whipped and imprisoned for teaching each
other to read. This brought tears into his eyes (Child 401). Linda continues by
saying. ‘Don’t be troubled, uncle Fred….I have no thoughts of refusing to
teach you. I only told you of the law, that you might know the danger, and be on
your guard’" (Child 401). Fred’s response to the situation is
"’Honey, it ‘pears when I can read dis good book I shall be nearer to
God. White man is got all de sense. He can larn easy. It ain’t easy for old
black man like me. I only wants to read dis book, dat I may know how to live;
den I hab no fear ‘bout dying’" (Child 401).
Although Fred desires literacy primarily as a way to read the Bible for
himself, Linda sees literacy as an escape from slavery for herself and her
children. She uses her literacy directly as an aide to her escape from slavery
by sending letters from various places in order for Dr. Flint to assume she
travels a great deal (Child 457). On another occasion, her literacy gives her
insight to avoid a trap. Linda receives a letter, supposedly written by
Emily’s younger brother, begging Linda to come home. Her literacy allows her
to recognize the true author as Dr. Flint. Not only does Linda avoid the trap,
but she is insulted that she is perceived as ignorant enough not to recognize
the trap.
Education does provide potential opportunities for characters in African
American literature, but there is a realistic limit to the voice and choices
such characters gain. There are realistic limits for both Linda in the Classic
Slave Narratives and for Precious in Push. Those same hidden barriers
are seen in Song of Solomon. Corinthians is a sophisticated,
college-educated woman in Song of Solomon who has traveled abroad, yet
she works as a maid for Michael-Mary Graham because Corinthians, as a result of
her race, is unable to find employment that utilizes her education. Despite
Corinthians’ background and education, "After graduation she returned to
a work world in which colored girls, regardless of their background, were in
demand for one and only one kind of work" (Morrison 189). Even while
working as a maid, Corinthians does not let Miss Graham know she is college
educated, has been to Europe, or that she speaks French (Morrison 189).
Despite how far Precious in Push has come in her education, she
also faces realistic barriers to her voice and choices through the barriers
imposed on her education. One irony in Push is the way Precious’
educational opportunities are treated by the school system. She comes from a
system that has failed her miserably from the beginning. She finds herself in
the ninth grade completely illiterate. It is only by being dismissed from a
traditional school and placed in an alternative school that she begins to
progress in her education. Tragically, at the end of the book, Precious finds
her standing in the alternative school in danger. And it is only by stealing her
file that Precious discovers the threat of being moved from the alternative
program.
Stealing her file is Precious’ way of
taking back her story and gaining her voice. It is ironic that she has to be
completely secretive about looking at the file. That file, which she hasn’t
been allowed to see, represents choices that have been made for her—choices
that have been made for her primarily by members of the dominant white society.
Other people have had that voice for Precious, and they have not served her well
until her placement in the alternative school. Just when public programs are
beginning to help Precious, she learns ,by having to steal her file, that her
time at the alternative center could be cut short in order to send her to a
vocational program. Her dream is set, but even that dream is in great danger of
being taken away. The public programs available to Precious have given her a
taste of finding her voice and discovering her choices. The correction of past
mistakes of the public school system are beginning through Precious’ success
in the alternative school only to be repeated by taking her education away from
her again. This time, though, Precious has a deeper understanding of what she is
in danger of losing.
Although their own education is valued highly
among characters in African American literature, there are many examples of how
much they value the education of their children and the extremes to which they
will go to give them the highest level of education possible. Linda is willing
to be separated from her children in order for them to be educated. The first
such instance comes when Mr. Sands proposes to send Ellen to Brooklyn, Long
Island, and promises that she should be well taken care of and sent to school
(Child 458). After the separation from her children, she is sent a letter
promising that Ellen should be sent to school, and there is hope that one day
Ellen herself will write to Linda (Child 462).
Linda is so convinced of the importance of
education that no only does she ensure the educational opportunity for her
children, but she is persistent in keeping up with the educational progress of
her children. She is distressed when her children have not been given the
educational opportunities promised: "When she was placed with Mrs. Hobbs,
the agreement was that she should be sent to school. She had been there two
years, and was now nine years old, and she scarcely knew her letters. There was
no excuse for this, for there were good public schools in Brooklyn, to which she
could have been sent without expense" (Child 483). At nine years old, Ellen
is ashamed of being unable to read or spell (Child 496). Linda, now reunited
with Ellen in the north, begins to educate Ellen herself.
Linda agrees to another separation from Ellen
for the sake of Ellen’s education when Linda’s brother proposes to send
Ellen to a boarding school. This is a positive experience for Ellen being that
"Ellen liked her school, and was a great favorite there. They did not know
her history, and she did not tell it, because she had no desire to make capital
out of their sympathy. But when it was accidentally discovered that her mother
was a fugitive slave, every method was used to increase her advantages and
diminish her expenses" (Child 502).
Just as Linda is aware of the value of literacy for her children in the Classic
Slave Narratives, Precious is also aware of the value of education for her
son in Push. One of the main motivations Precious has in continuing her
education is to be able to raise her children as an independent mother. She
knows education is the primary way that could happen. Precious is determined for
her son to have an educated mother and to be educated himself: "I bet chu
one thing, I bet chu my baby can read….Bitcha he ain’ gonna have no dumb
muver" (Sapphire 63). Even before he is born, Precious thinks of her
son’s education: "Listen baby, Muver love you. Muver not dumb. Listen
baby: ABCDEFGHIJKLMNOPQRSTUVWXYZ. Thas the alphabet. Twenty-six letters in all.
Them letters make up words. Them words everything" (Sapphire 66). Precious
recognizes, and wants to instill in her son, an understanding of education as an
opportunity for finding one’s voice and for increasing one’s choices.
In connection to voice and choices being gained through education for
one’s self as well as for future generations, voice and choices are
particularly limited to those who are not literate. Names themselves are
impacted by a lack of literacy in Song of Solomon. The family name of
Dead is registered with the Freedmen’s Bureau as a result of a mistake. Dead
is written as the family name due to miscommunication, and it is not discovered
immediately due to the illiteracy of Macon Dead (Morrison 53). Illiteracy also
impacts how Macon Dead names his children. Because Macon Dead cannot read, he
points to names in the Bible that become his children’s names. His illiteracy
keeps him from choosing his children’s names.
Just as Macon Dead’s illiteracy impacts his voice and choices even in
his own name and the naming of his children, Precious’ voice and choices are
dramatically limited because of her initial illiteracy. Her illiteracy oppresses
her into remaining in an abusive environment with her mother and restricts her
from being an independent caregiver for her children. Precious feels trapped
until she begins to focus on her education as a way to change her situation.
Education is Precious’ way of finding her voice and increasing the choices she
has in her life. It is through finding her voice in education that Precious
begins the process of understanding her choices. She begins telling the Social
Service Department the truth about the custodial arrangement of her children,
and she begins to take seriously the ultimate goal of taking care of her
children, certainly at least her son, herself with a stable home and educational
opportunities.
It is in being sent to the alternative school that a real shift develops
in Precious’ view towards her education. The education system had not served
her well throughout her life until she is moved to the alternative school at the
age of sixteen. Precious, however, has a very positive anticipation of school as
she prepares to transfer to the alternative school: "I is ready. Ready for
school. School something (this nuthin’!) School gonna help me get out dis
house" (Sapphire 35). She continues: "I got self, pencil, and
notebook. Can I get a witness! I’m outta here!" (Sapphire 36). When she
arrives at the alternative school, Precious reacts positively when she is told
the school was called and was expecting her.
A change in Precious’ positive attitude
comes, however, when she is told her file had already been sent to the
alternative school (Sapphire 27). Precious’ anger at the direct action of
having her file sent comes from knowing a choice has been made for her. Calling
the school is seen as a nice gesture, but sending the file is a situation of
making the choice for Precious to attend the alternative school—a choice that
Precious is aware should have been her decision.
The placement testing and initial class meetings make Precious painfully
aware of how far behind she is in her education. The placement testing
reinforces a feeling of displacement in society. She is conscious that
""For me this nuffin’ new. There has always been something wrong
with the tesses. The tesses paint a picture of me an’ my muver—my whole
family, we more than dumb, we invisible" (Sapphire 30). Precious is
conscious of the association of low test scores and a sense of invisibility
because of her minority status. Despite her discouragement in the testing
process, Precious manages to keep her self respect: "I look bitch teacher
woman in face, trying to see do she see me or the tess. But I don’t care now
what anybody see. I see something, somebody" (Sapphire 33).
Not only is Precious determined to keep her self respect in her move to
the alternative school, but she is more determined than ever to learn. She makes
and immediate connection with her teacher, Blue Rain: "I want to tell her
what I always wanted to tell someone, that the pages, ‘cept for the ones with
pictures, look all the same to me; the back row I’m not in today’ how I sit
in a chair seven years old all day wifout moving. But I ‘m not seven years
old. But I am crying. I look Miz Rain in the face, tears is coming down my eyes,
but I’m not sad or embarrass" (Sapphire 48). Precious leaves the
alternative school the first day eager to practice the alphabet. That connection
with her teachers expands quickly into a connection with her classmates.
Precious even comes to think of her teacher and classmates as her family.
Another moment of intense joy for Precious
comes in an initial day at the alternative school when Blue Rain guides Precious
through a short reading passage. Precious immediately discovers a sense of
empowerment through reading: "She says very good and closes the book. I
want to cry. I want to laugh. I want to hug kiss Miz Rain. She make me feel
good. I never readed nuffin’ before. Wednesday can’t come fast enuff I’m
thinking as I walk down one-two-five" (Sapphire 54-55). It is through these
early stages of literacy that Precious is aware of an image of sitting outside
of a circle and being moved inside the circle through education (Sapphire 62).
Precious begins to find her voice through education as she moves into the
circle.
As Precious enters an educational environment that is effective for her,
she begins to see herself and her situations not as mistakes, but as part of the
solution. "Mistake? I don’t think so….I think I might be the
solution" (Sapphire 75). It is when she enters the alternative school that
Precious begins to analyze what has happened to her in the past and to think
about her future. She changes from saying she thinks she was raped to
understanding that she was raped (Sapphire 74). This introspection develops as
she begins to participate more fully in her education, and is the beginning of
Precious discovering her choices and her voice: "I think about my future a
lot. I think a lot. All the time. Ms Rain say I am intellectually alive and
curious. I am just trying to figure out what is going on out here. How what
happen to me could happen in modern days. I guess I am still trying to figure
out just what has happened to me." (Sapphire 125). Precious begins to think
about her future, and she begins to see her future not as something abstract and
far away, but as something beginning in the present time (Sapphhire 115).
As her education progresses, Precious begins to speak of education in
more sophisticated terms. She speaks of reading text in with a much higher level
of understanding the reading process: "The author has a message and the
reader’s job is to decode that message as thoroughly as possible. A good
reader is like a detective, she say, looking for clues in the text. A good
reader is like you Precious, she say. Passionate! Passionately involved with
whut they are reading" (Sapphire 108). Precious’ active engagement in
reading reflects the critical thinking skills being developed and the use of
those skills to analyze her situation and to act upon the choices she has.
As Precious begins developing her writing fluency, she learns to use
writing, particularly writing in the dialogue journal she participates in with
Blue Rain. Precious discovers her voice particularly in the process of journal
writing, and begins to explore her choices. She uses writing as a way to being
to understand her environment and her situations—particularly as she discovers
she is HIV positive: "I gotta learn more than ABCs now. I got to learn more
than read write, this big BIG. This the biggest thing happen to Precious L.
Jones in her life. I got the AIDS virus. That what tess say. We sitting in
circle thas when I tell class. Jus’ like it’s cornflakes for breakfast.
After so many days looking out the window, doing double talk in my journal. I
just come out and say it (Sapphire 93). Precious is very aware of the
therapeutic value of writing. As her literacy progresses, she writes frequently.
As Precious begins to explore herself at the deepest levels, she sees her
journal as a therapist until she can get with a counselor she can trust. To
Precious, writing in her journal in a therapeutic context is even seen as more
helpful than talking (Sapphire 123). Through education, Precious uses writing to
help her find her voice as she struggles to understand her situation.
Although individuals can remain oppressed despite education levels,
literacy can be seen as an opportunity for people to discover their voice and to
exercise choices for themselves. Literacy determines a great deal of how
characters in African American literature view their world and interact in
society. The degree of improvement in their lives varies, but education
inevitably impacts the voice and choices of characters in the Classic Slave
Narratives, Push, and Song of Solomon.
Works
Cited
Gates, Henry Louis,
Jr. ed. The Classic Slave Narratives. United States of America: New
American Library, 1987.
Morrison, Toni. Song of Solomon.
United States of America: Plume, 1977.
Sapphire. Push. United States of
America: Vintage Contemporaries, 1996.