Julie Garza 

March 1, 2010

Web Review: A Peer Critique of Three Midterms

LITR  5731: Seminar in American Multicultural Literature, Fall 2007 Midterm Papers

Review 1:   Gary Pegoda

     Gary Pagoda toys with the useful term, assimilation. (Assimilation is Objective 4 in our class syllabus. Pagoda also looks at voice in his essay, which is Objective 1B and 1C.)  I agree with his interpretation of assimilation, “Assimilation, I will argue, leads to voice and freedom.”  Pagoda points out how each character “uses their voices and choices,” then compares a class objective to the character.  The introductory paragraph in Pagoda’s midterm sets the mind frame for the reader.  (Pagoda informs us, that we are going to learn about assimilation and what it leads to.) Pegoda’s essay is interesting to me, because I plan to use the same slave narratives in my midterm essay.

     Pegoda explains that Equiano’s, Douglass’, and Jacobs’ autobiographies use assimilation, which “gives them voice and the nature of that voice.”   Pegoda points out that assimilation is evident in Equiano’s purchase of freedom, her opinion is as follows:  

One notes the tremendous assimilation in Equiano’s words, which suggests how he achieves voice and even his freedom. He speaks excellent English, with very good grammar. He uses a simile: ‘like a voice from heaven.’ He demonstrates familiarity with his captor’s religion as he says, ‘with thanks to God,’ and mentions heaven. Also showing assimilated behaviors, he bows. He does not cry, but shows ‘an overflowing of my eyes.’

Equiano is a literate man, very uncommon for African Americans at that time.  His choice to be literate is a form of assimilation, in that he has progressed from being an unfit man into a modest man.  He learns how to bow, a courtesy to his superiors, and displays his knowledge in grammar by using a simile when addressing his master. Through the use of assimilation, Equiano becomes an intelligent, literate man.  Pegoda states this, “He [Equiano] is a living mirror of the dominant culture and stings their consciences by his perfection in their own culture.” 

     Douglass lives a more fearful and painful life than Equiano.  He is born a slave and beaten severely, so how did he manage to assimilate so well?  Well, one example of assimilation in Douglass’ autobiography comes from his speech about freedom.  Pegoda quotes this in his essay,

Douglass, when asked about his feelings on gaining freedom says, ‘It was a moment of the highest excitement I ever experienced. I suppose I felt as one may imagine the unarmed mariner to feel when he is rescued by a friendly man-of-war from the pursuit of a pirate.’  Douglass gains his greatest voice and freedom by resisting assimilation into the culture around him and escaping, risking life itself.  He [Douglass] gains his voice by assimilating enough to express himself in the northern culture’s language, but he is able to use that voice as he did not allow himself to be assimilated into the culture of brutality.

I could not agree more with Pegoda. Though they come from two different worlds, assimilation is found in Equiano and Douglass’ autobiography through the freedom of speech.

Jacobs’, on the other hand, leads a different form of assimilation.  Jacobs’ feelings on her own freedom reflect different reactions than those of Equiano and Douglass.  Pegoda refers to this in his essay, “Jacobs’s resentment on the eve of her freedom seems peculiar, only until one sees the world into which she writes and reflects. Jacobs’s Southern resistance and Northern assimilation is in a world bursting into flame, and her voice mirrors and magnifies that fire.” 

     I agree with the different forms of assimilation that Pegoda uses in his essay.  Pegoda provides a worthy conclusion on assimilation, which neatly ties up his argument on the subject:

They all assimilate and resist enough to grow into voices for others, each in a way shaped by their times, each in a universal way shaped by the human spirit. They each resist, assimilate, and gain voices and choices similarly, across centuries. Yet, most importantly, they assimilate and earn voices and choices up to the point of losing personal dignity and freedom, for it is there that heroes and heroines stop.

Review 2: Sonya Prince

     Sonya Prince uses literacy in her midterm essay. (Literacy is objective 1C and 5C in our class syllabus.)  I chose Prince’s essay because I plan to do my midterm over literacy.  Prince takes note on the weaknesses that African Americans had in obtaining their freedom, mainly due to the fact that they were not allowed to become literate. Slave Masters granted very few slaves the right to learn to read and write.   This is evident in Douglass’ and Jacobs’ autobiographies.  The Corinthians in Song of Solomon are a great example of what happens to individuals who live in servitude, then are given the right to become literate.  Thus being said, I agree with Prince’s conclusion, “Literacy did not guarantee freedom from oppression.”  In Douglass’ autobiography he states his own problems with learning to read and write.  His slave owner, Mrs. Auld, taught Douglass the beginning stages of reading and writing, but stopped because Mr. Auld told her not to teach him.  Prince uses a good quote from Douglass’ narrative, which is one of his most memorable quotes.

If you give a nigger an inch, he will take an ell. A nigger should know nothing but to obey his master-to do as he is told to do. Learning would spoil the best nigger in the world. Now…if you teach that nigger (speaking of Douglass) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy (Douglass, 364).

From this incident, Douglass learns that literacy is his ticket to freedom.  As a literate man, Douglass found employment on his own and he created his own contracts.

     Prince points out the same awareness on literacy and obtaining freedom in Jacobs’ autobiography.  Linda never knew she was a slave until age six; this was a privilege that Douglass did not experience.  Linda’s story is crucial because she was pursued by her new slave owner and hated by his wife, but through all her hardships she managed to teach herself how to read and write.  Prince points out two important observations in Linda’s favor,

First, when she escaped and traveled northward she was able to deflect Dr. Flint from finding her. She accomplished this task by addressing letters from various places so Dr. Flint would believe she was somewhere she really wasn’t. Second, her literacy allows her to see a trap set up for her by Dr. Flint.

If Linda were not literate she would have died in both instances, yet her clever intelligence led her to her freedom.  The downfall to Linda’s literacy, that I find most upsetting, is that she cannot share her new ability.  She could not tell a soul about her literacy, or she might be punished.  Although African Americans during this time period were not allowed to obtain an education, Linda found a way to beat the so called “system.”  Prince’s essay focuses on the principles behind literacy, and portrays Linda’s character as an uplifting and motivational figure for her time period.

Review 3: Kathleen Walker-Anderson

     Anderson’s midterm essay focuses on “The Color Code,” which is objective 1D in our class syllabus.  I chose Anderson’s essay because “The Color Code” is another objective I plan to use in my midterm essay.  Anderson reviews the problems with race and refers to objective 2b, then states, “the fact that lives, identities, and opportunities are impacted by race and color is a complicated issue to examine; and all these italicized terms are related by what is in one way an economic issue, in another a social and cultural issue, and yet also a political issue.”  Anderson displays her understanding of the economic, social, and cultural issues behind “The Color Code,” admitting that there is more than one problem with the “The Color Code.”  Anderson drew me into her essay by adding extra points of interest about “The Color Code.”  For instance, Anderson reveals the concept of “binary oppositions,” and provides the definition for the term.  (Thus far, not many midterm essays provided a definition to a new term, which is why I took a liking to Anderson’s essay.)  Anderson’s essay includes many references to quotes and extra information that other essays did not include.  Anderson discusses the “derogatory class designations” which are found in the slave narratives of African Americans.   She continues with the characteristics placed on African Americans, some nicknames are “inferior” and “degenerate.”  If a Black child was mulatto, is that child more or less black than the full blooded black child?  Is the mulatto child subjected to a harsher life than the full-blooded black child?  These are the kinds of questions Anderson is answering throughout her essay.  Anderson focuses on these questions in the following quote from Equiano,

In regard to complexion, ideas of beauty are wholly relative.  I remember while in Africa to have seen three negro children, who were tawny, and another quite white, who were universally regarded as deformed by myself and the natives in general, as far as related to their complexions (37). 

Anderson continues, in her own words, with “The Color Code” stigma.

The deformity, or negative quality, in this case is the lightness of complexion, not the stigmata of blackness.  In his native province of Essaka, white is unnatural and black is natural, but this pairing did not come to be defined in this particular type of  ‘valuative hierarchy’ until after his experience with the European slave trade and American slavery in Virginia.

     Anderson suggests in her essay that race replaces class.  For example, when Mr. Auld demands that Douglass never be taught how to read and write, is an example of oppression.  Anderson points out the unfair social and cultural pressures behind “The Color Code.” She states that race and class will clash because “the binary oppositions of ‘The Color Code’ are either reversed or intertwined throughout the” autobiographies.  She ends her essay with a strong statement, detailing the observations in “The Color Code,” “The decree that ‘white people are unnatural’ is applicable because of the oppression of people across the color line that was always tied to a sense of superiority of class though it became complicated by race because of the existence of slavery.”

     In conclusion, I’ve learned that all model assignments are different, even though they cover similar topics.  Viewing the model assignments online was more helpful than receiving class instruction on the midterm assignment, because I was able to visually see an example.  Each model assignment is unique, because freedom, literacy and “The Color Code” can be interpreted differently.  My essay may mimic the model assignments, because I plan to cover literacy, freedom, and “The Color Code,” but I now realize that my own interpretation of each objective will create a unique essay.

Julie Garza

The African American Fight for Freedom

     Equiano’s and Jacobs’ autobiographies, Dr. King’s “Dream Speech,” and the character, Milkman Dead, from Toni Morrison’s Song of Solomon are examples of three class objectives: Literacy, “The Dream” and “The Color Code.” Literacy (Objective 1c.) was difficult for African Americans to obtain during that time period, but Equiano and Jacobs’ learned how to read and write, despite the hardships received from both their masters.  The American Dream (Objective 3) was desired by many African Americans during a time period that rejected equality because of “The Color Code.”  Though an abundance of African Americans struggled to find their own “American Dream,” there were some that escaped the pressures of racism in order to obtain their dream.  Equiano, Jacobs and Dr. King are fine examples of literate African Americans who obtained the “American Dream” through assimilation.  “The Color Code” (Objective 1d.) is an important factor in their freedom and will be addressed, but will not be examined as thoroughly as Literacy and “The Dream.”   

     Though Equiano and Jacobs fought for his freedom and literacy 100 years before Dr. King, Martin Luther King is known for his motivational “Dream Speech” that encouraged equality and freedom. An excerpt from his uplifting speech is as follows:

And when this happens, when we allow freedom to ring, when we let it ring from every tenement and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last, free at last. Thank God Almighty, we are free at last" (par.29).

Dr. King impressed the crowd during his “Dream Speech,” with profound words of freedom and equality, just as Equiano and Jacobs were trying to do 100 years before in their autobiographies.  Although Dr. King delivered a successful speech, many African Americans were subjected to the manacles of segregation and suffered racial oppression years after Dr. King’s famous speech.  Despite the inequalities toward African Americans, Dr. King’s speech was effective, and is a fine example of an African American “Dream” obtained through assimilation.

     Dr. King obtained the process of assimilation, by becoming literate and voicing his concern for the equality of African Americans in his “Dream Speech.”  Dr. King experienced racial oppression as a child while attending segregated schools in Georgia.  He attended an all black university for his undergraduate degree, then transferred to another university in Boston to finish his MA and PHD.  Dr. King escaped the racial segregation of all black schools during his MA and PHD, by attending a mixed race graduate university.  He pursued an undergraduate degree, very uncommon for African Americans in the 1940’s and 1950’s, then moved on to his PHD, which was completed in 1955.  The choice to obtain a PHD is a process of assimilation. The power of assimilation, for Dr. King, comes from being literate. 

     Dr. King uses assimilation by honoring the American right to freedom of speech.  Many African Americans before him were punished severely if they spoke out of context, but Dr. King challenged his predecessors by public speaking in more than twenty-five hundred places.  He spoke on topics such as injustice, racism, and protests.  He led the nonviolent march into Washington, D.C., where 250,000 people stood before him, as he delivered his “I Have a Dream” speech.  During his “Dream Speech,” Dr. King stood before hundreds of people as a proud, literate African American.  He spoke for every African American who dreamed of a better life, The American Dream. Dr. King’s “Dream Speech” utilizes the power of literacy in public speaking, which fully demonstrates the process of assimilation through freedom of speech. 

     Olaudah Equiano uses assimilation throughout his autobiography, The Interesting Narrative of the Life of Olaudah Equiano.  The power of assimilation found in Equiano’s autobiography comes in his purchase of freedom.  When he speaks about his freedom his voice sounds profound and intelligent, not the voice of a “common” African American slave.  His English is superb.  Equiano’s usage of grammar represents the knowledge of a “white” man, his assimilation of grammar leads to his freedom.  He uses similes and metaphors in his freedom speech delivered to his master. 

     Other forms of assimilation used in Equiano’s autobiography are formal curtsey bows, the knowledge of God, and showing emotions through proper grammar.  For instance, Equiano shows his assimilation in the idea of God when he learns that there is a God and a place to worship him at, church.  The following quote displays Equiano’s assimilation toward God,  “I was again amazed at seeing and hearing the service I asked all I could about it; and they gave me to understand it was worshipping God, who made us and all things” (ch.3, par.15).  He understands that there is a God, and that God is the creator of all things, which is another step towards his assimilation.  He learns the proper way to bow and performs this courtesy to his leaders and masters, which is a process of assimilation in becoming a free man.  Also, through the use of assimilation Equiano controls his emotions with proper grammar.  The following is an example of this method, “This woman behaved to me with great kindness and attention; and taught me everything in the same manner as she did her own child, and indeed in every respect treated me as such” (ch.3, par.19).  Though it is very uncommon for African Americans of slavery to be given such privileges, Equiano is treated with the same respect as the white child and is given the same privileges as the white child.  Through assimilation Equiano learns compassion and respect.  The way he “words” the kindness of the woman in the quote above represents his assimilation of grammar.  Through assimilation Equiano becomes literate, knowledgeable,  and courteous, which allows him to obtain The American Dream, freedom.

     Harriet Jacobs’ Incidents in Life of a Slave Girl focuses on elements of assimilation.  African Americans experienced numerous hardships in obtaining their freedom, partly because they were not allowed to become literate, and partly because of “The Color Code.”  Linda was mulatto, which caused more grief and pain to her than other African American slaves.   Slave Masters denied African American Slaves the right to learn how to read or write.  Linda’s mistress taught her about God and literacy, enabling her process of assimilation.  The following selection describes Linda’s first steps toward assimilation: 

My mistress had taught me the precepts of God's Word: "Thou shalt love thy neighbor as thyself." "Whatsoever ye would that men should do unto you, do ye even so unto them." But I was her slave, and I suppose she did not recognize me as her neighbor. I would give much to blot out from my memory that one great wrong. As a child, I loved my mistress; and, looking back on the happy days I spent with her, I try to think with less bitterness of this act of injustice. While I was with her, she taught me to read and spell; and for this privilege, which so rarely falls to the lot of a slave, I bless her memory (Jacobs, par.13). 

Linda’s appreciation to her mistress, demonstrates her understanding of literacy, “The Dream,” and God. 

     In Jacobs’ autobiography, Linda never knew she was a slave until she was six years old, a privilege that Frederick Douglass never experienced.  Linda’s master was affectionately, inappropriate to her, but the master’s wife disliked Linda, thus causing Linda’s weary position.  Fortunately for Linda, she continued to teach herself how to read and write.  The fact that Linda continued to make herself literate shows her ability to assimilate.  When Linda escapes her overly, affectionate master, Dr. Flint, she travels northward.  Linda’s ability to runaway and hide gives her a chance at freedom.  Dr. Flint never found Linda because of her literate capabilities.  While in hiding, she addressed her letters to Dr. Flint from inaccurate places, keeping her address a secret.  The power of literacy enabled her freedom, and kept Dr. Flint from finding her.  Sadly, Linda could not use her literacy to its full potential, because slaves were not allowed to read or write.  Her literacy had to be kept a secret or she would suffer severe consequences.  Although Linda was in hiding for a long period of time, she succeeded in her American Dream, freedom.  Through assimilation she was able to overcome the stigma of illiterate slaves, thus leading to her freedom at the end of the autobiography.           

     Milkman Dead, in Toni Morrison’s Song of Solomon represents a coming of age character.  The changes Milkman encounters while becoming an adult, forms his journey into manhood.  The epigraph used in Song of Solomon, “The fathers may soar/And the children may know their names,” introduces the novel’s main theme.  In our class Objective 3a: “dream” narrative, plus the sub-category: “Flight,” are examples of Morrison’s “flight” theme.  African American culture held a myth that people could fly in order to obtain freedom.  This myth is repeated often in contemporary literature, especially in Song of Solomon.  The character Solomon is a man who found “flight,” which allowed him to leave slavery, but in obtaining his own freedom he scarred the family he left behind.  He left his wife, Ryna, in slavery with their children.  In Solomon’s “flight” more harm came than good to his family, so his particular flight only helped him, not his wife and twenty-one children left behind.  In Solomon’s “flight” escape, the cons fairly outweigh the pros.

     Similar to Solomon, Milkman’s “flight” is also selfish.  In Milkman’s “flight” from Michigan he escapes Not Doctor Street, but at what cost?  Hagar dies of heartbreak due to Milkman’s flight, causing more harm than good to the people left behind.  The epigraph above attempts to resolve the issues between abandonment and “flight” shown in both Solomon’s and Milkman’s “flight.”  Milkman notes that Pilate has mastered “flight.”  Though she can fly, her feet never lift off the ground, which demonstrates that Pilate has mastered the art of “flight”; labeling her “flight” unselfish.  Pilate will not scar the people left behind, because her “flight” is not the same as Solomon’s and Milkman’s abandonment “flight.”

     Toni Morrison’s examples of “flight” are used in a literal manner as opposed to metaphorical events.  Because the “flights” are taken in a literal sense throughout the novel, Morrison’s Song of Solomon is part of the magical realism genre.  Solomon, Milkman and Pilate use “flight” in a natural form.  The community of Shalimar, Virginia believes that Solomon’s “flight” is true, not a myth, thus labeling human “flight” as something natural and very real.  The community alienates Milkman because of his suspicions towards “flight.”  Milkman believes that “flight” is beyond human capability, and due to his suspicious nature, Milkman is alienated by his community.  Milkman is accepted by his community when he starts to believe that “flight” is real.

     Besides the “dream” narrative, sub-category: “Flying Africans,” Song of Solomon engages in assimilation through the character Milkman.  Milkman is the protagonist and the coming of age character.  Unlike Equiano, Milkman was born to a successful black doctor, but seeks to find his ancestral home.  Milkman’s coming of age story begins as boy.  He is an egotistical adolescent, then matures into a sympathetic adult.  As a child Milkman is selfish and inconsiderate, and feels alienated by his community and family, but through assimilation he becomes a caring adult.  Milkman’s undersized leg creates alienation problems for him as a child, but he finds a way to hide his leg, allowing him to learn how to hide his emotional weaknesses.  Though other people continue to pick on him as a child, Milkman is loved unconditionally by his family, but he fails to show his family love in return.

     Morrison describes Milkman’s deviate personality as a result of slavery.  Milkman’s selfish ways come in part from slavery and abuse, causing what little maturity he has to fall.  Solomon, Milkman’s great-grandfather, is the reason why Milkman is an inconsiderate child.  Solomon abandoned Milkman’s grandfather, Macon Dead I, which caused Macon to grow up as an orphan.  Macon Dead I’s son, Macon Jr., unfortunately saw his father’s brutal murder, causing him to be vicious man.  Macon Jr. raises his son, Milkman, to share the same intolerable characteristics as him, therefore causing Milkman to be an inconsiderate child.  Should the abandonment, negligence and faults of his ancestors be the main reason to Milkman’s selfish ways?  Yes, because the racial oppression that affects Milkman’s ancestors affects the way he will grow up too.  His selfishness is caused by his ancestor’s abandonment, slavery, and abuse.  Milkman overcomes his pre-destined faults when he travels to Shalimar, where Solomon took his “flight” into freedom.  Milkman changes in positive and negative ways as he ages from an adolescent to an adult.  Milkman’s ability to change from an inconsiderate child into a sympathetic man demonstrates the process of assimilation.

     In conclusion, Equiano, Jacobs, Dr. King, and Milkman Dead represent four characters who acquired assimilation through literacy and “The Dream,” despite the color of their skin. Though an abundance of African Americans struggled to find their own “American Dream,” Equiano, Jacobs, and Dr. King are excellent examples of literate African Americans who obtained the “American Dream” through assimilation.  Milkman obtained his freedom when he visits Shalimar, Solomon’s place of “flight.”  Through understanding Solomon’s “flight,” Milkman matures into a caring adult, which is a process of assimilation. 

Julie Garza

March 1, 2010

Research Plan

     My plans for the research project involve combining my in-class report topic, Louise Erdrich and the history of Dartmouth, with Erdrich’s Love Medicine novel.  Ideas to discuss in my research project are as follows:

1.     Did Erdrich ever discuss the history of Dartmouth? If so, what did it mean to her?

2.     Was she a commencement speaker at Dartmouth? If not, what is her relation to the college?

3.     Is Dartmouth college an institution just for American Indians?

4.     Why is Dartmouth college not a university?

5.     Do Erdrich and the history of Dartmouth have anything to do with her novel Love Medicine?  If so, what are the common elements or themes between both topics?

     My in-class report would preview the postings.  For my first research posting I plan to answer the questions above, then give a full explanation of my research in my in-class report.        

I would discuss the questions above in my in-class report, then  set up my second research posting based on the success of my in-class report.  Basically, did my fellow classmates understand my research on Louise Erdrich and Dartmouth college, or are there areas I could research more?  The questions I’d receive from fellow students on my in-class report would set up my second research posting, since the first research posting is due March 8, 2010 and I present my report on March 9, 2010.