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British and American Romantic Literature
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American literature romanticism from 1800 to 1860
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Recommended: British and American Romantic Literature
Most people agree that abolishing slavery has always been a struggle throughout the history of America. Great writers and thinkers openly expressed their disapproval, especially during the Romantic era. During this time period, strict laws were replaced by artistic freedom, experimentation, and critical thinking. Ideas of political liberty were also seriously considered by Romantics. Through a close examination of the poem “Ichabod,” John Greenleaf Whittier is definitely considered a Romantic poet because he strongly presents his political opposition to slavery, criticizes and questions the moral qualities of man, and expresses religious ideas through a metaphorical comparison to the Bible.
Poets are, no doubt, recognized first for their poetry. Despite the fact that Whittier took on many roles politically, he was first and foremost a poet. His writing pertained to the abolitionist movement and had been composed for purely political reasons. Not only was this pet a Quaker, but he was also a significant politician and moral force in the fight to abolish slavery. Lewis Leary confirms the purpose of “Ichabod” within the book John Greenleaf Whittier:
This piece, the famous “Ichabod,” came more directly, out of his political commitment than any previous work. “This poem,” Whittier wrote years later, “was the outcome of the surprise and grief and forecast of evil consequences which I felt on reading the Seventh of March Speech by Daniel Webster....” (105)
The 1850s decade began abruptly when on the seventh of March; Daniel Webster affirmed his support of compromise with the Southern slave power. Von Frank describes Whittier as so "shocked and saddened by this unexpected defection” that it led to the powerful protest “Ichabod.” This...
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...nner death" (Leary 109). Whittier not only uses religious texts to strenghthen his viewpoints, but goes a step further by adding emphasis on his moral and spiritual values, as well.
Whittier, like other poets, manipulates creative techniques that turn ordinary words into portals of expression. However, his Romantic opinions differentiate him from other poets while emphasizing his role in politics, abolition, and society. Especially in “Ichabod,” a poem through which John Greenleaf Whittier is very much considered a Romantic poet because he greatly exhibits his political opposition to slavery, criticizes and questions the moral qualities of man, and depicts religious ideas through a metaphorical comparison to the Bible. That Romantic spark within Whittier’s heart was just a small piece of the passionate fire which revolutionized a greater movement in America.
Waugh, John C. On the Brink of Civil War: The Compromise of 1850 and how it changed the Course of American History. Delaware: SR Books, 2003.
Literature is written in many ways and styles. During his time, Frederick Douglass’s works and speeches attracted many people’s attention. With the amount of works and speeches Douglass has given, it has influenced many others writers to express themselves more freely. Though Douglass lived a rigorous childhood, he still made it the best that he could, with the guidance and teaching of one of his slave owner’s wife he was able to read and write, thus allowing him to share his life stories and experiences. Douglass’s work today still remain of great impact and influence, allowing us to understand the reality of slavery, and thus inspiring many others to come out and share for others to understand.
Many writers begin writing and showing literary talent when they are young. Paul Laurence Dunbar, born and raised in Dayton, Ohio, was already editor of a newspaper and had had two of his poems published in the local newspaper before he’d graduated from high school. His classmate, Orville Wright, printed The Tattler which Dunbar edited and published for the local African American community. After graduating from high school, he was forced to get a job as an elevator operator which allowed him spare time for writing. He finally gained recognition outside of Dayton when, in 1892, he was invited to address the Western Association of Writers and met James Newton Matthews who praised his work in a letter to an Illinois newspaper. In 1892, he decided to publish his first book of poems entitled Oak and Ivy and four years later his second book of poems Majors and Minors was published. People began to see him as a symbol for his race, and he was thought of artistically as “a happy-go-lucky, singing, shuffling, banjo-picking being… in a log cabin amid fields of cotton” (Dunbar, AAW 2). Dunbar’s poems, written alternately in literary and dialect English, are about love, death, music, laughter, human frailty, and though Dunbar tried to mute themes of social protest, social commentary on racial themes is present in his poetry.
“She understood the subtle and overt relationships between religion and politics in new and old England and participated in them. She intervened as a writer to free yourself and to advance the antislavery movement. . . She challenged the American Revolutionaries, as well as their English counterparts, to respond to her political as poetic genius.” (98) The political commotion going on outside her home is the reason why Wheatley chose poetry specifically as her medium. As Rawley explained during the time period, “No one could deny poetry’s religious and political significance (although Thomas Jefferson, in response to Wheatley, would try). Nor could those attuned to cultural traditions deny the poet the right to reflect on the glory, and significance, of her own efforts, however much in service of patrons, kings, or Gods.”
On July 5th 1852, Frederick Douglass, one of history’s outstanding public speakers, carried out a very compelling speech at Corinthian Hall in Rochester, New York. Within that moment of time where the freedom of Americans was being praised and celebrated, he gathered the nation to clear up the tension among slavery and the establishment of the country’s goals. Frederick Douglass’s speech mentions the development of the young nation, the Revolution, and his own life experience. While speaking, his main subject was seen to be American slavery. The “Fourth of July Oration” was a commendable model of Frederick Douglass’s affection and engagement towards the freedom of individuals. Frederick Douglass’s speech left an impact on his audience and continues to change the minds of those who read his speech today. I agree with plenty of dominant thoughts and cases he acknowledged in the “Fourth of July Oration.”
It can be argued that Phillis Wheatley has undoubtedly made significant contributions to literature on a grand scale. At the time that she began to showcase her talent for versifying poems, she was faced with the enslavement of her race. It can be argued to what extent someone is being held in slavery actually enslaved. It was inconceivable that a black slave female could achieve such a level of intellect that she was asked to verify that she actually did write her poems. Wheatley’s works have been critical in contrasting the assumption that African Americans were of inferior intellect. She was also criticized for not having her works make direct references to the abolition of slavery, and taking a more radical approach to addressing the institution. Wheatley, in her own right, did not need to take a radical approach to emphasize an anti-slavery message in her works. Through an analysis of the historical context of her poems we begin to see the consistencies and themes in her writing style, which helps readers to identify with the author. We can also identify with her use of religious inferences, classical citations, and unique use of language as instruments that not only highlight her heritage but provide a form of motivation in African American writers. This subtly sets the framework for an anti-slavery movement in her own distinctive way. Her works help to highlight how she is able to combine personal experiences and literary devices to establish her voice. Wheatley utilizes her poetry as an outlet to expose human frailty, and express her belief of racial and religious equivalence. Wheatley’s literature was essential in furthering the abolitionist movement. The goal and purpose of this movement was basically to put an end t...
Walker, Barrington. “Slavery and Anti-slavery in the Age of the American Revolution.” Lecture 10, Queen's University, Kingston, February 3, 2014.
Lawrence J. Friedman: Gregarious Saints: Self and Community in American Abolitionists, 1830-1870. Cambridge, Mass., 1982.
“Sincerely and earnestly hoping that this little book may do something toward throwing light on the American slave system, and hastening the glad day of deliverance to the millions of my brethren in bonds … relying upon the power of truth, love, and justice, for success in my … efforts and solemnly pledging myself anew to the sacred cause, I subscribe myself” (Douglass 76). With these words, Frederick Douglass (c. 1817-1895), an emancipated slave with no formal education, ends one of the greatest pieces of propaganda of the 19th century America: that slavery is good for the slave. He writes his autobiography, Narrative of the Life of Frederick Douglass: An American Slave, as an abolitionist tool to shape his northern audience’s view of southern slaveholders. Through personal anecdotes, Douglass draws an accurate picture of slave life. Simultaneously, he chooses these events for how they will affect the northern audience’s opinion of southern slaveholders (Quarles ii). By using the written word, Douglass targets educated northern whites because they were the only group capable of changing the status quo. Illiterate northern whites and free northern blacks could not vote, while white Southerners would not vote because they did not want change. For that reason, Douglass used his life story as an instrument to promote abolition among literate northern whites (vi).
From the period of Antebellum America up into the present time, many documents and pieces of work have been published regarding the abolition of slavery and slavery in general. Regarding the abolition of slavery, slave narratives were one of the ways to get readers first hand look at accounts of slavery and in turn were a big part of abolitionist movements. In class we have read three of the great slave narratives and there are abolitionist themes that can be traces through all three of them. These themes argued against slavery and were used to persuade their readers to support the abolition of slavery. Although there were many similar themes through out the narratives I will be focusing on just two of the most effective ways that argue for the abolition of slavery: slavery seen as a slow poison, and emotion through extreme cruelty and suffering.
Whitman’s poem was written in the mid-1800s during the industrial revolution, but Hughes’ poem was written in the 1900s during the Civil Rights Movement. This is important because the Civil Rights Movement established the signing of the Declaration of Independence and the Industrial Revolution moved at a slow place but there were still issues with slavery. Whitman’s poem was free verse while Hughes’ poem was traditional rhyme/rhythm. The tone of Whitman’s poem was patriotic and celebratory (I HEAR America singing, the varied carols I hear); because he was paying tribute to the success of the individuals; however, the tone of Hughes’ poem was sarcastic and frustrated (to build a “homeland of the free,’’ because he didn’t feel like some individuals were allowed to experience the American Dream. Whitman’s theme of his poem was that individuals and liberties make America great. On the other hand, Hughes’ theme of his poem expressed that individuals felt excluded from the “homeland of the free.” The purpose of Whitman’s poem is praise for universal brotherhood. However, Hughes’ poem’s purpose was to inform individuals about inequality, meaning that not everyone has the same liberties in America. Whitman’s poem focused on the jobs of the workers, while Hughes’ poem focused on race, social status, and a list to represent the “I am’’ phrase; (I am the Negro bearing slavery’s scars). He also
Slave narratives were one of the first forms of African- American literature. The narratives were written with the intent to inform those who weren’t aware of the hardships of slavery about how badly slaves were being treated. The people who wrote these narratives experienced slavery first hand, and wanted to elicit the help of abolitionists to bring an end to it. Most slave narratives were not widely publicized and often got overlooked as the years went by; however, some were highly regarded and paved the way for many writers of African descent today.
Walt Whitman described Henry Wadsworth Longfellow as the “universal poet of young people” (Kunitz 10). He is the “poet of the sympathetic gestures” whose poetry was a “universal pastime and delight” (Kinsella 256). During the early 1800s, the literary movement Romanticism became popular in literature. It emphasized passion over reason, imagination over logic, human feelings and individual freedom. Economic and social reform were emphasized and writers, like Longfellow, would base their writings off of medieval times, folklore and legends, nature and common people (Lipking 18/19). With the ambitious vibes and beliefs of the Romanticism period, along with his great childhood and calm nature, Longfellow became one of the most sought after writers of all time (Kinsella 256).
Narrative of the Life of Frederick Douglass, an 1845 autobiography by the eponymous author, is rife with conflict and contradiction. The wealth and cruelty of slave owners is contrasted with the poverty and helplessness of slaves; the ideal of freedom is set against the looming dread of its consequences; but some of the most polarizing and intense conflicts are internal and paradoxical in nature. Among these is the idea of hope, to which the slaves cling and the masters try to crush. Hope almost always carries a positive connotation, but Frederick Douglass’ narrative exposes its paradox in relation to slavery and freedom, how it was used as a tool to both help and harm.
The brutality of slavery seems unquestionable today, however in 1840’s it was a matter of debate. Douglass’s use of intense and unflinching imagery confronts his reader with slavery’s intrinsic viciousness. He achieves this